3 A.M lesson preparation sheet : FILE 01

Active Member

Teacher:		Level: 3 A.M.
File: 01	Sequence: 01		Lesson: 01
Function: Greetings & Introducing people		Leg. Form: Present Simple (to be)
N. Lexis: How do you do?, Great to see you		V. Aids: Pictures, C.B and gestures.
Objective: Greeting and introducing people.

Procedure

Pupils’ task

Stage one: Warm-up

T. greets the pps ( Good morning, afternoon, hello, how are you, etc … )

Stage two: Listen & Speak

Step 1 : T. asks the pupils to greet themselves.

Step 2 : T. shows a picture ( handshake ) and asks :

What are they doing ?

Step 3 : T. acts the role play.

John : Hello, How are you Jack ?

Jack : Fine, thanks. And you ?

John : Very well. Thank you. Jack ! This is Peter. Our new friend.

Jack : Nice to meet you, Peter.

Peter : Glad to meet you, Jack.

Stage Three: Practise

Step 1 : T. gives other expressions and asks the pps to use them correctly:

· O.K – Great – Bad – Not great.

· Can I introduce…?/ I’d like to introduce…,May I introduce…?

· Great to see you / Nice to see you.

· How do you do ? / Pleased to meet you.

Step 2 : T. guides and controls.

Stage four: Produce

Step 1 : T. writes a dialogue and asks the pps to complete it.

A : Good morning B . How ___________________________ ?

B : Very _________________ . And you ?

A : _______________________________________________

B : I’d like to ___________ our new friend C .

A : Nice _______________ you, C .

C : ___________________ you, B .

Step 2 : Correction then reading aloud.

Pps answer

Pps do and repeat

Pps try and guess

Pps listen and repeat

Pps practise in pairs several times.

Pps try to do the activity.

Pps read.

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Teacher:		Level: 3 A.M.
File: 01	Sequence: 01		Lesson: 02
Function: Describing physical appearance.		Leg. Form: What’s someone like ?
N. Lexis: Adjectives ( shy, clever, intelligent etc… )		V. Aids: Pictures, C.B and gestures.
Objective: Describing physical appearance.

Procedure

Pupils’ task

Stage one: Warm-up

Revision about Sally’s family.

Who’s Bill ? How is he ?
Who’s Liz ? Is she clever ?
Who’s Tina ? Is she tall ?

Stage two: Listen & Speak

Step 1 : T. writes a dialogue on C.B :

Sally : Hello, Jack. You look happy today.

Olga : Yes, indeed . I’ve a new friend.

Sally : Really ? What’s her name ?

Olga : Jill . Jill Smith.

Sally : What’s she like ?

Olga : She is very intelligent.

Step 2 : T. asks the pps to read in pairs.

Stage Three: Practise

Step 1 : T. gives cues and asks the pps to use them correctly.

· Shy – serious – polite – cheerful – crazy.

Stage four: Produce

Step 1 : T. writes a dialogue and asks the pps to complete it.

A : Hello, __________. You look happy.

B : Yes, indeed. I’ve a new friend.

A : Really ? What’s _________________ name ?

B : _____________________________________________ .

A : What’s __________________________ like ?

B : ________________ very ________________________ .

Step 2 : Correction then reading aloud.

Pps answer the questions.

Pps listen

Pps do & repeat

Pps play the roles

Pps do

Pps do.

Active Member

Teacher:		Level: 3 A.M.
File: 01	Sequence: 01		Lesson: 03
Function: Describing physical appearance.		Leg. Form: To be, to have in the present simple.
N. Lexis: and, but, because, etc…		V. Aids: Pictures, C.B and gestures.
Objective: Describing physical appearance.

Procedure

Pupils’ task

Stage one: Warm-up

T. asks the pps different questions :

· What’s your name ? How old are you ?

· Have you got a new friend ? What’s he / she like ?

Stage two: Listen & Speak

Step 1 : T. writes a dialogue on C.B .

Lydia : Hello, Susan. You look happy today. What’s up ?

Susan : I have a new teacher of English.

Lydia : What’s his name ?

Susan : M^r Green.

Lydia : Is he severe ?

Susan : No, he isn’t . He is easy going and very helpful.

Lydia : Do you have class, now ?

Susan: No. Because our teacher of Maths is absent today.

Lydia : You’re lucky. Goodbye Susan.

Step 2 : T. asks the pps to read the dialogue in pairs.

Stage Three: Practise

Step 1 : T. gives different cues then asks the pps to act the dialogue.

The cues :

· M^rs White / polite / cheerful.

· M^r Brown / strict / serious.

Stage four: Produce

Step 1 : T. writes a dialogue and asks the pps to complete it.

A : Hello.

B : Hi, __________________. How are you ?

A : _____________________. I’ve got a headache.

B : Sure. You look __________________________ .

A : Are you going to see the doctor ?

B : _______________________________________ .

Step 2 : Correction then reading aloud.

Pps answer the questions.

Pps follow and listen.

Pps do several times.

Pps practise in pairs.

Pps try and do.

Pps do.

Active Member

Teacher:		Level: 3 A.M.
File: 01	Sequence: 01		Lesson: 04
Function:		Leg. Form: and / but
N. Lexis: fortune, teller		V. Aids: Pictures, C.B and gestures.
Objective: Correct use of : and – but .

Procedure

Pupils’ task

Stage one: Warm-up

T. introduces “a fortune – teller” in a situation ( picture ).

Fortune – teller : You are kind and intelligent but you are sometimes anxious ( worried ). You like travelling and you are interested in sports.

Stage two: Reading

Step 1 : T. writes act 1 p 18 on C.B, then asks the pps to read text

№ 1 p 19. “Daniel Radcliffe”

Step 2 : Correction of the activity.

Stage Three: Post Reading

Step 1 : T. writes an act on C.B, then asks the pps to fill in the gaps.

Fill in the gaps with : ( and – but – like – dislike ).

Tom is messy _____________he works hard.
Jane is intelligent _____________ kind.
Peter and John are helpful _____________ nervous.
I _____________swimming but I ____________ playing volley-ball.

Step 2 : Correction on C.B.

Stage four: Produce:

Teacher asks the pps to give free examples using :

( and – but – like – dislike ).

Pps listen

Pps do

Pps do

Pps do

Pps try and do.

Pps do.

Active Member

Teacher:		Level: 3 A.M.
File: 01	Sequence: 01		Lesson: 05
Function: Describing people .		Leg. Form: Present Simple
N. Lexis:		V. Aids: Pictures, C.B and gestures.
Objective: Describing someone.

Procedure

Pupils’ task

Stage one: Warm-up

T. creates a short story about Djeha.

T. asks questions :

Who is he ?
What’s he like ?
What has he got ?

Stage two: Reading

Step 1 : T. asks the pupils to open their books on p :20.

T. reads text 1 and text 3

Step 2 : T. asks the pupils to read the two texts silently and do act 4 p 20.

Step 3 : Correction of act 4 p 20.

Stage Three: Post Reading ( Write )

Step 1 : Choose one of these famous persons then describe

· Charlie Chaplin – M^r Beans – The cartoon “Fulla” .

Step 2 : T. asks the pupils to read their paragraphs.

Stage four: Homework

Describe yourself in a short paragraph.

Pps listen

- Djeha
- A funny person
- A small spoken donkey.

Pps listen

Pps do
Pps do

Pps do.

Active Member

Teacher:		Level: 3 A.M.
File: 01	Sequence: 02		Lesson: 01
Function: Making and answering requests.		Leg. Form: Can…? / Could…?
N. Lexis: can / could		V. Aids: Pictures, ( showing scenes )
Objective: To enable the pupils to express requests using can and could.

Procedure

Pupils’ task

Stage one: Warm-up

T. asks the pps the following questions.

· Who has a telephone at home ?

· What’s your telephone number ?

Stage two: Listen & Speak

Step 1 : T. introduces the following dialogue through a suitable situation.

A : Excuse me, can you give me your phone number, please ?

B : Yes, of course. It’s 79425817.

- The dialogue is played as follows :

( teacher teacher ) ( teacher pupil )

( pupil teacher ) ( pupil pupil )

Step 2 : T. presents the second dialogue .

A : Could you lend me your book, please ?

B : Here you are.

A : Thank you .

( teacher teacher ) ( teacher pupil )

( pupil teacher ) ( pupil pupil )

Stage Three: Practise

Step 1 : T. gives different situations and asks the pps to express suitable requests using can – could .

You need a pen from your friend.
Ask someone to open the door.
Ask for stamps at the post-office.

N.B : Could is more polite.

Stage four: Produce

Step 1 : T. writes a dialogue and asks the pps to complete it.

Pupil 1 : I have not understood .

_________ you ________ it from me, ______________ ?

Pupil 2 : It’s a bit hard. Let us ask our teacher .

Pupil 1 : Teacher, ___________ you clarify this point __________ ?

Pupil 2 : With pleasure.

Step 2 : Correction then reading aloud.

Pps give several answers.

Pps listen.

Pps practise in pairs.

Pps take part

Pps practise in pairs.

Correct the copy it down.

Pps do.

Active Member

Teacher:		Level: 3 A.M.
File: 01	Sequence: 02		Lesson: 02
Function: Making apologies.		Leg. Form:
N. Lexis: appointment, afraid, lend.		V. Aids: invitation card / gestures.
Objective: to enable the pps to express apologies and give the appropriate explanations.

Procedure

Pupils’ task

Stage one: Warm-up

T. presents different situations and asks the pupils to build up appropriate requests.

1. The board is unclean.

2. You are thirsty.

3. You want to read your father’s newspaper.

Stage two: Listen & Speak

Step 1 : T. introduces a dialogue through a suitable situation.

A : I have a party at home this afternoon. Could you come, please?

B : I’m afraid I can’t come . I have an appointment at the dentist’s.

A : That’s a pity.

Step 2 : T. introduces the following expressions of apologizing then asks the pupils to substitute the underlined expression by the ones given.

Sorry
I’m sorry.

Stage Three: Practise

Step 1 : T. gives different situations and asks the pps to express apologies with clarification .

Being late ---- not get up early

No, book ------ lend it to a friend

Play with us -- be ill

Stage four: Produce

Step 1 : T. sets the following activity on the C.B .

Imagine the appropriate explanation and the appropriate apologies.

_________________. I didn’t get up early.
I’m sorry, I didn’t phone . _______________________________
I’m afraid I can’t come on Tuesday. _______________________
_________________. I have got a sore throat .

Step 2 : Correction then reading aloud.

Pps build up requests using can / could and repeat.

Pps listen, then practise it in pairs.

Pps do.

Pps build up apologies with clarification.

Pps imagine and write.

Active Member

Teacher:		Level: 3 A.M.
File: 01	Sequence: 02		Lesson: 03 Read & Write
Function: Expressing sympathy .		Leg. Form:
N. Lexis: invitation, message, sympathy, notice.		V. Aids: Realia , C.B and gestures.
Objective: - Reading and making distinction between different kinds of messages. - Writing messages.

Procedure

Pupils’ task

Stage one: Warm-up

T. Shows the different kinds of messages ( real ones ).

Invitation – notice – letter

Stage two: Presentation

Step 1 : T. sets the following task on the C.B

The Task : Put a cross ( X ) in the right box.

the exercise on the book

Step 2 : T. reads the opposite messages 1, 2, 3, 4 on page : 27

Step 3 : correction of the task.

Step 4 :Reading comprehension

T. asks questions .

Can you go into the shop at 11 : 30 ? Why ? ( Text 1 )
Why did George’s friend send this letter ? ( Text 2 )
What happened to Allan’s friend ? ( Text 3 )
Who is invited to the celebration ? ( Text 4 )

Stage Three: Write

Step 1 : T. reads message ( 5 ) on page : 27 and asks the pupils to do

task 1 and 2 in practise part on page : 26

Step 2 : The correction of the task.

Step 3 :Write it out

T. explains task 1 in “Write it out” part on page : 26.

Step 4 : The correction and the written phase.

Home work

Write it out : activity 02 page : 26

Pps look.

Pps follow.

Pps read and answer.

Pps follow then do the tasks.

Pps choose one of the birth announcements on page : 27 and expand it into a congratulating letter.

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Teacher:		Level: 3 A.M.
File: 01	Sequence: 03		Lesson: 01
Function: Describing likes and dislikes.		Leg. Form: Past continuous + to be in the past.
N. Lexis: like, hate, prefer, etc…		V. Aids: Pictures, C.B and gestures.
Objective: Pupils should be able to interrupt past continuous events.

Procedure

Pupils’ task

Stage one: Warm-up

Revision of “to be” in the past and the past simple tense.

Stage two: Listen & Speak:

Step 1 : T. says : I like watching “Tom and Jerry”.

Step 2 : T. writes it on C.B and asks the pupils to repeat it.

Step 3 : T. presents other structures. ( I like – I prefer ).

Step 4 : T. presents dislike by saying :

Boys like playing football and dislike watching Egyptian films.

Step 5 : T. asks the pupils to repeat .

Step 6 : T. presents other structures :

I hate staying at home. I don’t really like doing my homework.

Step 7 : T. asks : Do you like eating chocolate ?

T. answers : Yes, I like it. Yes, I like it or

No, I don’t like at all. No, I hate it. No, I dislike it.

Stage Three: Practise

Step 1 : T. gives a cues

Do you like listening to music ? Playing football – eating sweets – going on trips .

Stage four: Produce:

Step 1 : T. asks the pupils to do this activity.

ACT : Write the verbs correctly.

A : Where ( be ) ________ you, yesterday ?

B : I ( be ) _____________ in Oran.

A : What ( be ) ____ you ( do ) ___________, there ?

B : I ( be ) ____________ ( play ) ___________ a big football match .

A : ( be ) __________ the weather fine ?

B : Yes, it ( be ) _______________ .

Step 2 : T. asks the pupils to copy down the dialogue in their copybooks.

Pps listen and do.

Pps listen.
Pps listen and repeat.
Pps listen and do.

Pps listen and repeat.

Pps do.

Pps listen.

Pps practise.

Pps listen and do.

Pps do.

Active Member

Teacher		Level: 3 A.M.
File: 01	Sequence: 03		Lesson: 02
Function: Describing likes and dislikes.		Leg. Form: Present continuous / like and dislike.
N. Lexis: fond of , keen on, would you like to …		V. Aids: Pictures, C.B and gestures.
Objective: To enable the pupils to express their like and dislike

Procedure

Pupils’ task

Stage one: Warm-up

T. asks ( yes / no questions ).

Do you like cartoons.
Do you like watching sports programmes.

Stage two: Listen & Speak:

Step 1 : T. introduces.

A : Are you fond of watching cartoons ?

B : I’m not fond of watching cartoons, but I’m keen on watching comedies.

Step 2 :

A : What would you like to watch ?

B : I’d like watching war film .

Stage Three: Practise

Step 1 : T. writes this dialogue on C.B with gaps and asks the pupils to complete it orally.

· _______________ watching films ?

· No, I’m not.

· What _____________ to watch, then ?

· I ___________ watching operas .

Step 2 : T. guides and controls.

Stage four: Produce:

Step 1 : T. writes this activity and asks the pupils to write it correctly.

1. keen – Are _ on – going – parties – birthdays – to – you - ?

2. would – have - ? – What – like – fond – you – to – lunch – for

3. have - . – meat – spaghetti – I’d – to – like – with

4. travel – is - . – John – of – fond

Step 2 : Correction then reading aloud.

Pps answer
Yes, I do …
No, I don’t …

Pps listen and repeat in pairs.

Pps complete orally and repeat in pairs.

Pps write correct sentences.

Pps do.

Active Member

Teacher:		Level: 3 A.M.
File: 01	Sequence: 03		Lesson: 03 Read & write
Function: Greetings & Introducing people		Leg. Form: Present continuous.
N. Lexis: channel, programme, etc …		V. Aids: newspaper, magazine, C.B and gestures
Objective: Reading and talking about T.V programme.

Procedure

Pupils’ task

Stage one: Warm-up

A short revision about the present continuous ( simple questions about T.V programme.

Stage two: Listen & Speak

Step 1 : The teacher shows the pupils a page taken from a newspaper or a magazine containing T.V programme and the teacher inserts or presents the new words through it .

Step 2 : The teacher presents or shows any T.V programme and asks some questions.

e.g. What’s on T.V tonight ?

Stage Three: Practise ( Read book open p : 35 )

Step 1 : The teacher write some questions on the C.B about different channels and their programmes.

e.g.

· What’s on channel 5 at 11:10 ?

· What’s on ITV₁ at 8: 15 ?

· Which channel is “ a war film” on ?

Stage four: Produce ( pair work )

Step 1 : The gives a model . ( Selma / Jenny ) page : 34

Step 2 : The teacher chooses some notes to be written on the board.

Pps listen answer.

Pps listen and repeat.

There’s a film at
9:00 p.m.

Pps read and answer.

Pps follow the model.

Pps write their work on the board.

Head of the Forum

So generous you are Mr.Mohamed
each time I read your participation,I enjoy the nice organization and the wonderful presentation

Active Member

I promised Mr. solinet and you to fill the section with relevant documents to middle school , and I'm fulfilling my promise

Head of the Forum

You are so great Mr. Mohamed

Active Member

Thank you madam