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Timin Steps of the lesson competence function What pps can already
g do?
File two listen and speak sequence one
Guided Sheet

Vocabulary :{crosswords-never mind-pardon-synonym-link-connect-extra-bind-need-funny-colourful-saddle-handlebar-wheels-

even- brake –showy-proud of-antonym-odd-satisfied-bright-flashy-comic-anagram-palindrome-puzzle-busy-game-lorry-bookcase-
cassettes –magazines – radio cassette - this-these-that-those- cook –computer- neither- nor –quick- thin-thick –permission- able to
do-unable}
Aids :
Picture of a crosswords – bicycle – dictionary- pictures on page"30" and "31"
Aim :
By the end of this sequence the pupils should be able to" interact-interpret and produce" using the following functions
Introduce games
Describe objects
Use a dictionary The pps recognize easily the
_______________________________________________________________________________________________________________ theme "games"
Step one : The teacher presents the situation through a picture showing the crosswords game, lets the pupils repeat the new words, List some of the language
then invites them to listen to him and try to answer the questions {books shut} games
Step two : Listen and find the word needed :
A: What are you doing ? Identify the "crosswords
B : I'm doing crosswords. I need your help. game"
A : I'm not very good at crosswords.
Identify the pr continuous
5
B : Never mind .Can you give me a word that means "link"?
A : Pardon ? Interact tense
Describing
B : A synonym of link, L.I.N.K. Identify "a synonym and an
A : Oh! You mean " link". Let me think .Is "connect" alright ? The word needed is  "join" antonym"
B : Err… no .It doesn't fit .It's too long .There are two extra letters. Games Discriminate between
A : Is it "bind ", then ? "synonyms and antonyms"
B : No, I need a four letter verb that begins with "j". Read a dialogue and
A : What about "join", then ?
respect the stress and the
B : Oh great ! Now it fits .Thank you.
5 Identifying intonation
Step three : The teacher asks the pupils to open their books on page "40" and perform the drill pair by pair Listen to an oral message
Interpret and give he appropriate answer
Step four : The pupils are asked to read the dialogue again and try to do "activity '1'p40: Words Read the dialogue and scan
for the aswners to the questions
 Activity "1" p 40 : Read the dialogue, then find the opposites :

5 1) bad=/= good 2) take=/= give 3) antonym=/= synonym 4) ends=/= begins 5) short =/= long Crée par Samir Bounab

Step five : The pupils do the Activity in rough, correct on the BB, then read and copy down.
- 1 -
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Produce Lexis yellowdaffodil66@gmail.com
5
PRACTISE
Step one : The teacher asks the pupils to open their books on page 29 and look at "activity "2" p 29, he explains the instructions, »
then invites the pupils to do the activity on their exercisebooks.
5
  Activity "2"p 29 : Listen then colour.
Oscar has got a very funny and colourful bicycle .The saddle is red and the handlebar yellow.
5
The wheels have different colours, too: one is green and the other is blue .Even the brake is of a strange colour:it's pink!It's a very
showy bicycle but Oscar is very proud of it. ⁄ identify the mean of
Handle-bars brake transport "bicycle"
5 Interact
Describing ⁄ describe a bicycle and
objects its use
saddle ⁄ describe colours
⁄ draw a bicycle and
colour it
⁄ read a short passage and
respect stress and intonation
wheels ⁄ Read and decode the
5
message
step two : The pupils listen to the teacher, then colour the bicycle. ⁄ Identify the meaning of a
step three : The teacher invites the pupils to read the text on page, the teacher insists on the new words describing the bicycle Decribing synonym and discriminate
{saddle - wheels – brake – handle-bars} colours
step four : The teacher invites the pupils to do "activity '3' p 29", he explains the instructions and the meaning of the words, then between it and an antonym
Interpret
5
asks the pupils to do it. ⁄ Use the dictionary to find
 Activity "3" p29: Find the synonyms of the following words from Oscar's text on page 40. the synonyms
Odd = strange satisfied = proud of bright = colourful flashy = showy comic = funny
⁄ Identify the sounds "th"
5 Step five : The pupils do the activity using the dictionary, correct on the board then read and copy down on their exercise books. and "the"
Lexis ⁄ Identify the sounds "th"
Step six : PRONUCIATION AND SPELLING
The teacher asks the pupils to go back to page 28 and look at the activity "pronunciation and spelling" and "the" and discriminate
Step seven : The teacher tries to reminds the pupils about the sounds "th" and "the" since they were seen in the first AM between them
"the" "th" ⁄ Identify the spelling of a
This- that – these – Thing- thin- theatre-
word listened
those – them – brother- thief-three- something-
mother nothing ⁄ Practise stress and
Step eight : The teacher invites the pupils to repeat after him, then read and practise by themselves intonation
Step nine : The pupils are asked to perform the "identify" exercise, the pupils identify the sounds and the spelling of each word. Phonology
5 {north – south- third – then - fourth – three – with – these – this – breath …} Samir Bounab's preparation
Step ten : The pupils do the next activity which is "compare" , where the pupils compare the minimal pairs of sounds , they listen to sheet
the teacher or to their friends and compare between the sounds "th" and "the" Produce
[this- third / with – breath / thin – thing…]
5 Step eleven : The teacher invites the pupils to look at the "practise of intonation and stress", they repeat after him, then perform it
pair by pair
Step twelve : The pupils read the written activities, they have answered on the board, then write down on their class copy books. yellowdaffodil66@gmail.com
»

5 –2–
 Step one : The teacher asks the pupils to take their books on page 29 and look at the text below, he explains the instructions, then Recognize a dictionary
invites the pupils to do it. Discriminate between a
Step two : Using a dictionary, the teacher explains the new words and the use of a dictionary. dictionary and an ordinary book
Step three : Activity p29 : Identify the use of a dictionary
5 1 - Where are these pages from ?  They are from a dictionary.
Read a conversation and
2- what do you find in a dictionary ?  We find a list of words in alphabetical order with their meanings explained
5 3- How do we call the explanations below ?  We call them definitions Interact respect the stress and the
Step four : The teacher writes the pupils answers on the board, then invites the pupils to read them. Describing intonation
Step five : The teacher reads again the text below and asks the pupils to read it. a dictionay
Identify the determiners "this
5
" and "that" since they have been
Step one : The teacher asks the pupils to open their books on page 30.He explains the instructions and the new words such as : " since last year and they are
the determiners" [this these (plural)] {that  those (plural)} dealing with them regularly
Step two : The teacher invites the pupils to repeat through a concrete examples using the classroom situation.
Ability to use and search for a
e.g :
5 word in the dictionary "group
5 This is a pen  These are pens. Inquiring
That chair is next to the table.  Those chair are next to the table. work"
Step three: The teacher reads the conversation then invites the pupils to read it. Discriminate between "these "
5 Step four : The pupils are invited to read the conversation, then try to answer the questions. and "those"
Are the following words "these" and "those" singular or plural ?  They are plural
Express ability and inability by
Give the singular form of "these" and "those" from the dictionary.  these this / those  that
Can you deduce the difference between "these" and "those" from the conversation? using "can and " can't"
These replaces "words" which B is talking about and they are near him Make questions using "can"
Those replaces" dictionaries" which on the bookcase over there. Interpret Describe pictures and their
Step six : The pupils do the activities in rough, correct on the board, then read and write down. Planning meanings
5 imediat Make affirmative and negative
Step one : The teacher asks the pupils to look at "activity '1' p30, explains the instructions, then asks the pupils to describe the actions
sentences using "can " and
below pictures . "can't"
Picture "1" manipulate a computer
Discriminate between the
Picture "2"  draw
Picture"3"  cook different situations "present –
5 Picture"4"  speak German present continuous and simple
Picture "5"  ride horses future
Picture "6"  play the guitare / music
Step two : The teacher asks the pupils to look at the example and make correct sentences using "can " or "can not"
I can manipulate a computer
I can draw
I can cook
I can't speak German.
5 I can't ride horses.
I can't play the guitare or music. Expressing
Step three : The pupils perform the examples, the teacher can ask them to perform them as questions answers. abilities and
 I can cook, but I can't play music inabilities yellowdaffodil66@gmail.com
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Step four : The pupils perform using the keywords and express their own abilities and inabilities:
Step five : The teacher asks the pupils to perform the "activity'2'p30: Produce
5
A : Can you draw ? B : yes, I can / No, I can't.
Step six : The pupils perform and substitute the key words, expressing their abilities and inabilities
5 - 3–
Step seven : The teacher asks the pupils to open their books on page 31 and look at "activity '5' p 31, he explains the instructions
of the activity, then the pupils do it on their rough copy books.  Recognize the determiners
 Activity "5" p 31 : Make these sentences plural.
"this" and "that"
Whose book is that ?  Whose books are those?
This is my exercise book.  These are my exercise-books.
That's my rubber.  Those are my rubbers. Interact  Discriminate between the
Is this your pen ?  Are these your pens ? Inquiring
singular and the plural
about ones
Step eight: The pupils do the activity in rough, correct on the board, read then write down. object
 Discriminate between the
Step nine : The teacher explains the instructions of "activity'6' p 31, then the pupils are invited to do it. use of the "this" and "that"
 Activity 6 p 31 : You're in a shop. Ask for these articles. Use "this" or "these"
 "cassettes"  Excuse me, how much are these cassettes ?
 "magazines"  Excuse me, How much are these magazines ?  Ask about prices
Asking
 " a pair of shoes"  Excuse me, how much is this pair of shoes ? about
 "picture"  Excuse me, how much is this picture? prices  Identify 'can" ability and
 "cassette-recorder"  Excuse me, how is this cassette recorder ? "can't" inability
Step ten : The pupils do the activity in rough, correct on the board, then read and copy down
REMINDER  Discriminate between "can"
Step one : The teacher presents the reminder, asks the pupils to repeat and invites them to give free examples.
ability, "can" permission and
I/ Use of "can" :
A / "can" ability : We use "can " to say what we are able to do. e.g : I can speak English. Interpret "can" possibility
B / "can" inability : We use "cannot / can't " to say that we are unable to do something. E.g: I cannot speak German.
C / "can" permission : We use "can" to express or ask for a permission. E.g : Can I go out ?  Yes, you can. Expressing
D / "can" possibility : "can" is used to express if something is possible. E.g: Can elephants fly ? abilities and  Identify the future
II/ Form : inabilites
Subject + can / cannot + verb {infinitive without "to"} + object.  Discriminate betwen
Example : [I – he – she – it – you- we – they] can / cannot play chess. 'present situation, past situation
III/ Questions : We form questions with "can" bu putting "can" before the subject "interrogative question:
Expressing and future situation
Example : Can he swim ? No, he can't.
possibilities
Note : {cannot} is one word not two
Step two : The teacher invites the learners to do the following exercises in rough, correct on the BB, read then write down. Asking for  Use "can" in questions
Exercise. I) Use " can" or "can't" to make correct sentences.
permission
1. she / swim / in / the / sea  She can swim in the sea 2. we/ speak/ Italian  we can't speak Italian.
2. I / play / football/ but / I / play / piano/ I can play football, but I can't play the piano.  Respect the punctuation and
II) Fill in with "can " or "can't" the capitalisation
a- I ….. ride a bicycle, but I ….. drive a car. b- She …..lift the desk, but she …. Carry the bag.
c- what …. you do with a lot of money ? I …. buy a car. d- ….. I go out please? No, you …… .
Exercise : Put the following sentences into the future tense. Planning
a) I went to Algiers, yesterday. Tomorrow, I will go to Algiers. b) Today, the weather is fine. Next week, it will be fine. C) They
study at the 2nd AM, this year. They will study at the 3rd Am, in 2006. d) What did she do last week?  What will she do, next Narrating
week? E) He didn't learn English, last Tuesday. He will not learn English, next Tuesday. Produce

Describing
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n File two listen and speak sequence two
Guided Sheet  Identify a newspaper

Vocabulary :{ad-interesting-puzzle-prize-trip-apply-win-delay-standby-a hurry-pyramids- a stick-legs-exist-entertain-competition- and its contain

nowadays-contests- common-stool-vending machine-preposition-also-lavatory-narrow-necessary-derive-touch-toes-catch-end-nose- ski-
snow—fingers-froze-run- fast-message-louder-lend-bring}  Identify and "ad"
Aids :
Picture of a crosswords – pyramids -dictionary  Identify the game
Aim :By the end of this sequence the pupils should be able to" interact-interpret and produce" using the following functions
Express abilities and inabilities/permission/request "crossword"
Describe a game
____________________________________________________________________________________________________
 Maintain an oral
Step one : The teacher explains the situation through "a newspaper", he introduces "an ad", presents the 'John and Indira',
asks the pupils to listen to him and try to answer the questions written on the board. [Books shut]
exchange
Step two : The teacher writes the activity on the board, reads the drill on page "40", then invites the pupils to listen and try
to answer the questions.
Step three : The drill :
 Ask and answer qqs
John : What are you looking at, Indira ?
Indira : An ad .A very interesting ad. about the game
John : An ad what for ?
5 Indira : A crossword puzzle contest for juniors. Reporting  Justify an answer
John : And what's the prize ? Interact A
Indira : A trip for two ! Could you apply with me? Piece of  Listen and decode the
5 John : Oh, yes ! Why not ! We could win, you know ! news
 Activity "listening comprehension " p 32: Listen, then answer : message needed
1) What sort of document is Indira reading ?  She is reading and "ad".
2) What is it about ?  It is a crossword puzzle  Identify the sound "y"
5 3) Who is it for ?  It for juniors.
4) Three words to justify the answer  " an ad – a crossword puzzle – a prize " Describing and discriminate between
Step four : The pupils do the activity in rough, correct on the board, read then copy down. a game
Step six : The teacher asks the pupils to open their books on page "40" and read, then perform the drill. the different sounds

according to its spelling

5 PRONUNCIATION AND SPELLING
 Practise intonation and
Step one : The teacher presents the new sound which is "y" and its pronunciation in the different parts of the word Inquiring
5 [beginning-end] Interpret About an identify the stress of a word
Y="u" Y="e" Y="a" y="i" Step two : The pupils listen, repeat, perform the activities "compare and ad
You city They My identify"
Your Many Stay Sky Step three : The teacher asks the pupils to look at "activity"Practise stress and Samir'sheet
5 Yes Sally May Try intonation: Pronunciat
Yogurt Heavy Replay Standby ion and
 Did you g early Sally ?  Yes, I went in a hurry Murray
Yellow Early Delay July
 Can she stay in July ?  No, she can't .She's away on holiday. spelling
Young vocabulary Holiday identify
Step four: The pupils perform the drill, then write down the written activities on
5 the board yellowdaffodil66@gmail.com
- 5– Produce

5
 PRACTISE Interact Expressing Identify synonyms,
Step one : The teacher explains the instructions of "activity"1"p 33 , asks the pupils to take their rough copy books and do
Permission antonyms, definitions and
the activity using the dictionaries if they are available or change the type of activity by providing the "synonyms, antonyms or
definitions of the words .
discriminate between them
Step two :  Activity '1' p33: Ask your partner to give you the "synonym-antonym or definition " of the following words:
A : Could you give me the synonym of "smart"? B : I suggest "bright".
Ask for permission
A : Could you give me the antonym of "calm"? B: I suggest " noisy"
A : Could you give me the definition of "sad" ? B : I suggest " unhappy "
Suggesting Express suggestions
Step three : The pupils correct the activity on the BB, read and perform the drills.
Step four : The teacher asks the pupils to open their books on page 33 and look at 'acitvity'3'p33, he explains the instructions,
Use a dictionary
then asks the pupils to use the dictionaries and do the word pyramids.
 Activity "3"p33: Add only one letter each time to get the words corresponding to the definitions :
Identify the different types
A/
It's me I
of a word "article –
Third singular person of "to be" H e
Possessive H i s Interpret Guessing demonstrative…
Demonstrative Th ose
Men wear it S hi r t Read a short text
B/
Describe games
 Article A
 Article A n Make words from one
 To have the ability C a n
word by changing the order
 A stick G l u e
 Bird with long legs H e r o n of the letters

Step five : The teacher and the pupils work together using dictionaries, correct on the board, read, then perform pair by pair. Formation of the words
GO FORWARD
Step one : The teacher asks the pupils to open their books on page 33, and look at the text , he reads the text, explains some from verbs to nouns
new words, then asks the pupils to try to do the activity : Guessing
Step two :
 Activity '1' p33: How many words can you make out of the word "stool"?
Can you find : Produce
- a preposition  "to"
- a word meaning "also"?  " too "
- British slang for "lavatory" ?  " loo "
- That cannot be found ?  " lost"
- A small narrow opening ?  " slot"
- The capital of Norway ?  " Oslo "
Step three : The teacher asks the pupils to write and the words on the board, then asks them to make question answer: Spelling
A : How many words can you find ? B : I can find "6" words
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A : What are they ? B : They are : {to – too – loo – lost – slot and Oslo}
Step four : The teacher explains the instructions of "activity '5'p33, then asks the pupils to work in rough , then correct on
the board: Activity '5'p 33: Find nouns that derive from the following words.
1) to visit (v)  a visit (n) 2) to teach (v)  teacher (n) 3) to paint (v)  painter (n) 4) to dance (v)  dancer (n)
Step five : The pupils do the activity in rough, correct on the board, read then write down.
6–
 Interact Narrating  Recognize the type of text

"song"
Step one : The teacher asks the pupils to open their books on page 34 and look at the "song "
Step two : The teacher reads the song and invites the pupils t read it, then do the activities :  Identify the past situation
Step three : Activity p 34:
 Underline the verbs in the first three lines :  [was – could touch – could ski]
Expressing
 Identify "can" ability and
 When did these actions happen ?  These actions happened in the past.
inability
 Now, underline the verbs in the last two lines ?  [can't do – can't do]
 When did these actions happen ?  These action happen in the present. Abilities  Identify the parts of a
 Say what's the difference between "can" and "could"  The difference is : "can" is in the present tense/
"could" is in the past tense. [could is the past tense of "can"]. And sentence (verbs)
Step four : The pupils do the activities in rough, correct on the board, read then copy down.
 Discriminate between past
Inabilities and present
Step one : The teacher asks the pupils to open their books on page 34 and look at "Activity '1'p34, he explains the Interpret
instructions of the activity then invites the pupils to do the activity in rough. situation"can/could"
Step two : Put the words in order to get the true sentences.
a a/ jump/I/as/could/kangaroo/high/as a I could hold my breath till my face turned blue.  Make a simple request.
a Lion/too/as/could/I /run/fast/as/a a I could run as fast as a lion, too.  Discriminate between
a I/do/now!/but/can't/that a I can't do that, now !
a Can't/no/,/I/now/!/do/that a No, I can't do that now . Making
"could " ability and "could"
Step three : The pupils correct the "activity " then read and perform the song.
Step four : The teacher explains the instructions of "activity '2'p34, then invites the pupils to do it on their rough copy books. Requests request
 Activity'2' p 34: Put these words in the correct order to make requests.
 Message/you/a/take/could/? / ⁄ Could you take a message ?  Give short narration about
 I/borrow/pencil/could/your/? / ⁄ Could I borrow your pencil ? ones life by using "could"
 Louder /could /please/you/speak/? / ⁄ Could you speak louder ?
 Turn /music/please/ down/could /you/the/? / ⁄ Could you turn down the music, please ? ability
Step five : The teacher asks the pupils to correct on the board, read and perform the drill as question answer [affirmative or Making
negative answers]  (yes, I could / No, I couldn't) polite
Requests
 Activity "3" p 34 : Turn these sentences into polite requests.
Come to my birthday, please. ⁄ Could you come to my birthday ?
Lend me your record player, please. ⁄ Could you lend me your record player, please ?
Narrating
Bring some CDs with you, please. ⁄ Could you bring some CDs with you, please ?
Produce Expressing
Please, come before 2 p.m to help me. ⁄ Could you come before 2 p.m, please ? Abilities
and
Step six:the pupils correct the activity on the board, read then perform by giving an affirmative or negative answer. inabilities
Step seven : The teacher explains the instructions of "activity "5"p34 " , then the pupils are asked to do it .
 Activity "5" p 34: Work in pair and tell what you could or couldn't do when you were six.
A: What you could do when you were six ? B: When I was six I couldn't stay up after 9.00 p.m, but I could watch TV on
Thursdays.
Step eight : The pupils are asked to give their own examples and use their own vocabulary.
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Step nine : The teacher asks the pupils to read all the written work on the BB, then copy down on their copy books.
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" The use of 'Could' "
⁄ We use "could" :
Expressing
To express polite requests : example : Could I have a biscuit ?
Interact
To express ability in the past .e.g. I could swim well when I was 5.
To express permission in the past : He could go to the party. Abilities
Step one : The teacher presents the drill through the classroom situation :
I/ Expressing ability and inability : And
A: Did you study in the primary school ?
B : Yes, I did.  Identify the past situation
A : What languages could you study there ? Inabilities
 Identify "can" ability and
B : I could study Arabic and French.
A : Could you study English there ? inability
B : No, I couldn't.
A : Can you study English, now ?  Identify the parts of a
B : Yes, I can
Step two : The teacher performs the drill with the pupils, then invites the learners to practise it. sentence (verbs)
Step three: The teacher asks the pupils to use the same drill, then substitute the keywords Making
Interpret  Discriminate between past
Course / maths / physics
II/ Expressing permission : Requests
and present
A : Can I use your pen ?
B : No, you can't. I 'm using it. situation"can/could"
A : Could you see the match, yesterday ?
B : Yes, I could my father allowed me.  Make a simple request.
Step four : The teacher invites the pupils to read the drill and perform it.
III/ Expressing polite request :  Discriminate between
A : Good morning, sir. Making
polite "could " ability and "could"
B : Good morning, sir. Can I help you ?
A : Oh yes, you can. Can you lend me that watch, please ? Requests
request
B : Here you are sir.
A : Could you show me how it works. Give short narration about
Step five : the teacher asks the pupils to perform the drill.
Step six : The teacher asks the pupils if the three dialogues express the same idea .The answer will certainly be negative. Narrating ones life by using "could"
Step seven : The teacher gives the function of each dialogue, then invites the pupils to repeat them. Expressing
Step eight : The teacher asks the pupils to open their books on page 34 and look at the activities "2" and "3" Abilities ability
 Activity '2' p 34 : Put the words in the correct order to make requests. and
 Message / you / a / take / could / ? /  Could I take a message ? inabilities
 I / borrow / pencil / could / your / ? /  Could I borrow your pencil ?
Discriminate between
 Louder / could / please / you / speak / ? /  Could you speak louder ?
 Turn / music / please / down / could / you / the ? /  Could you turn down the music please ?
Step nine : The teacher asks the pupils to do the activity in rough, correct on the board then write down. Produce Expressing 'could' ability-permission-
Step ten : The teacher asks the pupils to look at 'activity 3 p 34' , he explains the instructions,then invites them to do it in
request
rough, correct on the board and copy down .
 Activity '3'p34: Turn these sentences into more polite requests. permission
 Lend me your record player, please.  Could you lend me your record-player? yellowdaffodil66@gmail.com
 Please , come before 2 p.m . to help me.  Could you please come before 2 p.m. to help me ?
Step eleven : The pupils correct the activity, read then copy down .
 Interact Expressing - expressing ability and

inability
Exercise n °1 : Fill in the gaps using : "can – could - will be able " Abilities
- expressing polite request
In the past people …….. not travel very fast . They …… not use the plane . Nowadays, they ….. go to any where very quickly
in few hours . People ……… to travel to space in the future using spaceships . And - express permission
Exercise n °2 : Ask the questions using "could"
• A : At what time could the pupils leave school ? - discriminate between
• B : Pupils could leave school at 16.30. Inabilities
• A : What could they speak as foreign language ? "could" ability, permission,
• B : They could speak English .
request
• A : Could you lend me your pen ?
• B : Yes , I could lend you my pen . - identify the past situation
Exercise n °3 : Re-order the words to get correct sentences.
4- man/ in / could/ fly/ the/ not/ past  - identify famous places
5- language / can / speak / you/?/ what  Making
6- you/ tell / the / could/ me/ time/?/ please  Interpret - inquire about past actions
Requests
- locate famous places

- recognise the syllables and

the different parts of the stress

- read an exchanges and

Making
polite respect the intonation and the
Requests
stress

Produce Narrating

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Locating
____________________________________________________________________________________________________ Interact locating -
File two listen and speak sequence three
Guided Sheet -

-
Vocabulary take part – idea – weekend- wow- castle – through – street – hope- again "
Aids :Plan of Edinburgh – plan of Bouchrahil – postcard-
-
Aim :By the end of this sequence the pupils should be able to" interact-interpret and produce" using the following functions Narrating
Locating - identify Edinburgh
Making polite request
______________________________________________________________________________________________________________ - recognize person such as Sana,
Step one : The teacher asks the pupils to open their books on page 36 and look at the plan .
Step two : The teacher presents the situation : John and Indira won the crossword puzzle contest, they went to Edinburgh Describing Eva ….
This is the plan of Edinburgh , the capital of Scotland . In Edinburgh ,there are : hotels , a Castle , museums , Places
theatres …. - Narrate
Step three : The teacher asks the pupils to listen then try to answer the following questions ;
- Correct spelling words
 Exercise : Listen then answer the questions .
⁄ Where did John and Indira go last weekend ?  They went to Edinburgh . Interpret - Read the postcard respecting
⁄ Where is it ?  It is in Scotland .
⁄ What is there in Edinburgh ?  There are hotels , museums, a Castle , theatres ….. Inquiring intonation and stress
Step four : The pupils listen then correct the activity on the board . about
Step five : The pupils read the activity and perform it as pair work . places - Recognize a telephone
Step six : The teacher invites the pupils to look at the plan on page 40, listen to him and try to locate using their pencils the
places which Indira and John visited in Edinburgh . conversation
 Activity page 40: Listen then locate the places on the map
- Describe a flat
 John and Indira visited : The Castle, the Royal Mile and walked along Princes Street .
Step seven : The pupils listen then locate the places on the map, correct on the board, and copy down the map. Making - Discriminate between flat,
Step eight : The teacher invites the pupils to look at activity Pronunciation and Spelling which is on "the stress"
Step nine : The pupils perform intonation and stress . One's town house, room….
Step ten : The pupils read all the written work on the board then copy down on thei copy books . plan
-9- - Identify picture of famous

places in Edinburgh

- Draw the plan of their own

Practise Produce
Step one : The teacher asks the pupils to open their books on page 37 and look at activity '1'. Locating town
Step two : The teacher explains the situation and the new words then invites the pupils to do the activity.
 - Describe different directions

Desctibing - Locate most important places

famous
in one's town .
places in
one's town -

Describing
directions
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 Activity '1'p37 : Guess what Sana wrote.

Interact

Hi dear, Making
I 'm having a marvellous holiday. complaint
Yesterday, I saw John and Indira in Edinburgh

See you soon,

Love Sana. recognize 'could' and its
Describing
Places uses

Step four : The pupils do the activity in rough, correct on the board, read then write down.
Step five : The teacher explains the instructions of activity '2'p37, he reminds the pupils about the "ad" and the newspaper,
Count
explains the new words, such as "flat", then invites them to do activity "2"p37.
Step six : Inquiring
about - identify ordinal numbers
 Activity 2 p 37: Complete the conversation.
• A : Good morning ! Interpret one's
objects - recognize the possessive
• B : Good morning. Who is it ?
• A : It's X . I am calling for the ad adjecives
• B : I suppose you saw it in the newspaper.
• A : Yes, can you tell me about it ? - discriminate between
• B : Yes, it's a nice flat with 2 bedrooms, akitchen, a bathroom, a toilet and…
• A : Could I come and see it, please ? possessive pronouns and
• B : Of course .The address is Bouchrahil . Asking and
Step seven : The pupils do the activity in rough, correct on the board, read then copy down. showing possessive adjectives
GOFORWARD the way
Step one : The teacher explains the instructions of activity '1'p37, he asks the pupils to draw the plan of their own town. - choose the correct word
Step two : The teacher the compass and the different directions, then invites the pupils to repeat the new words.
Step three: The teacher asks the pupils to make correct sentences locating the most important places in their town. - read and perform an
VII) The stadium is in the north east of Bouchrahil.
VIII) The park is in the south east of Bouchrahil. exchange
IX) The petrol station is in the south west of Bouchrahil.
X) The post office is in the south of Bouchrahil. Produce - identify most important
XI) The out patient's department is in the north of the town. Giving
XII) The mosque is in the middle of the town. directions places in a town
Step four : The pupils repeat the sentences, then perform as questions answers {interrogative form}
Step six : The teacher asks the pupils to read the written work on the chalk board, then copy down on their copy books. - ask for the way and

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Step one : The teacher asks the pupils to open their books on page 38, and look at activity "discover the language", he
explains the instructions then they are asked to read the dialogue.
Inquiring
Step two : The pupils are invited to do
about
How many words are there in the first sentence?  There are four words.
one's
How many words are there in the second sentence?  There are three words.
objects
What does "mine" replace?  It replaces "my room"
What 's the grammatical term for mine ?  "mine" is a possessive pronoun.
Interact
What can you deduce?  I can deduce that "mine" is used to avoid the repetition.
PRACTISE -recognize 'could' and its uses
Step one : The teacher asks the pupils to take their pencils and do activity '1' p 38.
 Activity '1'p38: Choose the correct word :
Those cards are (my/ mine)  mine
John, where's (your/ yours)  your walkman? Count
(My/mine) magazine is on the desk.
- identify ordinal numbers
Give that pencil to Olga .It's (hers/ her) hers Inquiring
Is that (your / yours)  your dictionary ? It's heavy . about - recognize the possessive
Come on , you two ! (our/ ours) project is ready . one's
Aminata and Pedro are (our/ours)  our classmates. objects adjecives
Our puzzle isn't the same as (their/theirs)  theirs .
Step two :The pupils correct the activity on the BB , read then copy down. - discriminate between
Step three : The teacher asks the pupils to do activity 2p38, he explains the instructions,then use their pencils to do it on their
books . possessive pronouns and
 Activity '2'p38: Complete the conversation with the right possessive pronouns . Interpret possessive adjectives
Yanis : Hi, Sami .can I borrow your sharpener , please ? I've lost mine.
Sami : I'm using it right now .Ask Olga, she isn't using hers. - choose the correct word
Yanis : Can't you lend me yours just a minute ?
Sami : OK.Then hurry up . - read and perform an
Yanis : Thanks .
Step four: The pupils correct the activity on their books, read and perform the drill pair by pair . exchange
Inquiring
Step five : The teacher introduces words and expressions used in locating and showing the way such as about
Left - right - turn right - turn left – go down - it's on - it's next to – start from – to go to " - identify most important
one's
Step six : the teacher asks the pupils to look at acitvity four , he reads the drill then invites the learners to read and should objects places in a town
insist on the pronunciation and use of the new expressions .
Step seven : The teacher requires from the learners to take their pencils , read again the dialogue and try to map out the route - ask for the way and show it
.
Step eight : The teacher asks the pupils to look at activity '5'p38 , he explains the instructions and invites to do the acitvity
oraly .
 Activity 5p 38 : Tell your partner how to go to the 'chemist's or the public library "
⁄ To go to the chemist's ,start from the coffee shop, go down Oak Street,then turn left into Maple Avenue,thenturn
right into Cherry Drive .It's on the left side , next to Fast food . Produce
⁄ To go to the Public Library ,start from the swimming pool, go down Lagoon Street ,turn left into Ocean Avenue ,then
turn right into River Drive .It's on the left side , next to Car park . yellowdaffodil66@gmail.com
Step nine : The pupils perform the exercise, pair by pair using the following questions :
A: excuse me , where is the chemist's , please ? or A: Excuse me , can you show me the way to the library please?
Step ten : The pupils perform then write down , draw the map of "activity 4p38', on their copy books

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