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File Term Month

Week

TERM

1
3

2
THIRD

" T H E A T R E"

Hour Sequence Function

S
Listen and speak:
E
Asking and showing
1
Q
the way
U
Asking about
E
distance
N
Asking about period
C
2
of time
E
Discover the language:
O
Inquiring
N
Make a
E
questionnaire

FIVE

F I L E

S +V + Obj.

Pr . Perfect

Pr + Have/ Has+past

future

participle
Pr + will + verb + obj

wh qqs
where/how long/ how
Reminder "use of wh qqs" /who

Listen and speak :

would / like
S past +ireg and reg verbs
Making plans
Do + pr + like +v+ing
Suggesting plans
Expressing likes and what +do + pr
+enjoy/prefer+doing+?
dislikes .
Discover the language:
Expressing likes and
would + like/ enjoy /want
dislikes
gerund
Elaborating a
Reminder "gerund"
questionnaire
Interviewing

S
e
q
u
e
n
c
e
t
h
r
e
e

Listen and speak :

Reporting past events
Inquiring about past
events
Acting plays
Inquiring about
person's mood
Express achievements
Narrating

C
h
e
c
k

1. questioning
5. ask qqs on the underlined
2. use the right wh"qqs" words
3. matching questions with 6. ask qqs about biography
answers
7. write a biography
4. spelling
8. punctuation and
capitalisation

Discover the language:

Reporting events
Describing daily
activities

P
r
o
j
e
c
t

would you like

"to+v+obj+?
pr +v+ed+ireg v+obj
pr + like/ not like+doing

Do +pr
+like/want/enjoy+v+ing+

Pr +
ver(presen)+present partt

present perfect
future

pr + Have/Has+pp+obj
pr + will +v +obj

Simple past

pr + ved/ireg v+ obj
whqqs+to be+ obj+?
pr +have+never+pp+obj

Present simple
pr .perfect + sequencers
pr continuous
"can " ability
pr perfect
imediat future
simple past with "ago "
Reminder " use of the
present perfect"
list of some irregular verbs

Write and stage a play

Language Exponents

pr . Simple

S
e
q
u
e
n
c
t
w
o

Language Form

pr + to be+v+ing
pr + can +v+obj
pr +has/have+pp
pr +to be+ving+time
pr +v+period of
T+ago

Activities
Answer the questions
Ask and answer
Find the questions
Underline the
"whqqs"
Word refering to
Match the pairs
Write qqs using the
past
Complete the qqs

Word refering
Pair work
Answer the questions
Free practice about
likes and dislikes
Make the rules of the
forms
Write sentences from
questionnaire
Compare
Make an interview

Identify a part of
play
Listen then answer
Pair work
Ask and answer
questions about
famous people
Explain feelings
Read the text,then do
the activities
Read then answer the
questions
Complete the chart
with the "pp"
Order the sentences
Write the right form
of the verbs
Rewrite into the pr
simple

Sounds
"i" buy ,
crying , describe
"a" obey , fail
,same , explain
Identify
Compare
Stress and
intonation

culture

Strategies

Theatrical
genres

Identify places on a
city
Ask for the way
Show the way
Discriminate between
Comedy and
the sounds"ai" and
farce
"ei"
Ask about distance
Discriminate between
"a" place ,
*Tragedy
distance and time
Jane , they, paint
Use "whqqs"
Describe a biography
"oy oi" boy
Light comedy Act a play
,destroy , exploit
Work in groups and
Drama
substitute roles in a play
Identify
Match questions with
Compare
answers
Kabuki
Identify the capital of
Stress and
Britain
intonation
Describe weather
Some records
Discriminate btween
time markers " pre,
Stress
past, future "
NO
Make the grammar
First syllable
form of sentences
Second syllable
Make sentences from
questionnaire
Third syllable
Interview
Identify
Discriminate between
present , pr perfec, past
Compare
Discriminate between
Stress and intonation
likes and dislikes
Rcognize famous
actors
Ask and answers qqs
Order a conversation
Learn the list of
irregular verbs
Learn more about
theatrical genres
Make and act a play

9. write the correct form of 13. spot the mistakes and

the verbs
correct them
10. unscramble the
14. write into the correct
sentences
tense "mixed tenses"
11. write into the pr perf
12. writeqqs into the pp
Cre par Mr samir
bounab
Bouchrahil ,Mda.

Asking
and
showing
the way

S.present
+
prepositi
on

whqq+

to be + oject+?Pr+to be+prep
evalu timing

S T E P S

O F

Asking polite request

Planning immediate actions
Inquiring about distances and time
Describing biography
Inquiring about one's daily life
Describing a theatre play
Inquiring about origins and journeys
Describing physical appearance
Questioning

T H E

could/pr perfect
Going to "form"
S present tense /future
s past tense
whqqs + s present tense
S present tense
S present and past tenses
S present tense
whqqs + s present

L ES S O N

competence

function

P ps competences

could + pr+verb+object?pr+Have+p part+object

S + to be + going to+verb+object.
How {far- long} + [to be verb] + object +?
Whqqs + verb + object +?
whqqs + [do/does]+verb +object +?
whqqs + [do/does]+verb +object +?
S + verb (ed) + object / whqqs
Whqq + to be + pr + like +?
whqqs +(to be/do/does)+verb+object+?

:{open air-theatre- art school- social comedy positive critic- believe-probably-queuing- entrance- how far?-more than if hurry-welcome-review
play- how long ?- location fail- internet caf- meters usually seaside sunbathe - Oliver Hardy Harlem Georgia lawyer- comedies Laurel Hollywood imagine critic interview (ing)
producer plot playwright comedians performance expect act king queen son daughter servant - Sir palace garden near river crying matter ring beautiful sapphire
dark relatives sword pleased role in front of ending drama - mean isn't it (tag question)-used to on board- actually rehearsing part pretty funny feel spell publish ago quite
cafeteria lift rush dish underwater-wet - braces businessman hard}

[ The manual's photos - map of Japan (Hiroshima) plane Photos of [Laurel And Hardy ] Hollywood sword ring river }

By the end of this sequence, the learners should be able to:

Ask and show the way
Inquire about one's daily life
Use the "whqqs" and discriminate between them

page 2)

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Step one : The teacher introduces the situation through the pictures of (theatre , Andrew and Myra ) and explains the new words such
S T E Pway
S map socialO comedy
F
E
L Equeuing
S S O N entrance how
[open-air theatre- art school
critic believe T H
corner
miss- probably
far ? - hurry welcome ]
Step two : The teacher asks the pupils to look at the activity on page 96 , listen to his reading of the drill then asks them to do "activity
-1-p96 :
The drill :
Andrew: Excuse me, where's the open air theatre?
Myra: It's next to the art school. Do you know where it is?
Andrew: No, I don't .Could you show me the way on the map?
Myra: Sure. Are you new here?
Andrew: Yes, I'm going to see the social comedy that is on .The newspaper made a positive critic about it .
Myra : And it's good , believe me !I've seen it .Well , go straight along this street , then turn left at the second corner .The town
hall is there and the theatre is just opposite .You can't miss it .You'll probably see people queuing at the entrance.
Andrew: How far is it from here?
Myra: Not more than 1km, I think .How is you getting there?
Andrew: I'm walking.
Myra: If you hurry, it won't take you more than fifteen minutes.
Andrew: Thank you very much.
Myra: You're welcome.
Step three: The pupils listen to the teacher then do the activity.
Activity "1"p96: Listen then answer the questions :
i. What is Andrew looking for? He's looking for the open-air theatre.
ii. Did the newspaper make a bad review of the play? No, it didn't. It made a positive one.
iii. How long does it take to get to the theatre? It takes fifteen minutes.
Step four: The pupils do the activity on their rough copy books, correct on the board, read then copy down.
Step five: The teacher asks the learners to perform the activity first, and then go to page 110 and practise the drill.

evalu timing
as

5
5

5
5

Step six : The teacher invites the learners to open their books on page 96 and look at the "activity
pronunciation and spelling", listen to the teacher then repeat after him .
Listen and repeat:
{buy-obey-Thursday-crying-location-sometimes-describe}
Identify :
[ buy file ] (obey fail)(crying-painting)(surprise-location)
Compare:
(file-fail) (surprise-painting)(obey buy)
Practise Stress ans Intonation:
You liked my play , OK?
It's the same you played on Thursday
Step seven : The pupils perform then write down the written work on their class copy books .
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competence

function

P ps competences

identify places of leisure

Interact
Asking

such as theatre
greet
Ask for and show the way

For

Use prepositions t indicate

the way

Showing

Ask polite request

Plan future activities

The

using "going to form"

Ask about distance

Way

Inquire about time

Identify mass media
(newspaper)

Interpret

Asking

recognize ordinal
numbers

Polite
Request

compare
grant
Listen then try to decode
the message

Planning
Future Identify the different
plans tenses and discriminate

sounds

between them(present-pastBuy

Obey

File

Fail

Like

Lake

Seaside

Same

Sometimes

Thursday

Crying

Painting

Describe

Explain

future)
discriminate between
Inquiring

Produce

About distance and time

Distance Use questions to inquire
And about distance and time
time

identify places
evalu timing

5
5

S T E P S

O F

T H E

L ES S O N

competence

Step one : The teacher asks the pupils to open their books on page 97 and look at "Activity 1p97", he explains the instructions then
invites them to perform the activity orally .
The drill :
You: How far is the { theatre - stadium swimming pool - hospital- kindergarten?
Your partner: It's [ 500m - 3km 2km 500m 200m ] from here.
You: How long does it take to get there?
Your partner: It will take about { 15 ' - 1 h 40'
20'
- 5' }.

as
Inquiring
function
P ps such
competences

About

Stadium
Swimming pool
Hospital
Kindergarten

3 kilometers
2 kilometers
500 meters
200 meters

far) to ask about

distance

And

Step six : The pupils correct on the board, read and perform the drill then copy down on their class copy books .

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Use "whqq"[How
long ] to ask about
time period of time

1 hour
40 minutes
20 minutes
5 minutes

Step three: The teacher asks the learners to keep the pattern of the drill and try to find questions and answers about places in their
own town .You are near the Mosque
You: How far is the { post office - stadium Aissa Dhieb Middle School - hospital- town hall?
Your partner: It's [ 300m 500m 600m 200m - 200m ] from here.
You: How long does it take to get there?
Your partner: It will take about { 5 ' - 1 0'
15'
5'
5' }.
Step four: The pupils perform and substitute the key words. They're free to use what ever they want.
Step five: The teacher explains the instructions of "Activity 3 p97, then invites the learners to do it on their rough copy books.
Activity 3 p 97 : Find the questions to complete this interview .
A : How often do you go on holidays a year ?
B : Well, I go on holidays once a year.
A : Where do you usually go ?
B : I usually go to the seaside .
A : How long do you stay there ? How much time do you spend there?
B : I spend about two weeks .
A : Do you go alone or with your friends?
B : Sometimes with friends and sometimes alone.
A : What do you do in your holidays? How do you spend your holidays?
B : Sunbathe , eat and rest!

Ask for and show

the way

Distance Use "whqq" (how

Step two : The teacher asks the pupils to look at the table on page 97 , perform the drill and substitute the key words :

theatre,stadium,hospit
al

Interact

Asking
and

discriminate
between time and
distance
Inquire about one's
free time)

showing

Recognize places
such as "seaside.

the way

Identify the
activities done on the
sea side

Interpret

ask about
frequency
recognize the
adverbs of frequency
Inquiring

Produce

about
one's life

recognize

5
5

5
5

evalu timing

Step one : The teacher asks the pupils to open their books on page 97 and look at "Activity 4p97", he explains the instructions then
invites them to do the activity .
Activity "4"p97: Use the information about Oliver Hardy and find the questions.
A : What was Oliver Hardy?
B : He was a comedian .
A : When was he born?
B : He was born on th e18th January,1892.
A : Where was he born ?
B : He was born in Harlem,Georgia?
A : Where is it ?
B : It's in the USA.
A : How many sisters and brothers did he have ?
B : He had 2 sisters and 2 brothers .
A : What was his father's job ?
B : He was a lawyer.
A : What was Oliver's hardy career?
B : In December 1918, he went to Hollywood, He made his first comedy film with
Laurel , in 1926.Form 1926 to 1955 they made more than 100 comedy films.
A : Did he get married ?
B : Yes , he married Lucille in 1940.
A : When did he die ?
B : He died in 1957, in Hollywood ,USA.
Step two : The pupils work on their rough copy books , correct on the board, then read and write down on their class copy books .
Step three: The teacher invites the learners to perform the dialogue pair by pair.
Step four : The teacher introduces the situation of Activity 5p97, he explains the new words.
Step five : The teacher explains the instructions of Activity 5p97 then asks the learners to work on their rough copy books .
Activity 5p97: Ask questions to the producer about :[First the journalist introduces himself and the newspaper he works for]
1) The plot :
Journalist : Whats the plot about ?
Producer: Its about the Algerian Revolution
2)The playwright:
journalist : Who is the playwright?
Producer : The famous poet Moufdi Zakaria
3) The theatre : journalist : Where s the play going to take place? Producer : We are going to perform it at The National theatre
4)The comedians: journalist: What about the comedians? Producer: A great numbers of Algerian comedians will take part in this
play.
5)Performances: journalist: How many performances do expect to do ? Producer: I think many performances.
Step six : The pupils try to work in pairs or in a group of four and find as many as possible questions, the teacher has to move
around and check, helps, corrects whenever it s possible.
Step seven : The teacher invites to correct on the board, perform the Activity as conversation, then copy down on their class
copy books.
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S T E P S

O F

T H E

L ES S O N

comedians(funny ones)

Interact

Describing Improvise and list

Biography some Algerian
comedians
Identify the famous
comedians such as
Laurel and Hardy

recognize their
Describing nationalities and origin
Biography
locate their country
and language
Identify members of
family
recognize and
discriminate between
jobs
recognize the simple
past tense

Interpret
Inquiring

describe a biography
inquire and use as
much as possible of
About whqqs and
discriminate between
A them
Identify
Play placestheatre

Describing
A play
Produce

competence

function

P ps competences

identify

5
5

5
5

Step one : The teacher asks the pupils to open their books on page 98m he explains the instructions and the new words, introduces
the members of the play
{king queen servant-Sir- daughter- son ring river- gold- sapphire- Lady relatives-sword frightened}
Step two : The teacher asks the learners to read the play silently then try to answer the following questions :
Activity "1"p98: Read the play then answer the questions.
1- Why is Camilla crying?
Because she cant find her ring.
2- Who is John?
John is Sir Edwards son.
3- Who is Julia?
Julia is Sir Edwards daughter.
4- Where are Sir Edwards children?
Theyre away.
5- What does the king want to give Sir Edward?
He wants to give him presents.
6- Are the kings children happy to give Sir
Edwards children presents?
No, they arent.
7- Does Philip want to give his sword?
No, he does not, but he gave it , because his
father asked him.
8- What about Camilla?
She says no, then she accepted, but she
couldnt give it .

Step three: The pupils read, correct on the board,

then perform pair by pair question answer
Activity 2p98: Act the play

Step four: The teacher scatter the class into groups

5

of six, then asks each member of the group t learn

his role then invites them to the board and act the
play
Step five: The teacher explains the instructions of
Activity 3p98 then asks them to think of a happy
end.
Camilla finds her ring and offers it to Julia.

Interact

Inquiring
About
ones
problems

members of
family

describe royal
family

describing
places
Introducing
Members inquire about
Of
ones problem
Royal
describe
Family
weather
King: John / His daughter, Camilla :Sana/Queen: Olga/ A servant
: Indira His son , Philip : Pedro/ Kings friend , Sir Edward: Steve
Camilla and Philip are in the palace garden, near the river.
Camilla : ( crying)
Philip: Whats the matter? Why are you crying?
Camilla : I cant find my ring !I think its in the river!
Philip : Which ring?
Camilla : The gold ring with a beautiful sapphire.
Philip : Stop crying and lets look for it !

identify
Elaborating

use
Objects

[ Camilla leaves the room crying]

Step six :The pupils act the play ,then copy down on their class copy books
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recognize
can and its use

Interpret

identify
Giving
Orders

Queen: What are you doing , children? Dont stay out side .Its cold and
dark
Philip : Were looking for /Camilla : Sssh! You mustnt tell mother.
Servant: Sir Edward is here, sir/King: Sir Edward! My good
friend! Im happy you could come. /Queen: Welcome Sir
Edward. Where are Lady Mildred and your children?/Sir
Edward: They are away Visiting relatives./Queen: How old
are your children?/Sir Edward: John, my son is15and Julia,
my daughter, is 11./King: Philip, Camilla you must give Sir
Edward presents for his children./Queen: Thats good
idea!/King:Philip,you can give John your sword./Philip(not
pleased)..Oh, yes father!/Queen: And Camilla, you can give
Julia your ring./ Camilla: (frightened) My ring?Oh,no ! Oh,
yes mother!

must and its

materialsgoldsapphire)

make
Expressing
Inability invitations
Inviting greet and
Produce

welcome

act and
express feeling
according to the
role acted

evalu timing

5
5

5
5

S T E P S

O F

T H E

L ES S O N

Step one : The teacher asks the learners to open their books on page 99 and look at the dialogue, he explains the instructions,
then invites the pupils to work on their rough copy books .
Step two : The teacher explains the new words such as : [ drama class God- spend on board actually ]
Step three:
Activity p99: Read this dialogue the do the activities.
Sally: Hello, Akiko .I think were in the same drama class.
Akiko: Yes, we are .Whos our drama teacher
Sally: Mrs. Brown .Shes very nice .By the way, where are you from?
Akiko: Im from Japan .
board?
Sally: I mean where in Japan? Are you from Tokyo?
Akiko: I m from Hiroshima .
films

competence

Interact

Asking
about
origin

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origins

recognize
means of transport

identify and
Inquiring
About
Journey

Interpret

locate places

ask about
period of time

discriminate
Describing
daily
between time and
routines
period of time
describe daily
Describing
routines
Physical
appearance identify the

recognize drama
Giving
class
information
identify jobs

ask about

Akiko: Actually, there is a lot to do: reading,

Listening to music, palying games, watching

Step one: The teacher explains the instructions of Activity 1p99 then asks the learners to work on their rough copy books.
Activity 1p99: Match the questions with their answers :
Whats your name?
*
Akiko
Where are you from?
* Japan.
How old are you?
* I m 15.
Whats your phone number?
* 555946
What is she like?
* Shes pretty and funny.
What is she doing?
* Rehearsing her part.
How often do you go to the theatre? * About twice a month.
Ho do you spell your name?
* A.K.I.K...O
Why do you study drama?
* Because I love acting.
Step two : The pupils correct on the board, read then copy down on their class copy books .

P ps competences

Introducing greet
describe temper

Akiko: About 12 hours.

Sally: My God! Thats a long way! Isnt it?
Akiko: Yes, it is .But Im used to it, you know.
Sally: How did you spend all that time on

Sallyfour
: So,: you
plane
of course the
.How
longtodoes
it take?
Eating
sleeping
of course. questions :
Step
Thetraveled
teacherby
asks
thenlearners
pupils
read
the text silently and
try toand
answer
to following
Underline the Wh questions words. Who where how long how.
Can you say what they refer to? who + subject / where place / How long period of time / How manner
Do you know other wh question words? Yes {when what time what what/(do-did)/why-how often-which-how old}.
What do they ask about? They ask about [date-time object verb reason frequency choice-mean of transport-age ]
Step five : The pupils work on their rough copy books , correct on the board, then read and perform as drill (pair work)
Step six : The pupils are asked to read and perform the text .

function

wh questions
Asking
words
about ones
4 recognize the
plans
use of each wh
qqs
Produce

4 discriminate
between the use of
the whqqs.

evalu timing

S T E P S

O F

T H E

L ES S O N

competence

function

P ps competences

recognize
famous writers

Step one : The teacher asks the learners to open their books on page 99 and look at activity 2p99 ,he explains the
5
5

5
5

instructions then invites the learners to work on their rough copy books .
Step two: Activity 2p99: Write questions. Use the past simple.
Who / be / Kateb Yacine? Who was Kateb Yacine?
Where/born /be/he?
Where was he born?
What / he / write?
What did he write?
How /books/many / publish? How many books did he publish?
How /ago / he / long /die? How long ago did he die?
Which /you /books / yesterday/ buy? Which book did you buy yesterday?
Step three: The pupils correct on the board, perform the activity as question answer then write down .
Step four: The teacher explains the instructions of activity 3p99, then asks the learners to work in rough .
Activity 3p99: Find the questions.
A: When do you get up?
B: Quite early .Between 6 and 6.30 a.m.
A: What are you? What do you do? Whats your job (occupation)?
B: Im a student.
A: In which school do you study?
B: In a school out side London.
A: Where do you have breakfast?
B: Usually at the school cafeteria.
A: How do you get there?
B: By bus .Sometimes a friend gives ma a lift.
A: How far is the school from your house?
B: Oh, about 8kms from my house.
A: How long does it take in the rush hours?
B : About 35 minutes in the rush hours

and their works

Interact

Identify Kateb
Yacine and some
Describing
biography

recognize a
biography

use the
appropriate
whquestion
words to ask about
a biography

Interpret

Describing recognize the

daily
form a question
routines
discriminate
between questions
with to be and
questions with
did

Step five: The pupils correct on the board, read then perform as a drill (pair).
Step six: The teacher explains the instructions of activity 4p99 then asks the pupils to do it on their rough copy books.
Activity 4p99: Read the answers and complete the questions.
What do you eat?
An ice cream.
Who is your friend?
John is.
Why does she go by bus?
Because she hasnt got a car.
How does she get there?
By bus.
Where does Akikolive?
In Hiroshima.
How many languages does he know? Two. English and Spanish.
How often do you learn drama a week? About twice a week.
What time do you get up?
At 6 oclock.
How old are you?
Im 15.
Which one do you prefer?
I prefer the green one.

Step seven : The pupils correct on the board, read and perform then write down on their class copy books .
Page 8
Step eight: The teacher asks the learners to open their books on page , he explains the instructions of the activity then invites
them to work on their rough copy books .
Step nine: First of all the teacher asks the pupils a question about actor and what does he/she do ?He asks them also to give

of his works

recognize the
activities of daily
Inquiring
Produce

About
Daily

Life

Activities

life

Identify the
use of each wh
question

him some famous names of actors .

Step ten: The pupils are asked to look at Activity 5p100 , choose an actor (chosen before this hour) ,pay attention at themes
and domains and try to interview the actor chosen .
Name
1st- Whats your name?
Nationality
2nd- Where are you from? Whats your nationality?
Age
3rd- What your age? How old are you?
Occupation
4th- What are you? What do you do? Whats your job?
Home place
5th- Where do you live? Whats your address? Wheres your home place?
Likes / dislikes
Place of work
6th- Where do you work?
Favourite partner/author/sport/film/dish/drink
7th- Whos your favourite author/partner?
Hobbies
8th- Whats your favourite sport/film/drink?
Holidays
9th- What are your hobbies?
Languages
10th- Where do you go in holidays?
Future plans
11th- What languages do you speak?
12th- How about your future plans?
Step eleven: The learners work by pair on their rough copy books.
Step twelve: The teacher asks the pupils to perform their work pair by pair, he chooses one of the pupils examples then writes it
on the board.
Step thirteen: The pupils read the written example, then copy it on their copy book.

Inquiring
Interact

About
Daily

whquestion

Life

a biography

Activities

recognize the
activities of daily
life

Identify the

Step one : The teacher invites the learners to look at the reminder on page 100, asks the learners to read

Inquiring

use of each wh
question

About

one by one , explains and asks the pupils to give their own examples .

Daily

recognize the

wh questions are used to ask about:

Life

form a question

Identify the use

Activities

of each wh
question

Inquiring
About
Produce

Daily

recognize the
activities of daily
life

Life

Activities

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appropriate

words to ask about

Interpret

A person -who? - Sami

A thing (object) what? -A pizza
Time / When? In the morning last year-next week /what time? At 7.30.
Place Where? Hiroshima.
Possession Whose?(genitive)Sallys/hers
Reason Why? Because
Means /manner -How? -By plane/quietly
Age How old ?15/15 years old
Duration How long? 12 hours
Measurement How long? 20cm
Price /weight *How much? * 200Euro /3 kilos
Quantity How much uncountable - a little / a lot
Number How many countable 3/5
Frequency How often? Twice a week
Distance How far ? 2 miles

use the

Step one. The presents the situation through pictures and concrete examples , hem ay ask about places such as capitals "London" ,

Suggesting
Planning
Inviting
Exressing preference
Expressing likes and dislikes
Narrating

simple present+simple past+would

which+present+can ..
Would like / prefer
would like/prefer
gerund
simple past/s.present

Suggesting Recognise

what +do+pr +suggest+?/Last+past+would

which +pbejct/can't+pr/tonight /tomrrow
would +pr+like+verb/pr+prefer+verb
Would +pr+like+verb/S+prefer+verb+ing+object
Do+pr+like+doing?/S+like/dislike+doing
S+verb(ed-irregu)+obj/S+V+Obj

: {enjoy being wonderful suggest for a change prefer advertising-succesful- performance sold out-try maybe-select-destroycoin-exploit navy-sailed- pizza lounge surfing-net dsihes clever- fighting goat-crowded- hens-terrible-sell- more-unhappy-enjoy-early-horror- karaokeweb-foreign-gerund-detest}
:

The manual's photos picture of London theatre

: By the end of this sequence the learners should be able to :

Make suggestions
Express likes /dislikes qnd preferences
Narrate

about places of leisure like "theatre" , about music such as "jazz" about daily life activities like "movies , TV"
Step two: The teacher writes the activity on the board then asks the learners to listen to him then try to it on their rough copy books
Activity 1p101: Listen then say what the following refer to{choose the right answer}
Musical "Hair" ( her hers Hair]
tickets theatre's tickets { cinema 's tickets theatre's tickets stadium tickets }
performance "Hair" musical [ "Hair" musical football match movie channel]
Step three: The pupils listen then do the activity on their rough, correct on the board then read and copy down.
Step four: The teacher asks the pupils to open their books on page 110, then perform the drill pair by pair.
Step one : The teacher asks the pupils to open their books on page 102 and look at "Activity 1p102" , he explains the instructions
then invites the pupils to perform the activity [orally].
Activity 1p102: Role play work with your partner then change roles.
You :Would you like to [go to the theatre / go to the restaurant/ give a party / travel by train ]
Your partner : I prefer {watching a film on TV/ eating a pizza lounge / going to picnic/ travelling by plane }
Step two : The pupils are asked to perform the drill and substitute the keywords.
Step three : The teacher explains the instructions of activity "2"p102, gives the pupils some keywords to help them do the
"activity"
Activity "2"p102: Pair work .Ask your partner questions then change roles .Use the following keywords {eat wear play
watch travel}
A : What do you like eating for breakfast ? B : I (prefer/like) bread and butter.
B : What don't you like eating for breakfast ? B : I don't (like / prefer) eating jam .
Step four : The pupils perform the drill and substitute the key words .

Step one : The learners are asked to open their books on page 101 and look at the "pronunciation and
spelling " activity
Listen and repeat :( place point Jane- exploit-explain
Identify : [place obey- coin- join-choice explain-exploit
Compare : (join-Jane) (coin-cake)(point-paint)(sail-soil)

Step two : The pupils perform the drills then copy down all the written work on the board

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Interact

Interpret

sounds
Place

Boy

Plane

Enjoy

They

Destroy

Obey

Coin

Paint

Point

Jane

Join

Explain

exploit

Produce

places of leisure
such as "theatre"
Describing
Identify and
famous
locate capitals
places
like"London"
Use adjectives to
describe such places

Discriminate
Narrating
between time {pastpresent
future}situations

Discriminate
Expressing
between leisure
preferences
activities[musicfilms]
Identify a
newspaper and its
Making
contains
choice
Ask about and
make choice
Expressing Describe
ability and weather
Identify
inability
"can"<ability>
Express likes
and dislikes
Describe daily
routines activities
Ask about likes
Planning
and dislikes
future
actions
Practice stress
and intonation
Identify the
sounds[a] and
{oi}and discriminate
between them
Expressing
likes and
dislikes

Step one :The teacher asks the learners to open their books on page 102and look at "Activity3p102" , he explains the instructions
then invites the pupils to work on their rough copy books .
Activity 3p102:Say what you like and what you prefer doing .
You : Do you like( reading/doing exercises /eating beans/studying ?
Your partner : I prefer {surfing on the net/listening to music /eating pizza /playing football}.
Step two : The pupils work on their rough copybooks ,perform pair by pair. The teacher chooses one of the pupils examples and
writes it on the board.
Step three: The teacher explains the instructions of "Activity4p1402" then invites the learners to work on their rough copybooks.
Activity 4p102: Ask your partner about his likes and his dislikes.
A: What do you enjoy doing?
Enjoy
Not like
B : I enjoy [playing crosswords-listening to pop music-reading comics-feeding
cats playing football]
Play/crosswords
Wash/dishes
A : What don't you like doing ?
Listen /pop
Clean /car
B : I don't like {washing dishes cleaning car- tidying the room-doing
shopping watering plants }
music
Tidy /room
Step four : The pupils perform the drill and substitute the keywords.
Read /comics
Do /shopping
Step five : The techer explains the instructions Of "Activity 5p102" then invites the
pupils to work on their rough copy books .
Feed /cat
Water/plants
Step six : The teacher explains the instructions of "Activity 5p102" then invites the
Play /football
learners to work on their rough copy books .
Activity 5 p102 : Write a small paragraph about your partner .
The paragraph :
My partner enjoys reading comics , playing football and listening to music
, but he doesn't like doing shopping , tidying the room and washing dishes .
Step seven : The teacher invites the learners to read their paragraphs , he choose one of the best and writes it on the board , asks
them to read it then copy down on their class copy books .
step one : The pupils are asked to open their books on page 102 and look at the text , the teacher explains the situationand the
new words , he may also ask the learners to tell him som of the jokes they know abot "Djeha" , he has to help them to translate the
words they don't know.
The new words { clever wife fighting shout- goat later- more crowded-hen- terrible birds- everywhere- sell- better}
Step two : The teacher reads the text and asks the learners to listen to him , underline the words the don't understand ,then asks
him to explain them .
Step three : The pupils are asked to read the text silently and do the activity .
Activity p102: Read the text then answer the following questions .
i. Why was the man unhappy at the beginning ? Because there were too much noise in his house.
ii. Why did he ask Djeha to help him ? Because Djeha is a clever man .
iii. How did Djeha help him ? He asked him to go and buy "a goat and six hens "
iv. Why was the man happy at the end? Because ,there no animals in the house and they were happy .
Step four : The learners work in rough , correct on the board then read and write down.
Step five : If there is enough time the pupils are asked to read the text loudly .
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Expressing Express and

preferences show likes and
And likes
dislikes
Ask about one's
likes
Describing
List some daily
Interact daily life
life activities
routines
Express
preferences
Discriminate
between likes and
Expressing
dislikes
likes and
Discriminate
dislikes
between likes and
prefernces
Paragraph
writing
Report what
one's likes and
Narrating
dislikes
Recognize a
funny story
Narrate
Identify funny
personalities such
Interpret
as "Djeha"
Improvise some
stories about
"Djeha"
Recognize
emebers of family

Identify animals
Introducing
members of Show feelings
(bad and good) ones
family

Samir's
preparation sheet

Expressing
Produce feelings

Interact

Step one : The teacher asks the pupils to give him the form of a simple sentence .The pupils may answer [S+V+Obj]
Step two : The teacher asks the learners to open their books on page 103 and look at "activity"{Discover the language }
Activity p103: Look at the questions below and make rules about the forms of the following verbs :
"like" , "enjoy" , would like " and "want"
Do you like watching TV? Interrogative question : Do + pr + like + verb+ "ing" + object ?
Do you enjoy reading cartoons? Interrogative question : Do + pr+ enjoy + verb+"ing" +object +?
Would you like to play cards? Interrogative question: Would +pr+like+verb (infinitive) +object +?
Do you want to see a play? Interrogative question : Do + pr+want+verb(infinitive) +object+?
Step three : The pupils are asked to work on their rough copy books , correct on the board then read and write down.

Step one : The teacher explains the instructions of "Activity 1p103", then invites the pupils to work in pair
Activity 1p103: Look at the questionnaire and write sentences .
Cues
( - ) hate
( - - ) dislike, not like
( + ) enjoy
( + + ) love

Do you like
Play/crosswords?
Get up /early?
Watch /cartoons?
Practice / sport ?

Eva
+
++
--

Ivan
-+
++

Sami
+
++
---

Eva doesn't like getting up early. / Ivan loves practising sport.

Sami enjoys playing crosswords. Lynda dislikes getting up early.
Eva loves watching cartoons. /Ivan enjoys getting up early.
Lynda loves watching cartoons. / Sami does not like pratising sport.
Step two : The pupils work in pair , then do the second part of the "activity"
Now, compare their likes and dislikes.
Eva does not like getting up early .Ivan loves it.
Sami does not like practising sport .Ivan loves it.
Sami does not like watching cartoons. Lynda loves it.
Eva does not like practising sport. Ivan loves it.
Step three: The pupils work on their rough copy books then correct on the board.
Step four: The teacher explains the third part of the "Activity" then asks the learners to work.
Now, complete the sentences .Compare their likes and dislikes.
Eva does not like getting up early, but Ivan loves it.
Sami doesn't like practising sport, but Ivan loves it.
Sami doesn't like watching cartoons, but Lynda and Eva love it.
Eva doesn't like practising sport, but Ivan loves it.
Step four : The pupils work on their rough copy books , correct on the board , read then copy down

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Lynda
-++
+

Expressing
preferences
Identify the
And likes verbs used in
expressing likes and
preferences
Identify the form
of a sentence
Discriminate
between the form of
Expressing a sentence
likes and
Recognize the
dislikes
type of a sentence
Be able to make
a deduction about
the way of the
sentence is
expressed
Expressing
Recognize and
Interpret likes and
improvise some
dislikes
daily life activities
Compare
between one's daily
activities
Discriminate
between verbs of
preferences and
dislikes
Use different
ways to compare
between one's likes
and dislikes .
Expressing
Use "but" to
likes and
compare
dislikes
Produce

Expressing
likes and
dislikes

Recognize famous
actors

Step five: The teacher asks the pupils some oral questions about "Jane Smith" since they have seen it in the first file .
The teacher's oral questions :
Who is Jane Smith? She is an actor.ak-tr also -tr
Is she an old woman? No, she is not. She is young.
What is she like? She is a tall woman with blue eyes and.
Step six : The teacher asks the learners to ask some oral questions about "Jane Smith" and perform as pair work .
Step seven : The teacher explains the instructions of 'Activity3p103' then ask the pupils to play a role and work on their rough copy
books .
Activity 3p103: Make an interview with Jane Smith.
You: Miss Smith do you enjoy acting?
Miss Jane : Oh, yes .I love acting
You : Do you like singing?
Miss Jane : Yes, I like it.
You : Do you want t act in horror films?
Miss Jane I do not really want to act in horror films.
You : What about comedy films?
Miss Jane: I enjoy acting in comedy films, they are funny films.
You: Do you like driving fast cars?
Miss Jane: I love them .They make me excited.
You : Do you enjoy going to parties?
Miss Jane: Yes, I love them .I love meeting people and my fans.
You: Thank you Miss Smith. I love interviewing film stars!
Step eight : The teacher invites the pupils to act their work pair by pair , asks the other learners to listen and check for the
mistakes and correct each others .
Step nine : The teacher writes the best interview on the board .
Step ten : The teacher invites the learners to look at "Activity4p103" , then asks the pupils to work on their rough copy books ;
He asks them first about "an ad" what is it ? Where do we find them ? What do they show ?
The teacher has to accept any of the learners answers even in their mother tongue and help them to express themselves in
English .
Activity 4p103: Write an "ad" : Use [ like want enjoy ]
DO YOU LIKE THEATRE?

Come and act play with us

DO YOU ENJOY MUSIC?

Come and play your best musical instrument

Identify jobs and

occupations
Describe leisure
activities

Interact

Use the verbs of

Introducing
preferences to express
famous
likes and dislikes
people
Describe cars
Recognize films and

Describing discriminate between

physical
them
appearance

Identify verbs and

use them to express a

Inquiring
about
one's likes

specific thing
Express gratitude
Identify languages
Discriminate between

Interpret

Describing native language and

foreign languages
Jobs

Recognize places for

leisure such as
"theatre"
Identify a play

Interviewin Describe a computer

g people
and its use
Describe "the WEB"

DO YOU WANT TO SING?

Come and sing in karaoke

Recognize the verb

"surf" on the net

DO YOU THE WEB?

Come and surf in our cyber caf

DO YOU LIKE CLASSICAL DANCING?

Come and practice classical dance

Describing
Paint advertisement ,
leisure
activities and decorate them
Produce

Describe an "ad"
and its use

Step eleven : The pupils draw pan-cards ,make "ads", correct on the board , then read and copy down on their class copy books
Page 14

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Describe the form of

Sequence2

Book Two

the gerund

Step one: The teacher asks the learners to open their books on page 104 and read the "reminder".

Recognize the verbs

of preferences

Use of the gerund

We use the gerund to talk about :
Likes and dislikes example: I like reading/ I hate running.
Preferences: example: I enjoy playing basketball, but I prefer swimming.
we use the gerund after the verb "to like" and other verbs such as :{enjoy recommend-suggest-advise-dislike
stop-detest avoid-prefer}
We form the gerund by adding "ing" to a verb. I like reading.

Identify the
continuous form of a
verb ( present participle)

Interact

Inquiring
Discriminate between
about one's
verbs expressing likes
likes
and dislikes
Identify verbs
expressing daily

Step two: The pupils read sentence by sentence and the teacher explains through example each part of the the reminder.
Step three: The teacher asks the pupils to take their rough copybooks and try to do the following exercises.
Activity 10p113: Complete the sentences with the correct form of the verbs in brackets
What do you enjoy (do) doing in the evenings?
What would you like (do) doing after school?
She wants (book) booking a video film.
I do not like scrabble, I prefer (read) reading.
Ok! I will be (join) joining the group.
Step four: The pupils work on their rough copybooks, correct on the board then read.
Step five : The pupils are asked to the following "activity" on their rough copy books
John
Indira
Activity 8p113: What do John, Indira and Wang like and dislike doing?

Wang
Serials (love)
(hate) (prefer)
Westerns (dislike) (enjoy) (detest)
Comedies (like)
(enjoy)
(hate)
Documentaries (prefer) (dislike) (enjoy)
Horror films (dislike) (hate) ( prefer)

I. John loves seeing serials, Indira hates them.

II. Wang detests watching westerns, but Indira enjoys them.
III. John and Indira like seeing comedies , but Wang hates them
IV. John prefers documentaries to weterns,but Wang enjoy watching them
V. Indira and John dislike seeing horror films ,but Wang prefers them
Step six: The teacher explains the instructions of "activity 11p113" then asks the learners to work on their rough copybooks.
Activity 11p113: Unscramble the sentences and you'll know why Peter is angry .
Ihateflyingyouwaitforhoursfortheplanetotak
eoffanditisoftenlateiprefertrravellingbytrain
becauseitischeapersaferandmorecomfortabl
e

routines

Expressing
Ask about one's likes
Likes and
and dislikes
dislikes
Discriminate between
one's likes and dislikes
Identify leisure

Inquiring activities and

about likes
and dislikes discriminate between a
film, a serial, a western,

Interpret

a comedy
Recognize the
punctuation signs
Describe the way the
paragraph should be
Make correct

Expressing
sentences {semantic and
preferences

I hate flying. You wait for hours for the plane to take off and it is often late. I
prefer travelling by train, because it is cheaper, safer and more comfortable

syntax}
Decode a message
from symbols what

Step seven: The pupils correct on the board, the teacher should check and insist on the punctuation, the capitalization of the
paragraph.
Step eight: The teacher asks the pupils to open their books on page 112, and try to do the activities [1 -2- 3- 4] orally.
Step nine : The teacher enquires from the learners to do "activities" [6 and9] as a home work
Step ten: The teacher invites the pupils to read the written work on the board, then copy down on their class copybooks.
Page15
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one's likes and dislikes

Produce

Expressing experience and achievements

Narrating
Asking about plans (past)
Asking about one's experience
Describing mood
Improvising the end of a story
Inquiring about one's activities
Describing daily life activities

Present perfect
Simple past
S.past/ Pr perfect
P perfect
S present +whqq+P.perfect
S past
S present continuous
S present / S past

S + Have+ past participle + object + Time

S + to be / verb(ed)+obj
S+ verb(ed)/ Have+pparticiple+object.
"interrogative form) Have+pr+Ppaticiple(v)+obj+?
What's the matter?Pr+Have+PPart(v) +object.
S + to be / verb(ed)+obj
"whqqs" +to be + verb+ing+?
S+never+v+obj/Time+s+v(ed)/irregular v

[act- drama adapt- Scoodidoo casting- ghost rehearsals costumes settings cowboy- confrontation
perhaps afraid entertainment sailing- neighbour several advertising guess- coin shower- teeth comb feed somersault/"sVm@sO:lt/ - tiger- lines - kilt - swing - snake - camel - sketch - sad - worried - depressed -fail- script - main- poor -hardthrow- stones - melt - paper bag - tide - furniture - space - toasts- definite- indefinite - happen- recent - drugstore- laundry ]

{Picture of Scoobidoo manuals pictures famous actors living room - furniture}

: By the end of this sequence the learners should be able to:

Express achievement and experience
Ask about plans
Page 16

Step one :The pupils are asked to open their books on page105 and look at the picture .The teacher asks the pupils to describe
what they can see at this picture .He has to accept all the kinds of answer and helps the learners to express themselves in English
Step two : The pupil answers may be : {This picture represent a theatre's scene .The actors are performing a play .Four persons
are on the stage . }
Step three : The teacher presents the situation through gestures and pictures .He explains the new words "such as " (drama
ghost rehearsals) then asks the learners to listen to the drill then try to do the 'activity'.
The drill :

Asking
about
one's past
activities
Interact

Sally: Have you acted in a school drama?

Linda: Yes, I have.
Sally: When was it?
Linda: It was at the end of last year.
Sally: How about this year?
Linda: We have decided to adapt Scoobidoo.
Sally: Have you done the casting?
Linda: Yes, we have .I will be the ghost.
Sally: Have you started the rehearsals?
Linda: Yes, we have .The art teacher has drawn the costumes and the settings.
Sally: That sounds exciting!

Expressing
achievement

Step four : The pupils listen then try to answer the following questions (books shut) .
Activity one p 105: Listen then says which part has Linda taken ;<<choose the right answer >>
Linda has acted in the play as :
a- Scoobidoo
b- ghost
c- Saml
Step five : The learners listen then answer on their rough copy books . The teacher reads twice the drill then invites the pupils to
correct on the board.
Step six: The teacher asks the pupils to read the correction pair by pair.
Step seven: The pupils are asked to listen to two pupils reading the drill and try to answer the questions.
Activity 2p 105: listen again then answer the questions.
i. Has Linda acted in a school drama? Yes, she has.
ii. What have the pupils decided for this year? They have decided to adapt Scoobidoo.
iii. Who has helped them with the costumes? Their art teacher has.
Step eight : The pupils work in pair and answer the "activity" on the board, read and perform as question , answer .
Step nine : The teacher asks the pupils to open their books on page 110 and read the drill pair by pair .
Listen and repeat: cowboy, prepare,understand,beginning,confrontation;
Identify: nice-perhaps-afraid-beginning-entertainment-understand
Compare: cowboy , okay , sailing , surface ,confrontation, neighbour

Who's your favourite footballer?

Guess who and you get a coin.
Does he practise another sport?
I'll tell you on Thursday.

1st syllable
Daily
Cowboy
Nicely
Sailing
Neighbour
Several

Sounds
2nd syllable
Prepare
Okay
Afraid
Perhaps
Beginning
Performance

Step ten: The learners read the written work on the board, and then copy down.

3rd syllable
Understand
Advertising
Invitation
Explanation
Entertainment
intonation
page 17

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Planning
future
plans
Interpret

Describe places of
culture"theatre"
Discriminate between
"theatre and cinema"
Decode a message from
a picture
Describe persons actions
on stage
Identify verbs for each
specific action" act"
Describe famous
cartoons' actors
Discriminate between
past ,present and future
situation
Identify the form of the
past participle since it has
been seen in the passive
form
Recognize and
discriminate between
different type of questions
[wh interro]
Describe clothes used in
a play
Identify jobs
Describe clothes used in
a play

introducing

Inquiring
about a
play

Produce

Step one : The teacher makes a quick review about the last hour. .
Examples :
i.
Has Linda acted in a school drama last year? Yes, Linda has acted in a school drama .
ii.
Which play have they chosen? They have chosen Scoobidoo.
iii.
Who has made the costumes for them? The art teacher has made the costumes.
Step two : The teacher invites the learners to perform question answer, then the teacher explains the form of the present perfect in
brief.
Linda has acted in a school drama. Subject + Have + verb(past participle) + object. Subject + Have

+not+ (past participle) + object

Has the teacher helped them?

Have + subject + verb(past participle) +object+?

Step three : The pupils are asked to open their books on page 106 and look at 'Activity1p106', the teacher explains the instructions
and the new words such as : { shower comb}
Activity 1p106: Ask your partner about things she /he has done /hasn't done today.

You: Have you

had a shower?
Cleaned your teeth?
combed your hair?
had breakfast?
taken the bus ?

Yes, I have
Your partner:
No,I haven't .

Step four : The learners work in pair on their rough copy books , correct on the board then read and perform .
Step five : The teacher explains the instructions of "Activity 2 p 106 " then asks the pupils to work , he should explain the new
words first [ somersault feed forget lines kilt- snake]
Activity 2p106: Take turns .Ask your partner about those things.

You: Have you

ridden a camel?
done a somersault?
fed a tiger?
forgotten your lines?
worn a kilt ?
held a snake ?

Yes, I have

Describe places of
culture"theatre"
Asking
List some
about
cartoons"
one's past
Inquire about
activities
one's past activites
Interact
Identify the form
of a sentence
Recognize the form
of the sentences
Expressing (present past
achievement present continuous
future-passive)
Describe the past
participle of some
Asking
irregular verbs
about
Recognize thz
one's past verb"to Have" and its
activities
forms into the
"present past
future- present
Inquiring continuous"
about one's
Use to present
achievemen perfect to inquire
about one's activities
Interpret
Describe the
contrative form of the
Introducing "verb" (to be) with the
famous
third person of
people
singular
Discriminate
between the
Inquiring
contractive form of
about
the present perfect
people's
and the one of the
releases
simple present

Your partner
No, I have not

Step six : The pupils work on their rough copy books , check for the for the past participle of the verbs on page 109, correct on the
board ,read and perform in pairs
Page 18

Step seven: The teacher explains the instructions of "activity 3p106", he introduces the actors or asks the learners to give their
names if they can and list some of their films.
Activity "3"p106: Ask and answer about these people.

Produce

Expressing
achievemen
Identify and
ts and
discriminate
experienc
between the kinds of

pictures
Recognize
Inquiring
famous
about
personalities
one's
Identify and
mood and
feeling
introduce famous
people and their
works
Describing
Ask questions
mood and
about what has
feeling
famous people done
Discriminate

Write and stage a play

The pupils are split into groups not more than six
They may use the work of the last File" cartoons" and transform it
into a play
The teachers supervises the work of the learners step by step during
the presentation of the "File"
The learners present their work , they come to the board and act
their work
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