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 File Term Month Week Hour Sequence Function Language Form Language Exponents Activities Sounds culture Strategies
S Listen and speak: Answer the questions
1 E Asking and showing pr . Simple S +V + Obj. Ask and answer "i" buy , Theatrical
Q the way Find the questions crying , describe
genres
U Asking about Pr . Perfect Pr + Have/ Has+past Underline the "a" obey , fail
E distance participle "whqqs" ,same , explain Identify places on a
N future Pr + will + verb + obj Identify city
2 Asking about period Word refering to
1 C of time Match the pairs Compare Ask for the way
Show the way
E Discover the language: Write qqs using the Stress and
O Inquiring wh qqs where/how long/ how past intonation Discriminate between
Comedy and
N Make a Reminder "use of wh qqs" /who Complete the qqs
the sounds"ai" and
E farce "ei"
3 questionnaire
TERM

2 Ask about distance

" T H E A T R E

Discriminate between
S Listen and speak : would / like would you like Word refering "a" place ,
*Tragedy distance and time
1 e Making plans S past +ireg and reg verbs "to+v+obj+? Pair work
Jane , they, paint Use "whqqs"
Suggesting plans Do + pr + like +v+ing pr +v+ed+ireg v+obj Answer the questions
q Expressing likes and what +do + pr pr + like/ not Free practice about "oy oi" boy
Describe a biography
u Light comedy Act a play
dislikes . +enjoy/prefer+doing+? like+doing likes and dislikes
,destroy , exploit Work in groups and
e Discover the language: Make the rules of the Drama
Y

substitute roles in a play

3 2 n Expressing likes and forms Identify
Match questions with
dislikes would + like/ enjoy /want Do +pr Write sentences from
c gerund +like/want/enjoy+v+ing+ questionnaire
Compare
Kabuki
answers
Elaborating a Identify the capital of
t questionnaire Reminder "gerund" Compare Stress and
Britain
w Interviewing Pr + Make an interview
intonation Describe weather
3 o ver(presen)+present partt Some records
Discriminate btween
THIRD

time markers " pre,

past, future "
S Listen and speak : Identify a part of Stress NO
1 Make the grammar
e Reporting past events present perfect pr + Have/Has+pp+obj play
First syllable form of sentences
Inquiring about past future pr + will +v +obj Listen then answer
Make sentences from
q events Pair work Second syllable
questionnaire
u
A

Acting plays Simple past pr + ved/ireg v+ obj Ask and answer

Third syllable Interview
e Inquiring about whqqs+to be+ obj+? questions about
Discriminate between
2 person's mood Present simple pr +have+never+pp+obj famous people Identify
n
FIVE

present , pr perfec, past

Express achievements Explain feelings
c Compare Discriminate between
Narrating pr .perfect + sequencers Read the text,then do
4 e likes and dislikes
"

the activities Stress and intonation

Rcognize famous
t Discover the language: pr continuous pr + to be+v+ing Read then answer the
actors
h Reporting events "can " ability pr + can +v+obj questions
Ask and answers qqs
3 Describing daily
pr perfect pr +has/have+pp Complete the chart
Order a conversation
r imediat future pr +to be+ving+time with the "pp"
activities Learn the list of
e simple past with "ago " pr +v+period of Order the sentences
irregular verbs
e Reminder " use of the T+ago Write the right form
Learn more about
present perfect" of the verbs
theatrical genres
list of some irregular verbs Rewrite into the pr
Make and act a play
simple
F I L E

C 1. questioning 5. ask qqs on the underlined 9. write the correct form of 13. spot the mistakes and
h
1 e
2. use the right wh"qqs" words
3. matching questions with 6. ask qqs about biography
the verbs
10. unscramble the
correct them
14. write into the correct
c answers 7. write a biography sentences tense "mixed tenses"
k 4. spelling 8. punctuation and 11. write into the pr perf
M

2 capitalisation 12. writeqqs into the pp Cre par Mr samir

P bounab
r Bouchrahil ,Mda.
o Write and stage a play
j
e
c
t
 Asking and showing the way S.present + preposition whqq+ to be + oject+?Pr+to be+prep
Asking polite request could/pr perfect could + pr+verb+object?pr+Have+p part+object
Planning immediate actions Going to "form" S + to be + going to+verb+object.
Inquiring about distances and time S present tense /future How {far- long} + [to be verb] + object +?
Describing biography s past tense Whqqs + verb + object +?
Inquiring about one's daily life whqqs + s present tense whqqs + [do/does]+verb +object +?
Describing a theatre play S present tense whqqs + [do/does]+verb +object +?
Inquiring about origins and journeys S present and past tenses S + verb (ed) + object / whqqs
Describing physical appearance S present tense Whqq + to be + pr + like +?
Questioning whqqs + s present whqqs +(to be/do/does)+verb+object+?

:{open air-theatre- art school- social comedy positive critic- believe-probably-queuing- entrance- how far?-more than if hurry-welcome-
review play- how long ?- location fail- internet 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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evalu timing S T E P S O F T H E L ES S O N competence function P ps competences

Step one : The teacher introduces the situation through the pictures of (theatre , Andrew and Myra ) and explains the new words such
as [open-air theatre- art school way map social comedy critic believe corner miss- probably queuing entrance how Interact identify places of leisure
5 far ? - hurry welcome ] Asking such as theatre
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 greet
5 -1-p96 :
The drill : Ask for and show the way
Andrew: Excuse me, where's the open air theatre? For Use prepositions t indicate
Myra: It's next to the art school. Do you know where it is?
the way
Andrew: No, I don't .Could you show me the way on the map?
Myra: Sure. Are you new here? Showing Ask polite request
5
Andrew: Yes, I'm going to see the social comedy that is on .The newspaper made a positive critic about it . Plan future activities
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
5 The using "going to form"
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? Ask about distance
Myra: Not more than 1km, I think .How is you getting there? Inquire about time
Andrew: I'm walking. Way
Identify mass media
Myra: If you hurry, it won't take you more than fifteen minutes.
Andrew: Thank you very much. (newspaper)
5 Myra: You're welcome. recognize ordinal
Step three: The pupils listen to the teacher then do the activity. Interpret Asking
numbers
Activity "1"p96: Listen then answer the questions :
Polite
i. What is Andrew looking for? He's looking for the open-air theatre. compare
ii. Did the newspaper make a bad review of the play? No, it didn't. It made a positive one. Request grant
iii. How long does it take to get to the theatre? It takes fifteen minutes. Listen then try to decode
5 Step four: The pupils do the activity on their rough copy books, correct on the board, read then copy down.
the message
Step five: The teacher asks the learners to perform the activity first, and then go to page 110 and practise the drill. Planning
Future Identify the different
plans tenses and discriminate

sounds between them(present-past-

Step six : The teacher invites the learners to open their books on page 96 and look at the "activity
5 pronunciation and spelling", listen to the teacher then repeat after him . future)
Buy Obey
Listen and repeat: {buy-obey-Thursday-crying-location-sometimes-describe} discriminate between
File Fail Inquiring
Identify : [ buy file ] (obey fail)(crying-painting)(surprise-location)
Compare: (file-fail) (surprise-painting)(obey buy) Like Lake Produce About distance and time
5 Practise Stress ans Intonation: Distance Use questions to inquire
Seaside Same And about distance and time
You liked my play , OK?
It's the same you played on Thursday Sometimes Thursday time
Step seven : The pupils perform then write down the written work on their class copy books . Crying Painting
Describe Explain
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evalu timing S T E P S O F T H E L ES S O N competence function P ps competences

identify places
Inquiring such as
theatre,stadium,hospit
Step one : The teacher asks the pupils to open their books on page 97 and look at "Activity 1p97", he explains the instructions then Interact al
5 invites them to perform the activity orally . About
The drill : Ask for and show
You: How far is the { theatre - stadium swimming pool - hospital- kindergarten? the way
5
Your partner: It's [ 500m - 3km - 2km - 500m - 200m ] from here. Distance Use "whqq" (how
You: How long does it take to get there? far) to ask about
Your partner: It will take about { 15 ' - 1 h 40' - 20' - 5' }. distance
And
Step two : The teacher asks the pupils to look at the table on page 97 , perform the drill and substitute the key words : Use "whqq"[How
5 Stadium 3 kilometers 1 hour long ] to ask about
Swimming pool 2 kilometers 40 minutes time period of time
Hospital 500 meters 20 minutes
5 Kindergarten 200 meters 5 minutes discriminate
between time and
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 distance
Asking
own town .You are near the Mosque
Inquire about one's
You: How far is the { post office - stadium Aissa Dhieb Middle School - hospital- town hall?
and free time)
Your partner: It's [ 300m - 500m - 600m - 200m - 200m ] from here.
5 You: How long does it take to get there?
Interpret Recognize places
Your partner: It will take about { 5 ' - 1 0' 15' - 5' - 5' }. showing such as "seaside.
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. Identify the
Activity 3 p 97 : Find the questions to complete this interview . activities done on the
the way sea side
A : How often do you go on holidays a year ?
B : Well, I go on holidays once a year. ask about
5 A : Where do you usually go ? frequency
B : I usually go to the seaside .
A : How long do you stay there ? How much time do you spend there? recognize the
B : I spend about two weeks . adverbs of frequency
A : Do you go alone or with your friends?
5 B : Sometimes with friends and sometimes alone. Inquiring
A : What do you do in your holidays? How do you spend your holidays?
B : Sunbathe , eat and rest!
about
Produce
Step six : The pupils correct on the board, read and perform the drill then copy down on their class copy books .
5 Page 4 one's life

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evalu timing S T E P S O F T H E L ES S O N competence function P ps competences

recognize
comedians(funny ones)
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 . Interact Describing Improvise and list
Activity "4"p97: Use the information about Oliver Hardy and find the questions. Biography some Algerian
5 comedians
A : What was Oliver Hardy? Name: Oliver Norvell Hardy
B : He was a comedian . Date of birth: 18th January, 1892 Identify the famous
5 Place of birth: Harlem,Georgia,USA comedians such as
A : When was he born? Laurel and Hardy
Brothers: 2
B : He was born on th e18th January,1892. Sisters: 2
A : Where was he born ? recognize their
B : He was born in Harlem,Georgia? Father's occupation: Lawyer Describing nationalities and origin
A : Where is it ? Career: Biography
5 B : It's in the USA. - December 1918 to locate their country
A : How many sisters and brothers did he have ? Hollywood and language
5 B : He had 2 sisters and 2 brothers . - 1926 first Laurel and
A : What was his father's job ? Hardy film Identify members of
- 1926-1955 more than 100 family
B : He was a lawyer.
films comedies with Laurel recognize and
A : What was Oliver's hardy career? discriminate between
B : In December 1918, he went to Hollywood, He made his first comedy film with Marriage: Lucille 1940 jobs
Laurel , in 1926.Form 1926 to 1955 they made more than 100 comedy films.
A : Did he get married ? Died: Hollywood, 1957 recognize the simple
5 B : Yes , he married Lucille in 1940. Interpret past tense
A : When did he die ? Inquiring
B : He died in 1957, in Hollywood ,USA. describe a biography
Step two : The pupils work on their rough copy books , correct on the board, then read and write down on their class copy books . inquire and use as
much as possible of
Step three: The teacher invites the learners to perform the dialogue pair by pair. About whqqs and
Step four : The teacher introduces the situation of Activity 5p97, he explains the new words. discriminate between
5 Step five : The teacher explains the instructions of Activity 5p97 then asks the learners to work on their rough copy books . A them
Activity 5p97: Ask questions to the producer about :[First the journalist introduces himself and the newspaper he works for] Identify
1) The plot : Journalist : Whats the plot about ? Producer: Its about the Algerian Revolution Play placestheatre
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
5 play. Describing
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 A play
around and check, helps, corrects whenever it s possible. Produce
5 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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evalu timing S T E P S O F T H E L ES S O N competence function P ps competences

identify
Inquiring
Step one : The teacher asks the pupils to open their books on page 98m he explains the instructions and the new words, introduces members of
About
the members of the play Interact ones family
5 {king queen servant-Sir- daughter- son ring river- gold- sapphire- Lady relatives-sword frightened} problems
describe royal
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. family
5
describing
1- Why is Camilla crying?
Because she cant find her ring. places
2- Who is John? Introducing
John is Sir Edwards son. Members inquire about
5 3- Who is Julia? Of ones problem
Julia is Sir Edwards daughter. Royal
4- Where are Sir Edwards children? Family describe
5
Theyre away. weather
5- What does the king want to give Sir Edward?
He wants to give him presents. identify
King: John / His daughter, Camilla :Sana/Queen: Olga/ A servant
6- Are the kings children happy to give Sir : Indira His son , Philip : Pedro/ Kings friend , Sir Edward: Steve must and its
Edwards children presents? Elaborating
No, they arent. use
5 7- Does Philip want to give his sword? Camilla and Philip are in the palace garden, near the river. Objects
Camilla : ( crying)
recognize
No, he does not, but he gave it , because his
father asked him. Philip: Whats the matter? Why are you crying? Interpret can and its use
8- What about Camilla? Camilla : I cant find my ring !I think its in the river!
Philip : Which ring? identify
She says no, then she accepted, but she
couldnt give it . Camilla : The gold ring with a beautiful sapphire. Giving materialsgold-
Philip : Stop crying and lets look for it ! Orders
5 sapphire)
Step three: The pupils read, correct on the board,
then perform pair by pair question answer Queen: What are you doing , children? Dont stay out side .Its cold and make
Activity 2p98: Act the play dark Expressing
Philip : Were looking for /Camilla : Sssh! You mustnt tell mother. Inability invitations
Step four: The teacher scatter the class into groups Inviting greet and
5 of six, then asks each member of the group t learn Servant: Sir Edward is here, sir/King: Sir Edward! My good
Produce welcome
his role then invites them to the board and act the friend! Im happy you could come. /Queen: Welcome Sir
play Edward. Where are Lady Mildred and your children?/Sir act and
Edward: They are away Visiting relatives./Queen: How old
Step five: The teacher explains the instructions of express feeling
5 are your children?/Sir Edward: John, my son is15and Julia,
Activity 3p98 then asks them to think of a happy my daughter, is 11./King: Philip, Camilla you must give Sir according to the
end. Edward presents for his children./Queen: Thats good
Camilla finds her ring and offers it to Julia. role acted
idea!/King:Philip,you can give John your sword./Philip(not
pleased)..Oh, yes father!/Queen: And Camilla, you can give *
Julia your ring./ Camilla: (frightened) My ring?Oh,no ! Oh,
yes mother!
[ Camilla leaves the room crying]
Step six :The pupils act the play ,then copy down on their class copy books
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evalu timing S T E P S O F T H E L ES S O N competence function P ps competences

recognize drama
Giving
class
information
Interact identify jobs
Step one : The teacher asks the learners to open their books on page 99 and look at the dialogue, he explains the instructions,
5 then invites the pupils to work on their rough copy books . Introducing greet
Step two : The teacher explains the new words such as : [ drama class God- spend on board actually ] describe temper
5 Step three:
Activity p99: Read this dialogue the do the activities. ask about
origins
Sally: Hello, Akiko .I think were in the same drama class. Akiko: About 12 hours. Asking
Akiko: Yes, we are .Whos our drama teacher Sally: My God! Thats a long way! Isnt it? about recognize
5 Sally: Mrs. Brown .Shes very nice .By the way, where are you from? Akiko: Yes, it is .But Im used to it, you know. origin
means of transport
Akiko: Im from Japan . Sally: How did you spend all that time on
5 board? identify and
Sally: I mean where in Japan? Are you from Tokyo? Akiko: Actually, there is a lot to do: reading, Inquiring locate places
Akiko: I m from Hiroshima . Listening to music, palying games, watching About
films
ask about
Journey
Sallyfour
Step : So,: you
Thetraveled
teacher by plane
asks thenlearners
of coursethe
.How long
pupils to does
read itthe
take? Eating
text silently and try toand sleeping
answer of course. questions :
to following Interpret period of time
Underline the Wh questions words. Who where how long how. discriminate
5 Can you say what they refer to? who + subject / where place / How long period of time / How manner Describing
daily between time and
Do you know other wh question words? Yes {when what time what what/(do-did)/why-how often-which-how old- routines
}. period of time
What do they ask about? They ask about [date-time object verb reason frequency choice-mean of transport-age ] describe daily
Step five : The pupils work on their rough copy books , correct on the board, then read and perform as drill (pair work) Describing
Step six : The pupils are asked to read and perform the text . Physical routines
5 appearance identify the

wh questions
Asking words
Step one: The teacher explains the instructions of Activity 1p99 then asks the learners to work on their rough copy books.
about ones
Activity 1p99: Match the questions with their answers : plans 4 recognize the
5 Whats your name? * Akiko
use of each wh
Where are you from? * Japan.
How old are you? * I m 15. qqs
Whats your phone number? * 555946 Produce 4 discriminate
5 What is she like? * Shes pretty and funny.
What is she doing? * Rehearsing her part. between the use of
How often do you go to the theatre? * About twice a month. the whqqs.
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 .

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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
Interact and their works
Step one : The teacher asks the learners to open their books on page 99 and look at activity 2p99 ,he explains the
5 Identify Kateb
instructions then invites the learners to work on their rough copy books .
5
Step two: Activity 2p99: Write questions. Use the past simple. Yacine and some
Who / be / Kateb Yacine? Who was Kateb Yacine? Describing
biography of his works
Where/born /be/he? Where was he born?
What / he / write? What did he write? recognize a
How /books/many / publish? How many books did he publish? biography
5 How /ago / he / long /die? How long ago did he die?
use the
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 . appropriate
5
Step four: The teacher explains the instructions of activity 3p99, then asks the learners to work in rough . whquestion
Activity 3p99: Find the questions.
words to ask about
A: When do you get up?
B: Quite early .Between 6 and 6.30 a.m. Interpret a biography
A: What are you? What do you do? Whats your job (occupation)?
B: Im a student. Describing recognize the
5 A: In which school do you study? daily form a question
B: In a school out side London. routines
A: Where do you have breakfast? discriminate
B: Usually at the school cafeteria. between questions
A: How do you get there?
B: By bus .Sometimes a friend gives ma a lift. with to be and
A: How far is the school from your house? questions with
5
B: Oh, about 8kms from my house.
A: How long does it take in the rush hours? did
B : About 35 minutes in the rush hours recognize the
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. activities of daily
5 Activity 4p99: Read the answers and complete the questions. life
Inquiring
What do you eat? An ice cream.
Who is your friend? John is. Identify the
About
Why does she go by bus? Because she hasnt got a car. Produce
use of each wh
5 How does she get there? By bus. Daily
Where does Akikolive? In Hiroshima. question
How many languages does he know? Two. English and Spanish.
How often do you learn drama a week? About twice a week. Life
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. Activities
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
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 use the
Inquiring
and domains and try to interview the actor chosen .
Name appropriate
1st- Whats your name? About
Nationality Interact
2nd- Where are you from? Whats your nationality? Age whquestion
3rd- What your age? How old are you? Occupation Daily words to ask about
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 a biography
6th- Where do you work? Place of work Life
7th- Whos your favourite author/partner? Favourite partner/author/sport/film/dish/drink
Hobbies recognize the
8th- Whats your favourite sport/film/drink?
Holidays Activities
9th- What are your hobbies? activities of daily
Languages
10th- Where do you go in holidays? life
Future plans
11th- What languages do you speak?
12th- How about your future plans? Identify the
Step eleven: The learners work by pair on their rough copy books. use of each wh
Step twelve: The teacher asks the pupils to perform their work pair by pair, he chooses one of the pupils examples then writes it
Inquiring question
on the board. Interpret
Step thirteen: The pupils read the written example, then copy it on their copy book.
About

Daily recognize the

Step one : The teacher invites the learners to look at the reminder on page 100, asks the learners to read form a question
one by one , explains and asks the pupils to give their own examples . Life
Identify the use
of each wh
wh questions are used to ask about: Activities question
A person -who? - Sami
A thing (object) what? -A pizza
Time / When? In the morning last year-next week /what time? At
7.30. Inquiring
Place Where? Hiroshima. recognize the
Possession Whose?(genitive)Sallys/hers About
Reason Why? Because
activities of daily
Means /manner -How? -By plane/quietly Daily life
Produce
Age How old ?15/15 years old
Duration How long? 12 hours
Measurement How long? 20cm Life
Price /weight *How much? * 200Euro /3 kilos
Quantity How much uncountable - a little / a lot
Number How many countable 3/5 Activities
Frequency How often? Twice a week
Distance How far ? 2 miles

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 Suggesting simple present+simple past+would what +do+pr +suggest+?/Last+past+would
Planning which+present+can .. which +pbejct/can't+pr/tonight /tomrrow
Inviting Would like / prefer would +pr+like+verb/pr+prefer+verb
Exressing preference would like/prefer Would +pr+like+verb/S+prefer+verb+ing+object
Expressing likes and dislikes gerund Do+pr+like+doing?/S+like/dislike+doing
Narrating simple past/s.present S+verb(ed-irregu)+obj/S+V+Obj

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

: The manual's photos picture of London theatre

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

Make suggestions
Express likes /dislikes qnd preferences
Narrate
 Suggesting Recognise
Step one. The presents the situation through pictures and concrete examples , hem ay ask about places such as capitals "London" , places of leisure
about places of leisure like "theatre" , about music such as "jazz" about daily life activities like "movies , TV" such as "theatre"
Describing Identify and
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 famous
Activity 1p101: Listen then say what the following refer to{choose the right answer} locate capitals
places
like"London"
Musical "Hair" ( her hers Hair] Interact Use adjectives to
tickets theatre's tickets { cinema 's tickets theatre's tickets stadium tickets } describe such places
performance "Hair" musical [ "Hair" musical football match movie channel] Discriminate
Step three: The pupils listen then do the activity on their rough, correct on the board then read and copy down. Narrating
between time {past-
Step four: The teacher asks the pupils to open their books on page 110, then perform the drill pair by pair. present
future}situations
Expressing Discriminate
preferences between leisure
Step one : The teacher asks the pupils to open their books on page 102 and look at "Activity 1p102" , he explains the instructions activities[music-
films]
then invites the pupils to perform the activity [orally].
Identify a
Activity 1p102: Role play work with your partner then change roles. newspaper and its
You :Would you like to [go to the theatre / go to the restaurant/ give a party / travel by train ] Making
choice contains
Your partner : I prefer {watching a film on TV/ eating a pizza lounge / going to picnic/ travelling by plane } Ask about and
Step two : The pupils are asked to perform the drill and substitute the keywords. make choice
Step three : The teacher explains the instructions of activity "2"p102, gives the pupils some keywords to help them do the Expressing Describe
"activity" ability and weather
Activity "2"p102: Pair work .Ask your partner questions then change roles .Use the following keywords {eat wear play inability Identify
watch travel} "can"<ability>
Interpret
A : What do you like eating for breakfast ? B : I (prefer/like) bread and butter. Express likes
B : What don't you like eating for breakfast ? B : I don't (like / prefer) eating jam . and dislikes
Step four : The pupils perform the drill and substitute the key words . Describe daily
routines activities
Planning Ask about likes
future and dislikes
Step one : The learners are asked to open their books on page 101 and look at the "pronunciation and actions Practice stress
spelling " activity sounds and intonation
Listen and repeat :( place point Jane- exploit-explain Identify the
Place Boy sounds[a] and
Identify : [place obey- coin- join-choice explain-exploit {oi}and discriminate
Compare : (join-Jane) (coin-cake)(point-paint)(sail-soil) Plane Enjoy
between them
They Destroy
Expressing
Obey Coin likes and
Produce dislikes
Step two : The pupils perform the drills then copy down all the written work on the board Paint Point
Jane Join

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Explain exploit
 Expressing Express and
preferences show likes and
Step one :The teacher asks the learners to open their books on page 102and look at "Activity3p102" , he explains the instructions And likes dislikes
then invites the pupils to work on their rough copy books . Ask about one's
Activity 3p102:Say what you like and what you prefer doing . likes
You : Do you like( reading/doing exercises /eating beans/studying ? Describing List some daily
Your partner : I prefer {surfing on the net/listening to music /eating pizza /playing football}. Interact daily life life activities
Step two : The pupils work on their rough copybooks ,perform pair by pair. The teacher chooses one of the pupils examples and routines Express
writes it on the board. preferences
Step three: The teacher explains the instructions of "Activity4p1402" then invites the learners to work on their rough copybooks. Discriminate
Activity 4p102: Ask your partner about his likes and his dislikes. between likes and
Expressing dislikes
A: What do you enjoy doing? likes and
Enjoy Not like Discriminate
B : I enjoy [playing crosswords-listening to pop music-reading comics-feeding dislikes between likes and
cats playing football] Play/crosswords Wash/dishes prefernces
A : What don't you like doing ?
Listen /pop Clean /car Paragraph
B : I don't like {washing dishes cleaning car- tidying the room-doing writing
shopping watering plants } music Tidy /room Report what
Step four : The pupils perform the drill and substitute the keywords. one's likes and
Step five : The techer explains the instructions Of "Activity 5p102" then invites the Read /comics Do /shopping Narrating
dislikes
pupils to work on their rough copy books . Feed /cat Water/plants Recognize a
Step six : The teacher explains the instructions of "Activity 5p102" then invites the funny story
learners to work on their rough copy books . Play /football Narrate
Activity 5 p102 : Write a small paragraph about your partner . Identify funny
The paragraph : Interpret personalities such
My partner enjoys reading comics , playing football and listening to music as "Djeha"
, but he doesn't like doing shopping , tidying the room and washing dishes . Improvise some
stories about
Step seven : The teacher invites the learners to read their paragraphs , he choose one of the best and writes it on the board , asks "Djeha"
them to read it then copy down on their class copy books . Recognize
emebers of family
Introducing Identify animals
step one : The pupils are asked to open their books on page 102 and look at the text , the teacher explains the situationand the members of Show feelings
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 family (bad and good) ones
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 Samir's
preparation sheet
him to explain them .
Step three : The pupils are asked to read the text silently and do the activity .
Expressing
Activity p102: Read the text then answer the following questions .
Produce feelings
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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 Interact
Expressing
preferences Identify the
Step one : The teacher asks the pupils to give him the form of a simple sentence .The pupils may answer [S+V+Obj] And likes verbs used in
Step two : The teacher asks the learners to open their books on page 103 and look at "activity"{Discover the language } expressing likes and
Activity p103: Look at the questions below and make rules about the forms of the following verbs : preferences
"like" , "enjoy" , would like " and "want" Identify the form
Do you like watching TV? Interrogative question : Do + pr + like + verb+ "ing" + object ? of a sentence
Do you enjoy reading cartoons? Interrogative question : Do + pr+ enjoy + verb+"ing" +object +? Discriminate
between the form of
Would you like to play cards? Interrogative question: Would +pr+like+verb (infinitive) +object +?
Expressing a sentence
Do you want to see a play? Interrogative question : Do + pr+want+verb(infinitive) +object+? likes and Recognize the
dislikes type of a sentence
Step three : The pupils are asked to work on their rough copy books , correct on the board then read and write down. Be able to make
a deduction about
the way of the
Step one : The teacher explains the instructions of "Activity 1p103", then invites the pupils to work in pair sentence is
expressed
Activity 1p103: Look at the questionnaire and write sentences .
Cues Expressing Recognize and
Do you like Eva Ivan Sami Lynda Interpret likes and improvise some
( - ) hate dislikes daily life activities
Play/crosswords? + -- + - Compare
( - - ) dislike, not like
( + ) enjoy Get up /early? - + ++ -- between one's daily
Watch /cartoons? ++ - -- ++ activities
( + + ) love
Discriminate
Practice / sport ? -- ++ -- +
between verbs of
preferences and
Eva doesn't like getting up early. / Ivan loves practising sport.
dislikes
Sami enjoys playing crosswords. Lynda dislikes getting up early. Use different
Eva loves watching cartoons. /Ivan enjoys getting up early. ways to compare
Lynda loves watching cartoons. / Sami does not like pratising sport. between one's likes
Step two : The pupils work in pair , then do the second part of the "activity" and dislikes .
Now, compare their likes and dislikes. Expressing Use "but" to
Eva does not like getting up early .Ivan loves it. likes and compare
Sami does not like practising sport .Ivan loves it. dislikes
Sami does not like watching cartoons. Lynda loves it. Produce
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. Expressing
Eva does not like getting up early, but Ivan loves it. likes and
Sami doesn't like practising sport, but Ivan loves it. dislikes
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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 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 . Identify jobs and
The teacher's oral questions :
occupations
Who is Jane Smith? She is an actor.ak-tr also -tr
Is she an old woman? No, she is not. She is young. Describe leisure
What is she like? She is a tall woman with blue eyes and. activities
Step six : The teacher asks the learners to ask some oral questions about "Jane Smith" and perform as pair work . Interact Use the verbs of
Step seven : The teacher explains the instructions of 'Activity3p103' then ask the pupils to play a role and work on their rough copy Introducing
preferences to express
books . famous
people likes and dislikes
Activity 3p103: Make an interview with Jane Smith.
You: Miss Smith do you enjoy acting? Describe cars
Miss Jane : Oh, yes .I love acting Recognize films and
You : Do you like singing?
Describing discriminate between
Miss Jane : Yes, I like it. physical them
You : Do you want t act in horror films? appearance
Miss Jane I do not really want to act in horror films. Identify verbs and
You : What about comedy films? use them to express a
Miss Jane: I enjoy acting in comedy films, they are funny films. specific thing
You: Do you like driving fast cars? Inquiring
about Express gratitude
Miss Jane: I love them .They make me excited.
You : Do you enjoy going to parties? one's likes Identify languages
Miss Jane: Yes, I love them .I love meeting people and my fans. Discriminate between
You: Thank you Miss Smith. I love interviewing film stars! Describing native language and
Step eight : The teacher invites the pupils to act their work pair by pair , asks the other learners to listen and check for the Interpret foreign languages
mistakes and correct each others . Jobs
Recognize places for
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 ; leisure such as
He asks them first about "an ad" what is it ? Where do we find them ? What do they show ? "theatre"
The teacher has to accept any of the learners answers even in their mother tongue and help them to express themselves in Identify a play
English .
Interviewin Describe a computer
Activity 4p103: Write an "ad" : Use [ like want enjoy ] g people and its use
Describe "the WEB"
DO YOU LIKE THEATRE? DO YOU ENJOY MUSIC? DO YOU WANT TO SING?
Come and act play with us Come and play your best musical instrument Come and sing in karaoke Recognize the verb
"surf" on the net
Describing
leisure Paint advertisement ,
DO YOU THE WEB? activities and decorate them
DO YOU LIKE CLASSICAL DANCING? Come and surf in our cyber caf
Come and practice classical dance 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
the gerund
Sequence2 Book Recognize the verbs
Two of preferences
Step one: The teacher asks the learners to open their books on page 104 and read the "reminder".
Identify the
continuous form of a
Use of the gerund verb ( present participle)
We use the gerund to talk about : Inquiring
Discriminate between
Likes and dislikes example: I like reading/ I hate running. Interact about one's
Preferences: example: I enjoy playing basketball, but I prefer swimming. likes verbs expressing likes
we use the gerund after the verb "to like" and other verbs such as :{enjoy recommend-suggest-advise-dislike and dislikes
stop-detest avoid-prefer} Identify verbs
We form the gerund by adding "ing" to a verb. I like reading.
expressing daily
routines
Expressing
Ask about one's likes
Step two: The pupils read sentence by sentence and the teacher explains through example each part of the the reminder. Likes and
Step three: The teacher asks the pupils to take their rough copybooks and try to do the following exercises. dislikes and dislikes
Activity 10p113: Complete the sentences with the correct form of the verbs in brackets Discriminate between
What do you enjoy (do) doing in the evenings? one's likes and dislikes
What would you like (do) doing after school? Identify leisure
She wants (book) booking a video film. Inquiring activities and
I do not like scrabble, I prefer (read) reading. about likes
Ok! I will be (join) joining the group. and dislikes discriminate between a
Step four: The pupils work on their rough copybooks, correct on the board then read. film, a serial, a western,
Step five : The pupils are asked to the following "activity" on their rough copy books a comedy
Activity 8p113: What do John, Indira and Wang like and dislike doing? John Indira Wang Interpret
Serials (love) (hate) (prefer) Recognize the
Westerns (dislike) (enjoy) (detest) punctuation signs
I. John loves seeing serials, Indira hates them. Comedies (like) (enjoy) (hate)
II. Wang detests watching westerns, but Indira enjoys them. Documentaries (prefer) (dislike) (enjoy)
Describe the way the
III. John and Indira like seeing comedies , but Wang hates them Horror films (dislike) (hate) ( prefer) paragraph should be
IV. John prefers documentaries to weterns,but Wang enjoy watching them Make correct
V. Indira and John dislike seeing horror films ,but Wang prefers them Expressing
sentences {semantic and
Step six: The teacher explains the instructions of "activity 11p113" then asks the learners to work on their rough copybooks. preferences
Activity 11p113: Unscramble the sentences and you'll know why Peter is angry . syntax}
Decode a message
Ihateflyingyouwaitforhoursfortheplanetotak I hate flying. You wait for hours for the plane to take off and it is often late. I from symbols what
eoffanditisoftenlateiprefertrravellingbytrain prefer travelling by train, because it is cheaper, safer and more comfortable
becauseitischeapersaferandmorecomfortabl one's likes and dislikes
e
Step seven: The pupils correct on the board, the teacher should check and insist on the punctuation, the capitalization of the Produce
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.
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 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 S + Have+ past participle + object + Time
Simple past S + to be / verb(ed)+obj
S.past/ Pr perfect S+ verb(ed)/ Have+pparticiple+object.
P perfect "interrogative form) Have+pr+Ppaticiple(v)+obj+?
S present +whqq+P.perfect What's the matter?Pr+Have+PPart(v) +object.
S past S + to be / verb(ed)+obj
S present continuous "whqqs" +to be + verb+ing+?
S present / S past S+never+v+obj/Time+s+v(ed)/irregular v

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

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

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

Express achievement and experience
Ask about plans Page 16
 Describe places of
culture"theatre"
Step one :The pupils are asked to open their books on page105 and look at the picture .The teacher asks the pupils to describe Asking Discriminate between
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 about "theatre and cinema"
Step two : The pupil answers may be : {This picture represent a theatre's scene .The actors are performing a play .Four persons one's past Decode a message from
are on the stage . } activities a picture
Step three : The teacher presents the situation through gestures and pictures .He explains the new words "such as " (drama Interact Describe persons actions
ghost rehearsals) then asks the learners to listen to the drill then try to do the 'activity'. on stage
The drill : Identify verbs for each
Sally: Have you acted in a school drama? specific action" act"
Describe famous
Linda: Yes, I have.
cartoons' actors
Sally: When was it?
Expressing Discriminate between
Linda: It was at the end of last year.
achievement past ,present and future
Sally: How about this year? situation
Linda: We have decided to adapt Scoobidoo. Identify the form of the
Sally: Have you done the casting? past participle since it has
Linda: Yes, we have .I will be the ghost. been seen in the passive
Sally: Have you started the rehearsals? form
Linda: Yes, we have .The art teacher has drawn the costumes and the settings. Recognize and
Sally: That sounds exciting! discriminate between
Step four : The pupils listen then try to answer the following questions (books shut) . Planning different type of questions
Activity one p 105: Listen then says which part has Linda taken ;<<choose the right answer >> future [wh interro]
Linda has acted in the play as : a- Scoobidoo b- ghost c- Saml plans Describe clothes used in
Step five : The learners listen then answer on their rough copy books . The teacher reads twice the drill then invites the pupils to a play
Interpret Identify jobs
correct on the board.
Describe clothes used in
Step six: The teacher asks the pupils to read the correction pair by pair. a play
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. introducing
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 . Inquiring
about a
Sounds
play
Listen and repeat: cowboy, prepare,understand,beginning,confrontation; 1st syllable 2nd syllable 3rd syllable
Identify: nice-perhaps-afraid-beginning-entertainment-understand Daily Prepare Understand
Compare: cowboy , okay , sailing , surface ,confrontation, neighbour Cowboy Okay Advertising
Nicely Afraid Invitation Produce
Who's your favourite footballer? Sailing Perhaps Explanation
Guess who and you get a coin. Neighbour Beginning Entertainment
Does he practise another sport? Several Performance intonation
I'll tell you on Thursday.
Step ten: The learners read the written work on the board, and then copy down. page 17
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 Describe places of
culture"theatre"
Step one : The teacher makes a quick review about the last hour. . Asking List some
about cartoons"
Examples :
one's past Inquire about
i. Has Linda acted in a school drama last year? Yes, Linda has acted in a school drama . activities one's past activites
ii. Which play have they chosen? They have chosen Scoobidoo. Interact Identify the form
iii. Who has made the costumes for them? The art teacher has made the costumes. of a sentence
Step two : The teacher invites the learners to perform question answer, then the teacher explains the form of the present perfect in Recognize the form
brief. of the sentences
Linda has acted in a school drama. Subject + Have + verb(past participle) + object. Subject + Have Expressing (present past
achievement present continuous
+not+ (past participle) + object future-passive)
Has the teacher helped them? Have + subject + verb(past participle) +object+? Describe the past
participle of some
Asking irregular verbs
Step three : The pupils are asked to open their books on page 106 and look at 'Activity1p106', the teacher explains the instructions about Recognize thz
and the new words such as : { shower comb} one's past verb"to Have" and its
Activity 1p106: Ask your partner about things she /he has done /hasn't done today. activities forms into the
"present past
had a shower? Yes, I have future- present
Cleaned your teeth? Inquiring continuous"
You: Have you combed your hair? Your partner: about one's Use to present
achievemen perfect to inquire
had breakfast?
about one's activities
taken the bus ? No,I haven't . Interpret Describe the
contrative form of the
Step four : The learners work in pair on their rough copy books , correct on the board then read and perform . Introducing "verb" (to be) with the
famous third person of
Step five : The teacher explains the instructions of "Activity 2 p 106 " then asks the pupils to work , he should explain the new people singular
words first [ somersault feed forget lines kilt- snake] Discriminate
between the
Activity 2p106: Take turns .Ask your partner about those things. Inquiring contractive form of
about the present perfect
people's and the one of the
releases simple present
ridden a camel? Yes, I have
done a somersault?
You: Have you fed a tiger? Your partner Expressing
forgotten your lines? achievemen Identify and
worn a kilt ? No, I have not ts and
held a snake ?
discriminate
Produce experienc between the kinds of
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 pictures
board ,read and perform in pairs Inquiring
Recognize
about famous
Page 18 one's personalities
Step seven: The teacher explains the instructions of "activity 3p106", he introduces the actors or asks the learners to give their mood and Identify and
names if they can and list some of their films. feeling introduce famous
Activity "3"p106: Ask and answer about these people. 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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