file five theatre- 2nd level
TRANSCRIPT
Asking
and
showing
the way
S.present
+
prepositi
on
whqq+
File Term Month Week Hour Sequence Function Language Form Language Exponents Activities Sounds culture Strategies
F I L E
FIV
E "
T
H
E
A
T
R
E
"
T H
I R
D
T E
R M
M
A
Y
1
2
3
4
1
2
3
1
2
3
1
2
3
1
2
S
E
Q
U
E
N
C
E
O
N
E
Listen and speak:
Asking and showing
the way
Asking about
distance
Asking about period
of time
Discover the language:
Inquiring
Make a
questionnaire
pr . Simple
Pr . Perfect
future
wh qqs
Reminder "use of wh qqs"
S +V + Obj.
Pr + Have/ Has+past
participle
Pr + will + verb + obj
where/how long/ how
/who
Answer the questions
Ask and answer
Find the questions
Underline the
"whqqs"
Word refering to
Match the pairs
Write qqs using the
past
Complete the qqs
"i" buy ,
crying , describe
"a" obey , fail
,same , explain
Identify
Compare
Stress and
intonation
Theatrical
genres
Comedy and
farce
*Tragedy
Light comedy
Drama
Kabuki
Some records
NO
Identify places on a
city
Ask for the way
Show the way
Discriminate between
the sounds"ai" and
"ei"
Ask about distance
Discriminate between
distance and time
Use "whqqs"
Describe a biography
Act a play
Work in groups and
substitute roles in a play
Match questions with
answers
Identify the capital of
Britain
Describe weather
Discriminate btween
time markers " pre,
past, future "
Make the grammar
form of sentences
Make sentences from
questionnaire
Interview
Discriminate between
present , pr perfec, past
Discriminate between
likes and dislikes
Rcognize famous
actors
Ask and answers qqs
Order a conversation
Learn the list of
irregular verbs
Learn more about
theatrical genres
Make and act a play
Crée par Mr samir
bounab
Bouchrahil ,Médéa.
S
e
q
u
e
n
c
t
w
o
Listen and speak :
Making plans
Suggesting plans
Expressing likes and
dislikes .
Discover the language:
Expressing likes and
dislikes
Elaborating a
questionnaire
Interviewing
would / like
S past +ireg and reg verbs
Do + pr + like +v+ing
what +do + pr
+enjoy/prefer+doing+?
would + like/ enjoy /want
gerund
Reminder "gerund"
would you like
"to+v+obj+?
pr +v+ed+ireg v+obj
pr + like/ not like+doing
Do +pr
+like/want/enjoy+v+ing+
Pr +
ver(presen)+present partt
Word refering
Pair work
Answer the questions
Free practice about
likes and dislikes
Make the rules of the
forms
Write sentences from
questionnaire
Compare
Make an interview
"a" place ,
Jane , they, paint
"oy –oi" boy
,destroy , exploit
Identify
Compare
Stress and
intonation
S
e
q
u
e
n
c
e
t
h
r
e
e
Listen and speak :
Reporting past events
Inquiring about past
events
Acting plays
Inquiring about
person's mood
Express achievements
Narrating
Discover the language:
Reporting events
Describing daily
activities
present perfect
future
Simple past
Present simple
pr .perfect + sequencers
pr continuous
"can " ability
pr perfect
imediat future
simple past with "ago "
Reminder " use of the
present perfect"
list of some irregular verbs
pr + Have/Has+pp+obj
pr + will +v +obj
pr + ved/ireg v+ obj
whqqs+to be+ obj+?
pr +have+never+pp+obj
pr + to be+v+ing
pr + can +v+obj
pr +has/have+pp
pr +to be+ving+time
pr +v+period of
T+ago
Identify a part of
play
Listen then answer
Pair work
Ask and answer
questions about
famous people
Explain feelings
Read the text,then do
the activities
Read then answer the
questions
Complete the chart
with the "pp"
Order the sentences
Write the right form
of the verbs
Rewrite into the pr
simple
Stress
First syllable
Second syllable
Third syllable
Identify
Compare
Stress and intonation
C
h
e
c
k
1. questioning
2. use the right wh"qqs"
3. matching questions with
answers
4. spelling
5. ask qqs on the underlined
words
6. ask qqs about biography
7. write a biography
8. punctuation and
capitalisation
9. write the correct form of
the verbs
10. unscramble the
sentences
11. write into the pr perf
12. writeqqs into the pp
13. spot the mistakes and
correct them
14. write into the correct
tense "mixed tenses"
P
r
o
j
e
c
t
Write and stage a play
to be + oject+?Pr+to be+prep
Asking polite request could/pr perfect could + pr+verb+object?pr+Have+p part+object
Planning immediate actions Going to "form" S + to be + going to+verb+object.
Inquiring about distances and time S present tense /future How {far- long} + [to be –verb] + object +?
Describing biography s past tense Whqqs + verb + object +?
Inquiring about one's daily life whqqs + s present tense whqqs + [do/does]+verb +object +?
Describing a theatre play S present tense whqqs + [do/does]+verb +object +?
Inquiring about origins and journeys S present and past tenses S + verb (ed) + object / whqqs
Describing physical appearance S present tense Whqq + to be + pr + like +?
Questioning whqqs + s present whqqs +(to be/do/does)+verb+object+?
:{open air-theatre- art school- social comedy –positive – critic- believe-probably-queuing- entrance- how far?-more than –if – hurry-welcome-review –
play- how long ?- location – fail- internet café- meters – usually – seaside – sunbathe - Oliver Hardy – Harlem – Georgia – lawyer- comedies – Laurel – Hollywood – imagine – critic – interview (ing) –
producer – plot – playwright – comedians – performance – expect – act – king – queen – son – daughter – servant - Sir – palace – garden – near – river – crying – matter – ring – beautiful – sapphire –
dark – relatives – sword – pleased –role – in front of – ending – drama - mean – isn't it (tag question)-used to –on board- actually – rehearsing – part – pretty – funny – feel – spell – publish – ago – quite
– cafeteria – lift – rush – dish –underwater-wet - braces – businessman – hard}
: [ The manual's photos - map of Japan (Hiroshima) – plane – Photos of [Laurel And Hardy ] – Hollywood –sword – ring – river }
By the end of this sequence, the learners should be able to:
Ask and show the way
Inquire about one's daily life
Use the "whqqs" and discriminate between them page 2)
evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher introduces the situation through the pictures of (theatre , Andrew and Myra ) and explains the new words such
as [open-air theatre- art school – way – map – social comedy – critic – believe – corner – miss- probably queuing – entrance – how
far ? - hurry – welcome ]
Step two : The teacher asks the pupils to look at the activity on page 96 , listen to his reading of the drill then asks them to do "activity
-1-p96 :
The drill :
Andrew: Excuse me, where's the open –air theatre?
Myra: It's next to the art school. Do you know where it is?
Andrew: No, I don't .Could you show me the way on the map?
Myra: Sure. Are you new here?
Andrew: Yes, I'm going to see the social comedy that is on .The newspaper made a positive critic about it .
Myra : And it's good , believe me !I've seen it .Well , go straight along this street , then turn left at the second corner .The town
hall is there and the theatre is just opposite .You can't miss it .You'll probably see people queuing at the entrance.
Andrew: How far is it from here?
Myra: Not more than 1km, I think .How is you getting there?
Andrew: I'm walking.
Myra: If you hurry, it won't take you more than fifteen minutes.
Andrew: Thank you very much.
Myra: You're welcome.
Step three: The pupils listen to the teacher then do the activity.
Activity "1"p96: Listen then answer the questions :
i. What is Andrew looking for? He's looking for the open-air theatre.
ii. Did the newspaper make a bad review of the play? No, it didn't. It made a positive one.
iii. How long does it take to get to the theatre? It takes fifteen minutes.
Step four: The pupils do the activity on their rough copy books, correct on the board, read then copy down.
Step five: The teacher asks the learners to perform the activity first, and then go to page 110 and practise the drill.
sounds
Buy Obey
File Fail
Like Lake
Seaside Same
Sometimes Thursday
Crying Painting
Describe Explain
Step six : The teacher invites the learners to open their books on page 96 and look at the "activity
pronunciation and spelling", listen to the teacher then repeat after him .
Listen and repeat: {buy-obey-Thursday-crying-location-sometimes-describe}
Identify : [ buy – file ] (obey –fail)(crying-painting)(surprise-location)
Compare: (file-fail) (surprise-painting)(obey – buy)…
Practise Stress ans Intonation:
You liked my play , OK?
It's the same you played on Thursday Step seven : The pupils perform then write down the written work on their class copy books .
Page 3
Interact
Interpret
Produce
Asking
For
Showing
The
Way
Asking
Polite
Request
Planning
Future
plans
Inquiring
About
Distance
And
time
identify places of leisure
such as theatre
greet
Ask for and show the way
Use prepositions t indicate
the way
Ask polite request
Plan future activities
using "going to form"
Ask about distance
Inquire about time
Identify mass media
(newspaper)
recognize ordinal
numbers
compare
grant
Listen then try to decode
the message
Identify the different
tenses and discriminate
between them(present-past-
future)
discriminate between
distance and time
Use questions to inquire
about distance and time
evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher asks the pupils to open their books on page 97 and look at "Activity 1p97", he explains the instructions then
invites them to perform the activity orally .
The drill :
You: How far is the { theatre - stadium – swimming pool - hospital- kindergarten?
Your partner: It's [ 500m - 3km - 2km - 500m - 200m ] from here.
You: How long does it take to get there?
Your partner: It will take about { 15 ' - 1 h – 40' - 20' - 5' }.
Step two : The teacher asks the pupils to look at the table on page 97 , perform the drill and substitute the key words : Stadium 3 kilometers 1 hour
Swimming pool 2 kilometers 40 minutes
Hospital 500 meters 20 minutes
Kindergarten 200 meters 5 minutes
Step three: The teacher asks the learners to keep the pattern of the drill and try to find questions and answers about places in their
own town .You are near the Mosque
You: How far is the { post office - stadium – Aissa Dhieb Middle School - hospital- town hall?
Your partner: It's [ 300m - 500m - 600m - 200m - 200m ] from here.
You: How long does it take to get there?
Your partner: It will take about { 5 ' - 1 0' – 15' - 5' - 5' }.
Step four: The pupils perform and substitute the key words. They're free to use what ever they want.
Step five: The teacher explains the instructions of "Activity 3 p97, then invites the learners to do it on their rough copy books.
Activity 3 p 97 : Find the questions to complete this interview .
A : How often do you go on holidays a year ?
B : Well, I go on holidays once a year.
A : Where do you usually go ?
B : I usually go to the seaside .
A : How long do you stay there ? How much time do you spend there?
B : I spend about two weeks .
A : Do you go alone or with your friends?
B : Sometimes with friends and sometimes alone.
A : What do you do in your holidays? How do you spend your holidays?
B : Sunbathe , eat and rest!
Step six : The pupils correct on the board, read and perform the drill then copy down on their class copy books . Page 4
Interact
Interpret
Produce
Inquiring
About
Distance
And
time
Asking
and
showing
the way
Inquiring
about
one's life
identify places
such as
theatre,stadium,hospit
al…
Ask for and show
the way
Use "whqq" (how
far) to ask about
distance
Use "whqq"[How
long ] to ask about
period of time
discriminate
between time and
distance
Inquire about one's
free time)
Recognize places
such as "seaside.
Identify the
activities done on the
sea side
ask about
frequency
recognize the
adverbs of frequency
evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher asks the pupils to open their books on page 97 and look at "Activity 4p97", he explains the instructions then
invites them to do the activity .
Activity "4"p97: Use the information about Oliver Hardy and find the questions.
A : What was Oliver Hardy?
B : He was a comedian .
A : When was he born?
B : He was born on th e18th January,1892.
A : Where was he born ?
B : He was born in Harlem,Georgia?
A : Where is it ?
B : It's in the USA.
A : How many sisters and brothers did he have ?
B : He had 2 sisters and 2 brothers .
A : What was his father's job ?
B : He was a lawyer.
A : What was Oliver's hardy career?
B : In December 1918, he went to Hollywood, He made his first comedy film with
Laurel , in 1926.Form 1926 to 1955 they made more than 100 comedy films.
A : Did he get married ?
B : Yes , he married Lucille in 1940.
A : When did he die ?
B : He died in 1957, in Hollywood ,USA.
Step two : The pupils work on their rough copy books , correct on the board, then read and write down on their class copy books .
Step three: The teacher invites the learners to perform the dialogue pair by pair.
Step four : The teacher introduces the situation of “Activity ‘5’p97”, he explains the new words.
Step five : The teacher explains the instructions of “Activity ‘5’p97” then asks the learners to work on their rough copy books .
Activity “5”p97: Ask questions to the producer about :[First the journalist introduces himself and the newspaper he works for]
1) The plot : Journalist : What’s the plot about ? Producer: It’s about the Algerian Revolution
2)The playwright: journalist : Who is the playwright? Producer : The famous poet “Moufdi Zakaria”
3) The theatre : journalist : Where ‘s the play going to take place? Producer : We are going to perform it at The National theatre”
4)The comedians: journalist: What about the comedians? Producer: A great numbers of Algerian comedians will take part in this
play.
5)Performances: journalist: How many performances do expect to do ? Producer: I think many performances.
Step six : The pupils try to work in pairs or in a group of four and find as many as possible questions, the teacher has to move
around and check, helps, corrects whenever it ‘s possible.
Step seven : The teacher invites to correct on the board, perform the “Activity” as conversation, then copy down on their class
copy books.
Page 5
Interact
Interpret
Produce
Describing
Biography
Describing
Biography
Inquiring
About
A
Play
Describing
A play
recognize
comedians(funny ones)
Improvise and list
some Algerian
comedians
Identify the famous
comedians such as
Laurel and Hardy
recognize their
nationalities and origin
locate their country
and language
Identify members of
family
recognize and
discriminate between
jobs
recognize the simple
past tense
describe a biography
inquire and use as
much as possible of
“whqqs” and
discriminate between
them
Identify
places”theatre”
evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
1- Why is Camilla crying? Because she can’t find her ring.
2- Who is John?
John is Sir Edward’s son.
3- Who is Julia? Julia is Sir Edward’s daughter.
4- Where are Sir Edward’s children?
They‘re away.
5- What does the king want to give Sir Edward? He wants to give him presents.
6- Are the king‘s children happy to give Sir
Edward’s children presents?
No, they aren’t.
7- Does Philip want to give his sword?
No, he does not, but he gave it , because his
father asked him.
8- What about Camilla? She says no, then she accepted, but she
couldn’t give it .
Step three: The pupils read, correct on the board, then perform pair by pair question answer
Activity 2p98: Act the play
Step four: The teacher scatter the class into groups
of six, then asks each member of the group t learn
his role then invites them to the board and act the play
Step five: The teacher explains the instructions of
“Activity 3p98” then asks them to think of a happy end.
Camilla finds her ring and offers it to Julia.
5
5
5
5
5
5
5
5
Step one : The teacher asks the pupils to open their books on page 98m he explains the instructions and the new words, introduces
the members of the play
{king – queen – servant-Sir- daughter- son –ring – river- gold- sapphire- Lady – relatives-sword – frightened}
Step two : The teacher asks the learners to read the play silently then try to answer the following questions :
Activity "1"p98: Read the play then answer the questions.
King: John / His daughter, Camilla :Sana/Queen: Olga/ A servant : Indira His son , Philip : Pedro/ King’s friend , Sir Edward: Steve
Camilla and Philip are in the palace garden, near the river.
Camilla : ( crying) Philip: What’s the matter? Why are you crying? Camilla : I can’t find my ring !I think it’s in the river! Philip : Which ring? Camilla : The gold ring with a beautiful sapphire. Philip : Stop crying and let’s look for it !
Queen: What are you doing , children? Don’t stay out side .It’s cold and dark
Philip : We’re looking for …/Camilla : Sssh! You mustn’t tell mother.
Servant: Sir Edward is here, sir/King: Sir Edward! My good friend! I’m happy you could come. /Queen: Welcome Sir Edward. Where are Lady Mildred and your children?/Sir Edward: They are away …Visiting relatives./Queen: How old are your children?/Sir Edward: John, my son is15and Julia, my daughter, is 11./King: Philip, Camilla you must give Sir Edward presents for his children./Queen: That’s good idea!/King:Philip,you can give John your sword./Philip(not pleased)..Oh, yes father!/Queen: And Camilla, you can give Julia your ring./ Camilla: (frightened) My ring?Oh,no ! Oh, yes mother!
[ Camilla leaves the room crying]
Step six :The pupils act the play ,then copy down on their class copy books
Page [email protected]
Interact
Interpret
Produce
Inquiring
About
one’s
problems
Introducing
Members
Of
Royal
Family
Elaborating
Objects
Giving
Orders
Expressing
Inability
Inviting
identify
members of
family
describe royal
family
describing
places
inquire about
one’s problem
describe
weather
identify
“must” and its
use
recognize
“can” and its use
identify
materials”gold-
sapphire)
make
invitations
greet and
welcome
act and
express feeling
according to the
role acted
*
evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher asks the learners to open their books on page 99 and look at the dialogue, he explains the instructions,
then invites the pupils to work on their rough copy books .
Step two : The teacher explains the new words such as : [ drama class – God- spend – on board – actually ]
Step three:
Activity p99: Read this dialogue the do the activities.
Step four : The teacher asks the learners the pupils to read the text silently and try to answer to following questions :
Underline the “Wh” questions words. Who – where – how long – how.
Can you say what they refer to? who + subject / where ó place / How long ó period of time / How ó manner
Do you know other “wh” question words? ú Yes {when – what time – what – what/(do-did)/why-how often-which-how old-
}.
What do they ask about? ú They ask about [date-time –object – verb – reason –frequency – choice-mean of transport-age ]
Step five : The pupils work on their rough copy books , correct on the board, then read and perform as drill (pair work)
Step six : The pupils are asked to read and perform the text .
Step one: The teacher explains the instructions of “Activity 1p99” then asks the learners to work on their rough copy books.
å Activity 1p99: Match the questions with their answers :
What’s your name? * Akiko
Where are you from? * Japan.
How old are you? * I ‘m 15.
What’s your phone number? * 555946
What is she like? * She’s pretty and funny.
What is she doing? * Rehearsing her part.
How often do you go to the theatre? * About twice a month. Ho do you spell your name? * A.K.I.K...O
Why do you study drama? * Because I love acting.
Step two : The pupils correct on the board, read then copy down on their class copy books .
Page 7
Interact
Interpret
Produce
Giving
information
Introducing
Asking
about
origin
Inquiring
About
Journey
Describing
daily
routines
Describing
Physical
appearance
Asking
about one’s
plans
recognize drama
class
identify jobs
greet
describe temper
ask about
origins
recognize
means of transport
identify and
locate places
ask about
period of time
discriminate
between time and
period of time
describe daily
routines
identify the
“wh” questions
words
4 recognize the
use of each “wh”
qqs
4 discriminate
between the use of
the “wh”qqs.
Sally: Hello, Akiko .I think we’re in the same drama class. Akiko: About 12 hours.
Akiko: Yes, we are .Who’s our drama teacher Sally: My God! That’s a long way! Isn’t it?
Sally: Mrs. Brown .She’s very nice .By the way, where are you from? Akiko: Yes, it is .But I’m used to it, you know.
Akiko: I’m from Japan . Sally: How did you spend all that time on
board?
Sally: I mean where in Japan? Are you from Tokyo? Akiko: Actually, there is a lot to do: reading,
Akiko: I ‘m from Hiroshima . Listening to music, palying games, watching
films
Sally : So, you traveled by plane n of course .How long does it take? Eating and sleeping of course.
evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher asks the learners to open their books on page 99 and look at “activity 2p99” ,he explains the
instructions then invites the learners to work on their rough copy books . Step two: Activity 2p99: Write questions. Use the past simple.
Who / be / Kateb Yacine? Who was Kateb Yacine?
Where/born /be/he? Where was he born?
What / he / write? What did he write?
How /books/many / publish? How many books did he publish?
How /ago / he / long /die? How long ago did he die?
Which /you /books / yesterday/ buy? Which book did you buy yesterday?
Step three: The pupils correct on the board, perform the activity as question answer then write down .
Step four: The teacher explains the instructions of “activity 3p99, then asks the learners to work in rough .
Activity “3”p99: Find the questions. A: When do you get up?
B: Quite early .Between 6 and 6.30 a.m.
A: What are you? What do you do? What’s your job (occupation)?
B: I’m a student.
A: In which school do you study?
B: In a school out side London.
A: Where do you have breakfast?
B: Usually at the school cafeteria.
A: How do you get there?
B: By bus .Sometimes a friend gives ma a lift.
A: How far is the school from your house?
B: Oh, about 8kms from my house.
A: How long does it take in the rush hours?
B : About 35 minutes in the rush hours
Step five: The pupils correct on the board, read then perform as a drill (pair).
Step six: The teacher explains the instructions of “activity 4p99” then asks the pupils to do it on their rough copy books.
Activity 4p99: Read the answers and complete the questions. What do you eat? An ice cream.
Who is your friend? John is.
Why does she go by bus? Because she hasn’t got a car.
How does she get there? By bus.
Where does Akikolive? In Hiroshima.
How many languages does he know? Two. English and Spanish.
How often do you learn drama a week? About twice a week.
What time do you get up? At 6 o’clock.
How old are you? I’m 15.
Which one do you prefer? I prefer the green one.
Step seven : The pupils correct on the board, read and perform then write down on their class copy books . Page 8
Step eight: The teacher asks the learners to open their books on page , he explains the instructions of the activity then invites
them to work on their rough copy books .
Step nine: First of all the teacher asks the pupils a question about “ actor” and what does he/she do ?He asks them also to give
Interact
Interpret
Produce
Describing
biography
Describing
daily
routines
Inquiring
About
Daily
Life
Activities
recognize
famous writers
and their works
Identify Kateb
Yacine and some
of his works
recognize a
biography
use the
appropriate
“wh”question
words to ask about
a biography
recognize the
form a question
discriminate
between questions
with “to be” and
questions with
“did”
recognize the
activities of daily
life
Identify the
use of each “wh”
question
+
him some famous names of actors .
Step ten: The pupils are asked to look at “Activity 5p100” , choose an actor (chosen before this hour) ,pay attention at themes
and domains and try to interview the actor chosen .
1st- What’s your name?
2nd- Where are you from? What’s your nationality?
3rd- What your age? How old are you?
4th- What are you? What do you do? What’s your job?
5th- Where do you live? What’s your address? Where’s your home place?
6th- Where do you work?
7th- Who‘s your favourite author/partner?
8th- What’s your favourite sport/film/drink?
9th- What are your hobbies?
10th- Where do you go in holidays?
11th- What languages do you speak?
12th- How about your future plans?
Step eleven: The learners work by pair on their rough copy books.
Step twelve: The teacher asks the pupils to perform their work pair by pair, he chooses one of the pupils examples then writes it
on the board.
Step thirteen: The pupils read the written example, then copy it on their copy book.
Step one : The teacher invites the learners to look at the “reminder” on page 100, asks the learners to read one by one , explains and asks the pupils to give their own examples .
Interact
Interpret
Produce
Inquiring
About
Daily
Life
Activities
Inquiring
About
Daily
Life
Activities
Inquiring
About
Daily
Life
Activities
use the
appropriate
“wh”question
words to ask about
a biography
recognize the
activities of daily
life
Identify the
use of each “wh”
question
recognize the
form a question
Identify the use
of each “wh”
question
recognize the
activities of daily
life
Name
Nationality
Age
Occupation
Home place
Likes / dislikes
Place of work
Favourite partner/author/sport/film/dish/drink
Hobbies
Holidays
Languages
Future plans
« wh » questions are used to ask about: A person -who? - Sami
A thing (object) what? -A pizza
Time / When? In the morning –last year-next week /what time? At 7.30.
Place Where? Hiroshima. Possession Whose?(genitive)Sally’s/hers Reason Why? Because
Means /manner -How? -By plane/quietly
Age How old ?15/15 years old Duration How long? 12 hours
Measurement ú How long? ú 20cm
Price /weight *How much? * 200Euro /3 kilos
Quantity è How much “uncountable” - a little / a lot
Number How many “countable” 3/5 Frequency How often? Twice a week Distance How far ? 2 miles
Suggesting simple present+simple past+would what +do+pr +suggest+?/Last+past+would Planning which+present+can .. which +pbejct/can't+pr/tonight /tomrrow
Inviting Would like / prefer would +pr+like+verb/pr+prefer+verb…
Exressing preference would like/prefer Would +pr+like+verb/S+prefer+verb+ing+object Expressing likes and dislikes gerund Do+pr+like+doing?/S+like/dislike+doing Narrating simple past/s.present S+verb(ed-irregu)+obj/S+V+Obj
: {enjoy – being – wonderful –suggest –for a change – prefer –advertising-succesful- performance –sold out-try –maybe-select-destroy-
coin-exploit –navy-sailed- pizza lounge –surfing-net – dsihes – clever- fighting –goat-crowded- hens-terrible-sell- more-unhappy-enjoy-early-horror- karaoke-
web-foreign-gerund-detest}
: The manual's photos –picture of London –theatre
: By the end of this sequence the learners should be able to :
Make suggestions
Express likes /dislikes qnd preferences
Narrate
Step one. The presents the situation through pictures and concrete examples , hem ay ask about places such as capitals "London" ,
Suggesting
Recognise
about places of leisure like "theatre" , about music such as "jazz" about daily life activities like "movies , TV…"
Step two: The teacher writes the activity on the board then asks the learners to listen to him then try to it on their rough copy books
Activity 1p101: Listen then say what the following refer to{choose the right answer}
Musical "Hair" ( her – hers – Hair]
tickets theatre's tickets { cinema 's tickets – theatre's tickets – stadium tickets }
performance "Hair" musical [ "Hair" musical – football match – movie channel]
Step three: The pupils listen then do the activity on their rough, correct on the board then read and copy down.
Step four: The teacher asks the pupils to open their books on page 110, then perform the drill pair by pair.
Step one : The teacher asks the pupils to open their books on page 102 and look at "Activity 1p102" , he explains the instructions
then invites the pupils to perform the activity [orally].
Activity 1p102: Role play work with your partner then change roles.
You :Would you like to [go to the theatre / go to the restaurant/ give a party / travel by train ]
Your partner : I prefer {watching a film on TV/ eating a pizza lounge / going to picnic/ travelling by plane }
Step two : The pupils are asked to perform the drill and substitute the keywords.
Step three : The teacher explains the instructions of activity "2"p102, gives the pupils some keywords to help them do the
"activity"
Activity "2"p102: Pair work .Ask your partner questions then change roles .Use the following keywords {eat – wear – play –
watch –travel…}
A : What do you like eating for breakfast ? B : I (prefer/like) bread and butter.
B : What don't you like eating for breakfast ? B : I don't (like / prefer) eating jam .
Step four : The pupils perform the drill and substitute the key words .
Step one : The learners are asked to open their books on page 101 and look at the "pronunciation and
spelling " activity
Listen and repeat :( place – point – Jane- exploit-explain…
sounds
Place Boy
Plane Enjoy
They Destroy
Obey Coin
Paint Point
Jane Join
Explain exploit
Identify : [place –obey- coin- join-choice –explain-exploit…
Compare : (join-Jane) (coin-cake)(point-paint)(sail-soil)
Step two : The pupils perform the drills then copy down all the written work on the board
Page [email protected]
Interact
Interpret
Produce
Describing
famous
places
Narrating
Expressing
preferences
Making
choice
Expressing
ability and
inability
Planning
future
actions
Expressing
likes and
dislikes
places of leisure
such as "theatre"
Identify and
locate capitals
like"London"
Use adjectives to
describe such places
Discriminate
between time {past-
present –
future}situations
Discriminate
between leisure
activities[music-
films…]
Identify a
newspaper and its
contains
Ask about and
make choice
Describe
weather
Identify
"can"<ability>
Express likes
and dislikes
Describe daily
routines activities
Ask about likes
and dislikes
Practice stress
and intonation
Identify the
sounds[a] and
{oi}and discriminate
between them
Step one :The teacher asks the learners to open their books on page 102and look at "Activity3p102" , he explains the instructions
then invites the pupils to work on their rough copy books .
Activity 3p102:Say what you like and what you prefer doing .
You : Do you like( reading/doing exercises /eating beans/studying ?
Your partner : I prefer {surfing on the net/listening to music /eating pizza /playing football}.
Step two : The pupils work on their rough copybooks ,perform pair by pair. The teacher chooses one of the pupils’ examples and
writes it on the board.
Step three: The teacher explains the instructions of "Activity4p1402" then invites the learners to work on their rough copybooks.
Activity 4p102: Ask your partner about his likes and his dislikes.
A: What do you enjoy doing? Enjoy Not like
Play/crosswords
Listen /pop
music
Read /comics
Feed /cat
Play /football
Wash/dishes
Clean /car
Tidy /room
Do /shopping
Water/plants
B : I enjoy [playing crosswords-listening to pop music-reading comics-feeding
cats –playing football]
A : What don't you like doing ?
B : I don't like {washing dishes – cleaning car- tidying the room-doing
shopping –watering plants }
Step four : The pupils perform the drill and substitute the keywords.
Step five : The techer explains the instructions Of "Activity 5p102" then invites the
pupils to work on their rough copy books .
Step six : The teacher explains the instructions of "Activity 5p102" then invites the
learners to work on their rough copy books .
Activity 5 p102 : Write a small paragraph about your partner .
The paragraph :
My partner enjoys reading comics , playing football and listening to music
, but he doesn't like doing shopping , tidying the room and washing dishes .
Step seven : The teacher invites the learners to read their paragraphs , he choose one of the best and writes it on the board , asks
them to read it then copy down on their class copy books .
step one : The pupils are asked to open their books on page 102 and look at the text , the teacher explains the situationand the
new words , he may also ask the learners to tell him som of the jokes they know abot "Djeha" , he has to help them to translate the
words they don't know.
The new words { clever –wife – fighting – shout- goat – later- more –crowded-hen- terrible – birds- everywhere- sell- better}
Step two : The teacher reads the text and asks the learners to listen to him , underline the words the don't understand ,then asks
him to explain them .
Step three : The pupils are asked to read the text silently and do the activity .
Activity p102: Read the text then answer the following questions .
i. Why was the man unhappy at the beginning ? Because there were too much noise in his house.
ii. Why did he ask Djeha to help him ? Because Djeha is a clever man .
iii. How did Djeha help him ? He asked him to go and buy "a goat and six hens "
iv. Why was the man happy at the end? Because ,there no animals in the house and they were happy .
Step four : The learners work in rough , correct on the board then read and write down.
Step five : If there is enough time the pupils are asked to read the text loudly . Page 12
Interact
Interpret
Produce
Expressing
preferences And likes
Describing
daily life
routines
Expressing
likes and
dislikes
Narrating
Introducing
members of
family
Expressing
feelings
Express and
show likes and
dislikes
Ask about one's
likes
List some daily
life activities
Express
preferences
Discriminate
between likes and
dislikes
Discriminate
between likes and
prefernces
Paragraph
writing
Report what
one's likes and
dislikes
Recognize a
funny story
Narrate
Identify funny
personalities such
as "Djeha"
Improvise some
stories about
"Djeha"
Recognize
emebers of family
Identify animals
Show feelings
(bad and good) ones
Samir's
preparation sheet
Step one : The teacher asks the pupils to give him the form of a simple sentence .The pupils may answer [S+V+Obj]
Step two : The teacher asks the learners to open their books on page 103 and look at "activity"{Discover the language }
Activity p103: Look at the questions below and make rules about the forms of the following verbs :
"like" , "enjoy" , would like " and "want"
Do you like watching TV? Interrogative question : Do + pr + like + verb+ "ing" + object ?
Do you enjoy reading cartoons? Interrogative question : Do + pr+ enjoy + verb+"ing" +object +?
Would you like to play cards? Interrogative question: Would +pr+like+verb (infinitive) +object +?
Do you want to see a play? Interrogative question : Do + pr+want+verb(infinitive) +object+?
Step three : The pupils are asked to work on their rough copy books , correct on the board then read and write down.
Step one : The teacher explains the instructions of "Activity 1p103", then invites the pupils to work in pair
Activity 1p103: Look at the questionnaire and write sentences .
Eva doesn't like getting up early. / Ivan loves practising sport.
Cues
( - ) hate
( - - ) dislike, not like
( + ) enjoy
( + + ) love
Sami enjoys playing crosswords. Lynda dislikes getting up early.
Eva loves watching cartoons. /Ivan enjoys getting up early.
Do you like Eva Ivan Sami Lynda
Play/crosswords? + -- + -
Get up /early? - + ++ --
Watch /cartoons? ++ - -- ++
Practice / sport ? -- ++ -- +
Lynda loves watching cartoons. / Sami does not like pratising sport.
Step two : The pupils work in pair , then do the second part of the "activity"
Now, compare their likes and dislikes.
Eva does not like getting up early .Ivan loves it.
Sami does not like practising sport .Ivan loves it.
Sami does not like watching cartoons. Lynda loves it.
Eva does not like practising sport. Ivan loves it.
Step three: The pupils work on their rough copy books then correct on the board.
Step four: The teacher explains the third part of the "Activity" then asks the learners to work.
Now, complete the sentences .Compare their likes and dislikes.
Eva does not like getting up early, but Ivan loves it.
Sami doesn't like practising sport, but Ivan loves it.
Sami doesn't like watching cartoons, but Lynda and Eva love it.
Eva doesn't like practising sport, but Ivan loves it.
Step four : The pupils work on their rough copy books , correct on the board , read then copy down
Page [email protected]
Interact
Interpret
Produce
Expressing
preferences And likes
Expressing
likes and
dislikes
Expressing
likes and
dislikes
Expressing
likes and
dislikes
Expressing
likes and
dislikes
Identify the
verbs used in
expressing likes and
preferences
Identify the form
of a sentence
Discriminate
between the form of
a sentence
Recognize the
type of a sentence
Be able to make
a deduction about
the way of the
sentence is
expressed
Recognize and
improvise some
daily life activities
Compare
between one's daily
activities
Discriminate
between verbs of
preferences and
dislikes
Use different
ways to compare
between one's likes
and dislikes .
Use "but" to
compare
Step five: The teacher asks the pupils some oral questions about "Jane Smith" since they have seen it in the first file .
The teacher's oral questions :
Who is Jane Smith? She is an actor.‚ak-t„r also -ƒt•r
Is she an old woman? No, she is not. She is young.
What is she like? She is a tall woman with blue eyes and….
Step six : The teacher asks the learners to ask some oral questions about "Jane Smith" and perform as pair work .
Step seven : The teacher explains the instructions of 'Activity3p103' then ask the pupils to play a role and work on their rough copy
books .
Activity 3p103: Make an interview with Jane Smith.
You: Miss Smith do you enjoy acting?
Miss Jane : Oh, yes .I love acting
You : Do you like singing?
Miss Jane : Yes, I like it.
You : Do you want t act in horror films?
Miss Jane I do not really want to act in horror films.
You : What about comedy films?
Miss Jane: I enjoy acting in comedy films, they are funny films.
You: Do you like driving fast cars?
Miss Jane: I love them .They make me excited.
You : Do you enjoy going to parties?
Miss Jane: Yes, I love them .I love meeting people and my fans.
You: Thank you Miss Smith. I love interviewing film stars!
Step eight : The teacher invites the pupils to act their work pair by pair , asks the other learners to listen and check for the
mistakes and correct each others .
Step nine : The teacher writes the best interview on the board .
Step ten : The teacher invites the learners to look at "Activity4p103" , then asks the pupils to work on their rough copy books ;
He asks them first about "an ad" what is it ? Where do we find them ? What do they show ?
The teacher has to accept any of the learners answers even in their mother tongue and help them to express themselves in
English .
Activity 4p103: Write an "ad" : Use [ like – want – enjoy ]
Step eleven : The pupils draw pan-cards ,make "ads", correct on the board , then read and copy down on their class copy books Page 14
Interact
Interpret
Produce
Introducing
famous
people
Describing
physical
appearance
Inquiring
about
one's likes
Describing
Jobs
Interviewin
g people
Describing
leisure
activities
Recognize famous
actors
Identify jobs and
occupations
Describe leisure
activities
Use the verbs of
preferences to express
likes and dislikes
Describe cars
Recognize films and
discriminate between
them
Identify verbs and
use them to express a
specific thing
Express gratitude
Identify languages
Discriminate between
native language and
foreign languages
Recognize places for
leisure such as
"theatre"
Identify a play
Describe a computer
and its use
Describe "the WEB"
Recognize the verb
"surf" on the net
Paint advertisement ,
and decorate them
Describe an "ad"
and its use
DO YOU ENJOY MUSIC?
Come and play your best musical instrument
DO YOU LIKE THEATRE? Come and act play with us
DO YOU WANT TO SING?
Come and sing in karaoke
DO YOU LIKE CLASSICAL DANCING?
Come and practice classical dance
DO YOU THE WEB?
Come and surf in our cyber café
Sequence2 Book Two
Step one: The teacher asks the learners to open their books on page 104 and read the "reminder".
Step two: The pupils read sentence by sentence and the teacher explains through example each part of the the reminder.
Step three: The teacher asks the pupils to take their rough copybooks and try to do the following exercises.
Activity 10p113: Complete the sentences with the correct form of the verbs in brackets
What do you enjoy (do) doing in the evenings?
What would you like (do) doing after school?
She wants (book) booking a video film.
I do not like scrabble, I prefer (read) reading.
Ok! I will be (join) joining the group.
Step four: The pupils work on their rough copybooks, correct on the board then read.
Step five : The pupils are asked to the following "activity" on their rough copy books
Activity 8p113: What do John, Indira and Wang like and dislike doing?
I. John loves seeing serials, Indira hates them.
II. Wang detests watching westerns, but Indira enjoys them.
III. John and Indira like seeing comedies , but Wang hates them
IV. John prefers documentaries to weterns,but Wang enjoy watching them
V. Indira and John dislike seeing horror films ,but Wang prefers them
Step six: The teacher explains the instructions of "activity 11p113" then asks the learners to work on their rough copybooks.
Activity 11p113: Unscramble the sentences and you'll know why Peter is angry .
Step seven: The pupils correct on the board, the teacher should check and insist on the punctuation, the capitalization of the
paragraph.
Step eight: The teacher asks the pupils to open their books on page 112, and try to do the activities [1 -2- 3- 4] orally.
Step nine : The teacher enquires from the learners to do "activities" [6 and9] as a home work
Step ten: The teacher invites the pupils to read the written work on the board, then copy down on their class copybooks. Page15
Interact
Interpret
Produce
Inquiring
about one's
likes
Expressing
Likes and
dislikes
Inquiring
about likes
and dislikes
Expressing
preferences
Describe the form of
the gerund
Recognize the verbs
of preferences
Identify the
continuous form of a
verb ( present participle)
Discriminate between
verbs expressing likes
and dislikes
Identify verbs
expressing daily
routines
Ask about one's likes
and dislikes
Discriminate between
one's likes and dislikes
Identify leisure
activities and
discriminate between a
film, a serial, a western,
a comedy…
Recognize the
punctuation signs
Describe the way the
paragraph should be
Make correct
sentences {semantic and
syntax}
Decode a message
from symbols what
one's likes and dislikes
Use of the gerund
We use the gerund to talk about :
Likes and dislikes example: I like reading/ I hate running.
Preferences: example: I enjoy playing basketball, but I prefer swimming.
we use the gerund after the verb "to like" and other verbs such as :{enjoy –recommend-suggest-advise-dislike –
stop-detest –avoid-prefer…}
We form the gerund by adding "ing" to a verb. I like reading.
John Indira Wang Serials (love) (hate) (prefer) Westerns (dislike) (enjoy) (detest)
Comedies (like) (enjoy) (hate)
Documentaries (prefer) (dislike) (enjoy)
Horror films (dislike) (hate) ( prefer)
Ihateflyingyouwaitforhoursfortheplanetotak
eoffanditisoftenlateiprefertrravellingbytrain
becauseitischeapersaferandmorecomfortabl
e
I hate flying. You wait for hours for the plane to take off and it is often late. I
prefer travelling by train, because it is cheaper, safer and more comfortable
Expressing experience and achievements Present perfect S + Have+ past participle + object + Time
Narrating Simple past S + to be / verb(ed)+obj
Asking about plans (past) S.past/ Pr perfect S+ verb(ed)/ Have+pparticiple+object.
Asking about one's experience P perfect "interrogative form) Have+pr+Ppaticiple(v)+obj+?
Describing mood S present +whqq+P.perfect What's the matter?Pr+Have+PPart(v) +object.
Improvising the end of a story S past S + to be / verb(ed)+obj
Inquiring about one's activities S present continuous "whqqs" +to be + verb+ing+?
Describing daily life activities S present / S past S+never+v+obj/Time+s+v(ed)/irregular v
[act- drama – adapt- Scoodidoo – casting- ghost – rehearsals – costumes – settings – cowboy- confrontation –
perhaps – afraid – entertainment – sailing- neighbour – several – advertising –guess- coin – shower- teeth – comb – feed -
somersault/"sVm@sO:lt/ - tiger- lines - kilt - swing - snake - camel - sketch - sad - worried - depressed -fail- script - main- poor -hard-
throw- stones - melt - paper bag - tide - furniture - space - toasts- definite- indefinite - happen- recent - drugstore- laundry ]
{Picture of Scoobidoo – manuals pictures – famous actors – living room - furniture}
: By the end of this sequence the learners should be able to:
Express achievement and experience
Ask about plans Page 16
Step one :The pupils are asked to open their books on page105 and look at the picture .The teacher asks the pupils to describe
what they can see at this picture .He has to accept all the kinds of answer and helps the learners to express themselves in English
Step two : The pupil answers may be : {This picture represent a theatre's scene .The actors are performing a play .Four persons
are on the stage . }
Step three : The teacher presents the situation through gestures and pictures .He explains the new words "such as " (drama –
ghost –rehearsals) then asks the learners to listen to the drill then try to do the 'activity'.
The drill : Sally: Have you acted in a school drama?
Linda: Yes, I have.
Sally: When was it?
Linda: It was at the end of last year.
Sally: How about this year?
Linda: We have decided to adapt Scoobidoo.
Sally: Have you done the casting?
Linda: Yes, we have .I will be the ghost.
Sally: Have you started the rehearsals?
Linda: Yes, we have .The art teacher has drawn the costumes and the settings.
Sally: That sounds exciting!
Step four : The pupils listen then try to answer the following questions (books shut) .
Activity one p 105: Listen then says which part has Linda taken ;<<choose the right answer >>
Linda has acted in the play as : a- Scoobidoo b- ghost c- Saml
Step five : The learners listen then answer on their rough copy books . The teacher reads twice the drill then invites the pupils to
correct on the board.
Step six: The teacher asks the pupils to read the correction pair by pair.
Step seven: The pupils are asked to listen to two pupils reading the drill and try to answer the questions.
Activity 2p 105: listen again then answer the questions.
i. Has Linda acted in a school drama? Yes, she has.
ii. What have the pupils decided for this year? They have decided to adapt Scoobidoo.
iii. Who has helped them with the costumes? Their art teacher has.
Step eight : The pupils work in pair and answer the "activity" on the board, read and perform as question , answer .
Step nine : The teacher asks the pupils to open their books on page 110 and read the drill pair by pair .
Sounds
1st syllable 2nd syllable 3rd syllable
Daily Prepare Understand
Cowboy Okay Advertising
Nicely Afraid Invitation
Sailing Perhaps Explanation
Neighbour Beginning Entertainment
Several Performance intonation
Listen and repeat: cowboy, prepare,understand,beginning,confrontation;
Identify: nice-perhaps-afraid-beginning-entertainment-understand…
Compare: cowboy , okay , sailing , surface ,confrontation, neighbour…
Who's your favourite footballer?
Guess who and you get a coin.
Does he practise another sport?
I'll tell you on Thursday. Step ten: The learners read the written work on the board, and then copy down. page 17
Interact
Interpret
Produce
Asking
about
one's past
activities
Expressing
achievement
Planning
future
plans
introducing
Inquiring
about a
play
Describe places of
culture"theatre"
Discriminate between
"theatre and cinema"
Decode a message from
a picture
Describe persons actions
on stage
Identify verbs for each
specific action" act"
Describe famous
cartoons' actors
Discriminate between
past ,present and future
situation
Identify the form of the
past participle since it has
been seen in the passive
form
Recognize and
discriminate between
different type of questions
[wh – interro]
Describe clothes used in
a play
Identify jobs
Describe clothes used in
a play
Step one : The teacher makes a quick review about the last hour. .
Examples :
i. Has Linda acted in a school drama last year? Yes, Linda has acted in a school drama .
ii. Which play have they chosen? They have chosen Scoobidoo.
iii. Who has made the costumes for them? The art teacher has made the costumes.
Step two : The teacher invites the learners to perform question answer, then the teacher explains the form of the present perfect in
brief.
Linda has acted in a school drama. Subject + Have + verb(past participle) + object. Subject + Have
+not+ (past participle) + object
Has the teacher helped them? Have + subject + verb(past participle) +object+?
Step three : The pupils are asked to open their books on page 106 and look at 'Activity1p106', the teacher explains the instructions
and the new words such as : { shower – comb}
Activity 1p106: Ask your partner about things she /he has done /hasn't done today.
had a shower? Yes, I have
Cleaned your teeth?
You: Have you combed your hair? Your partner:
had breakfast?
taken the bus ? No,I haven't .
Step four : The learners work in pair on their rough copy books , correct on the board then read and perform .
Step five : The teacher explains the instructions of "Activity 2 p 106 " then asks the pupils to work , he should explain the new
words first [ somersault – feed – forget lines – kilt- snake]
Activity 2p106: Take turns .Ask your partner about those things.
ridden a camel? Yes, I have done a somersault?
You: Have you fed a tiger? Your partner
forgotten your lines?
worn a kilt ? No, I have not
held a snake ?
Step six : The pupils work on their rough copy books , check for the for the past participle of the verbs on page 109, correct on the
board ,read and perform in pairs
Page 18
Step seven: The teacher explains the instructions of "activity 3p106", he introduces the actors or asks the learners to give their
names if they can and list some of their films.
Activity "3"p106: Ask and answer about these people.
Mohammed Dib Cousteau, Jacques Yves Clint Eastwood
Interact
Interpret
Produce
Asking
about
one's past
activities
Expressing
achievement
Asking
about
one's past
activities
Inquiring
about one's achievemen
Introducing
famous
people
Inquiring
about
people's
releases
Expressing
achievemen
ts and
experienc
Inquiring
about
one's
mood and
feeling
Describing
mood and
feeling
Describe places of
culture"theatre"
List some
cartoons"
Inquire about
one's past activites
Identify the form
of a sentence
Recognize the form
of the sentences
(present –past –
present continuous –
future-passive)
Describe the past
participle of some
irregular verbs
Recognize thz
verb"to Have" and its
forms into the
"present – past –
future- present
continuous"
Use to present
perfect to inquire
about one's activities
Describe the
contrative form of the
"verb" (to be) with the
third person of
singular
Discriminate
between the
contractive form of
the present perfect
and the one of the
simple present
Identify and
discriminate
between the kinds of
pictures
Recognize
famous
personalities
Identify and
introduce famous
people and their
works
Ask questions
about what has
famous people done
Discriminate
Write and stage a play
The pupils are split into groups not more than six
They may use the work of the last File" cartoons" and transform it
into a play
The teachers supervises the work of the learners step by step during
the presentation of the "File"
The learners present their work , they come to the board and act
their work