Ms2 Level File 1 Adapted With File 6 of Ms1 Level by Miss Meriam Mellah

1
By the end of this file my learners will be able to :

Describe physical appearance the present simple tense / adjectives.

adjectives
Narrate the
the past simple tense (regular / irregular verbs) / time
references.
Talk about persons life (biography) the past simple tense + ago.
Ask and give information about possession the genitive

tive (s / s) / whose.
whose
Project one : a famous person profile
Today we are living the age of discoveries and technologies (TV / computer /
internet / medicine / space discoveries and explorations)
explorations
These discoveries and explorations are the work of scientists, researchers, doctors,
cosmonauts
nauts .) but who. How, when and where did they realize those discoveries?
Choose one of them? and make his / her profile. Choose your partners and make a
short biography of your famous person, stick a photo or drawing of him / her, and
what has he / she done on a large sheet.
File one
sequence one
Lesson plan : listen and speak / practice
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
listening and speaking .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Function : describing a persons physical appearance .
Grammar :the simple present tense ( to be and to have ).
Vocabulary : Vocabulary related to physical appearance )
Pronunciation :
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
no
Objective: Students Will Be Able To.
Talk about someones physical appearance.
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 specifics of your lesson.)
can interact orally to ask and answer questions in very short exchanges using simple sentences.
Can listen to understand main points and important details of short dialogues.
Can understand instructions and explanations that are concrete found in language learning materials
Can plan for , use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
quickly and find specific information.
Can sustain a very short , simple oral description.
When and how will I check my students progress toward the objective(s)?
I can see when they fill the chart about Jane smith.
When they can do the activities
Required materials and/or resources:
The lesson is based on material in the second year learners manual book ( page 8/9) and the listening script on
page 20)
Pictures about adjectives (physical description).
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
The teacher plans lessons that have communicative objectives1 and whose steps build toward meeting
them.
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.
Communicative objectives
: the purpose of the lesson is for students to improve their ability communicate so that by the
end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.
Time
Swbat(for Rationale
each
(why do
stage)
students
do this )
interact
ion
PROCEDURE
Materia
ls
vakt )
Ss need to
lesson : listen and speak (pdp)
identify
Teacher Warming up :
the theme
The teacher interacts with the learners about the theme of the file .
student
of the
Discussing project one a famous persons profile.
s
file/
Pre listening
lesson.
Va
The teacher invites the learners to open their books on page 8 .and have
a look at the photo.
The teacher tries to make them talk about the photo .through asking
Ss need
Talk
Picture
s
Teacher them questions.

to know
What is it? It is a photo

the
student
What do you see in this picture? a woman
s
meaning of
What is she like? She is pretty / with fair hair and blue eyes.
The teacher introduces the new vocabulary through using gestures and
person lexis
visuals (wig/ actress/ fan /young )
introduced
s
Learners repeat the new words. The teacher explains the situation Sally
Teacher and Steve are watching a video film and invites the learners to listen
physica in the
listening
then do the activities.

l
student
script.
During listening :
s
appear
Learners are invited to listen then do the following activity one ; listen
ance
then fill in the chart
about a
the new
Ss listen
to answer
the given
tasks.
Teacher
student
Ss listen
Student
s
Student
and
answer
chance to
check
their
Eyes ; blue
Hair; fair
Body ; slim / tall
Job ; actress .
Learne
Age : young
Student
s
Student
s
answers in
pairs
Ss need a
chance to
Student
s
they have Student
learnt.
s
e what
manual
page 8
The teacher explains the task and read the script twice.
Learners listen and fill in the chart about Jane Smith.
Learners check their answers in pairs. Then correct on the board.
Learners are invited to listen to the teacher again and do activity two.
Old ..
fat
dark .
Small ..
bad .
post listening :
Learners are invited to open their books on page 20. Read the listening
script and check their answers
learners correct on the board .
Activity three: fill the chart about your partner then talk about
him/her.
personaliz
rs
Activity two : find the opposites of the following:
the task
Ss need a
Name ; Jane smith

Gender ; woman
My friend is .. He / she is and ..She

/ he has got eyes and .. hair. She / ha is a
pupil.
Learners work then read their descriptions. Then copy down on their
copybooks.
The listening script : on page 20
Learne
rs
manual
page
20
Sally: Who's the woman with the red dress?

Steve : It's Jane Smith.
Sally: I don't think so. Jane Smith is young, tall and slim.
Steve: yes, you're right .Perhaps; she's wearing a wig in this film!
Sally: She doesn't look nice, does she?
Steve : Never mind .She 's a fantastic actress and I'm a fan !
Sally: I'm not. In fact, I think she's a bad actress!
Students
need a
describe
chance to
someone
interact
about
physical
previous
appearan
lesson.
ce.
Student
s
and skills
in an
authentic
way by the
teacher.
Students
manual
page
20
The teacher asks the pupils to open their books on page 8, explains the
instructions then requires from the pupils to practice .before starting
the teacher asks the learners to answer the following questions about
the first chart.
What his name?
Learne
What is his weight / height?
Teacher
What is he like?
need to be Activity "1" page 8: Choose one of these people and describe "him /
exposed to student
her".
s
new
language
rs
lesson : practice (PPU)

Warming up:
Learners are invited to talk about previous lesson.
Student Presentation
How old is he?

Students
Learne
rs
manual
page 8
Jane Smith is a young, tall and slim woman with blue eyes and
fair hair.
Salim Nasser is 21 years old .He's 1.80m tall with brown eyes
and black hair .He weighs 78 kg.
The pupils repeat the sentences then work in pairs :
Practice
The teacher asks the pupils to work in pairs :
Inquire
What is {Jane- Salim Michael - Carla} like?

Jane Smith is a young, tall and slim woman with blue eyes and
Student
and
s
fair hair.
practice to Salim Nasser is 21 years old .He's 1.80m tall with brown eyes
remember Student
and black hair .He weighs 78 kg.
s
the new
Michael Young is 70 years old. He's 1.65 m tall with blue eyes
language
and grey hair. He weighs 90 kg.
and to
Carla Giovanni is 15 years old. She's 1.35 m tall with green eyes
explore
A
and brown hair. She weighs 35 kg
about
the limits
someone
of its
form,
physical
meaning
descripti
and use.
need time
on.
situati
Teacher
s
Use:
student
s
on
adapte
The teacher explains the task and invites the learners to work in pairs.
Imagine you are participating in a contest and they ask you to
fill in the chart then make an interview.
Fill in the chart then work with your friend making an interview.
d to
the
lesson
Students
need a
A
chance to
Inquire
about
someone
s
personaliz
e and use
the new
language,
Name : ...
Surname:
Age :
Height:.
Weight: ...
Hair : .
Eyes :..
Job :..
physical
situati
on
adapte
d to
the
lesson
descripti
on.
What is your name ? my name is .

How old are you ?
I am .. years old.
What are you like ? I am . With .eyes and .. hair.
What is your weight ,? I weigh kg
What is your height ? I am .. m
What do you do ? I am a pupil .
board
Learners work in pairs, the teacher helps them when needed. Then they
and
perform their dialogues. Correct on the board then copy down.
marker
File one : a Persons Profile

Sequence : one
Level : Second Year .

Lesson : Discover the Language .
Lesson plan
Lesson focus:
Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation,
etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
Function : Talk about daily life activities.

Grammar : present simple tense(adverbs of frequency ) .
Vocabulary : related to daily life activities
Pronunciation : discriminate between third person final s pronunciation.
No
Talk about daily activities and routine .
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 specifics of your lesson.)
Can
Can
Can
Can
Can
interact orally to ask and answer questions in very short exchanges using simple sentences.
plan for , use and evaluate the effectiveness of one or two basic productive speaking strategies.
understand instructions and explanations that are concrete found in language learning materials
use very simple sentences patterns with memorized phrases.
sustain a very short, simple oral description.
I can see when they do the activities.

When they talk about daily life activities .
Discriminate between final s pronunciations.
Required materials and/or resources: T

The lesson is based on material in the second year learners manual book ( page 12)
the listening script from first year manual ( 124/125)
Pictures and flash cards.
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is
this related to?
The teacher plans lessons that have communicative objectives2 and whose steps build toward
meeting them.
time
swbat (for
each
stage)
Talk
about
daily life
activities.
using the
present
simple
tense
rationale
(why do
students
do this)
Interact
with
teacher to
describe
daily
activities
interaction
Teacher students
Va
Teacher students
Students
students
Isolate the
underlined
grammar
notions.
Talk
about
daily life
activities.
using the
present
simple
tense
Students
students
Identify the
main
constituents
of a sentence
and the form Students
of verbs(
students
present tense
PROCEDURE
materi
als
(vakt)
Lesson : Discover the language

( PIASP lesson)
Warming up :
The teacher greets his/her learners then asks them
about daily school life.
Presentation:
The teacher invites the learners to open their books on page
10 then listen to the teacher reading the short paragraph
about Jane smith .and asks them to underline the following
sentences.
Isolation
the teacher isolates the following sentences:
She goes to her tennis club.
At six oclock, Jane and her partners eat sandwiches.
She watches the eight oclock news.
Learners read the sentences.
Analysis
The teacher invites the learners to analyze the sentences
She
watches the eight oclock news.
Subject + verb +
object
(to watch)
Jane and her partners eat
Subject +
verb +
sandwiches
Visuals
Learne
rs
manual
page
10
The
board
and
marker
.
object
( to eat)
The teacher may help the learners through asking them
questions.
Stating the rule
Students
students
Students
students
Identify the
right place of
the adverbs
Students
of frequency
students
and other
sentence
Teacher
constituents.
students
We use the present simple tense to talk about present habit or

routine .
Affirmative form : I / you / we / they +verb + object.
She / he / it + verb + (s / es) + object.
negative form:
I / you/ they / we dont ( do not) + verb( stem) + object.
She/ he / it doesnt (does not) + verb (stem) + object.
Interrogative form ; Do you / they + verb ( stem) + object.
Does she / he + verb (stem) + object.
Practice
Form Based task:
Exercise one : Re-order the words to form correct sentences.
1) 7:00/ a.m / always /Amina /gets up ./ at
2) Never/ school/ goes /she. /by /to/ bus
3) everyday/he/ watch/ does/ TV /? /
4) Thursday/ dont/ study/ we/ English/ on/
Learne
rs
manual
page
11
Talk
about
daily life
activities.
using the
present
simple
tense
Detect the
meaning of
sentences.
Studentsstudents
Meaning based task : Exercise two : match the sentences

with their meaning
Teacherstudents
a) - My friend always gets up at 7 and goes
1)-describing physical
to school at 7.45.
appearance.
Students
students
Sentences
Meaning
b) - My friend is tall and slim with brown
2)- describing daily
eyes.
activities.
Communicative based task:

Activity 4 on page 11/ here are Oscars answers .find the
questions.
You: Do you like your job?
Oscar; yes I do I like my job very much.
You. Why do you like your job?
Oscar: because I love people ; especially children .
You ; Do you travel a lot,
Oscar ; yes I do I really travel a lot.
You Are you married ?
Oscar ;: yes I am and I have two children.
You ; What does she / your wife do ?
Oscar She is a nurse
You ; Does your job pay well?
Oscar ; oh no! my job doesnt pay well , but I like circus life
and touring life.
Use the
present
simple , ask
and answer
questions
Activit
ies
adapte
d to
the
lesson .
Learne
rs
manual
page
11
The learners work in pair, the teacher supervises their

works, offers his help ,then invites them to correct each task
, read then copy down all the written works
The teacher asks the learners to do activities 1 / 2 on pages
10 / 5 /6/7 on pages 22/23/as a home work.
Pronunciation and spelling :

Warming up: the teacher asks the learners to correct activity
Practice
using
the
stated
rule for
present
simple
tense .
2on page 10 ( home work)

Activity 2 on page 10: give the present simple form of these
verbs( 3 rd person singular)
Students
students
Verbs
To like
Present simple (
she / he / it )
Likes
Verbs
To teach
Present simple
( she / he /it)
Teaches
To hate
hates
To play
Plays
To close
closes
To run
runs
To write
writes
To open
Opens
To wear
wears
To clean
cleans
To drive
drives
To stand
Stands
The learners correct the activity on the board.
10
Learne
rs
manual
page
10 .
Students
students
Isolate
the simple
present
verbs.
Descrimi
nate
between
final s
pronunci
ations
Teacher
students
Identify
different
final s
pronunciat
ion.
State the
rule .
Isolation and Analysis: the teacher invites the learners

to repeat the verbs and try to analyze the final sounds.
gets s= /s/ watches s= /iz/ returns s=/z/
stating the rule :
Final s pronunciation.
Studentsstudents
/s/
/ iz/
/z/
Practice :
Repeat
the verbs .
Descrimi
nate
between
final s
pronunci
ations
The teacher invites the learners to return to page 10 ( a day

in the life of Jane smith ) . and pay attention to underlined
verbs ( gets / watches/ returns)
Learners are invited to listen to the teacher and repeat the

words in the chart on page 8.
Learners are asked to do activity 3 on page 10:
Activity 3 on page 10 : say what their final sounds are:/s// z/
Board
and
marker
.
or /iz/. Write the verbs in the right column.
Practice
using the
stated
rule.
/s/
gets
likes
hates
writes
/z/
wears
drives
plays
runs
opens
cleans
stands
/iz/
closes
teaches
Studentsstudents
The teacher explains the task and invites the learners to work
in pairs. The teacher gives help when needed.
Learners read the written works then copy down.
11
Learne
rs
manual
page
10 .
Activity one on page 10: Write sentences about Jane Smith:

I live in a nice flat She lives in a nice flat .
I have a dog ,a cat and two parrots She has a dog , a cat and two parrots .
I always get up early when I work . She always gets up early when she works.
I have lunch at 1pm She has lunch at 1 pm.
I play tennis, chess and cards with my friends .She plays tennis, chess and cards with her friends.
I drive a big car . She drives a big car .
Activity 5 on page 22. Match questions with answers:

How tall is he ?
- brown
Whats the colour of his hair ?
- green
Is he tall ?
- no , he hasnt
What colour are his eyes ?
- no ,he isnt
How old is he?
- 1.45m
Has he got glasses ?
- 14
Activity 6 on page 22: put the words in the right order and use the right punctuation
1)- Afternoon/ tennis /she/Tuesday / plays/ every .She plays tennis every Tuesday afternoon .
2)- On /what/ she/ do/ Fridays/does/ What does she do on Fridays ?
3)- dinner/ where /they/ do/ have/usually / Where do they usually have dinner ?
Activity 7on page 23: correct the mistakes :

She dont look nice in this dress .
doesnt
Do he play cards ?
Does
I not like horror films .
dont
They always has dinner in this restaurant
have
What time do she go to bed?
does
12
Activity 19 on page 24.

This is a police poster of a lost girl .
Use the words below and write a short description
to help the police find her.
1) - The teacher reads the situation and asks the learners to read it too.
The teacher shows to pupils how to elicit their notes and try to organize their ideas about the
theme.
The teacher instruct learners to work in this .list all their ideas
2) - Learners will try to select and organize their ideas.
Name
Marina
Hayes
(lost girl)
(To be)
Age
12 years
old
(To be )
Body
Tall /
slim
(To be )
Hair
Long/
Curly/
Black
(To have
)
Eyes
Brown
(to
have )
Face
Round
(to have )
Nose
Small
(to have )
Clothes
Jeans/ red
T-Shirt/
sport shoes.
( to put on/ to wear)
3) - The learners are asked to work in pairs and try to write a description about Marina .The
teacher helps the learners when needed. Asks them read their descriptions. Chooses the best
work and writes it on the board and copy down.
13
14
File one : A PERSONS PROFILE
level : second year .
Sequence 2
lesson : listen and speak .

Lesson plan
Lesson focus:
Listening and speaking
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation,
etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
Function : talk about past actions .
Grammar :past simple tense( regular verbs) .
Vocabulary : related to actions /past events
Pronunciation : discriminate between final ed pronunciation.
No
Talk about past actions / events using simple past with regular verbs.
Can interact orally to ask and answer questions in very short exchanges using simple sentences.
Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas

When they talk about past actions / events
Desciminate between final ed pronunciation.
Required materials and/or resources: T

he lesson is based on material in the second year learners manual book ( page 12)
the listening script from first year manual ( 124/125)
pictures and flash cards .
this related to?
The teacher plans lessons that have communicative objectives3 and whose steps build toward
meeting them.
15
time
swbat (for
each
stage)
Talk
about
daily
activities.
Talk
about
past
events
using
regular
verbs.
rationale
(why do
students do
this)
Ss need to
remember
and review
what they
studied in a
previous
lesson.
T SS
Pre listening :
T SS
VA
The teacher invites the learners to look at the photo and try to
talk about it.
( two women are talking on the phone)
The teacher introduces the situation. Mona is in London. She is
visiting the city.
The teacher elicits the new vocabulary (yesterday /
stayed/walked/ passed / the museum/so-so ) through visuals and
examples.
Learners repeat the new words.
During listening :
T- SS
materi
als
(vakt)
Board
/mar
ker/
flash
cards
Board
/mar
ker
The teacher invites the learners to listen to the telephone

conversation and do the following activity :
Activity one : listen then write true / false .

SS-SS
a)-Mona stayed at the hotel yesterday morning. false .

B-Mona walked round the hotel in the evening. true
c-the museum wasnt open true .
d- Mona enjoyed her day false
listening script
Ss need a
chance to
check their
answers in
pairs.
Helen : Hi, Mona ,did you have a nice day ?

Mona . Hello Helen .it was so-so
Helen : what did you do yesterday afternoon ?
Mona : I stayed at the hotel because I was very tired.
Helen : What about the evening ?
Mona : In the evening , I walked round the hotel and passed along
the museum .It wasnt open .I decided to visit it on Monday .
SS- SS
Ss need an
opportunity
to
personalize
what they
have heard.
The teacher interacts with the learners about previous lesson(

talking about daily activities) .
The teacher reports their answers on the board.
SS SS
Talk
about
past
events
using
regular
verbs.
procedure
Warming up :
Ss need to
know key
vocabulary
and need to
understand
what they
are going to
listen to.
Ss do tasks
which help
them
understand
the script
and develop
listening and
skills.
Talk
about
past
events
using
regular
verbs.
interacti
on
T SS
SS SS
T SS
Learners listen then check their answers in pairs.

post listening :
Learners listen then correct their answers on the board.

The teacher invites them to read the conversation in pairs(
written on the board) then asks them to underline the
following sentences : what did you do yesterday?
I stayed at the hotel.
And circle the verbs ( stayed / walked/ passed / decided)
The teacher invites the learners to do the following activity:
Pair work: ask your partner about yesterday.
What did you do yesterday morning / afternoon/ evening/ ?
the teacher explains the task and helps learners with the needed
vocabulary through visuals.
stayed at home / cleaned the room/ helped my mother/ helped my
father/ washed the car/ revised lessons / watched a film/ played
video games.
Learners work in pairs. Perform their dialogues. Then copy down.
16
Board
/mar
ker
Students need
to be exposed
to new
language and
skills in an
authentic way
by the
teacher.
SS-SS
T SS
Isolate the
simple past
verbs.
Discrimin
ate
between
different
final ed
pronuncia
tion
SS SS
Identify final
ed
pronunciation
s.
T SS
Pronunciation and spelling :

Presentation:
Learners are invited to read the words that they have circled
before.
Isolation :
The teacher reports them on the board.
The teacher writes the final ed in different colour.(
The teacher reads the isolated verbs and asks the learners to
repeat.
Analysis : learners are asked to deduce the different pronunciation
and to discriminate between the sounds.
Stayed
passed
ed /d/
decided
ed/ t/
Flash
cards
Board
/mar
ker
ed /id/
stating the rule :
State the
rule .
Final ed pronunciation
SS-SS
/d/
Repeat the
verbs .
Descrimin
ate
between
final ed
pronuncia
tions
T ss
SS-SS
/ t/
/id/
Practise:
Learners are invited to listen to the teacher reading words in the
table on page
/ t/
/d/
/id/
looked
worked
practised
noticed
lived
listened
tried
toured
painted
decided
completed
acted
Second
year
learner
s
manual
Page
12
T need to
assess the
leaners
assimilation.
SS-SS.
Learners repeat in chorus then individually .

Learners are asked to close their books and try to identify and
compare the list of words the teacher reads .
Identify : looked / listened / acted/ toured/ tried/ noticed/
decided.
Compare :( looked liked). (worked-played ) (danced- stayed).
(noticed- listened)
17
Ss need to
remember
and review
what they
studied in a
previous
lesson.
T ss
Warming up :
The teacher interacts with the learners about previous lesson.
Listeni
ng
script.
Presentation :
The teacher writes the following on the board :
what did you do yesterday?

I stayed at the hotel.
Narrate
past
actions
using
regular
verbs.
Did you enjoy your trip?

No, I didnt.
T ss
Board/
marker
The teacher reads the sentences and invites the learners to

repeat.
Isolation
Yesterday ,I stayed at the hotel / Did you enjoy the trip ?
Isolate the
underlined
grammar
notion.
Learners read the isolated sentences.

Analysis:
Ss ss
1)
Narrate
past
actions
using
regular
verbs.
Identify the
main
constituents
of a sentence
and the form
of verbs(
simple past
tense)
Yesterday
, I
stayed
(at the hotel .
T-SS
Time marker + subject +( verb +ed )+ ..

2)
Did you enjoy the trip ?
did + subject + verb + object + ?

Stating the rule
We use the simple past to talk about past actions or events. To
form the past simple : we add ( ed /d) to verbs
To tour toured / to puzzle puzzled .
To study studied / to play played.
Affirmative form : time marker + subject + verb+ ed +object.
Negative form: subject +did not( didnt )+verb +object.
Interrogative form : did + subject + verb + object+?
Time markers : last week / month/year / September.
In 2003/ in august / in summer.
Ss ss
State the
rule for
simple past
tense.
Second
year
learner
s
manual
On
page
15
Ss ss
Identify the
place of
sentence
constituents
.
Practice :
Form based activity :re-order the words to get correct sentences
1) - the food/ John/ enjoyed/ yesterday.
Yesterday, John enjoyed the food.
2) - listen/ last/ she/ music/did/ night/ to /? /
Did she listen to music last night ?
3) summer/play/didnt/football/they/last/
They didnt play football ,last summer.
18
Activiti
es
adapte
d from
first
year
manual
.
Meaning based activity : match the pairs:

Sentence
Ss ss
Detect the
meaning of
sentences .
Ss ss
Narrate
past
actions
using
regular
verbs.
Ask and
answer using
simple past
tense.
Meaning :
1) - Salim is a tall boy with green a)- narrating past events.

eyes and fair hair.
b)- describing daily
2) - yesterday I cleaned my
activities/routine.
room and revised my lessons.
c)- describing physical
3) - my mother cooks lunch
appearance.
every day.
communicative based activity :find the questions to Monas

answers:
Helen : What did you do yesterday at 10?
Mona : I landed at Heathrow airport at 10 .
Helen : Did you check your passport ?
Mona : Yes ,I did . I checked my passport at the airport control.
Helen :What time did you order your meal?
Mona: I ordered a meal at 13:00.
Helen : Did you enjoy the journey?
Mona : No ,I didnt . I didnt enjoy the journey. It was tiring.
Activiti
es
adapte
d from
first
year
manual
.
Board /
marker
.
Learners do the activities. Correct then copy down.
Practice
Practice using
the stated
rule. Negative
and
interrogative
Forms.
Write into
the past form
and identify
final ed
pronunciation.
Activity1 : write into the negative then the interrogative

forms:.
-Dad worked last Sunday.
-We played football after school yesterday.
-I watched a good film last night.
-My friend and I tried skating for the first time yesterday.
-Mary played the guitar for an hour this morning.
-I stayed at my friends house last week.
Activity 2 : write the verbs into the simple past tense then classify
them according to their final ed pronunciation.
To greet/ to check/ to phone/ to dance/ to finish/ to smell/ to
work/ to visit/ to need/ to order/ to kick/
ed /d/
ed /t/
ed/id/
Phoned
Smelled
Ordered
Checked
danced
finished
worked
kicked
greeted
visited
needed
Activity 3: write the correct form of verbs between
19
board
and
marker
Activiti
es
adapte
d from
first
year
book
.and
other
resour
ces .
Write the
correct form
of verbs.
Narrate
past
actions
using
regular
verbs.
brackets :
a.
b.
c.
d.
e.
f.
Yesterday our teacher (to ask) .. us a lot of

questions.
Mum and dad ( to arrive) .. in Spain on
Saturday morning .
My sister (to want) to buy a CD for her friend.
It isnt my fault that you ( to miss) ..the bus.
I ( to look) .everywhere for my glasses last
night.
The bus was so late so I ( to walk) .to the football
match .
Activiti
es
adapte
d from
first
year
book
.and
other
resour
ces
HOME WORK : Activity 5 on page 15 .
20
FILE ONE : A PERSONS PROFILE.

level : second year
Sequence two
lesson listen and speak
LESSON PLAN
Lesson focus:
listening and speaking .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Function : talk about biographies.
Grammar :past simple tense ( irregular /regular verbs) . prepositions( in / on )
Vocabulary : related to biographies and career. (dates)
Pronunciation : discriminate between final ed pronunciation.
no
Describe a biography.
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 specifics of your lesson.)
can interact orally to ask and answer questions in very short exchanges using simple sentences.
Can plan for , use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas

When they talk about someones biography.
Desciminate between final ed pronunciation.
The lesson is based on material in the second year learners manual book ( page 12) and the listening script on
page 20).
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
The teacher plans lessons that have communicative objectives4 and whose steps build toward meeting
them.
21
TIME Swbat(for Rationale

each
(why do
stage)
students
do this )
Ss need
about a to
remember
picture . and
review
what
they
studied in
a
previous
lesson.
Interact
ion
Procedure
Materi
als
VAKT
)
. Talk
Ss need
Descrim to know
inate
key
T ss
T ss
Va
T ss
between vocabular
y and
date
and
need to
Warming up : the teacher interacts with the learners about previous

lessons or Correct home work.
Pre- listening :
The teacher invites the learners to open their books on page 12. And look
at the photo.
The learners are invited to talk about the photo.( What they can see.
What is the kind of this picture? It is an ad.
What kind of ad? It is about musical concert.
What is the name of the man in this photo? His name is Louis Armstrong.
The teacher elicits the new vocabulary ( jazz/ trumpet/band/was born/
died/nickname /famous)
The teacher invites the learners to listen to the script and do the
following activities.
During listening :
Activity one on page 12/ listen then fill in the chart :
place of understan
bith/de
ath.
Name: Louis
Surname: Armstrong
Date of birth: 1900
Place of birth: New Orleans
Nationality: American
Nickname: satchmo
d what
they are
t-ss
going to
listen to.
Ss do
tasks
and
The teacher reads the script twice .Learners listen and fill the chart
Then check their answers in pairs.
Post listening :
The teacher invites the learners to correct their answers on the board.
Then asks them to open their books on page 20 .
The teacher reads the script and invites the learners to underline the
following :( nicknamed / perfected /was born /played/ set up/ created) .
Describ
develop
In 1935, he set up his own jazz band.
ea
listening
The learners are asked to use the chart and the script to describe Louis
Armstrongs biography.
Suggested description :
which
Ss -ss
help them
understan
d the
script
biograp
hy.
and
skills.
T ss
Learn
ers
manu
al
page
Board
/mar
ker/fl
ash
cards
Louis Armstrong was an American singer. He was born in

1900 in the U.S.A. His nickname was satchmo. He died in
1977.
Ss need
a chance
to check
their
answers
The teacher helps learners do the work. Learners read their works .then
write down on their copybooks.
Listening script on page 20 :
in pairs.
Ss need
an
opportuni
ty to
Ss ss
Louis Armstrong , nicknamed satchmo , was born in 1900in new

Orleans . He was a famous black trumpet player and jazz singer .He
played in many jazz groups in new Orleans, Chicago and new York .In
personaliz
1925, he set up his own jazz band, hot five, and later hot seven
e what
(1927) .They perfected the new Orleans style and created what is now
they have
the classical jazz style .Louis Armstrong died in 1977 in new York .
heard.
22
Learn
ers
manu
al
page
20
(PPU lesson)
Learners
need to
t-ss
be
exposed
Describ
ea
biograp
hy .
to the
practice
Presentation :
The teacher invites the learners to open their books on page 13 .
Then to pay attention to activity one .
The teacher explains the task. Performs an example using Souad Massis
chart .
new
Learn
ers
manu
al
page
13.
1- My name is Souad Massi . I was born on August 23rd, 1972 in Beb el

Oued .I am Algerian. My nicknamed is the Tracy Chapman of the
Maghreb.
language
and skill
in an
authentic
way by
the
teacher.
Ss-ss
Learners repeat the example.

Practice :
The teacher asks the learners to do the same for the two remaining
Ones.( be one of the stars and introduce yourself to the class .
2- My name is Rowan Sebastian Atkinson. I was born on December 24th.
1955 in London. My nickname is Mr. bean.
3- My name is youssou Ndour. I was born in 1959 in Dakar. Im
Board
and
mark
er
Senegalese. I have no nickname.
t-ss
va
Activity two : on page 14.

Work in pairs. First, match the people with countries and dates of
birth. Then ask questions and answer them.
Learners
Ask and
answer
suestio
ns .
need time
and
practice
remember
ss-ss
the new
skill or
language .
Where was [El Anka Bob Marley Sting Fairouz -Lorie] born ?
El Anka was born in Algeria.
Bob Marley in Jamaica.
Sting in England.
Fairouz in Lebanon.
Lorie in France.
When was [El Anka Bob Marley Sting Fairouz Lorie] born ?
El Anka was born in1907
Bob Marley in1945
Sting in1951
Fairouz in1935
Lorie in 1982
Use :
Learners are invited to fill in the following form then ask and answer
questions about it.
Name :
Date of birth:
Place of birth:
Nationality :
ss-ss
Learners
need a
chance to
personaliz
e and use
the new
language
or skill.
Whats your name?

When were you born?
Where were you born?
What is your nationality?
What is your nickname ?
Learners work in pairs. The teacher gives help when needed. Then invites
the learners to perform their dialogues.
Then copy on their copybooks.
23
Learn
ers
manu
al
page
14.
Board
and
mark
er.
Students
language
Piasp lesson
Presentation :
The learners are invited to read the underlined sentence and verbs.
The teacher reports them on the board.
Nicknamed / perfected /was born /played/ set up/ created/died) .
and skills
In 1925, he set up his own jazz band/ Louis Armstrong died in 1977.
in an
Learners read the verbs and the sentence written on the board.
Isolation :
The teacher writes the sentence and invites the learners to read the
isolated sentence.
need to be
exposed to
t-ss
new
Describ
authentic
ea
way by the
biograp
teacher.
In 1925, he set up his own jazz band./ Louis Armstrong died in 1977
hy and
Analysis :
narrate
past
events
using
irregula
r verbs.
Learn
ers
manu
al
page
20
Isolate
and
analyze
t-ss
In 1925, he set up his own jazz band
ss ss
the
Time marker + subject+ verb

(to set up)
Irregular
underline
d
sentences
.
Louis Armstrong
died
+ object .
the list of irregular verbs
Board
and
mark
er
in 1977 .
Identify
the main
Subject
constitue
nts of a
t ss
sentence
and the
form of
verbs(
simple
past
tense)
Compare
simple
past
verb
+ time marker.
(to die)
regular
The teacher asks the learners to compare the verbs listed before and
gives help when needed.
Regular verbs
Irregular verbs
Nicknamed
Was born ( to be
Perfected
born )
Played
Created
Set up ( to set up )
Died
Stating the rule :
Ss ss
Simple past verbs
verbs (
regular/ir
Regular verbs .
regular)
To die died
irregular verbs
to be was /were.
He bacame famous in 1935. (to become)

Negative form : subject +did not/ didnt + verb( inf without to)+ object+ time
marker.
Example : He didnt become famous in 1935.
Interrogative form: did + subject+ verb (inf without to )+ object + time
marker+ ?
example : Did he become famous in 1935?
(To be ) I /she/he/it was wasnt we/you/they were we werent .
(to have) had
State the
rule .
ss- ss
Practice :
The teacher gives the learners lists of irregular verbs then invites them
to do the following activities :
24
Board
and
mark
er .
Learners
practice
the
stated
ss-ss
rule.
Identify
Describ
b)- Ben Badis was born in 1889.
of
sentence
biograp
constitue
hy and
nts .
c)- Every day , my father buys the

newspaper.
ss- ss
past
events
using
Detect
the
using
simple
past
tense.
Use the
list of
irregular
verbs.
events.
Activity three: (activity 3/15) ask questions about the underlined words: .
Pablo Picasso was born in 1881 in Malaga.
Who was born in 1881?
In 1907,he painted les demoiselles d Avignon
Activity : write the simple past of the following verbs using the list of
irregular past verbs.
Infinitive
answer
3) - narrating past
What did he do in 1907 ?
meaning .
Ask and
2) - describing daily
activities.
narrate
r verbs
Activi
tities
adda
pted
to
the
lesso
n.
the place
ea
irregula
Activity one: put the words in the correct order :

a)- 1954/on/was/st/ ,/Nouri koufi/December/born/31/?/
Was Nouri koufi born on December 31st,1954 ?
b)- in/ write/ Mohamed/ 1960/Lincendie / Dib/didnt /
Mohamed Dib didnt write Lincendie in 1960.
c)- many/ won/ he/prizes/
He won many prizes.
Activity two: what do the sentences express?
Match the pairs ,
Sentences
Meaning
a) - Last week, I visited the zoo with
1) - describing a
my family.
biography.
t-ss
Simple past
To go
To put
To sing
To leave
to take
to write
to have
to do
to read
to win
to sleep
to be
to come
to become
to buy
to give
to wear
to make
to drink
List
of
irregu
lar
verbs
.
25
I.
Fill in the blanks with the missing verbs in the Past Simple.
Last night ___________(be) windy.
Last Tuesday we ________ (have) an exam.
In 1990 we ___________ (spend) our holidays in Brazil .
Yesterday I ___________ (sleep) till almost 11 o`clock.
Last year I __________ (buy) this coat.
Ann _________ (write) me a postcard.
II.
Activity 14 on page 24: make the sentences negative :
1)- There were many fans at the entrance of the hall .

there werent many fans at the entrance of the hall .
2)- we attended the concert
we didnt attend the concert .
3)- she sang all her hits .
she didnt sing all her hits.
4)- I liked her last song very much.
I didnt like her last song.
26
This month, your school magazine is about classical music in Algeria.

Your teacher of English asked you to participate .You choose
to write a biography about a Malouf singer.
Use the chart to write a biography about
Name
Surname
Date of
birth
Benani
Hamdi
01/01/1943 Annaba
Job
Nickname
Singer
The white
Angel
Malouf
Place of
birth
Nationality
Algerian
At a very young age /(to show)

abilities for singing.
At the age of 16/ (to win) the first
prize.
1963/ (to become) famous.
27
Ray Charles
Charles Dickens Walt Disney Mohamed Dib
Mhamed Issiakhem
Victor Hugo
Learning objectives

Talking about a persons life ( biography ) the past simple tense +ago
Asking and giving information about possession the genitive ( s / s)/
whose
Sequence Three
lesson: LISTEN AND SPEAK /PRACTICE.
28
Lesson plan
Lesson focus:
Listening and speaking
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation
(phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
Function : talk about a persons biography / inquire about nationality/ job and releases .
Grammar : past simple tense( regular verbs/irregular) + ago .
Vocabulary : related to biographies/ cardinal/ ordinal numbers / dates/ releases .
No

Talk about a persons life (biography) .
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 specifics of your lesson.)
Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
Can sustain a very short, simple oral description.

When they talk about someones biography using past simple + ago .

The lesson is based on material in the second year learners manual book ( page 16/17)
the listening script from second year manual ( page 20)
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this
related to?
The teacher plans lessons that have communicative objectives and whose steps build toward meeting
them.
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.
29
TI
ME
Swbat(for
each stage)
Interact
about what
has been
learnt.
Inquire
about
Someones
releases .
Listen and do
the task
Listen and talk
about
someones
biography
using ago .
Discriminate
between
when/ how
long ago.
Talk about
biographies
/past events
using ago .
Identify
persons and
their jobs
Inquire
about
persons
nationality,
job.
Talk about
persons
biography
using ago
Talk about a
Rationale
(why do
students
do this )
Learners
need a
chance
to
remembe
r what
they
have
learnt
before.
interpret
the
visual
aids
Learners
need to
know the
key
vocabular
y they
will hear
and to
understa
nd the
situation
.
Learners
need to
do task
to
develop
their
listening
skills.
Learners
need a
chance
to check
their
answers
.
Learners
need a
chance
to work
further
with the
listening
script.
Interac
tion
T -s s
T -s s
Va
T -s s
T- ss
Ss
ss
T-SS
Ss
ss
SS
ss
Pre -listening
The teacher invites the learners to open their books on page 16. And try to
talk about the picture .
The teacher may help them with the following questions :
What is it ? It is a picture.
What is the title of this book? Oliver Twist

Who wrote it? Charles Dickens.
Do you know the story of Oliver Twist ?
The learners repeat the new words.

The teacher introduces the situation between Aminata and Olga then invites
the learners to listen and do the activity :
Olga: what are you reading?

Aminata : Oliver Twist .
Olga: Oliver Twist? Oh yes. The famous strip cartoon.
Aminata : No. Its the famous novel by Charles Dickens .He wrote it a long
time ago .He described the life of a poor boy who lived in London during
the Victorian period .
Olga : Is Charles Dickens still alive ?
Aminata : oh, no ! He died a long time ago, in 1870
Olga : Ah you mean he died 140 years ago . Id like to read this book
.Could you lend it to me?
Aminata : Sorry its Indiras book .Ask her.
Ss
ss
T ss
Ss
ss
Ss
ss
Pictu
re
on
page
16
What can you see in this picture? a book . (a novel).
During listening :
Activity 1: listen then answer the following questions :
Ss
ss
T ss
Mate
rials
VAK
T)
Warming up :
The teacher introduces the new vocabulary through pictures and examples:
(strip cartoon/ poor # rich /Victorian period/ alive #dead/ lend/ ago)
T ss
Learners
need a
chance
to
remembe
Procedure
When did Charles dickens die? He died in 1870.
How long ago did he die? He died 140 years ago.

The teacher reads the dialogue twice. Learners listen then do the activity.
Learners check their answers in pairs. Then correct on the board.
Post listening :
The teacher invites the learners to open their books on page 20 . read the
script and underline the following :
Its Indiras book .Ask her./
Learners perform the dialogue in pairs .The teacher asks them to do
Activity2: complete the sentences.
Algeria got its independence in 1962 so it got it . years ago.
My parents got married . ago.
My died . ago.
Learners work in pairs. Correct on the board, read the written work then copy
down.
Lesson : practice (ppu)

Warming up :
30
Visu
als
aids
/
Boar
d
and
mark
er
Liste
ning
scrip
tadd
apte
d to
the
lesso
n on
page
20
Boar
d
and
mark
er .
Pen
and
pape
r.
Boar
d
and
mark
er .
persons
releases
using ago
Ask and
answer
about a
persons
releases.
r what
they
have
learnt
before.
Ss
ss
T ss
Learners
need to
be
exposed
to new
language
or skill
in
authenti
c way.
Learners
need
time and
practice
to
remembe
r the
new
language
or skill
and to
explore
the
limits of
its form
,
meaning
and use.
Learners
need a
chance
to
personali
ze and
use the
new
language
or skill .
Ss -ss
Learners are invited to talk about previous lesson.

Presentation :
The teacher asks the learners to open their books on page 17.
The teacher explains the instruction of activity one and invites the
learners to do it in pairs.
Activity "1"p 17: Whos who? Match the pairs.
M'hamed Issiakhem
Ray Charles
Walt Disney
Charles Dickens
Mohamed Dib
* a writer
* a film producer
* a painter
* a singer
* a writer
Learners try to do the activity. The teacher asks them then to correct
and try to talk about the persons and about their nationalities and jobs.
Example: Who is Mhamed Issiakhem? An Algerian painter.
The learners are invited to pay attention to activity 2 on the same page.
The teacher writes the following example and invites the learners to read
it. Then the teacher explains the task
How many years ago did Charles Dickens die? ( we are in 2010)
How long ago
He died 140 years ago. A period of time + ago
Practice
Then the teacher explains the task and invites them to do the same with
the remaining artists.
Learners work then perform their dialogues in pairs.
Activity "2" p17: Calculate and say how many years ago did these
people died. {we're in 2010}
How many years ago did (Issiakhem/Ray Charles/ Walt Disney/ Mohamed
Dib) die?
M'hamed Issiakhem [1985 2010] He died twenty five years ago,
Ray Charles [2004 -2010] He died six years ago.
Walt Disney [1966-2010] Walt Disney died forty four years ago.
Mohamed Dib [2003 -2010 Mohamed Dib died seven years ago.
Learners work then perform their dialogues in pairs.
The teacher explains the instructions of activity3, asks the learners to
take their rough copy books and do it.
Activity "3"p17: Calculate and write sentences using the following
verbs {paint/sing/produce/write} and "ago".
Charles Dickens wrote "Oliver Twist" [1838-2010] 167 years ago.
M'hamed Issiakhem painted 'Auto portrait' [1976-2005] 29 years ago.
Pablo Picasso painted "Guernica" [1937-2010] sixty years ago.
Walt Disney produced "Peter Pan" [1952-2010] fifty eight years ago.
Charles Dickens wrote David Copperfield [1850- 2010] 160 years ago :
Use :
The teacher invites the learners to talk about one of the artists making
questions and answers about them (their jobs/ nationalities/ releases).
The teacher invites the learners to give free examples using ago talking
about their own interests.
The pupils do the activity in rough, correct on the board, then read and
write down.
Home work : Activity '4'page 19
31
Lear
ners
manu
al on
page
17 .
Pictu
res
Boar
d
and
mark
er
Lear
ners
manu
al on
page
17
Pictu
res
Lear
ners
manu
al
Boar
d
and
mark
er
Sequence: three.
Lesson:
Lesson plan
Lesson focus:
Reading and writing.
Function : talk about the past .
Grammar : past simple tense (regular verbs/irregular) + ago.
Vocabulary : related to cavemen period and life ./ tourist /
No

Narrate past events using the simple past tense.
Can read and understand the general ideas and some important details of formulaic personal email/letter.
Can plan for, use and evaluate the effectiveness of a variety of reading strategies used to grasp general
ideas quickly and find specific information.
Can sustain a very short, simple oral description.
Can write very short, factual descriptions.

When they write a short presentation using the text and visual aids playing a role of a tourist guide.

The lesson is based on material in the second year learners manual book ( page 17)
bobs letter from second year manual ( page 20)
this related to?
The teacher plans lessons that have communicative objectives and whose steps build toward
meeting them.
32
TIM
E
Swbat
Rationale
Identify
the theme
of a letter .
Learners
need a
chance to
remember
what they
have learnt
before .
interpret
the visual
aids
Produce
written
answers to
questions.
Learners
need to know
the key
vocabulary
and
understand
the situation
Intera
ction
T -s s
ss-s s
Va
T-ss
T -s s
ss- ss
Procedure
Warming up :
Pre reading
The teacher invites the learners to open their books on page 17.
The teacher introduces the situation :
Susan received a letter from Bob. Look at the pictures and guess what Bobs
letter is about?
The teacher may help the learners with the new vocabulary, then introduces
the new one they are going to need to understand the letter.
Cave paintings / cavemen / hunt/ skins/plants /upside-down / inside /
through visuals
During listening :
The teacher explains the instruction of activity 2 and invites the learners to
work on their rough copybooks.
Activity 2 on page17: Go to page 20. Read Bobs letter and answer the
questions.
a- What animals did cavemen hunt? They hunted mammoths, bears
and tigers.
b- Why? They hunted them for food.
c- Where did they paint the pictures? They painted them inside
their caves.
d- Why did they paint animals upside down? They painted them upside
down to show that they were dead.
e-
Identify
opposites
Learners
need to do a
series of
tasks which
help them
understand
the text
T -ss
Ss ss
T-ss
Write a
short
description
about past
events.
Learners
need a
chance to
work further
with the
text
Ss ss
T ss
What did they make paint from? They made paint from different
plants.
The teacher asks the pupils to do

"Activity '3'on page 17: match the opposites :
Left =/=
different
Boring =/=
inside
same =/=
arrived
outside =/=
interesting
upright =/=
dead
alive =/=
upside down.
Activity 3: pick out from the text 4 regular past verbs /
4irregular past verbs then give their infinitives
Arrived / went / was/ were / hunted/ painted/ lived/ killed/made/
did/ got/learnt /
The pupils do the activity in rough , correct on the board ,
Post reading.
Activity 4 : Imagine you are a tourist guide and you are in the Tassili
caves /at a museum. Use the pictures and write a short presentation
about cavemen
Use these verbs to help you ( live/ use/ hunt/ eat/ wear/make )
Suggested answer :
Good morning / good afternoon. Cavemen lived a long time

ago. They lived in caves. They hunted animals. They eat their
meat and made clothes from their skins. Cavemen used stones
to make weapons and tools. They painted inside the caves.
Learners work in pairs. Read their works .Correct on the board then copy
down.
33
Materi
als
Learne
rs
manual
page
17
Picture
s/
flashca
rds
Learne
rs
manual
page
20/17
Learne
rs
manual
page
20
Picture
s/
board
and
marker
Board
and
marker
s.
Sequence : three.
Lesson: DISCOVER THE LANGUAGE.

Lesson plan
Lesson focus:
Speaking and writing .
Function : talking about possession .
Grammar : the possessive case ( s/ s)/ whose
Vocabulary : related to school things / possessions in general.
No
Ask and give information about possession.

Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general
ideas quickly and find specific information.

When they talk about possessions.

The lesson is based on activities adapted to the lesson .
the listening script from second year manual ( page 20)
this related to?
The teacher plans lessons that have communicative objectives and whose steps build toward
meeting them.
Communicative objectives: the purpose of the lesson is for students to improve their ability communicate so that
by the end of the lesson they have developed skills to better exchange real-life thoughts, messages or informatio
34
time
Swbat(for
each stage)
Rationale
Interact
Learners
about
need a
what has
chance to
been
remember
learnt.
what
Interact
ion
Materi
als
(PPU)
T -s s
they have
learnt
Procedure
Warming up :
lesson
Presentation:
T -s s
The teacher presents the following

following dialogue : ( Paulo / pen)
Board
and
before.
Va
Learners
need to
A : Is this your pen ?

A : Whose pen is this ?
B : No, it isnt .
B : Its Paulos .
marke
r.
be
exposed
to new
language
T -s s
in
Ask and
answer
about
authentic
Va
The learners listens then try to repeat in pairs.

Practice :
The teacher writes the dialogue on the board .then invites the learners to
substitute the underlined words using the following :
way .
es and
Miss Brown (umbrella) / The engineer (desk)/ The students (room)

/My
My sister (pencil) / The Simpsons (car).
Learners
possession need time

.
and
T- ss
Learners work in pairs in rough then perform their dialogue.

The teacher ask the learners to do activity 2 :
Activity two: look at the example and do the same:
same
(John / dog) Is that Johns dog? - Yes, thats his dog. (Samir / book)
/(my father / TV) /( Mary/ doll) /( Peter / bike) /(Tim / bag ) / ( sally /
T-shirt)
shirt)
T -ss
The learners work in pairs .the teacher supervises their work and
gives help when needed. Then invites the learners
learners to perform.
practice
to
remember
the new
Ask and
language
answer
/skill.
about
and to
possession explore
the limits
.
Ss ss
of its
form /use
T-SS
Use :
Learners are asked to prepare short dialogues talking about
possessions in the classroom.
Learners
need a
chance to
Talk
about
possession
using the
e and use
Ss ss
the new
language
/skill .
T ss
possessive
Learners work in pairs. Perform their dialogues.
PIASP lesson)
Presentation :
case (s)
The teacher asks the learners to open their books on page 20. And pay
T-SS
flash
cards .
Papers
/meaning.
personaliz
Pictur
attention to the listening script.

Then they read the underlined sentence. The teacher writes it on the
board.
Its Indiras book. It is her book.
35
and
pen
The teacher reads the sentence then invites the learners to read it.
Isolate the
Isolation :
T-ss
underlined
grammar
Interpret
the
statement
s to
identify
the form
and use
of
possessiv
e case .s
notions.
Its Indiras book.
It is her book.
Analysis :
Learne
the teacher invites the learners to analyze the sentences . Helping them
rs
with questions .
manual
Its Indiras
book.
It is her
book.
Identify theT-ss
main
constituents
of a
It is singular noun + s +
sentence
possessor + s +
noun
possessive pronouns
noun
thing
T-ss
It is the book of Indira. (Whose book is it?)
Ss ss
It is the childrens room /
It is Simpsons car
Stating the rule : on page 19
rule .
Ask and
give
on about
possession
Practice
using the
Identify the
right place
of the
sentences
constituents.
Ss ss
Detect
Ss ss
meaning of
Ask and
give
sentences.
Descrimina
informati te between
on about who/whose
possessi
on
marke
r.
Ss ss Practice :
stated rule
the
and
To form the genitive (possessive case) :

We put (s) after a singular noun/ irregular plural .
Example: I like Ahmeds painting / she writes childrens book.
We put ( ) after regular plural nouns .
Example: they sell girls clothes.
State the
informati
Board
T-ss
Learners are asked to give free examples. the teacher invites the learners
to do the following activities .
Three types activities :
Activity one (form based task ): re- order the words to get
meaningful sentences :
1) - Pen/film/ whose/ ?/ Peter / is / whose film is Peter Pen ?
2) - Walt / it /s/ is / Disney /. / It is Walt Disneys .
3) - saw/, / thieves/ car / / I / the/yesterday/./
Yesterday, I saw the thieves car.
Activity two : ( meaning based task) : match the pairs :
Sentence
Meaning
1) - Thats my fathers car.
a) - describing a biography.
2) - My brother drives to work
b)- talking about possession
everyday.
c) - describing daily
3) Beethoven died in 1827.
activities.
Activity three : (communicative based task) complete the following
questions with who / whose :
A: Whose cd is it? B: Its karims
A: Who is absent?
B: Sally is.
A: Whose book is that? B: Its Alis book.
Learners work in pairs. The teacher gives help. Then invites the learners
to correct, read the written work then copy down.
36
Learne
rs
manual
/19
Board
and
marke
r.
2- Activity 9 on page 23: Is the (s) the short form of the verb to be (a) or the sing of
possessive case ( b) . Copy the sentences and write ( a) / (b) after each sentence .
Shes a musician. a.
Tommy is Jessicas photographer. b.
Her fathers name is Scott and her mothers name is Rita. b.
She isnt married .She s single . a
3- Activity 4 on page 17: Whose is it?

Peter pen / film/ Walt Disney / whose film is Peter Pen? Its Walt Disneys.
Mona Lisa / painting / Leonardo Da Vinci / whose painting is Mona Lisa ? Its Leonardo Da Vincis.
Les miserable / novel/ Victor Hugo / whose novel is les miserable ? it s victor Hugos .
4) Look at the example and do the same:

Example: This is the hat of Mr. Stuart = this is Mr. Stuarts hat.
Thats the house of the parsons
This is the table of the teacher.
This is the ball of the boys.
Is this the hat of your mother?
This is the umbrella of my father.
This is the room of my parents.
Thats the daughter of Mrs. Webb.
37
38
39

Ms2 Level File 1 Adapted With File 6 of Ms1 Level by Miss Meriam Mellah

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Ms2 Level File 1 Adapted With File 6 of Ms1 Level by Miss Meriam Mellah

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1

By the end of this file my learners will be able to :

Describe physical appearance the present simple tense / adjectives.

Ask and give information about possession the genitive

Project one : a famous person profile

Function : describing a persons physical appearance .

Grammar :the simple present tense ( to be and to have ).

Vocabulary : Vocabulary related to physical appearance )

Talk about someones physical appearance.

Required materials and/or resources:

lesson : listen and speak (pdp)

Teacher them questions.

What is it? It is a photo

then do the activities.

Body ; slim / tall

Activity two : find the opposites of the following:

Name ; Jane smith

My friend is .. He / she is and ..She

Sally: Who's the woman with the red dress?

What is his weight / height?

lesson : practice (PPU)

How old is he?

What is {Jane- Salim Michael - Carla} like?

What is your name ? my name is .

What do you do ? I am a pupil .

perform their dialogues. Correct on the board then copy down.

File one : a Persons Profile

Level : Second Year .

Function : Talk about daily life activities.

I can see when they do the activities.

Required materials and/or resources: T

Lesson : Discover the language

We use the present simple tense to talk about present habit or

Meaning based task : Exercise two : match the sentences

a) - My friend always gets up at 7 and goes

b) - My friend is tall and slim with brown

2)- describing daily

Communicative based task:

The learners work in pair, the teacher supervises their

Pronunciation and spelling :

2on page 10 ( home work)

The learners correct the activity on the board.

Isolation and Analysis: the teacher invites the learners

The teacher invites the learners to return to page 10 ( a day

Learners are invited to listen to the teacher and repeat the

or /iz/. Write the verbs in the right column.

Activity one on page 10: Write sentences about Jane Smith:

Activity 5 on page 22. Match questions with answers:

Whats the colour of his hair ?

What colour are his eyes ?

How old is he?

Has he got glasses ?

Activity 7on page 23: correct the mistakes :

Activity 19 on page 24.

File one : A PERSONS PROFILE

level : second year .

lesson : listen and speak .

Function : talk about past actions .

Grammar :past simple tense( regular verbs) .

Vocabulary : related to actions /past events

Pronunciation : discriminate between final ed pronunciation.

I can see when they do the activities.

Required materials and/or resources: T

The teacher invites the learners to listen to the telephone