yellowdaffodil66@gmail.

com
 Module of integration (BEM proposed
Resources
themes)
TermMonthFile competence Learning objectives Type of task Exercises and BEM samples

Grammar Lexis Pronunciation Learning to integrate Assess integration

Write a report .

WORDS & SOUNDS1.An information day is

organized by your town

1.Where do we stand
Hall council on "smoking
now? (p160 to
and drugs"
161)
2.One of your friends is facing
the problem of
( oral and Stress words smoking ,but he doesn't  Progress check .
Narrating
written) Vocabulary know the grave effects (activities 1-2-p160)
ending with
Interact
related to crafts, suffix "tion" and consequences of
1. The antiques ,history smoking and drug
Intonation in
simple past tense
and geography questions consumption.
expressing
surprise and 3.You want to help your friend, 2.Reading and Writing
interest so you went to the place (activity 1& 2 p
where the information 161)
Stress shift
day was help , you assist
in words
Word formation : to conferences about
ending with
( oral and suffix "tion" suffix 'tion' smoking , you took
3.Free exercises
written) photos, leaflets and
April & May
ThirdTerm

Vowels /e/
document about this bad
Reporting events The present and
perfect tense habit.
4.BEM samples :
Weak and 4.Make a report talking about
strong forms smoking and drug
of auxiliary 5. Text
Interpret ( oral and consumption , in order to
written) inform your friend and as :"Reports"
try to convince him stop
6. Text as "Diaries"
this bad habit .

5.Talk to your classmates about

Comforting & re-assuring the problem ,show them
your illustrations, then
2. The past
 File Six: 4AM

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.[1)The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening (e.g. interviewing ,writing about a
past experience , a classmate, reading an email, listening to phone message). 2)The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community ,and about
their country and the world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.

Communicative Competence.Communicative competence in English involves interacting with others usingreceptive / interpretive skills ( reading and listening) and productive skills ( speaking and writing ) , supported by the ability to
use vocabulary and grammar appropriately and employ a range of languagestrategies that help convey and clarify meaning.

Lesson Focus:

 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests, apologizing….)?

In this lesson I will teach the following aspects of language:

Function:Narrating

Grammar:Simple past tense + past continuous ( Interrupted past actions with “when – while – as)

 Pronunciation:Strong and weak forms of “was”- “were”

 Vocabulary:Jobs ,careers, travel and tourism

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 start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others). .
Can listen and understand the gist and some important details of :”Short monologs and dialogs”
 Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures, writing or drawing modelling, demonstration). Broken
 down step- by- step.

 Can effectively use the words and phrases needed to express one's ideas: Within straightforward, familiar topics an d situations

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to demonstrate:

1. Narrate& talk about simultaneous and interrupted actions

Required material and / or resources:

1. The Manual’s photos [ 142-143]

2. Script page173

3. Yellowdaffodil66@gmail.com

Page 3

Time Rationale Interaction Procedure Swbat Who are my learners?

 Teacher

-students Step one :The learners are asked to open their books on page 141, the teacher invites the learners to discuss about what they have Interact
seen in the previous file .Then talks to the audience about what does this new file contain.

Step two: The pupils are asked to go to page 142, pay attention at the pictures then try to interpret the situation .The teacher may
help his learners by asking the following questions .
1. Interact about the last
students
file
-
1. What does the picture at the top of the page represent / show? 2. Look at the picture and
teacher
interpret the situation
2. Who are the people in the middle of the road ?What are they doing?
Produce statement and
3. How do we know they are about reality ?
short composition about
4. What about the two pictures at the bottom of the page? Interpret the situation "orally

accident &
disaster
5. Which folktale :fable do they illustrate ?How do we know they are about fiction?

students 6.
-students
Step three: The pupils are asked to answer the questions in order to make a short composition.

1. Interact about the

Produce
picture given ,discuss the
►Pre-listening: place , the date , the
persons
Step one: The pupils are invited to pay attention at the picture page143,try to interpret it, they've to bear in mind that the picture is
from the yesterday's newspaper. They are asked to use the simple past tense during their interpretation. 2. Interpret the picture by
building correct
Step two: The teacher listens to the learners' interpretation, then explains the instructions of "Activity 1p143" and the new words: {dig statements describing
– novel – fetch – chat } the situation
Activity1p143: Look at the picture then ask and answer questions. 3. Produce and build up
exchanges about a given
1. A : What did Bill do yesterday ? B : He built sandcastles.
picture
describing Teacher
2. A : That's right.
4. Use the appropriate
 3. A : What did the father do ? B : He read a novel "tense" to describe the
situation
& - Interact
4. A :That's right.
5. Use the simple past to
Step three: The pupils are asked to perform keeping the same pattern, the teacher has to emphasize on the irregular verbs. report events occurred in
telling students
the past
Step four : The teacher reminds the pupils about the past continuous tense and its form , explains the instructions of "activity 2p143",
then asks the pupils to work in pairs (they've to use time prepositions) Interpret
6. Use the past
stories students continuous tense to
Activity 2p143: Look at the picture again, then ask and answer what were those people doing?
describe events with
1)Bill –dig holes 2) Aunt Mary –read the paper- 3)Uncle Joe –fetch water in a bucket- great details occurred in
- Produce the past
1. A : What was Bill doing before the shark attack?
teacher 7. Use time conjunctions
2. B : He was digging holes in the sand and building castles . to talk about
simultaneous actions
Step five: The pupils are invited to keep the same pattern; substitute the key words and perform pair by pair insisting on the past
happened in the past
continuous tense.
8. Identify a weak and a
teacher strong pronunciation
►While listening:
- Discriminate and use
the appropriate
describing students Interact
phonetic symbols to
Step six: The learners listen to the teacher explaining the instructions of "Activity 1p144", then try to identify the right pronunciation. discriminate b

& 9. between the

twopronunciations
Activity1p144: Listen to the dialogue and choose the right pronunciation.
telling students Interpret 10. Answer
Were you swimming with your daughter Kerrie?/w /Weak form of "were" questions from a given
-students
picture
stories A
11. Produce written
No, I wasn't .I was on the shore having an ice-cream./"w znt/strong form of "wasn't message from a given
picture
Produce

Were you watching her ?/w /Weak form of "were"

Samir Bounab'
 B preparation sheet,
Bouchrahil, Médéa
Teacher
Yes, I was. /w z/Weak form of "was"
4

12. Interact about a

Were they swimming with her ?/w /Weak form of "were" given picture

13. Talk and discuss

C all the points in the visual
describing aid.
No, they were not .My husband was reading a novel . Strong form of /w n t/
Teacher Interact
14. Interpret the
& -students situation by forming
correct statements
Step seven: The pupils identify the type of pronunciation then perform the drill respecting what they've just identified.
telling
Step eight: The teacher invites the pupils to go back to page 143, look at the picture and try to do 'activity 2p144'
15. Use conjunction
students
Activity 2p144:Listen to your teacher while looking at the picture on page 143and answer the following questions. 'time' to form complex
stories sentences
-
1. She was running when she felt into a pothole.
teacher 16. Use the
2. Bill was digging holes in the sand and building castles while Cathy was playing with a balloon appropriate tense to talk
about actions happened
3. The lifeguard arrived on the scene while the mother was lying on the ground. Interpret
in the past (past simple)
4. The husband was readinga novel .The younger daughter was playing with a balloon and Bill was digging holes in the sand and
students 17. Use the past
building castles when the elder daughter Kerrie was attacked by the shark.
-students
continuous to talk about
Step nine : The pupils answer the questions ,then perform the activity as question – answer . actions was progressing
in the past and didn't
Step ten : The pupils are asked to read the written work on the board and write down. continue in the present.

Produce 18. Discriminate

between the form of the
Post-listening : simple past and the past
Teacher continuous

19. Discriminate
Step one:The learners are invited to open their books on page 144, listen to the teacher explaining the instructions of the grammar
describing between the functions of
 - window section, then invites the learners to read the statements and do the activities. the past and the past
continuous.
&
Step two: The teacher asks the pupils to read the sentences, while he explains the meaning of each of them.(based form task)
students 20. Identify the
1. Which sentence contains two finished actions, which happened one after the other? time conjunctions and
telling
their use
 "D" I dropped the ice –cream and started running .
students
21. Be aware of the
2. Which sentence contains two simultaneous actions in progress in the past?
stories Interact punctuation when these
 Sentences "b" and "f" conjunctions are used at
-
the beginning of the
teacher 3. My husband was reading a book and my younger daughter was playing with a balloon. complex sentences.

4. My younger daughter Cathy was playing with a balloon while Bill, my son, was digging holes in the sand and building castles. Interpret

5. Which three sentences contain actions interrupting other actions in the past? 22. Identify the
type of subordinate
Sentences "a – c and e"
clause "time clause"
teacher Produce
1. As I was running towards Kerrie, I felt into a pothole in the sand.
23. Discriminate
-
2. While you were lying on the sand, the lifeguard arrived on the scene. between actions
students (simultaneous –
3. Were you swimming with your daughter when the shark appeared in the water? interrupted)
describing

& Step three: The pupils are invited to give their answers, correct on the board, then read and write down on their copy books. 24. Produce correct
exchanges
students
(structure)using what
telling -students Interact they have seen
Step four: The teacher leads the pupils to go to page 187 and pay attention at the "Grammar Lesson

Past simple and Past continuous p187

stories Read and perform drills
The past simple: The past simple is used to talk about "a completed" event in the past.Example: Yesterday I went to the library.
respecting stress and
The past continuous:The past continuous is used to talk about about an action that was in progress in the past, but didn'tcontinue to the present. intonation
Teacher Interpret
Example: They wereplaying football yesterday at 18.00. 25. Interact about
the last lesson in order to
The past simple and the past continuous in subor "clauses":
make a link with the new
1. The simple past for one completed action followed another completed event. Example: WhenFaridleft school, he trained as a
 carpenter….. one.
2. The past continuous and the past about action in "progress" – "interrupted" by another one.Example: "While – When I was watching a Produce
26. Interpret the
film, the phone rang.
situation by using all has
3. The past continuous for "actions "happening at the same time"simultaneous" Example: Iwas playing video games while my brother been learnt
was reading a book.
Produce written
Step five: The learners listen to the teacher, read the lesson one by one then copy the conclusion on their copy books. production using the
function "reporting
past events – and
Step six: The pupils are invited to perform what they have learnt in the grammar lesson, by listening to the teacher explaining the making a narration.
instructions of "activity p145”. (Meaning based task)

Activity1p145: Complete the dialogue using the correct tense.

1. Kerrie: I had an awful time yesterday. 5

2. Aunt: Did you? What happened?

3. Kerrie: I was having breakfast when suddenly a fly dived into my cup of coffee.

4. Aunt: Then what happened?

describing 5. Kerrie: I "burned – burnt" my finger as I was taking the cake out of the oven.

6. Aunt: Oh, dear! What next? Interact

& Teacher 7. Kerrie: As I was getting off the school bus ,Islipped and hurt my arm ;

-students 8. Aunt: Oh bad luck! Did anything else happen?

telling 9. Kerrie: Just my luck! While I was playing basketball I broke my sunglasses.

10. Aunt: Oh no! What did you do in the evening?

stories 11. Kerrie: My computer went out of order while I was doing my exercises.
students

- 12. Aunt: So you slept and dreamt beautiful dreams last night, didn't you?

teacher 13. Kerrie: Not at all .Justas I was getting to sleep a thunderstorm woke me up .

14. Aunt: All this is nothing compared with the shark attack! Interpret

Step seven: The pupils use their pencils and correct the activity on their books, then read and perform the dialogue.
 students

-students
Step one: The teacher reminds the learners about the last séance and all about what they have seen, then explains the instructions
of the "write it up" section. Produce

Write it up activity p145: Imagine you had an unlucky day yesterday. Note down, all the unhappy events that interrupted your
daily activities. Use the sequencers

.Yesterday was an unlucky day for me. First, when I woke up, I realized that I was late. Next as I was having breakfast, I
slipped coffee on my shirt. Then while I was getting on the school bus, I missed the step and fell down. The worst happened in
Teacher the evening when I came back home. While I was crossing the street; a motorcyclist nearly ran me over .I dropped my satchel
in the middle of the road and a car ran over it ….
describing

- Step two: The teacher supervises the work of the learners while they're working on their rough, provides them with the right
vocabularies, corrects their mistakes, then invites them to read their work.
&
Step three: The pupils listen to each others, and then the teacher reports the best work on the board.
students

telling

students Interact

stories

teacher Interpret

Produce

teacher

describing -

students

&

telling
 students Interact

stories -students

Interpret

Teacher

Produce

File six: 4AM

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

3.Supported and purposeful development :Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build logically towards achieving and developing specific
competences. A] The teacher plans lessons that have communicative objectives and whose steps build toward meeting them. B] The teacher breaks down functions, genres and skills into small components /skills/parts in order to
present realistic "chunks" of the language for learners to process. C]The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones .
 4.Meaningful Activities / Tasks .Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out of class

1. The teacher supplements and adapts the textbook to plan activities related to learners' lives and interests.

2. The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading ,writing speaking and listening.

The teacher contextualizes the activities and provides a purpose for them .

Lesson Focus:

 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests, apologizing….)?

In this lesson I will teach the following aspects of language:

Function:Reporting past events

Grammar:Past continuous & simple past

 Vocabulary:vocabulary related to traffic & accidents

1. Pronunciation:Suffix “tion” &words related to saying and uttering

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 read and understand the main points and some important details.Medium –length texts (e.g. three paragraphs)On familiar topics related to self and community (e.g. school interest ,health, experience
and well-known events or issues).

 Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations

Can read and understand the gist of : Simple arguments or opinion that are:

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to:
 1. To report past events

Required material and / or resources:

2. Script page147

3. Picture p 146

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Page 7

Time Rationale Interaction Procedure Swbat Who are my learners?

File six MS4 level

5. Interact about a
newspaper page
Teacher
►Warm up:The teacher greets his learners and welcomes them, he tries to inquire about their daily life school.
-students Interact6. Describe the situation
►Pre-reading: from the picture and
talk about all the
Step one: The learners are invited to pay attention at the picture on page 146.They're invited to interpret the situation into two or aspects.
three sentences.
describing 7. Interpret the picture
students
Step two: The teacher may help his learners by asking them to answer the following questions then try to build up a short by answering given
 - composition. questions
& teacher
Teacher's questions: 8. Identify the tense of
the situation
1. Where does the situation take place? represented in the
telling
picture
2. What season is it?
Interpret
9. Recognize the
3. Is it the present season?
stories structure of the past
4. What means of transport do we have? continuous
students

-students 5. What are the persons doing? 10. Produce

correct sentences using
Step two: The pupils try to answer the questions by building a coherent paragraph. the appropriate tense

Step three: The teacher explains the instructions of 'activity1p146', and then asks the learners to follow the example and do the Produce
11. Identify the
activity. aim of the past
continuous
Step four: The pupils should bear in mind that they're dealing with the past continuous form, so they should use the form:
12. Discriminate
S + to be "past" + verb+"ing" +object .
between "reporting
Teacher
Activity 1p146: Use the clues to say what was happening then. events and narrating"

1.A plane was flying low in order to land at 9.30, yesterday. 13. Interpret
-
headings and their
2.Another plane was taking off at the same time. meanings

3.Bikers were riding on the right side of the street at 9.30, yesterday. Produce correct
describing students
sentences from a
4.A pedestrian was crossing the street at 9.30 yesterday.
14. a given
& students 5.Children were making a snowman yesterday at 9.30. heading
Interact

6.Motorcyclists were looking at the plane. 1.Interact about a given

telling - picture.
Step five: The teacher invites the learners to correct the activity using their pencils on their books.
teacher 2.Interpret the situation
Interpret
►During –reading:
by answering a given
stories
Step six: The teacher invites the pupils to read the corrected activity and discuss with the teacher about the actions which were question

3.Read and check

 happening. Produce
predictions
teacher
Step seven: The teacher interacts with the learners about the newspapers titles, explains the way they are written and why they're 4.Identify and
- written in this way, he tries to remind them about what they have learnt in File 3 MS3 level. discriminate between all
types of means of
students 1.The newspaper style is sometimes "telegraphic" {no articles are used} transports

2.The tense is usually the present simple. 5.Interpret written texts

3.Use 'extreme' adjectives. 6.Answer and

newspapes discriminate between
♣Activity 2p146: Read the newspaper headlines below and write them in full sentences .
"whqqs" words.
Interact
TRAGIC ACCIDENT BLOCKS TRAFFIC= A tragic accident blocked the traffic yesterday morning at 9.30.

TWO CYCLISTS DIE IN COLLISION ON AIRPORT ROAD =Two cyclists died in a collision on Airport Road yesterday morning at 9.30
and 7. Interact about the
magazines form and the structure
of the simple past and
Step eight: The teacher invites the pupils to correct the activity on the board, read then copy down on their copy books. the past continuous
Interpret

students 8. Interpret complex

sentences
-students Step nine: The learners are invited to pay attention at Activity1p147, listen to the teacher explaining the instructions of the activity,
then try to do the activity. 9. Identify an
interrupted action and
Step ten: The teacher reads the text and explains the new words and expressions such as:[ bikers-tragic- sharp – bend- overtaking- Produce
simultaneous one
apparently – collision – blocked- investigating –scene]
10. Recognize the
Activity 1p147: Read and check your answer to the previous activity.
first action and the
1. Yesterday morning at 9.30, two bikers died in a tragic accident… latter one in a complex
sentence
Step eleven: The teacher asks some of the pupils to read the text, and then interacts with them about the tenses used in the headings
and the development of the information. 11. Interpret
graphs representing
Step twelve: The teacher invites the learners to exploit more the text by answering the questions of 'activity2p147' and illustrating actions
8
describing
Activity 2p147:Read the text again and answer these questions.
12. Determine
1. Where did the accident occur? The accident occurred on a sharp bend on Airport Road. whether an action is
&
interrupted or
2. What were the bikers doing while they were riding? They were talking to each other while they were riding their bikes. Interact simultaneous from a
 telling 3. How long did the traffic block last? The traffic block last for more than two hours. given graph.

4. Who arrived on the scene when the police was investigating the accident? The journalists/reporters arrived on the scene when the police were Produce and build
investigating the accident. complex sentences
stories
using the appropriate
Step thirteen: The teacher invites some of the learners to read 'loudly' the text and the others to correct on the board.
conjunctions
Step fourteen: The pupils read and perform the activity as question –answer drill, then write down the correction. "similarities,
interrupted or
Teacher ►Post -reading: simultaneous" with the
appropriate tense
-students Step one: The pupils are asked to pay attention at the Grammar Window section, listen to the teacher explaining the instructions,
then try to do the activity. Interpret

1. Sentence "C":Two policemen were investigatingthe accident when we arrived on the scene. 13. Interact
with the teacher
students First actionSecond action about the last hour
-
2. Answer to question "1":Two policemen were investigating the accidentFirst action
14. Identify the
teacher
We arrived on the sceneSecond action. type of sentences
Produce
1. Answer to question"2":  The second action is shorter than the first one. 15. Discriminat
e between the type of
2. Answer to question "3": GraphA represents the action in "sentence c". sentences
students
3. Sentence "a":The bikers were talking to each other while they were overtaking a lorry. “interrupted-
-students
completed and
4. Sentence "b":Two motorcyclists were riding fast while they were looking at a low flying landing plane simultaneous
describing 5. Answer to question "4": Graph B illustrates the simultaneity in sentences "a" and "b". actions”

Step two: The pupils read the sentences interact with the teacher about the structure and the function of each sentence, correct on 16. Interpret a
& the board then copy down on their copy books. given visual

Teacher Step three: The pupils are asked to go back to page 187 and revise the Grammar Lesson about the 'Past and the Past Continuous 17. Produce the
telling tenses' right tense from a
given picture
Step four: The learner are invited to open their books and try to do "activity 2p161". The teacher explains the instructions, and then Interact
-
invites the pupils to work individually. 18. Produce the
stories
appropriate
BActivity 2p161: Join the pairs using the appropriate conjunction and the right tense.
statement depending
 students 1. I fellandbroke my arm two days ago. Interpret on the scenes
described in the
2. While she was having breakfast, the telephone rang.
picture.
students 3. As he was going out for work, he saw a friend across the road.
Produce
4. They were looking out of the window when the explosion happened.
- 19. Produce an
5. We were playing football while the girls were playing basketball.
exchange from
teacher
6. I was taking a test when the headmaster came in. independent
describing sentences .
Step five: The pupils work on their rough, correct on the board, discuss about the sentences " Simultaneityand interrupted actions"
Build up dialogues
Step six: The learners are invited to read again all the written work on the board then write down on their class copy books .
& using what has

teacher 20. been learnt

telling - Interact ‘conjunctions-
Step one: The teacher reminds the learners about the last hour and particularly the form of the past , the past continuous tense and
the function of the statements such as “interrupted actions, completed and finished actions also simultaneous action”.
sequencers….’
students

Step two: The teacher explains the instructions of “activity p148” then invites the learners to perform using what they have learnt 21. Imagine and
stories
about the “past and the past continuous tense” improvise other
possibilities of the
♫Activity 1p148:Put the verbs in brackets into the correct tense. situation from the
Interpret

1.It was snowing when the accident occurred. given picture .

2.An airplane was flying low when the collision happened.

3.A pedestrian was standing on the left roadside while the cyclists were overtaking the lorry. 22. Make and
produce a short
4.While the lorry was heading to the airport he was having a chat with a hitchhiker. Produce
productions
5.The lorry driver was singing as he was driving reporting events
students using time
Step three: The learners are invited to give their answers ,using their pencils they are asked to report the correction on their books
conjunctions and
-students “using their pencils”
sequencers
Step four: The teacher invites the pupils to read and discuss about the form and the meaning of each sentence .

Step five: The teacher explains the instructions of ‘activity2p148’ then invites the pupils to work in pair.
describing  Activity2p148:Use the sentences in the previous activity to build up correct dialogues.

1.Reporter : What was the weather like? 23. Interact about

& the words “speak- talk –
2.Eyewitness : It was snowing . say and tell”
9
3.Reporter: What thing attracted your attention before the accident? 24. Discriminate
telling between the meaning of
4.Eyewitness: An airplane was flying low when the collision happened .
each word
5.Reporter: Where were you when the tragic event happened?
25. Interpret the
stories Interact
6.Eyewitness: I was standing on the left side of the road when the two cyclists were overtaking. given sentences in order to
produce correct sentences
7.Reporter: How did the accident happen exactly? using the given words
“uttering and saying”
8.Eyewitness: The two cyclists and the two motorcyclists collapsed in each other and…
26. Interact about
Step six: The pupils are asked to build up the dialogue, the teacher supervises their work then invites them to read . the derivation of words
and the way to form
Step seven :The teacher reports the best of the work on the board ,invites the pupils to read then write down nouns, adjectives, verbs…..

27. Discriminate
between a “prefix” and a
Step one :The teacher invites one or two of the pupils to read the instructions of the “write it out” section ,then asks them work in pairs or in groups of “suffix”
“4”.The learners must follow the usual steps (eliciting ideas- selecting ideas- fleshing out selected ideas) Interpret
28. Produce words
Imagine you are the lorry driver, Write a newspaper report, invent another headline for your article and take another point of view. Use the using the given suffix
conjunctions “while-when-as”
29. Be aware about
The article: the spelling of the words
while forming nouns from
Two Die in Road Accident near Airport verbs

Teacher
I was driving on Airport Road when I saw a hitchhiker .I stopped to give him a lift. When he got on the lorry, I saw that he had a guitar, I Produce 30. the teacher
told him to play us a tune. He was playing and I was singing along with him. Everything was going well when suddenly I saw two bikers about rhymes and sounds
-students trying to overtake me .It was round sharp bend .I reduced my speed, but while they were overtaking me , a motorcyclist coming from the
other direction suddenly appeared in the middle of the road .The road was slippery and the man behind the motorcyclist was drawing his 31. Interpret the
describing rhyme by identifying the
attention to a low flying plane .So he did not see the bikers who were overtaking me .When he braked , his motorcycle slipped and
crashed into the bikers……. words which sound the
same way.
&
students 32. Read and
perform the respecting the
teacher’s pattern
 telling - 33. Talk and discuss
about idioms
teacher Step two: The pupils work on their rough, the teacher supervises the work then invites them to read while he reports the best work on the board.
34. Give examples
stories Step three: The pupils read the written on the board then copy down . of idioms in order to
understand better the task
of the given activity
students Interact
35. Combine idioms
-students with their meaning
Step one: The pupils are required to open their books on page 149,take their pencils, listen to the teacher explaining the instructions of the activity
then try to do the activity. 36. Justify and give
Interpret their opinion about the
given idioms and their
explanations
Activity 1p149: Fill in the gaps using the correct form of the following verbs “speak- tell – talk and say”
37. Improvise and
1. I talked to him in the street the other day . give equivalent idioms
Teacher Produce
2. “Tell me, who is that man over there?”

3. “Please “, I said, “Could you make less noise?”

-

4. An honest man doesn’t tell lies.

describing

students 5. I told her never to come here again.

& 6. After he finishes speaking, I ‘ll offer him a drink .

students 7. “You ‘re about 50 miles from London”, he said. 38. Interact about
telling Interact
the personality of “Joha”
Step two: The pupils work on their rough, correct on the board then report the correction on their books using their pencils .

- Step two : The teacher explains the instructions of “activity 2p149”then asks the learners to work . 39. Interpret the
given exchange
stories teacher
40. Identify when
Activity 2p149: Derive nouns form verbs in the boxes by adding the “suffix” -tion- . and where the
Interpret punctuation and
Verb Noun Verb Noun capitalization should be
introduced
To prepare Preparation To explain Explanation

To pronounce Pronunciation To direct Direction 41. Recognize a

reported speech
 teacher To invent Invention To admire Admiration Produce 42. Discriminate
between direct and
- Step three: The pupils work on their rough , correct on the board then report the right
1 2 3 4 indirect speech
correction on their books using their pencils .
students
B A D C 43. Interpret the
Step four : The teacher invites the learners to listen to him reading the words then try to
identify the stress of the words. The stress is on the 2nd syllable of the words ending in “tion” or
situation by providing
“sion”. the correct spelling and
punctuation
Step five: The learners are invited to perform the reading of the words in the previous activity respecting the stress.
44. Make
researches and produce
saying & the end of the story
uttering
45. Respect the
Cartoon of the day :
10
same pattern of writing
Step one : The teacher invites the pupils to pay attention at the cartoon pictures on page 150, they are asked to interpret the situation .They are free to as in the first part of the
describe what can see . story .
students 1. Picture 1: People queuing .The woman is angry with the man who tried to jump the queue .The funny thing is that the man is a gangster trying to rob a bank .
Interact about science
-students 2. Picture 2: Parents taking their baby for a walk when a woman was playing with the baby ,suddenly he bitted her, so the parent apologized to the woman, the subjects they have learnt
baby got his first tooth just yesterday… such as the way the
animals develop
Step two : The pupils read all the correction they have reported then copy down .

Interact about famous

Interact people and their realize .
►Tongue twisters :
Interpret a written
Step one: The pupils are invited to listen to the teacher reading the “nursery rhyme” on page 150 then they are asked to compete with each others.
instruction by analyzing
it then making a short
production.
Step two : The pupils listen then repeat , later they are asked to perform and compete between each others the one who twists first is out.
Use the appropriate
conjunction and tense
to make the
►Idioms and colloquialisms :
production
Step one :The teacher reminds the learners about the meaning of “idioms” ,then explains the instructions , the new words and then invites them to work in pairs.[overtaken
morphology – bit – jam – mad ]
and part of Interpret
words Match the idioms with their meanings .
 Step two: The pupils do the activity in rough , correct on the board ,then write down on their copy books.

File 6 MS4 level

Produce
►The proof reader:

Step one: The teacher invites the learners to pay attention at the picture, he introduces the persons of the situation { Joha and his neighbour }, he may
asks the learners to talk about this famous funny personality ,then explains the instructions later asks the pupils to work on their rough .

Activity 1p151: Read the beginning of the story then correct the “punctuation and capitalization” mistakes .

One day Joha borrowed a small pot from his neighbour .He didn’t take it back when he finished cooking ,so his neighbour visited him .
Teacher
“Please , may I have my small pot back ,”he said.
-students
“Of course ,”said Joha , “Here you are.”

Joha gave the man his small pot and another tiny one.

“What’s this?,” asked the other man .

students
“Your small pot had a baby while it lived in my house ,”answered Joha.
morphology Interact
-
and part of
The neighbour was surprised , but he didn’t say anything .He just took the small pot and the tiny pot and went home….
words
teacher
Step two : The teacher invites the pupils to correct the activity using their pencils ,he explains them the way “a reported speech” is punctuated and
capitalized .
Interpret
Step three: The learners are asked to act the corrected activity .
students
Step four: The teacher asks the pupils to imagine the end of the story if they knew it .
-students
Step five: The teacher asks the pupils to write the end of the story by respecting the “punctuation and capital letters”if they haven’t any idea about it
Produce
The teacher may do the activity as a dictation.
figurative
use of ☺Activity 3p151: Now write the end of the Joha story paying attention to punctuation and capitalization .
language
A few days later ,Joha borrowed a big pot from his neighbour .He didn’t take it back the following afternoon. So the man went to see him.

“Could you give me my big pot back?”he said.

Teacher
“Certainly,”saidJoha. “Here you are.”Joha handed the man the bog pot and another small pot.
 “What’s this?”said the neighbour.

- “Your big pot had a baby while it was with me,”saidJoha. Interact

The neighbour was delighted and took his big pot and the small pot and went back to his house.
students
A few days later,Joha borrowed a huge pot from his neighbour .he didn’t bring it back the following day .So his neighbour visited him.

“I’d like my huge pot back ,please,”he said.

students Interpret
“I ‘m sory,”said Joha,“Your pot died while I was using it.”

Step six: The teacher invites the pupils to correct ,then read the whole story .
-
Step seven: The learners are asked to write down the written works .
teacher
Step eight: The learners are invited to pay attention at “activity1p152”,the teacher explains the instructions ,then invites the learners to read the text
Produce
and try to solve the problem.

Activity1p152:Read and try to identify what we are talking about .

accounts
and stories
1.The insect in question is a butterfly .
teacher
2.The reptile /"reptail/ in question is a crocodile /"krQk@dail/
-
Step nine : The teacher invites the learners to correct on the board, read then write down.
students
Step ten: The pupils listen top the explanation of “activity2p152”, then try to work in pairs.

Activity 2p152:Find what those famous people were doing while they made their discoveries.

1. Newton was taking a rest in his garden when he saw an apple fall to the ground .This made him discover the “Law of gravity”.
11
2. While Archimedes /är-k„-‚m‡-d‡z/ was taking a bath , he discovered the Law of Buoyancy.

3. Joseph John Thomson was manipulating machines awkwardly when he discovered the “electron”

students 4. One day Fleming was looking at an experiment with bacteria in a container .He had lift the lid off by mistake ,andsaw that a mold , or fungus Interact
was growing .Ashe was throwing it away ,he looked at it carefully and realized that the little mold hadkilled the bacteria.
-students

Step eleven: The teacher listen to the learners’ work ,then report one or two of the work on the board, later the pupils are asked to read and copy
down.
accounts
and stories
 Teacher

-students

Interpret

students

teacher

accounts
and stories
Produce

students

-students

Teacher

-
finding and
discovering Interact

students

Interpret
students

Produce
teacher

teacher

students Interact

Interpret

Produce

students

-students

12

File 6 “Fact and Fiction”ListeningandSpeakingFourth Level

 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

5.Active,evolving process: Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes and learning from them .The aim is to perform competently ,while
recognizing that errors may still occur.

1.The teacher provides a balance of activities that focus on accuracy and fluency.B]The teacher plans activities within each lesson in which learners use the language freely without worrying about errors, so that they can focus on
fluency and communication.C]The teacher plans activities in which learners use previously learned language and skills and incorporate new language and skills d]The teacher gives learners opportunities to recognize errors and
figure out how to correct them.

6. 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 .

1.The teacher has realistic short and long term learning objectives for learners.B]Regularly assesses learner learning.C]The teacher plans and uses a variety of assessment activities to assess learning.D]The teacher plans and uses
assessment activities that assess not only what learners know, but also what learners are able to do as speakers, listeners, readers and writers.E]The teacher teaches learners to assess themselves and their peers so that they are
aware of their progress.

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 :Seeking and giving advice , showing hesitation and giving recommendation

Grammar: “if I were……/ Would (recommend)

Vocabulary related to:Vocabulary related to tourism ,holidays and ways of speaking

Pronunciation:“Dictionary’s entries & stressed syllables”

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.

To gain time to plan and recall language.

 Can listen to and understand unfamiliar instructions and explanations that are:Very short and straightforward accompanied by visuals (e.g; gestures ,writing or drawing modeling, demonstration).

Broken down step- by- step .

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :

1.

Required material and / or resources : The manual’s flashcards (127-128-129-130 ) & “Script p 167” & Listening Script page 174.

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page13

Time Rationale Interaction Procedure Swbat Who are my learners?

2. Warm-up: The teacher greets his learners and welcomes them, he tries to make them interact about the last séance ‘s learning objectives.
Teacher 3. Interact about
3. Pre-listening: daily activities
recomfortin -students Interact
g
Step one: The teacher explains the different situations the learners are faced to , then invites them to work on their rough copy books. 4. Interpret
different given
Activity 1p153:How would you respond to the following situations .Circle the right answer. situations
 students 1. A guest is eating when he suddenly spills something on the table .He feels embarrassed and starts apologizing .You will respond by saying (c) 5. Discriminate
That’s OK , don’t worry. between
-
different sorts
2. A friend of yours is complaining that his broken arm hurts .You’ll say(c) calm down .
teacher of situations
3. You have bought a new sweatshirt .A friend of yours tells you , “It’s a nice shirt sweatshirt you’ve got there. «You’ll respond by saying ( a)
thank you. 6. Interpret the
recomfortin Interpret situations by
g 4. A classmate of yours tells you that s/he has paid three million Dinars for his/her bike. You’ll respond by saying (a) How much did you say? justifying their
answers
Step two: The pupils are invited to correct the activity on the board, then use their pencils and correct on their books.
7. Listen ,take
students notes then
1. During-listening: interpret the
-students
given situation
Step three: The learners are invited to listen to the teacher reading the script on page 175,books shut, then try to identify if they were correct . Produce form another
side
Activity 2p153: Listen to the conversation then check whether your answers were correct or not.
recomfortin
8. Produce an
g A B C D
exchange from
C C A A a listening
comprehensio
Step four : The teacher invites the learners to go to page 175 and perform the drill, the teacher may ask them some comprehension questions to
n activity .
challenge their understanding of the situations.
9. Interpret
Step five: The teacher discusses with his learners about the intonation and its importance, the meaning it expresses while rising or falling, then explains
questions and
the instructions of ‘activity 3p1’in order to lead the learners to do it.
their
Activity3p153: Listen then mark the intonation . meanings
Teacher
10. Recognize the
meaning of a
1. Did you? question rising and a
surprising - Interact
and falling
shocking 2. How much did you say? surprise
intonation
students 3. What did you do with the money ,if I may ask? ordinary question
11. Identify the
Interpret strategies of a
conversation
students
Step six: The teacher invites the learners to listen again to him reading the script, books shut, then try to take notes . They are asked to perform the drill
,later, from the notes they’ve taken. 12. Discriminate
between the
 - Produce ways of
behaving with
teacher
4. Post-listening: people .

Mr.Samir Bounab

Step one :The teacher invites the learners to pay attention at ‘coping ‘section, he may ask some of the learners to read while he explains each part of
the section

teacher Conversation strategies :

- 1-Show interest in conversation by asking questions with rising intonation. 13. Interact about the
students Interact conversation
2-Re-assure people if they are in embarrassing situations.
strategies to warm up
informal for the next activity
3-Re-assuring people if they lose self-control(in anger, because of fear…)
talking and
conversation 14. Discussabout
4-Show surprise if your interlocutor says something you didn’t expect.
Media ,CDs and what
5- Share the pleasure and the pain of your interlocutor is updated
students Interpret
15. Interpret the new
-students situation by discussing
Step two: The pupils read the section then copy it down on their copy books(at home) about the given CD
and it was seen by one
of the learners ,they
may have a discussion
Produce about it .

16. Produce an exchange

Warm-up :The teacher greets his learners and welcomes them, he tries to interact with them about their daily life school routines. in which they use what
Teacher
it had been learnt
Step one: The pupils are invited to discuss about the last lesson specially the ‘conversation strategies’ in order to lead them to do ‘activity 1p154’.The before “showing
teacher explains the instructions of the activity and the new words then let the pupils work . interest” and
“surprise”
Activity 1p154: Complete the dialogue by asking appropriate questions to show interest .
14 17. Discuss about the lay
1. Speaker A: I bought the new Shrek CD yesterday. out of the letter

2. Speaker B :What did you say you bought? / Did you? 18. Talk about the
different types of
surprising 3. Speaker A: You heard well .I bought the new Shrek CD. letters they have
and learnt since they’ve
shocking 4. Speaker B :How much did you pay for it ? Interact
 5. Speaker A :Guess how much. studied English

Teacher 6. Speaker B : I have no idea .It’s a long time since I haven’t gone to a music shop; 19. Interpret the given
situation and
-students 7. Speaker A : I ‘ll tell you .It’s £30. discriminate between
the two given letters
8. Speaker B: How much did you say ?
20. Produce correct letters
Step two:The teacher asks the learners to give back their answers, correct on the board then perform by pairs . using key words and
students adapt them to the
Step three: The pupils listen to the teacher explaining the instructions of ‘activity2p155’ and the new words then invites them to work by
given instructions
- pairs.
Interpret 21. read respecting
teacher  Activity 2p155: Replace the underlined words with dialogues.
stress and
Dialogue A: intonation to show
the required
1.Tahar : I was in America this time last year. functions.
students 2.Omar :Where did you say you were this time last year?
informal
-students
talking and 3.Tahar: I said, “I was in America this time last year». I visited Madison Square Garden .
conversation Produce
4.Omar :Oh, did you? / Is that so ?
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 Dialogue B:

1. Abdurrahman :I’m really sorry .Did it hurt you?

2. The spectator :That’s OK. Don’t worry.

Teacher
Step four: The pupils give back their works to the teacher then correct on the board .

- Step five: The pupils perform the drills respecting stress and intonation

22. identify
students Step one: The teacher talks to the audience about the way to lay out a letter, then explains the instructions of the write it up activity, later the learners vowel sounds
are asked to work on their rough. then try t
surprising Set the two letters in order filling each of the blank spaces with a verb from the box, using the right tense. Interact
and
students 23. recognize the
shocking Letter A: correct sound

24. Discriminate
 - Dear Salima, Interpret between the
teacher I ‘m happy to learn that your daughter passed her Final Middle School Exam .Last week .I’m sure she worked hard all through this year .So she fully
vowel sounds{
deserves my congratulations. I remember that she won a commendation three years ago.
- - e}
Please give her my fond regards
Produce

2. Letter B: 25. interact

about pictures
teacher Dear Rashid , and analyze the
- I was sorry to hear that your grandfather passed away .He was a great man. I keep very fond memories of the few times I spent with him.
situation

students Please accept my sincere condolences. 26. use what

they have learnt
to talk and
Step two: The pupils are required to give back their works, they are asked to read the first letter, correct on the board, then read and justify why they interpret the
have chosen the presented letters. Interact given situation.

informal students Step three: The pupils are asked to read the corrected letters on the board ,they discuss and compare the two letters. 27.
talking and
conversation -students Step four: The pupils are asked to read the corrected tasks .

Interpret

Teacher
Step five: The teacher explains the instructions of “activity4p149” then invites the pupils to work on their rough
copy books.

Produce

Activity 4p149: Arrange the words in the box according to the pronunciation of the letters in bold type .

{ - - e}

Vowel sound/ / Vowel sound / e / Vowel sound / /

Bat – rat – sad – bad – fat – mat – cat Bet – said- head – next – bed But – cut – bud
 15

ways of
speaking Step six : The pupils are asked to correct the activity by inviting them first read and discriminate between the 3
vowel sounds ,then try to fill in the table ;

Step seven: The teacher reads the words and invites the pupils to check their answers ,then they are asked to
Interact
perform the activity .

Teacher

-students

students

-
yellowdaffodil66@gmail.com
Interpret
teacher

ways of
speaking

students

-students
Produce

Teacher
-

students

Interact
16
students

- Interpret

teacher

Produce

teacher

students

Interact

students

-students

Interpret

Teacher
 Produce

File Six “ Facts and fiction”ReadingandWritingFourth Level

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

7.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

1.The teacher supplements and adapts the textbook to plan activities related to learners' interests, prior knowledge and experience.  " SARS" (S = Select / A = Adapt / R = Reject / S = Supplement ) B]The teacher sets tasks that
allow the learner to discover how the language works in its form, meaning and use.C]The teacher plans lessons so that learners have to think and use their previous knowledge and imagination to prepare for and carry out
classroom activities.D]The teacher sets tasks that develop cooperative learning and encourages peer help and readiness to exchange with others.

The teacher uses and plans activities that allow learners to practice and develop "real-life communication" skills for reading ,writing ,speaking and listening.

8.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 a] The teacher finds out the needs ,interests, language difficulties.B]The teacher selects and introduces activities and materials
for language work that meet learner needs .C]The teacher fosters a group feeling (cooperation, respect, enjoyment, trust .D]The teacher organizes learners so that interaction can be facilitated(using space, classroom furniture, time,
etc…)so that the teacher is not the focus of the classroom.E]The teacher varies patterns of interaction(e.g. teacher eliciting from class, pair work learners presenting t class, learners mingling)within the lesson to support the objectives
of the class and the feeling/energy of the group.F]The teacher ensures that the learners find their involvement sufficiently challenging.G]The teacher teaches learners how to use language strategies to aid in their learning and
communication.

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: Telling tales

Grammar: Simple past tense & past continuous

Vocabulary related to:Vocabulary related to tales & stories

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 several reading strategies to develop :Reading efficiency and speedGuessing skills.

Can listen to and understand unfamiliar instructions and explanations that are:Very short and straightforward accompanied by visuals (e.g; gestures ,writing or drawing modeling, demonstration). Broken
down step- by- step .

Can plan for ,use and evaluate the effectiveness of several writing strategies toGenerate ideas , Create a draft.

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :

1. Tell tales

Required material and / or resources: The manual’s flashcards (p156-157-158) & Script page p156-157-158

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Time Rationale Interaction Procedure Swbat Who are my learners?

Warm-up: The teacher greets his learners and welcomes them, he tries to make them interact about the last séance ‘s learning objectives.
Teacher Interact about famous
tales and their
 -students Pre-reading: Interact subjects

Step one: The pupils are invited to pay attention at the picture on page 156 and try to describe it first . Talk and give other
accounts examples of fairy
Step two :The teacher explains the instructions of ‘activity1p156’ then invites the learners to work.
and stories tales
students Activity 1p156: Look at the picture again and find information about :
Interpret the
- situation by
1. The authors:The Brother Grimms
teacher
completing a given
2. The title of the book: Grimms’ Fairy Tales form
3. Publishing House: Penguin Read and give
4. Story: Snow White appropriate
Interpret answers to
students
Step two: The learners are asked to give back their answers while the teacher reports them on the board . appropriate
-students
questions

Match and combine

During-reading:
statements in order
accounts
and stories Step three: The teacher invites the learners to e read the text they are asked to check if their answers are correct. He may explains the new words and to make coherent
expression during his reading .{wind blowing- childless –diseased – ebony –snowflakes- pricked – fulfilled } compositions
Produce
Activity 2p156:Read the passage then check your answers then say what the author wrote about. Write coherent
Teacher paragraphs using
1. The author will write about “the fairy tale(story) is Snow White”
linkers, time
Step four: The pupils check and correct their activity then they are asked to read the passage. conjunctions and
- the appropriate
Step five : The pupils listen to the explanation of “activity3p156” then invites the learners to work on their rough . tense depending on
the given situation
students Activity 3p156:Re-order the sentences into a coherent paragraph then check your answer to the previous exercise.
Make complex
Order of sentences 1 2 3 4 5 6 7 8
sentences ;
Letters C A E D B G F H Interact
students
Respect the
Step six: The learners are asked to give back their answers, the teacher reports the correction on the board then asks the pupils to write a coherent punctuation while
paragraph. building complex
-
sentences
Step seven : The teacher supervises the work of the learners then asks them to read the coherent paragraph. Interpret
teacher
Use the correct
The paragraph:
conjunction to form
 accounts The queen died when Snow White was just seven years old. The King soon married another wife who was very jealous of the princess’s beauty .As the appropriate
and stories Snow White grew up ,she became fairer than her stepmother .The new queen had a magic mirror ,which could foresee the future and talk subordinate
Produce
people .One day when the queen went to consult as usual ,it told that her stepdaughter was fairer than her .As soon as she heard this ,she ordered
one of her servants to take her to the forest and kill her .As they were traveling to the forest ,the princess begged the servant to save her life .The
servant took pity on her .So he decided to leave her alive in the forest …
teacher

-
Step eight :The pupils are asked to read the finished paragraph , then copy it down on their copy books .
students

Step nine: The pupils listen to the explanation of ‘Activity4p157’then try to do the activity .

Produce a
Activity4p157: Read again the first part of the story then re-write the pair of the sentences using “when-while”. Interact
composition form
students A .While she was looking at the falling snowflakes ,shepricked her finger and three drops of blood fell upon the snow. notes to be
accounts expanded
and stories -students B .While she was watching the drops of blood ,she wished for a baby girl.
Use the actions
verbs they’ve
Interpret already learnt
Post –reading:

Step ten: The learners are asked to listen to the instructions of “activity5p157” then try to do it .They are asked also to give justifications.
Teacher
Activity 5p157: Read the whole story again ,then circle the right answer.

1. The lesson that the author wants to teach the reader is that (a) << Stepmothers don’t like their stepdaughters>> .
Produce
Step eleven: The teacher may open a discussion about the subject if the opportunity helps the discussion and if no of the learners lives the same
problem ….
Transform a
paragraph into a
narrative style
using what they’ve
learnt “mixed past
File6 Ms4 level
tenses, time
conjunctions and
relative pronouns”

Warm up: The teacher greets his learners and welcomes them, he tries to make them talk about the last séance and summarize snow- 18
 white’s story.

accounts
Step one: The teacher asks the pupils to read again the whole story of “Snow-White” in order to help then set the scene of the next
and stories
episode using the past and the past continuous . Interact

Teacher

-students Activity 1p158: Develop the clues to set the scene for the next episode of the fairy tale .

The servant left Snow White in the deep forest on an autumn afternoon. The birds were singing in the trees .The wolves were
students howling a short distance away. The breeze was blowing off the mountain ,and leaves were falling on the ground.

- Snow White was scared .So she started crying and running .In the evening ,she came to a cottage and went in there to take a
rest .Everything was clean and neat in the cottage .On the table ,there were seven plates with seven loaves ,seven glasses with juice
teacher Mr Samir Bounab’s prep
in them and seven knives and forke.Against the wall stood seven beds. Snow White was happy. So she picked a piece of each loaf sheet
Interpret
and drank a little out of each glass. When she was full,shelay in of the beds and fell asleep.

accounts
and stories
students
Step two :The pupils are asked to correct the activity on the board, read it then copy it down on their class.
-students

Step three: The pupils are invited to do “activity2p158” on their rough copy books . Produce

Activity2p158:Transform the paragraph into a narrative one using “conjunctions, relative pronouns, past tenses...”

Teacher

While Snow White was sleeping ,the masters of the cottage came in .They were seven dwarfs, who mined gold and silver in the
- mountains. They were called :Dopey,Doc,Sneezy,Bashful,Sleepy,Grumpy and Happy. When one day the stepmother discovered
that Snow-White that Snow White was not dead and that she was living happily with the seven dwarfs, she went to the dwarfs’
cottage and gave her a poisoned apple .Snow White fell asleep after eating it. When a prince kissed her , she woke up. He asked
students for her hand ,and she accepted to be his wife. They decided to invite the stepmother to their wedding .When the latter learned
that the princess was Snow White ,she died of jealousy.
 Step three: The learners are invited to give back their works ,correct on the board then read and write down.
accounts students Interact
and stories

teacher Interpret

Produce
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teacher

students

students Interact

-students

Interpret

Teacher

Produce
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