File one communication 3rd am- atf & aef competencies

Term Month
&
weeks
File competence Learning objectives Type of
task
Resources Module of integration (project) What students could already do
Grammar Lexis Pronunciation
FirstTerm
s
eptem
Week
3
septem
Week
october
Week
1
october
Week
2
october
Week
3
{Test
One}
october
Week
4
Fileone"1""COMMUNICATION"
Interact
Interpre
Produce
Diagnostic &
Revision
_________
Greeting and
introducing
people ( Formally
– informally)
Describing
people
"personality"
Making and
answering
requests.
Make
apologies and
giving
explanation.
Asking for
clarification.
Making /
accepting and
declining
invitations.
N.B:
Week 3: Test N°1
from October 18th
–
October 29t
( oral )
( oral
and
written)
( oral
and
written)
( oral
and
written )
oral
( oral
and
written )
To have /to
be
Adjectives
related to
personality
and moral
portrait.
Numbers
But / and/
because
"wh
questions
word
Expressions
of apologies
and
clarification
SNAPSHOTS OF
CULTURE
Guards
Or
Bear
Killers?
Read and
discuss
computing.
Messaging
Say it clear
intonation
raising and
falling
marking the
intonation in
an exchange
sounds
" " " " "
Introduce the
transcription of
the words
[sister-niece-
brother-uncle]
vowel
sounds " "
" "
Identify the
vowel sound in
"can"
practise
intonation
discriminate
between the
following
sounds
do /du:/
general /
Profile of your favourite artist.
Your favourite artist publish his or
her 'email' in the newspaper, so it's a
chance for you to contact him or her,
since you have just learnt how to use an
email .
But you don't know what your email
will look like?
Your friend in your group work
suggests to make a questionnaire and
send it to the artist.
So your Message should include the
following features:
a request for a recent photo of your
artist.
Questions dealing with :
full name.
appearance – age .
moral and personality .
likes and dislikes.
Hobbies
Thank you artist for his or her
collaboration and patience .
Your artist answered your Message ,
so you are going to make a questionnaire
or interview using the information
provided by your artist and write them
on a large sheet.
Stick pictures of you artist next to
the questionnaire .
Present your work to your colleagues
and your teacher.
Listen to your friends questions ,
comments about the work then try to
answer them.
Put your work in the school library.
SWBAT :
communicate "using
technological means
Identify pictures and
discriminate between a
photo and a drawing
Greet and use the
appropriate greeting
"formal" or "informal"
Introduce oneself and
others
Describe ones physical
appearance and people's
one
Elaborate clothes
Express likes and dislikes
and discriminate between
them
Give advice
Inquire about one's
health
Make prediction form
pictures
Decode messages from
pictures
Ask for permission
Ability to interact, -
interpret- and produce with
the above functions and
notions
Produce simple
paragraphs
Maintain a conversation
Identify sounds
Identify intonation and
mark it
Identify and locate places
and nationalities
By Mr. samir bounab
(sambonab@hotmail.fr)

Lesson Plan File One : COMMUNICATION 3rd
Am Level
Sequence One Listen and Speak
Personal Goals:
During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Two-way communication with the world.
Communicative Competence.
Lesson Focus:
Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases,
idioms, etc…)functions(polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
Function : Greeting – Introducing & Describing Personality- Expressing [polite request- apologies-similarity and cause]
Grammar : Adjectives [appearance & personality]
Vocabulary : vocabulary related to physical appearance & personality …
Competencies :
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
Can interact orally to ask and answer questions in short exchanges and to respond briefly to the news of others:
• On familiar, personal topics about self, community personal experiences and plans, leisure activities.
Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used : To facilitate pair work in class.
Can listen to and understand main points and important details of : Short monologs and dialogs Consisting of simple sentences using frequently used expressions
Can read and understand the main points and important details of: short, simple texts.
Can write short factual descriptions: Linked with most common connectors (e.g. and ;but; because )
Objectives / Assessment :
SWBAT by the end of the lesson ,students will be able to demonstrate :
1- Greet – introduce – describe physical appearance – describe temper
2- Express polite request – similarity – opposition and cause
3 – Identify Intonation in questions & Discriminate between strong and weak forms of the vowels
Required material and / or resources :
Manual's script page 169 & pictures
Page 3
"Sambounab@hotmail.fr"

timing Rationale Interaction Procedure competencies Who are my learners ?
Welcomi
ng
Greeting
&
Greetings
Welcoming
Greeting
&
Greetings
Welcomi
ng
introduci
ng
Teacher
–
students
Students
–
teacher
Students
-
Students
Teacher
–
students
Students
-
Students
Sequence One : LISTEN & SPEAK File One 3rd
Level
Warming –up:
• The teacher greets his pupils , talks to them about how do they feel since they have started a new school year and
all what may concern their school year.
• The teacher presents to his learners the new “File One” – Communication- and the project work they have to do
and present it by the end of the month.
• The pupils are invited to open their books on page “14” and pay attention at the photo.
• The teacher asks the pupils to interpret the photo .The teacher may help the pupils to describe the photo by asking
the following questions 1) What does the photo represent ? 2) How did people used to communicate in the past?
3) What mean of communication do you prefer?
Listen & Speak : {PDP} lesson:
pre-listening:
- The teacher interacts with his learners about what to say when they meet each other or reminds them about what he
said while he entered the class.
-The teacher invites his pupils to talk about what do they say when they “greet” each others or “greet” someone else.
- The teacher invites the pupils to act in pairs .using the “drill” of
Activity one p16: Greet your new classmate and “introduce” yourself to “him” or “her”
• You : Hello / Hi / Good morning-afternoon –evening , my name is ......................
• Your partner : Nice /Glad / Pleased to meet you . I am / My name is ...................
- The pupils are invited to perform the drill { 6 to 8 pupils}
- The teacher invites the pupils to pay attention at the pictures on page 16 and to interpret them
- The pupils try to talk about :
- The kind of picture: [ cartoon – photo....]/-
What does it represent or talk about. /- Who are in the picture and what are they doing?
The teacher listens to the pupils interpreting the situation , then invites them to listen to him reading the script on page
164 “books shut”
Mr. Green: Good morning.
Mr. Smith: Good morning .Are you Mr. Green?
Mr. Green: Yes, I am.
Mr Smith: How do you do?
Mr. Green: How do you do?
Mr. Smith: Bill, this is Mr. Green, our new teacher of English .Mr. Green, this is Bill Jackson. Bill's head teacher of English.
Mr. Green: How do you do?
Mr. Jackson: Nice to meet you, Mr. Green.
Mr. Green: Oh, please call me Steve.
- The pupils listen then try to check what they said during their interpretation is correct or not
- The teacher invites the learners to check and correct their previous interpretation , then they are asked to open their
books page 164 , and read the dialogue.[perform it by three]
- The teacher invites the pupils to act and perform the drill using their own names ,since it is the beginning of the school
year ,it’s a good opportunity t introduce each others again and welcome new comers.
- The pupils are invited to read all the written work on the board then copy down on their copy books.
Interact
Interpret
the photo
Interact
Interpret
a real
classroom
situation
Interpret
the
picture
Interpret
a listening
script to
Produce
oral
messages
from a
listening
script
Identify and
discriminate between
types of pictures
Recognize the
cartoons personality "IT"
the space creatures
Interpret pictures and
decode their massages
Identify numbers and
discriminate between the
phone number and other
numbers
Recognize persons
form cartoons shadows
(women-man…)
Describe the kind of
action form gestures and
guess what are they doing
Recognize and
describe jobs "teachers-
head…."
Identify the way how
to greet (polite-informal)
ways
Identify the forms of
describing one's
appearance
Describe the school
places
Recognize and
describe colours
Identify the way how
to introduce some one to
another one
Describe the parts of a
word and describe their
syllables
Mark the stress and
intonation on a syllable
Read and perform
dialogues respecting
intonation and stress
sambounab@hotmail.fr
Page 4

timingRationale Interaction Procedure Who are my learners ?
Welcomi
ng
Greeting
&
Greetings
Welcomi
ng
Greeting
&
Greetings
Getting
Socialized
and
involved
in the new
classroom
communit
y
Teacher
–
students
Students
–
teacher
Students
-
Students
Teacher
–
students
Students
-
Students
Sequence One : LISTEN & SPEAK File One 3rd
Level
Warming –up: [interact]
The teacher interacts with his learners , greets them and inquires about them
The teacher invites the pupils to talk about physical appearance and the kind of adjectives used to describe physical
appearance . “ Such as: tall – small – fat – slim-................”
Pre-listening:[interact]
The teacher invites the pupils to pay attention at picture 2 on page 16 and try to interpret it
The teacher may help them by asking those questions:
What can you see in the picture? Who are those persons ? What are they talking about?
The teacher listens to the learners interpretation and reports them on the board.
While Listening:[interpret]
The teacher reads the script while the pupils listen to him and try to check whether their works were correct or not.
The pupils listen and try to do the following exercise at the same time they check their interpretation.
Exercise: Listen then fill in the table with the right words.[produce]
Words describing appearance Words describing personality
big and tall with wavy black hair Cool - never gets angry
Dialogue N° 2 page 164: Susan: Hello Lydia, you look happy today .What's up? [interpret]
Lydia: I have a new teacher of English.
Susan: What's his name ?
Lydia: Mr. Green.
Susan : What does he look like ?
Lydia: He is a big and tall with wavy black hair
Susan: And what's he like?
Lydia: He is really cool .He never gets angry.
Susan: Oh, you're very lucky, Lydia .Mine is rather nervy.
The teacher reads the drill twice then invites the learners to correct the “exercise” .
The pupils are invited to read the drill N°2 on page 164.
The teacher attracts the intention of his learners to the words =”adjectives” used in describing “appearance” & “personality= mood = character”
and invites them to do the following task:
Exercise : Look the words in the box on page 16 then classify them according to:[produce]
Adjectives describing appearance Adjectives describing personality
Short- fat- tall- nice
boring-nervy-strict-serious-easygoing-sincere-helpful-
cheerful-cool-rude
Question Question
What does he /she look like ? what's he /she like?
The teacher tries to persuade his learners how to make the difference between “appearance” & “personality” and the way to make questions about
them.
Post- listening:[produce]
The pupils are invited to perform using the above key words ,interact and describe their friends appearance and personalities.
Identify and
types of pictures
Describe jobs and
occupations
Interpret pictures and
decode their massages
Elaborate and
describe clothes
Describe different
colours
Read and explain the
slogans
Identify the genitive
Read and
the adjectives
describing moods and
temper
Identify question
about physical
appearance
Express one's likes
and dislikes
Identify the use of the
"whqq" –which-
Recognize the whqq
"who"
Produce sentences
expressing likes and
dislikes using "which
and who"
Discriminate between
he weak and the strong
form of the vowel
sounds
Read dialogues and
substitute cues
Read then perform
drills and dialogues
respecting stress and
intonation
Page5
Short- fat- tall- nice-polite-boring-nervy-strict-serious-easygoing-sincere-helpful-cheerful-cool-rude

timing Rationale Interaction Procedure Who are my learners ?
Getting
Socialized
and involved
in the new
classroom
community
Getting
Socialized
and involved
in the new
classroom
community
Getting
Socialized
and involved
in the new
classroom
community
Teacher
–
students
Students
–
teacher
Students
-
Students
Teacher
–
students
Students
-
Students
Sequence One : SAY IT CLEAR File One 3rd
Level
The teacher invites the pupils to the following piece of presentation:
The teacher asks the pupils to pay attention the way he reads the following examples. When his voice goes “up” =
“louder” and when it goes “down” = “lower”
Presentation:
Example: 1) What is your name ? 2) How old are you? 3) What’s your occupation?
1) Are you Ahmed? 2) Are you 14 years old? 3) Do you go to school every day?
The learners are invited to read the questions and trying to imitate the teacher as possible as they can.
Isolation:
1) What is your name ? 2) Are you 14 years old?
The pupils are invited to read the isolated sentences
Analysis: 1) What is your name ? 2) Are you 14 years old?
“ wh question ” “ Yes & No “ Question
INTONATION
Falling = down = rising = up =
Stating Rule:
The teacher invites the pupils to pay attention at the “TIPS” page 17.
The teacher asks the pupils to read and try to state the rule.
“Wh-Question” have a question word such as “who, what, where, when, why,...... “Ask for information answers. The
“intonation /Voice = Falling = down =
“ Yes/ No “Questions Do not have question words . Answers = “yes or no” The intonation = rising = up =
Practice:
The teacher explains the instruction of the “Activity 1p17” , then invites the pupils to use their pencils and work on
their books.
Activity 1p17: Mark the intonation at the end of the questions below with an arrow ( or ) Justify your answers
A .What’s your name ? ( ‘what’ is a s “whqq” word) G.Do you like speaking English? ( “do” is “yes-no” question)
B .Where do you come from? ( ‘where’ is a “whqq” word) H.How do you come to school? ( ‘what’ is a s “whqq” word)
C .When’s your birthday? (“when” is a “whqq” word) I. Do you like speaking English? ( “do” is “yes-no” question)
D .What does he look like? (“what” is a ‘whqq’ word) J. Can you write in English? ( “do” is “yes-no” question)
E .What’s she like? (“what” is a ‘whqq’ word) F. Do you speak English? ( “do” is “yes-no” question)
The teacher invites the pupils to correct the task , then read respecting the intonation for each of the type of
questions.
The teacher explains the instructions of “Activity 3p17” and asks them to do it at home.
The teacher invites the pupils to read the written works on the board then copy down on their copy books.
. Identify different
types of messages
Discriminate
between all sorts of
messages
Recognize
expressions showing
regrets
Make discrimination
between expressions
of regrets
Identify jobs and
occupations
Identify the place of
each particular
situation
Ask polite request
Identify the British
currency
Give instructions
Imagine and guess
answers for each
given situation
Use ones own
expressions
Give explanations
to a particular
situation
Identify means of
communications
Use formal ways to
express regrets
Page 6

time Rationale interaction Procedure competencies Who are my leaners?
Getting
Socialized
and involved
in the new
classroom
community
Accept
one”s
appearance
Greet
and
express
best
wishes
Teacher –
students
Students –
teacher
Students
-
Students
Teacher –
students
Students
-
Students
Page 7
Sequence One Practise 3rd
AM File One
Warm –up
The teacher greets his pupils , and checks how do they feel , their last hour how was it and if they face any
problem in the learning operation
The teacher invites the pupils to correct the homework “activity 3p17”
Activity3p17: Prepare a short dialogue “greeting(1) and introducing (2) one another.Use the cues below .Pay attention to
intonation
Pupil A: [Good morning /Hello/Hi] {How are you – How are you doing?- How do you feel?] ( ‘what’ is a s “whqq” word)
Pupil B:[ Fine / Ok/ Great] =/= {Not great/Bad /Awful/ Terrible}
Pupil A: {Can I / May I introduce you “pupil C ” ( “do” is “yes-no” question)
Pupil B:{ Nice –Glad –Great to} (meet/see) you.
Pupil C: Nice to see you.
The pupils perform the drill using their own names and introducing each others “specially the new comers”
Practise
The teacher invites his learners to pay attention at “activity 1p18”
The teacher reminds the pupils about the way to inquire about “appearance & personality”
The teacher asks the pupils to look at the “box” on page 18 containing “adjectives” and asks them to do the
following
Exercise : Look the box on page and put each adjective in its right box:
Adjectives describing appearance Adjectives describing personality
Skinny - plump - slim
Trendy- cool-naughty- messy-funny-friendly-stupid-crazy-shy-
clever-patient-intelligent-
The teacher supervises the pupils works, then invites them to correct
The teacher reports the pupils’ answers on the board, asks, them to read the corrected answer then they are
invited to pay attention at “Activity1p18”
Activity 1p18: Prepare a dialogue using the adjectives in the previous exercise
You: Hello Jack! You look happy today.
Your partner: Yes, indeed. I have a new friend.
You: Really? What's her name?
Your partner: Jill, Jill Smith.
You: What is she like?
Your partner: She's very shy
You: What does she look like ?
Your partner: She’s quite slim.
The teacher supervises the work of the pupils ,then invites them to perform their works by pair
The teacher invites the pupils to pay attention at “activity 2p18” and using their pencils try to complete.
Activity 2p 18: What do you say in these situations?
Girl: Have a nice day! See you on Tuesday! .
Boy: Bye
Girl 2: Cheerio !
Interact
Interpret
Produce a
written
message
“introducing
”
Interact
Interpret
Produce
Identify and
types of pictures
Describe jobs and
occupations
Interpret pictures
and decode their
massages
Describe different
colours
Identify the genitive
Read and
the adjectives
describing moods and
temper
Identify question
about physical
appearance
Express one's likes
and dislikes
Produce sentences
expressing likes and
dislikes using "which
and who"
Discriminate
between he weak and
the strong form of the
vowel sounds
Read dialogues and
substitute cues
Read then perform
drills and dialogues
respecting stress and
intonation
Samir Bounab 's
sheet
Activity 3p18 : What do you say in these situations?Fill in the blanks
a-When you leave someone for the night or before going to bed Have sweet
dreams/I wish you good night.
b-When you leave someone whom you have just met: Bye-good bye- cheerio-
see you
c-When you part with someone who is just about to travel: I wish you a nice
trip

time rationale
Type of
interact
Procedure competencies
Who are my
learners?
Greeting
and
welcoming
Accept
one’s
appearance
Introduce
oneself to
the world
and be proud
of one’s
appearance
and
character
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence One Imagine File 1 (3AM)
Warm up: The teacher greets his pupils and try to talk to them and make them interact about their daily school
life
The teacher tries to see if the new comers to class have been involved with their teammates and form one unified
class, where the new pupils are not neglected
Presentation :Imagine p19 Integrated Situation
The teacher presents the “integrated situation” in which the pupils have to feel that there is a problem they have to
take part in it to solve it
The teacher reads the ‘integrated situation’, explains, using the classroom situation aids and supports.
Activity One p19: Integrated Situation
Practice: The pupils are asked to work “individually” on their rough copybooks .
The teacher shows to the pupils how to elicit their notes and try to organize their ideas about the theme
proposed.
Eliciting information constituents from the learners:
Name origin address Father’s job Mother’s job
3 things
(likes)
3(things
dislikes)
personality ambition
1)first
name +2)
family
name
1) native
town
Or
2) Country
&
nationality
1)street
2)town
3)City or
wilaya
4)postal code
5) Country
Daily
worker-
jobless-
retired-
died-teacher-
farmer....
housewife
1)sports
2)reading
3)TV
1)smoki
ng
2)music
3)school
problems
Trendy- cool-
naughty- messy-
funny-friendly-
stupid-crazy-shy-
clever-patient-
intelligent-
Doctor
Teacher
Engineer
Officer
Footballer
Architect
Dentist
Headmaster
Pilot
Produce or Use : Selecting information constituents from the learners:
The learners will read and select the information that goes with their situation .
The teacher instructs them to use the same table and fill in it the information that correspond to their real life situation
The pupils are asked to fill in the form on page 19.
The teachers moves through the rows and checks the learners’ work and offer his help if needed.
The teacher invites the learners to give back their works by :
Reading the form
Making interviews [question – answer] about each feature of the form to create a real life communication situation .
Interact
about daily
life school
Interpret
the
problem
solving
situation
Interpret
the
problem
solving
situation
produce a
written
message
talking
introducing
oneself{app
earance &
mood}
Page 8
Talk about daily
life school
routines
Describe
appearance
Talk about
personality and
mood
Identify family
members
Discriminate
between likes and
dislikes
Talk about
ambitions and
hopes
Locate
Produce a
written message
talking about
appearance and
character
Your teacher asked your friends to introduce themselves[name- origin- appearance and personality]
You are a new comer to your class and your colleagues do not know you.
You teacher asked you to introduce yourself to the class
Fill in the form talking about yourself ,appearance, likes and dislikes , personality and feeling

time rationale
Type of
interact
Procedure
competencie
s
Who are my
learners?
Greet and
welcome
Use
modern
technologic
al means of
communic
ation
Make
appeals
and
requests
(writing
cvs)
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence One READ & WRITE File 1 (3AM)
Warm up: The teacher greets his pupils and try to talk to them and make them interact about their daily school life
Pre-reading:
The teacher invites the students to open their books on page 20 and pay attention at the advertisement.
The teacher explains the instructions of “Activity Onep20” ,then invites the pupils to read the advert and answer the
task.
Activity 1p20: Look at the advert on page 20 then and answer the following questions.
A .What is the advertisement about? It is about Pop star contest.
B .How can you contact channel 7 TV? By phone or by email.
C .Do you want to be a pop star? Why or why not? ( No, I don’t , I don’t like music)
The teacher invites the pupils to correct the activity on the board, read and perform it as a drill.
While –reading:
The teacher explains the whole idea of the text, the type of text , the sender , the receiver, the theme , then invites
the pupils to pay attention at “Activity ‘A’p21” , he explains the instructions of the activity then invites the pupils to read
silently the text and answer the task
Activity Ap21: Look at the photos then say which one represents Sarah Bint? Why?
Photo C represents Sarah Bint , because it represents a girl with long red wavy hair .
The pupils work in rough, the teacher moves through the rows and offers his help if required, then invites the pupils to
correct the task.
The teacher invites the pupils to read the text loudly in order to get them familiarized with the theme and
pronunciation with some new words such as : “ sparkling-turned up nose – photogenic-lyrics-flute –lute-rhythm”
The teacher explains the instructions of “activity B p21” , then invites the pupils to read the text and try to fill in the
form:
Activity Bp21: Fill in the blanks in the profile below with information from the “email” on the previous page.
Don’t write full sentences.
The pupils read then answer in rough, the teacher moves between the rows and supervises the pupils works and offers
his help if required.
The learners are asked to answer the task on the their copy book using their pencils, later they will read it .
Interact
about
daily life
school
Interpret
the
problem
solving
situation
Interpret
the
problem
solving
situation
produce a
written
message
talking
introducin
g
oneself{a
ppearance
& mood}
Page 9
Greet and
welcome
Talk about
daily life school
Identify and
recignize an
advertisement
Discriminate
between phone
and email
Express likes
and dislikes
Discriminate
between
straight
forward text
and an email
text
Read and
interpret texts
Produce a
written
message
according to a
specific
question
Name: Sarah Bint Age: 15
Physical appearance: slim- quite tall –long wavy red hair-sparkling brown eyes-short turned up noise
Personality: quiet & not shy –like meeting teenagers & love exchanging
Likes: singing soul music –flute and lute- modern dance – Latin American and oriental dances
Dislikes: classical music
Preferences: flute & lute / Latin American & oriental dances

Inquire
and
interview
Question
and
inquire
about
people
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
The teacher explains the instructions of the next activity and invites the pupils to do “activity Cp21” “orally”
Activity Cp21: Ask questions about Sarah Bint using the information in Task B above.
Q: What’s her name? Her name is Sarah Bint
Q:What does she look like ? She is tall ,slim with wavy red hair and sparkling eyes
Q: What is she like ? She is quiet but not shy
Q: What does she like? She likes singing soul music .
Q: What does dislke? She dislikes classical music.
Q: What does she prefer ? She prefers Latin American & oriental dances
The students work in rough ,the teacher supervises their works ,then invites them to answer the activity “orally”
The teacher reports the questions on the board.
Post –reading :
The teacher checks the students’ comprehension of the text , by inviting them to read again the text and answer the
following task .{expressing likes and dislikes – describing personality and appearance – showing preferences}
The students are later invited to pay attention at activity Dp21 , the teacher explains the instructions of the activity
then requires from the student to read the text silently and answer the questions .
Activity Dp21: Answer the following questions according to the email on page 20:
A ;What would Sarah bint like to do?
She would like to participate in the competition for teenage pop star.
B .Is she shy? Why or why not?
She is quiet but not shy , she like meeting teenagers .
C.Why does she hate classical music?
Because it hasn’t got lyrics.
D.Why does she prefer Latin American and oriental dances?
Because they have more rhythm.
The teacher reads the text and asks the pupils to underline the conjunctions “and” - “but” & “because” and the
sentences corresponding to them ,then he asks the pupils to read the text and answer the task.
The pupils work in rough ,the teacher supervises the learners’ works , then invites them to read the text and answer
the task , while he reports the answers on the board.
the students to read and perform the task as a drill (question –answer).
The students are invited to read the written works on the board then copy on their copy books.
Page 10
Interact
Interpret
Produce
use the
“whqqs” to
inquire
ask about
appearance
and character
talk about
preferences
Rxtsead
texts and
answer
question
identify
forms and
structures of
statements

time rationale
Type of
interact
Who are my
learners?
Connecting
and
combing
statment
Connecting
and
combing
statment
Connecting
and
combing
statement
To express
similarity,
opposition
& cause
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence One PPU lesson Integrated Situation File 1 (3AM)
Warm up: The teacher greets his pupils and try to talk to them and make them interact about their daily school
The teacher makes the pupils talk about previous text, and then invites them to open their books on page 20 and
read the text.
Your Turn p21: Presentation :
The teacher asks the pupils to remind him about the sentences and words the underlined in the previous hour.
1) I am slim and quite tall for my age.
2) I’ve got long, wavy red hair with sparkling brown and a short turned up nose
3) I like singing soul music, but I hate classical music.
4) I’ m also fond of modern dance, but I prefer the Latin American and oriental ones.
5) I find it boring because it hasn’t got lyrics
The pupils are invited to read the sentences written on the board.
Isolation :
The teacher selects the sentences containing the conjunctions –and- –but- & because) and writes the
conjunctions in different colours.
I am slim and quite tall for my age. I like singing soul music, but I hate classical music.
and I find it boring because it hasn’t got lyrics but
Analysis:
I am slim . I am quite tall for my age because I like singing soul music.I hate classical music
Sentence 1 (=/+) Sentence 2 Sentence 1 (=/=) Sentence 2
and I find it boring Why? because it hasn’t got lyrics but
Why because cause = reason
Stating rule:
Sentence 1 is “similar” to sentence 2 entence 1 is “opposite” to sentence 2
and coordinators but
Similarity cause opposition
Interact
about daily
life school
Interpret
the
problem
solving
situation
Interpret
the
problem
solving
situation
produce a
written
message
talking
introducing
oneself{app
earance &
mood}
Page 11
Greet
talk about age
,appearance ,
personality ,likes and
dislikes
Identify the main
constituents of a
statement
recognize
Cordinators and
their meanings
discriminate
between coordinator
Identify
Opposition,
similarity and cause
“sambounab@hotmali
ma .fr"
.
“and” is a coordinator ,it expresses “similarity and avoids repetition .
“but” is a coordinator , it expresses opposition.
“because ” is a coordinator , it expresses cause.

time rationale
Type of
interact
Who are my
learners?
Use the right
terminoloy
and lexis to
express
similarity,
opposrions
and cause
Express
meaning
and sense
Giving
and
commun
icating
meaning
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Practice :
After the stating rule stage , the teacher invites the pupils to practise .The teacher explains the instructions of
each type of task and invites the students to work on their rough copy books.
Based form tasks:
Exercise :Re-order the words to make correct sentences.
1) ill / . / because / Ali / absent / is / he / , / is / Ali is absent because he is ill.
2) but/ football / . / love / smoking/ I / , / hate / I I love football, but I hate smoking.
3) tall/ I / slim / am / and / . / I am tall and slim
meaning based tasks:
Exercise : Match the pairs
Statement meaning
1) The weather is hot and sunny
2) I love sports , but I hate drugs.
3) Amina is late ,because she didn’t get up early
a- Expressing cause
b- Showing similarity
c- Expressing opposition
Communicative based tasks:
Activity Bp22: Join each of the pairs of the sentences ( a to e) to get meaningful sentences .
a- I live in England .I spend my summer holidays in Algeria. I live in England, but I spend my summer holidays in
Algeria.
b- He sings well .He plays the banjo wonderfully. He sings well and plays the banjo wonderfully.
c- I study at Colonel Amirouche School. Latifa studies at the same school. I and Latifa study at Colonel Amirouche
School.
d- I like football. I also like tennis. I like football and tennis, too.
e- I can play the piano. I cannot play the guitar. I can play the piano, but I can’t play the guitar.
The pupils work in rough then correct on the board. Later the read the corrected task.
The teacher explains the instructions of “activity 2p22” ,then invites the pupils to work.
Activity “B” p22: Complete the sentences ( a to e) to make them meaningful.
a) I like reading detective stories because I love discovering secrets.
b) I hate watching horror films because I got frightened from them
c) My brother likes playing basket ball because he wants to be tall.
d) My friend and I don’t like football because it’s too tiring .
e) My apples mother always eats apples because they cure many illnesses.
The students work in rough then use their pencils to correct on their books, the teacher helps them to formulate
correct sentences in order to make each pupils fill his own sentences on their books.
The teacher invites the students to read the written works on the board then copy down on their copy books.
Interact
about daily
life school
Interpret
the
problem
solving
situation
Interpret
the
problem
solving
situation
produce a
written
message
talking
introducing
oneself{app
earance &
mood}
Page 12
recognize the main
form of a statement
recognize the place of
each constituent of a
sentence
recognize the
meaning of each
sentences through it’s
connector .
talk about likes and
dilkes using the
connectors to express
similarity , opposition
and cause
improvise and give
justifications
according to a given
situation

time rationale
Type of
interact
Who are my
learners?
Welcoming
,greeting
and
greetings
Seek to
solve
problem in
problem
situations
Making
appeals
and
requests
Making
appeals
and
requests
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Write it out : INTEGRATED SITUATION file one seque1
Warm –up :The teacher greets his pupils and tries to make them talk about the last séance .
Presentation :
The teacher presents the problem solving situation through visuals showing the different sports club local and foreign
one , which reflect the real life situation
The teacher reads and explains the instructions of the integrated situation.
The situation:
Eliciting information constituents from the learners:
Name club address Age Education Appearance ) Personality Likes & dislikes
first name1)
family2)+
name
Football
Handall
Jugo
Basket
ball
Volleyball
N° of
house/street or
Avenue/town
hall/ Country 14/14
3rd
AM
level
Tall –small- fat- slim-
short/long hair
(brown-fair-dark)
Eyes: brown-dark-
blue-green
Trendy- cool-
naughty- messy-
funny-friendly-
stupid-crazy-shy-
clever-patient-
intelligent-
Sport- video
games- tv –
music – reading
..../ Drugs –
violence
The teacher invites the pupils to complete the form on page 22 using the elicited words.
He moves through the rows then supervises their works.
The teacher asks the pupils to read their works ,then tries to create a situation of discussion ‘questions –answers’
The pupils are invites to correct on the board a sample integrated situation , then invites the students to read and
copy down
Interact
about daily
life school
Interpret
the
problem
solving
situation
Interpret
the
problem
solving
situation
produce a
written
message
talking
introducing
oneself{app
earance &
mood}
Page 13
greet &
welcome
identify a
problem solving
situation fact
Use the
integrated
learning
objectives to
solve the given
integrated
situation
make
application
letters and
discriminate
between the
other types of
letters.
One of you friends wants to join one of your local sport clubs.
The manager of the club asked him to fill in a form.
Your friend does not know how to fill in it
Fill in the form talking about yourself ( a sample for your friend to follow it)
Use adjectives describing “appearance & personality”
Use coordinators “and – but – because”
Dear Sir,
I would like to subscribe at the local football club.
Name: Forename:
Age: 15 years old
Address: 23 Ben Badis Street Médéa Algeria
Education: 3rd
Middle School Level
Appearance: tall slim boy with brown hair and dark eyes
Personality: friendly –cheerful
Likes and dislikes: football & dislike cigarettes

FILE ONE : COMMUNICATION 3rd
AM LEVEL
Sequence TWO WHO’S CALLING PLEASE?
Personal Goals:
During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Supported and purposeful development
Meaningful Activities / Tasks .
Active,evolving process
Lesson Focus:
Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases,
idioms, etc…)functions(polite requests, apologizing….)?
Function : Making and answering requests. & Make apologies and giving explanation. & Asking for clarification. & Defining
Grammar : « can » - « would » request / « sorry – pardon » / relative pronouns “which-who”
Pronunciation : Practise intonation in polite request / vowel sounds “ -" "- - " - - e » /
Vocabulary : vocabulary related to : communication “ phone –email......”
Competencies :
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used : To facilitate pair work in class.
Can listen to and understand very short, routine classroom instructions: Without supporting visuals .
Can understand everyday signs: Can find specific, predictable information in : {A range of simple everyday material & That is straightforward (e.g. some websites,
travel brochures, catalogs}
Can write very short letters or email. Containing simple description of personal life
1- Ask polite request / Express apologies / Ask for clarification & define
2- Express polite request – similarity – opposition and cause
3 – Identify Intonation in questions & Discriminate between strong and weak forms of the vowels
Manual's script page 164/ 165 & pictures
Page 14

time rationale
Type of
interact
Procedure
competenci
es
Who are my
learners?
Congratulate
and show
sympathy
Show use
of phone
communic
ation way
How to
make
phone
calls and
take
messages
Receive
calla and
register
messages
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence Two : Who is calling ? Pdp “listening lesson File One 3rd
AM
Pre_ listening:
The teacher asks the pupils to open their books on page 21 ,
The teacher tries to make his learners interpret the pictures by interacting with him and trying to answer the
following questions:
What kind of pictures are they" first pair"? They 're cartoons pictures
How many persons do they show? They represent two persons .(a man and a woman)
What are they talking about? They are talking about phone numbers.
Who is asking the question? The woman is.
What's the question about? It's about the phone number of the man.
What can you read in the bubble speech? I can read "excuse me, what' your…./ My phone number's...
What does the word yours in the bubble replace? It replaces the phone number of the lady.
What about picture two? It represents the same persons.
What is the woman asking for ? She asking for the phone number of Mrs. Smith.
Does the man know the number of Mrs. .Smith? Yes, he does.
Can you compare the two numbers? Yes the first number contains 10 numbers, but the second only "6".
The pupils listen & interpret the teacher's questions then answer "orally"
The pupils are invited later the read the drills on page 24 and perform them by pairs.
The teacher asks the learners to look at "Activity3p21" and try to interact and interpret the message.
What kind of message do you have? It's a telephone message.
Where do you find such messages? At the reception desk, office next to the telephone.
While listening :
The teacher asks the pupils to take their pencils, listen to the teacher's reading of the script , underline some
expressions like :” would like to speak / could you tell her “ then try to fill in the "telephone message".
The teacher reads the text twice or thrice then invites the pupils to correct
Activity 3p21: Listen and fill in the message slip below.
The teacher invites the pupils to read the drill and perform by pairs.
The pupils perform and substitute the keywords : [6600586] – Mr Green / John Williams/ 15:00/ - {1122O495}
Mrs Williams / Mr Black / 16:00)
Interact
Interpret
produce
Page 15
Recognize the
different finds of
pictures and
them
Identify number
and discriminate
between their use
Identify the way
how to read a
phone number
Ask polite
request using "can"
Identify
possessive pronouns
Recognize all
sorts of messages
Identify a
telephone message
Discriminate
between the caller
and the receiver
Recognize "would"
and its use
Use simple ways
to ask polite
requests
Discriminate
between beginning
and ending a
dialogue
Telephone message
For: Jane Smith _______________________________
From: Mary Chapman_________________________
Message: Time: 14.00
Marry wants to talk to Jane

time rationale
Type of
interact
Who are my
learners?
Make polite
request and
show
respect for
others
Make polite
request and
show
respect for
others
Make polite
request and
show
respect for
others
Make polite
request and
show
respect for
others
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
The teacher asks the pupils to remind him about what they have underlined previously .
Presentation :
The pupils open their books on page 164 and read the underlined sentences.
1) I would like to speak to Jane Smith 3) Could you tell her I’ll ring her at 2:30?
The teacher invites the learners to read the written sentences on the board.
Isolation :
The teacher tries to attract the attention of the learners to the words written in different colours and asks them
to read them
1) I would like to speak to Jane Smith 2) could you tell her I’ll ring her at 2:30?
would could
Analysis :
The teacher tries to make the students talk about the isolated
1) I would like to speak to Jane Smith 2) could you tell her I’ll ring her at 2:30?
would could
modal verbs
Express polite request
Stating rules : To express polite request we use the “modals” [ would / could]
Subject + [ would / could ] + verb “infinitive without “to” + Object
Practice : The pupils are invited to do the following tasks about “asking polite request”
1) Based form tasks:
Exercise : Re-order the words to make correct sentences.
a) You / the / please / window / could / ? / open /
b) Like / to / would / I / use / your/ please / phone /
2) Meaning based tasks:
Exercise : Complete each statement with the following words: “ability – request- permission”
1) Can I use your pen ? (...............................)
2) I can speak English . (................................)
3) Would you tell me the time please ? (..........................)
3 ) Communicative based tasks:
Exercise : Ask question to complete the dialogue.
A : .........................................? A: .......................................?
B: Oh my pen with pleasure you can use it. B: Yes ; I would be very pleased to come to your party
The teacher supervises the works of the pupils , then invites them to correct on the BB then read and copy down.
Interact
Interpret
produce
Page 16
Discriminate
between the
beginning and the
end of a dialogue
Identify "can –
could"
Discriminate
between the use of
"can " and "could"
Interact using
formal ways
Discriminate
between formal and
informal ways
Identify the
main constituents of
a sentence
Recognize "would"
and its use
Peform different
types of written
tasks and
discriminate
between them
Use “would “&
“could “ to make
polite resuests
Samir Bounab's
preparation sheet

time rationale
Type of
interact
Who are my
learners?
Welcoming
,greeting
and
greetings
Seek to
solve
problem in
problem
situations
Making
appeals
and
requests
Making
appeals
and
requests
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence Two: PRACTICE 3RD
Am level
PPU Lesson:
The teacher greets his learners, interacts with them about their daily life school and tries to see if they have
understood or do not face any problems about the previous lesson “making polite request”
The pupils are invited to open their books on page 26 and pay attention at the drills .
The teacher explains the situation using the classroom situation , reads the first dialogue .
Drill One:
The teacher invites the pupils to read and perform the drill by pairs.
Drill two:
The learners are asked to perform the drill by pairs.
The teacher invites to pay attention at the words written in red
Isolation :
Would you like me offering help  Do you want me
Analysis: Yes , thanks No,thank you Yes , thanks No,thank you
Accept offer Refuse offer Accept offer Refuse offer
To offer help we use: Accept offer Refuse offer
Would you like me to ...........?
Do you want me to..............?
Yes , thanks No,thank you
Stating Rules
Practice: The teacher invites the pupils to perform using the following situations.
Situation 1 : { It’s hot – Open the window} Situation 2: [is carrying heavy satchel- help carry it]
Situation 3: [ forgotten pen – use my pen]
The pupils perform the drill and substitute key words.
Interact
about daily
life school
Interpret
produce
Page 17
greet &
welcome
talk and
discuss the
previous séance
Identify the
model “would”
and its use
can read and
perform drills
can identify
the theme of
the discussion
analyse
statements
discuss the
different ways
to “offer help”
State rules
about the new
use of “would”
Pupil 1 : It’s cold.
Pupil 2: Do you want me to close the door?
Pupil 1: Yes, thanks
Teacher : It’s cold
Pupil: Would you like me to close the window?
Teacher: No, thank you .Could you just pass me that coat, please?

time rationale
Type of
interact
Who are my
learners?
Welcoming
,greeting
and
greetings
Seek to
solve
problem in
problem
situations
Making
appeals
and
requests
Making
appeals
and
requests
Ways of
sepaking
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Say it clear :
The teacher asks the pupils to pay attention at him and at the way he asks his question.
Question 1: Would you open your books on page 25? Question 2: Would you open your books on p25 please?
The teacher asks the students to pay attention at the way he asks the two questions
The students will certainly notice the difference between the two question, the way the intonation is uttered
.
Q 1: Would you open your books on page 25? Q 2: Would you open your books on p25 please?
The students will certainly remark the difference uttering the intonation .
The students are invited to open their books on page 25 and pay attention at the “TIPS”*
The teacher invites one or two of the students to read the TIPS “rule” and tries to explain it
The pupils read the tips then they are invited to practise through the following task.
Activity 1p25: Mark the intonation on the items in bold with arrows ( or ) .Justify your answers.
The pupils work in rough , the teacher moves through the rows , checks the students’ answers , then ivites them to
read and correct the activity where they have to justify their answers
The teacher invites the pupils to use their pencils and correct on the book, later they will read all the written work
on the board and then copy down on their copy books.
Interact
Interpret
produce
Page 18
identify the
intonation ,its
form and its use
discriminate
between the
meaning in
“rising” and
falling”
intonation
analyse the
use of intonation
in making
requests
use the stated
rule to produce
“oral” & written”
productions
pps have to
justify their
answers
It’s important to choose our words when we make request i.e., when we want to ask people to do things for us.
For example; ‘Could you shut the window?’ is more polite than ‘Shut the window’
-Intonation is also important .Your voice should start quite high, rise and then go down on the last impotant
word
e.g. Could you give me that books
-If the request ends with “please». We say ‘please’ with rising intonation.
e.g. Could you give me that book , please ?
A: Hello, oh right-one three –two-oh,nine-five –four-six. B: This is Massyl.Can I speak to Fatima, please?
A: I’m afraid / Sorry she is out for the moment. B: Can I leave a message?
A: Yes, go ahead. B: Thanks. Could you tell her to call me, please?
A: Could you repeat / remind me your name? B: It’s Massyl, M-A-S-S-Y-L

time rationale
Type of
interact
Who are my
learners?
Welcoming
,greeting
and
greetings
Seek to
solve
problem in
problem
situations
Making
appeals
and
requests
Making
appeals
and
requests
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence Two: Practice File One (3rd
AM)
Warm-up:
The teacher greets his learners and interacts with them about the last hour, what they have seen and if they
face any problems.
The teacher invites the pupils to open their books on page164 , he reads the dialogue and invites the learners to
“underline” < I’m sorry .She isn’t here at the moment>
The teacher invites the learners to perform the drill
Presentation :
The teacher reminds the pupils about the sentence they underlined and asks them to read it.
I’m sorry .She isn’t here at the moment
Isolation :
The learners are invites to read the isolated sentence
Analysis: I’m sorry . She isn’t here at the moment.
Apology clarification
Stating rule: To express apologies we use :
[ sorry – I’m sorry – I’m afraid / pardon + clarifications ]
Practice: The teacher invites the pupils to practise using the following situations and key words.
The students are invited to do “activity 2p26”
Activity 2p26: Complete one of the apologies below with an explanation .
1) Being late: Sorry I’m late , I didn’t get up early and I missed the bus
2) Missing a party : I’m sorry I didn’t come to your party . I was ill . I had fever and I was in bed.
3) Missing a phone call : I ‘m sorry I didn’t phone , I lost your phone number.
The pupils perform the situations in pairs.
Imagine: The teacher asks the pupils to perform what has been seen “how to express apologies and give clarifications
using the problem solving situations.
Situation1: {In a shop} Situation 2 : [ In the post office ]
Shop assistant: That's two pounds fifty. Customer: Can I have two stamps please?
Customer:" Pardon?/ Sorry " how much did you say? Post office clerk: Pardon? , how many did you say?
Shop assistant: Two pounds fifty, please. Customer: I'd like two please.
Customer: Here you are thanks. Post office clerk: Here you are, sir.
Situation 3: [ Asking for the way] Situation 4: { In class}
A : Excuse me , where is the hotel , please? Teacher: Open your books and go to page 12.
B : Go straight on .Turn right .You can't miss it. Pupil: Sorry . I didn't hear you!
A :"pardon?" would you repeat please? I didn’t understand. I was listening to my friend
B : I said : go straight on. Then Turn right.
The pupils work in rough , the teacher supervises the pupils’ work , then invite them to correct on the board.
The teacher invites the students to read all the written works on the board then copy down.
Interact
about daily
life school
Interpret
the
problem
solving
situation
Interpret
the
problem
solving
situation
produce
Page 19
greet &
welcome
revise what
has been seen in
the previous
hour
pps can listen
to a listening
script and
execute a given
instruction
identify the
meaning and use
of “sorry”
express
apologies and
give
justifications
Use the
different
expressions to
express
apologies in reel
life situations

time rationale
Type of
interact
Who are my
learners?
Welcoming
,greeting
and
greetings
Seek to
solve
problem in
problem
situations
Making
appeals
and
requests
Making
appeals
and
requests
Introducing
Answering
and
replying
appeals
and
requests
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence Two: Read and Write File One (3rd
AM)
Warm-up:
The teacher greets his learners and inquires about their daily school life.
The teacher tries to check the pupils’ understanding of the previous lesson.[expressing apologies and giving clarification]
Pre-reading:
The teacher invites the pupils to open their books on page 28 and pay attention at the photo.
The pupils are invited to interpret the photo; the teacher tries to make the pupils to talk about the photo.
The pupils’ answers:
The photo is an advertisement
The teacher may lead the learner to answer such task by answering the questions of “Activity1p28”
The teacher explains the instructions of “Activity one p 28”
Activity One p 28: Read the advertisement below and answer these questions.
A. What is the advertisement about? It’s for holiday job in Britain.
B. Is it addressed to boys only, to girls only, or to both and girls? It is addressed to both boys and girls.
C. What is the minimum age set for the job applicants? The minimum age is 14.
D. How are the workers paid? They are paid by piecework.
E. Would you like to apply for the job? Why or why not? Yes, I love travelling / No, my parents do not
allow me to travel abroad alone.
The pupils work in rough, correct on the board, and then perform the task as a drill.
While –reading:
The teacher reads the “ad” and explains its items, then leads the pupils to read the text and try to answer the
following task.
The teacher reads the text and asks the pupils to underlined the statements containing “which & who”
Activity 2p28: Read the letter and answer the questions.
A. What newspaper advertised the job for fruit pickers? It’s Teenage Magazine.
B. Where does Farida Souhali live? She lives in Mitidja.
C. What kind of person is she? She likes team work very much.
D. How many foreign languages does she speak? Two foreign languages.
E. Do you think that Farida will be accepted for the job? Why or why not? Yes she will be accepted because
she has a lot of experience in picking fruit and she speaks two foreign languages.
The teacher invites the pupils to read the text “loudly” and give their answers.
The teacher reports the pupils’ answer on the board, and then invites them to read it and perform the task as a
drill.
The teacher explains the instructions of the next “task” then invites the learners to do it.
Activity 2p29: Farida Souhali received a positive reply. Read the answers and choose the right answer.
I am pleased to inform you that your application for the job of fruit picker has been accepted.
The pupils read the text and answer the task, the teacher listens to the pupils answer and try to make them talk
why did they chose such answer.[the answer is the polite one]
Interact to
greet and
welcome
Interact about
the last séance
(expressing
apologies &
clarifications)
Interpret the
flashcard to
identify what
kind of
message is it
Interpret the
written
message to
answer the
questions of
task onep28
Read and
interpret the
text to exploit
the text
Interpret to
sump up the
main idea of
the Text
Page 20
greet &
welcome
talk about
ways to express
apologies
interpret
photos and
pictures and
decode the
meaning through
them
interpret the
advert to
answer the
questions
identify
pronouns in
written script
read and
exploit the text
to answer the
tasks

Making
appeals
and
requests
Making
appeals
and
requests
Showing
and
demonstrati
ng
Showing
and
demonstrati
ng
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Post-reading[ Your Turn page29/30]:
The teacher reads the text and invites the learners to follow , use their pencils and underline the following sentences.
1) I would like to apply for the job of fruit picker which you advertised in this month’s issue.
2) I am the kind of person who likes team work very much - 3) It is easy for me to communicate with people who are my age.
The teacher invites the learners to read once the text
Presentation:
The teacher invites the learners to list the underlined sentences.
2) I am the kind of person who likes team work very much - 3) It is easy for me to communicate with people who are my age.
Isolation: The teacher invites the learners to focus on the isolated words.
“Which - who”
Analysis: The learners are invited to analyse the isolated words in their sentences.
Sentence 1 Sentence 2
Relative pronoun = the job of fruit picker( noun object)
2) I am the kind of person who likes team work very much
Sentence 1 Sentence 2
Relative pronoun= person
Stating rule:
“who & which” are relative pronouns
“who & which” link two clauses into a single complex clause
“who & which “ are defining relative pronoun they define
Practice : The learners are invited to perform the following tasks
1) Based form task:
Exercise1: Re-order the following words to make correct sentences.
a) We / wash / a machine/ which / washing machine/use/ clothes/ to /. /A/ is /
b) instructs/ person/ A/ pupils/ school/ teacher/ is / who/ at / a /
2) Meaning based task:
Exercise 2: Match the pairs.
I’m so sorry for being late. – defining
Would you lend me your pen please? - apologizing
A giraffe is an animal which has long neck - polite request.
3) Communicative based task:
Activity 2p30: Match items in column “A” with their definitions in column “B”, Then write full sentences .
Column A 1 2 3 4 5 6
Column B C A B F D E
1. A king is a person who lives in a palace.
2. A TV set is electronic equipment which transmits images.
3. A policeman is a person who arrests thieves.
4. A pan is a kitchen utensil which we use to cook food.
5. A typewriter is a machine which we use to type texts.
Activity 3p30: Join each of the pairs of sentences below (A to F) with “which” or “who” to form one sentence.
A.Karim is a boy who likes telling the truth. B. A glutton is a person who likes eating a lot.
C. Sabrina is the schoolgirl who is fond of basketball D.That’s the cat which I photographed yesterday.
E. I read the postcards which arrived yesterday. F. Those are the birds which I fed last week.
The pps work in rough, the teacher supervises then invites them to correct on the board later they read and write down.
Page 21
Interpret the
script to study
the new
supported
structure
Analyse the
statements
supporting the
“relative
pronouns”
State the form
and use of the
relative
pronouns
“who& which”
Use the stated
rule to produce
written
messages
using the
learnt
language
listen & follow
written script
underline the
selected words and
statements
Identify and
recognize pronouns
and their uses
analyse the
selected statements
to state the role of
the relative
pronouns
identify the main
constituents of a
sentence
discriminate
between the
meaning of
sentences
build correct
sentences using the
relative pronouns

Supporting
& defending
Supporting
& defending
Supporting
& defending
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Warm-up: The teacher greets his learners and welcomes them; he inquires about their daily life school.
The learners are invited to talk about the previous hours and the learnt language ( defining using the relative pronouns –who & which)
The teacher invites the learners to open their books on page 3O and pay attention at the “write it out” section = Integrated
situation.
Learning the integration: “ Letter of recommendation”
The learners are invited to pay attention at the set of instruction in the “integrated situation”
The teacher invites the learners to list and organize their ideas about the topic.
Names letter Job Friend’s profile Wish
Mr Konny
Friend’s name
Recommendation
letter for
application letter
Fruit picker
-always punctual / never arrive late/school
-work well / get on well / inn team/ with
people
- well –spoken/tactful
-always reading to help /people/ who /
problems
-tidy / neat
- do well every work / which / undertake
Polite salutations
(beginning and ending)
The learners are invited to use the listed information ,and try to write letters of recommendations about their classmates
Suggested Letter of recommendation :
Assessing the Integration: The teacher invites the learners to work in rough, he supervises their works then invites the
learners to read their letters, the teacher reports the correction on the board, later the learners read and copy down.
Interact to
greet and
welcome
Interact
about the last
séance
Interact
about the
problem
solving
situation
Interpret the
problem
stated in the
module of
integration
Produce
written letter
discussing
the stated
problem
Greet and
welcome
Discuss and
sum-up the least
séance learning
objectives
Identify the
meaning of an
integrated situation
Discriminate
between the forms
of writings (letter –
paragraph- email..)
Recognize the
lay out of a letter
Discriminate
between sender and
receiver
Identify jobs
Describe one’s
profile
Describe one’s
friend profile
(appearance and
character)
Read and
discuss one’s piece
of writing in front
classmates
Imagine you spent last summer working on Konny’s farm .
This year, your partner intends to go and work there.
Write a letter of recommendation to support her / his letter of application
Use the cues provided to you on page 30.
Use the relative pronouns “ who – which”
Dear Mr Konny ,
I am writing to support Ali’s application for the job of fruit picker. He is my close friend because we
go to the same school for many years.
Ali is always punctual and never arrives late at school; he works well in a team and gets on well with
people around him. He is well –spoken and tactful.
My friend is always ready to help people who have problems and he does well the work which he
undertakes.
Waiting forward for your reply,
Yours sincerely,
Kamel

AM LEVEL
Sequence Three: what’s on?
Personal Goals:
During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your situation
Active Learners :Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning cooperatively with peers,
and making connections to life outside of class
Ongoing assessment of Learning: Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can provide useful
information on individual progress and achievement, which teachers and learners can review to aid learning .
Facilitator : Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind; guiding and
monitoring learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching .
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests,
apologizing….)?
Function : Asking and giving the time / Describing TV programmes /Expressing likes and dislikes / Accepting and declining invitations / Describing a broadcasting company {BBC} / Planning a
TV programmes/ Writing a greeting card
Grammar :simple past tense - « would » invitation / simple present tense / gerund / Present simple continuous /
Pronunciation : Strong & weak forms of “ would you ...? / Do you.....?
Vocabulary : vocabulary related to : TV programmes
Competencies :
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used : To facilitate pair work in class.- To convey the meaning of unknown words, phrases and structures
Can plan for ,use and evaluate the effectiveness of a few listening strategies in order to :Comprehend general ideas or gist - Make reasonable guesses at meanings.
Can plan for, use and evaluate the effectiveness of a few basic reading strategies to develop. Reading efficiency and speed -Guessing skills.
Can plan for, use and evaluate the effectiveness of a few basic writing strategies to :Generate ideas and Create a draft of a text .
Express polite request – describe TV programmes – expressing likes & dislikes – accepting and declining invitations /write a greeting card.
& Discriminate between strong and weak forms of “would – do you ....?”
Manual's script page 164/ 165 & flash cards pages (32- 34- 35- 36- 37- 38)
Page 21

time Rationale
Type of
interact
P r o c e d u r e Swbat Who are my learners?
Welcoming
,greeting
Making
appeals
and
requests
Telling
the time
Commun
icating
and
keeping
in touch
Inquire
about time
and date
Likes and
dislikes
Experiencin
g &
suffering
Teacher
–
student
Student
-
teacher
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence Three: Listen and speak
Warm-up:
The teacher tries to check the pupils’ understanding of the previous lesson [Making appeals and requests]
The teacher tries to remind the learners about the way of asking and giving the time.
The learners try to identify the time.
1.0 0 one o'clock 1.01 one past one 1.15 quarter past one
1.30 half past one 1.45 quarter to two 1.59 one to two
The teacher reminds the learners about the way of asking the time.
What is the time? The time is 8.30
What time is the English lesson? The English lesson is at 8.30.
Pre-listening:
The teacher asks the learners to open their books on page 32 and look at the film announcements and try to interpret
them
The teacher may help the learners to interact by asking the following questions.
What are the following photos about?
Do you know some of these actors?
What is your best actor or film?
Can you summarize your best film?
Which of the given films do prefer? Why?
The teacher invites the learners the look at the timing and the TV programme and try to interact about them.
Activity 1p29: look at these film announcements, and then talk about today's TV programme.
You: When's {Spiderman-cat woman-Harry Potter-The Battle of Algiers}?
Your partner :It' s on [Saturday-Sunday- Monday –Tuesday-Wednesday-Thursday-Friday]
You: At what time?
Your partner: (It's at) + time…..
The teacher invites the learners to perform the drill , substitute the keywords according to the TV programme
Note : The learners should discriminate between [ at a time ] and { on a day}
During listening:
The teacher invites the learners to pay attention at that instructions of “activity 2p32” then invites them to listen and try
to answer the questions.
Activity2p29: Listen and answer these questions.
What film are Jack and Jill talking about? They are talking about "cat woman"
Did Jack like the film? Why.? Why not? No, he didn't, because the story was awful, the actors were horrible, the
script didn't have any good lines.
How did he feel? He felt depressed.
What did he like ? He liked the special effects.
The teacher reads twice the script on page 165 , then invites the learners to give back their answers.
Page22
Interact to
greet and
welcome
Interact in
order to
express
ways of
telling the
time
Interpret
the photos
to describe
the TV
programmes
Interact
about the
date and
time of TV
programmes
in order to
discriminat
e between
“at +time &
On + day”
Listen and
interpret
listening
script to
answer the
written
task
Recognize the
time and date
Identify the way
how to ask about
time and the time
of an object
Identify the
prepositions "on-at"
and discriminate
between them
Introduce famous
personalities
(actors)
Identify TV
programmes
List some of the
famous films
Narrate some
past events
Describe events
from photos
Listen and decode
message from oral
reading
Answer and
justify answers
Discriminate
between likes and
feelings against TV
programmes

Likes and
dislikes
Experiencin
g &
suffering
Ways of
speaking
Ways of
speaking
Ways of
speaking
Teacher
–
student
Student
-
teacher
Student
-student
Teacher
–
student
Student
–
teacher
Student
-
student
Post-listening:
The teacher invites the learner to open their books on page 165 and perform the drill in pairs.
The teacher explains the instructions of “ Activity 3p32” then invites the learners to perform.
Pair Work: Activity 3p32:Now,look at the TV announcements above.Then try to build a dialogue with your friend
You: Which programme do you like best?
Your partner: I like............
You: Why?
Your partner: Because.................
You: How do you feel when you watch it?
Your partner: I feel.........................
The learners work in pair, the teacher supervises their works and offers his help if needed
The learners are invited to give back their production and perform their drills in pairs.
The teacher reports on the board one of the learners production, he invites the learners to read it .
The teacher invites the learners to pay attention at the following example written on the board.
Example: A: Do you like playing chess? B: Yes , I love it
A: Would you like to come to my home and play it? B: Yes with pleasure.
The teacher invites the learners to pay attention at the way “ Do you & Would you...?” are uttered
The teacher will read the first reading at normal speed where the learners will notice that :
The teacher will read the first reading at a higher speed where the learners will notice that :
Would you /wwwwʊʊʊʊ dʒ ə / Do you / dʒ ə /
The learners will certainly notice the difference between the /ʊ/ & / ə/
The learners are invited to pay attention at the “TIPS” on page 33. The teacher reads the TIPS then invites some
of the learners to read it.
The teacher explains the instructions of “Activity 1p33” then invites the learners to perform. He may instruct the learners that
“Dialogue A= normal speed” and “ Dialogue B = Higher speed”
The learners use their pencils to write the correct pronunciation of the items in bold.
Activity 1p33: Write the correct pronunciation of the items in bold in the dialogues “A” & “B”
The learners are invited to give their answers and perform the drill respecting the use of weak forms of “would you/do you...?
The teacher explains the instructions of “Activity2p33” then invites the learners to build up drills as a {homework}
The learners are invited to read the corrected written works on the board then copy down on their copy books.
Page 23
Produce
exchanges
showing
likes ,
dislikes and
feeling
against TV
programmes
Listen and
interpret
weak and
strong
forms of
“would & do
+ you...?
Interpret the
drill and use
“weak &
strong” forms
transcriptions
Identify means
of leisure
Describe and
list a TV
programme
Describe
different sorts and
kinds of films
Express likes
and dislikes
Discriminate
between positive
preferences and
negative
preferences
Make invitation
Accept and
decline invitation
Discriminate
between the “weak
and strong forms”
in quick and slow
speech
Use a given
pattern to work in
pair and build
dialogues
Samir BOUNAB ‘s
preparation sheet
Dialogue « A » « Normal Speed speaking »
Sofiane: Do you /dujʊ/ like watching serials?
Karim: Yes, I do. I love them
Sofiane: Would you /wʊdjʊ / like to come home to watch
one with me?
Karim: Thank you. What time?
Sofiane: Let’s say five o’clock.
Karim: That’s fine .Thank you.
Dialogue « B » « Quick Speed speaking »
Houda: Do you / dʒ ə / like watching cartoons?
Meriem: No, I don’t. I prefer watching films. Would you /wwwwʊʊʊʊ dʒ ə
/like to see one this afternoon?
Houda: No, thanks. I have a lot of homework to do.
Would you /wwwwʊdʊdʊdʊdjʊ / Do you /dujʊ/

Greet
and
welcome
Likes
and
dislikes
Liking
more
Liking
more
Liking
more
Inviting and
summoning
Teacher
–
student
Student
-
teacher
Student
-student
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence Three File one
Warm up: The teacher greets his learners and inquires about their daily school life.
The teacher tries to check the pupils’ understanding of the previous lesson [likes and dislikes & experiencing and suffering]
The teacher may ask the learner about last night’s TV program
A: What was on TV last night? B: There was a football match.
A: Do you like watching football? = Are you fond of /keen on watching football? B: Yes, I do / I am .
The teacher invites the learners to repeat “twice or thrice” then asks them to open their books on page 34 and pay attention at “
Activity 1p34.He explains the instruction , the new vocabulary & ways of expressing likes and dislikes. Later the learners are invited to
make dialogues using the key works on page 34
Activity1p31: Ask and answer questions about television programmes you watch.
Do you like watching
You: Are you fond of watching [comedies- horror films- action – fiction- drama… ]
- I don't really like comedies , but I like action films very much.
Your partner : I like watching comedies , but I prefer watching fictions films
I 'm not fond of comedies , but I prefer watching drama films .
Note : The teacher must lead the learners to discriminate between likes , dislikes and give justify their answers .
Positive preferences Negative preferences
I 'm fond of
I 'm interested in
I love …
I really like ..
I like very much
I 'm crazy about…
I 'm mad about…
I 'm not keen on…
I dislike…
I hate …
I don't really like…
I don't like….at all
I 'm not keen on…
The teacher explains the instructions of "Activity2p31" , then asks the pupils to work on their copy books in pair
Activity2p31: Act out dialogues .Invite your partner to dinner-birthday-party…..
i. Make sure your friend is free first.
Are you free on ………………………?
Are you doing anything on …………………?
ii. Then check what your partner likes .
Do you like ………………..?
Are you fond of ……………?
iii. If the answer is "yes" , invite him or her .
Example: "The Battle of Algiers "is on channal Algerie .Would you like to come and watch it with me?
iv. If the answer is "no" , change your invitation. Example : Could you come and do some revision with me then?
Interact to
greet and
welcome
Interact about
what had
been seen
previously
Interpret the
flashcard to
identify
between ways
of expressing
positive and
negative
preferences
Produce oral
& written
messages
inquiring
about likes
and
expressing
positive and
negative
preferences
Interpret the
task to inquire
about likes
and make
invitations
Page 24
Discuss he last
séance learning
objectives
Express like
sand dislikes
Can list the daily
tasks and leisure
Discriminate
between positive and
negative preferences
Can talk about
TV programs
Work in pair and
make drills and
dialogues
Substitute key
words while
performing drills
Inquire and
make invitations
Use “ would to
make invitations”
Adapt the
learning objectives
according to one’s
likes and
preferences
Tuesday evening
Saturday morning
This afternoon
Next Friday
This week end
I’m fond of / keen on ….
I’m interested in…
I love….
I really like/I like very much
I ‘m mad /crazy about ….
I’m not keen on …..
I dislike/ hate….
I don’t really like….
I don’t like …..at all.

Likes
and
dislikes
Liking
more
Likes
and
dislikes
Liking
more
Teacher
–
student
Student
-
teacher
Student
-student
Teacher
–
student
Student
–
teacher
Student
-
student
Sequence Three File One
Warm up:
The teacher tries to check the pupils’ understanding of the previous lesson [expressing positive and negative preferences]
The learners are invited to talk about their positive preferences and negative ones and try to justify their answers
Integrated Situation = Pair Work ( Imagine p 35):
1) Learning the integration :
The teacher presents the situation of the new problem solving situation through the following introduction.
The set of instructions:
The teacher reads and explains the instructions of the “integrated situation”, then invites the learners to read it
The teacher interact with his learners about the theme and try to make them take part by:
A) Eliciting learners’ information:
Animals Animal liked Animals Preferred why Animals’ likes
Dogs – goldfinch –
cat – canaries –
horse – donkey –
hens......
Cat – dog – goldfinch
Canary.
Cat
friendly – tender –
purr (sound)
roll up on your knees
and purrs from joy
Cats are loving,
playful, charming and
cute companions
- climb on you
-sleep with you
- hunt mice
- Good food, water,
a litter box,
scratching post,
and a place to
sleep.
- toys.
B) Eliciting learners’ information:
The learners are invited to select from the elicited information, work with their colleagues and make dialogues
describing their favourite pet.
The teacher supervises the learners works, he offers his help if needed.
2) Assessing the integration:
The teacher invites the learners to give back their works
They are asked to read their dialogues in front their colleagues
The others listen, take notes and discuss and may ask questions to each others.
The teacher invites the learners to copy down their own drills .
Page 25
Interact to
greet and
welcome
Interact
about the
last séance
Interpret
the stated
problem in
the module
of
integration
Interpret
the
situation by
listing and
organizing
ideas
Produce a
dialogue
talking
about one’s
preferred
animal
Greet and
welcome
Discuss the last
séance learning
objectives
Identify the
concept of
“integrated
situation”
Recognize and
name animals
Interact and list
ideas
Discriminate
between domestic
and wild animals
Describe some of
the common
animals
Describe
appearance of
animals
Talk about their
likes and dislikes
Work in pair to
form dialogues
Present one’s
production in front
the class and discuss
it
Imagine you are conducting a survey about students’ preferences for pets.
Interview your partner about His / Her preferences
Pets : dogs – cats – parrots – canaries – horses – fish – monkeys.....

AM LEVEL
Sequence Three: READING & WRITING
Personal Goals:
During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your situation
Facilitator. Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind; guiding and monitoring
learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching .
Supportive Learning Environment and Classroom Management: Teachers have a positive impact on learner learning by creating a supportive and relaxed learning environment and using
appropriate classroom management : communicating warmth and respect for learners, encouraging them to participate and work cooperatively and to develop self-confidence
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests,
apologizing….)?
Function : Describing TV programs
Grammar :Simple present tense
Vocabulary : vocabulary related to : TV programmes
Competencies :
Can plan for, use and evaluate the effectiveness of a few basic reading strategies to develop Reading efficiency and speed ,guessing skills.
Can plan for ,use and evaluate the effectiveness of a few basic writing strategies to :Generate ideas and Create a draft of a text .
Describe and write a TV program
Manual's script page 164/ 165 & flash cards pages (36- 37- 38)
Page 26

Time
Rational
e
Type of
interaction
P r o c e d u r e Swbat Who are my learners?
Greeting
&
Welcoming
Communi
cating
and
keeping
in touch
Communi
cating
and
keeping
in touch
Communi
cating
and
keeping
in touch
Teacher –
student
Student-
teacher
Teacher –
student
Student –
teacher
Student-
student
File One: 3Am
Warm up: The teacher greets his learners, welcomes them and inquires about their daily life school.
The learner are invited to talk about the last séance .[talking about likes , dislikes and preferences]
Pre-reading:
The teacher invites the learners to open their books on page36 and pay attention to the flashcard.
The learners are asked to describe the photo and try to interpret it , the teacher may help the his learners by asking them
to talk about “three” things”
1) What kind of picture? 2) What does it take place? 3) Who is in the picture? 4) What is he doing?
The aim is to lead the learners to interact about the picture and create a situation of real communication.
The teacher explains the instructions of “Task 1p36” and the new words such as “ FM-MW-LW ”
The teacher may set it as a game, he may read the “radio” frequencies (as a model) then asks the pupils to read and the one
who makes a pronunciation mistakes (without telling him what is the mistake) the teacher just says “stop” another pupils tries
to read again and the one who reads all the frequencies without pronunciation mistakes is the winner.
Task Onep36: Read and play a radio presenter’s role for the following stations.
-RADIO 1: FM:97.6.99,8 MHZ - RADIO 2 : FM:88,909KHZ - RADIO 5 live........
During-reading:
The teacher explains the instructions of Activity2p36, and then invites the learners to read the text on page
37 and try to answer.
Activity 1p36: Read the TV programme on page 37 and answer these questions.
a- What’s on Channel 5 at 9.25? On Channel 5 at 9.25 there is Shrek III.
b- Which channel is the “The Adams” on? The Adams is on ITV 1 Channal.
c-Next to the announcement of some films in the programme, you read “Don’t miss it”. Why? Because it’s a nice
programme and deserves to be seen.
The learners work in rough , the teacher supervises the works , offers his help once needed then invites the
learners to read the text and correct
The teacher reports the answer on the board, and then asks the pupils to perform it as drill. (by pair)
Post-reading:[Your Turn]
The learners listen to the teacher’s explanations of “Task 1p36” then try to answer the “task”
Note for the teacher: “ Opening Sentence”
Activity 1p36: Read the paragraph and put the opening sentence in the right place.
There are five terrestrial TV channels in Britain. There are also several satellite channels (opening sentence) .The
BBC has.......BBC1is ....... BBC 2 is .......Its programmes................ITV1............Channel 4...............It started............The
last ........
The learners work in rough , the teacher supervises their works and offers his help once needed ,later they are asked to
read the whole paragraph and copy it down on their copy books
The teacher explains the instructions of the “write it out” < Integrated Situation> and invites the learners to do it as a
home work . page 27
Interact to
greet and
welcome
Interact
about ways
to express
likes and
preferences
Interpret
the picture
to identify
the topic of
the course
Interpret
the radio
frequencies
Interpret
the British
TV
channels
and their
programs
Interact
about
“opening
sentence”
Interpret
the task to
identify the
opening
sentence
Pupils can greet and
welcome
Discuss about the
last séance and give
examples about what
has been learnt
Discriminate
between different
type of pictures
Describe pictures to
identify the meaning
and the topic of the
lesson
Name different type
of mass media (Tv –
Radio....)
Describe Radio
frequencies
Name and locate
places
Names foreign
broadcasting
channels
Interact about some
of the foreign TV
channels
Identify the
meaning of opening
sentence .
Recognize the place
of the opening
sentence and its
importance
At the beginning of a written work stands the opening sentence. Considered "most important",[1]
the opening sentence needs to
entice the reader[2]
and sets the subject, the tone and possibly the style for the whole work,[3]
although this does not have to be
obvious

File one communication 3rd am- atf & aef competencies

File one communication 3rd am- atf & aef competencies

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