4 A.M Lesson Sheet Preparation : File 01

Active Member

Teacher: ………………….	Level: 4A.M.
File: 01		Lesson: 01
Function: Giving instructions	Leg. Form: The imperative/ sequencers
N. Lexis: sequencers	V. Aids: photos
Objective: To enable PPS to use sequencers.

Procedure

Pupil's task

Stage one: Warm-up

T- Reads the text on p22 and asks the pps to list the sequencers

Stage two: Listen and consider

Step 1) T- asks pps to write the recipe on p21 in the right order using the appropriate sequencers .

Step 2) T- asks pps to correct the act on the BB.

Stage three: Write it out

T- asks pps to write a recipe of any food from their own using the imperative and time sequencers.

Step 2) T chooses a paragraph to be written.

PPS write the sequencers on the bb.

PPS do the task on their C.B

PPS –read the paragraph

PPS – do the task.

Active Member

Teacher: ………………….	Level: 4A.M.
File: 01		Lesson: 02
Function: expressing certainty/ uncertainty.	Leg. Form: going to / might
N. Lexis: new adjectives	V. Aids: photos
Objective: To enable PPS to read, understand and do the required tasks

Procedure

Pupil's task

Stage one: Warm-up

T- makes a revision about tag questions.

Eg: you are pupils,…………………

T – writes some sentences on the BB & asks pps to give the correct form of the verbs. A) Ahmed (to go) shopping every Friday. B) Last week , pupils (to buy) new clothes. C) You (to pass) B.E.M exam next May.

Stage two: As you listen:

Step 1)= T-gives examples using different tenses in the aff form. Eg: You know your friend ,don't you?

- The baby drink milk , doesn't he?

- Pupils bought new clothes, didn't the?

- You will pass the B.E.M ,won't you ?

Step 2) T- shows how to deal with negative sentences using other examples.

Stage three: Practice

T-asks pps to do act 1 p20

Stage four: Produce

T- asks pps to do act 3 p36

PPS- answer :

Aren't you ?

PPS –give the correct form of the verbs.

PPS listen

PPS repeat

PPS – do

Active Member

Teacher: ………………….	Level: 4A.M.
File: 01		Lesson: Read and consider
Function: Seeking agreement.	Leg. Form: tag questions
N. Lexis: food	V. Aids: photos
Objective: To enable PPS to use tag questions

Procedure

Pupil's task

Stage one: Warm-up

Step1) T- shows pictures of different dishes and asks PP to identify them (Algerian ones): chorba, couscous….etc…

Step2) T- shows pictures of other dishes from different countries and asks PPS to try to identify and say in which country they are eaten. Egs: Hamburger,…..

Stage two: Presentation

A) AS YOU LISTEN :

T-reads the script insisting on the simple tag questions with auxiliaries :"to be", "to have". And asks the questions p18. T- here insists on the intonation (rising, falling)

B) AFTER LISTENING:

T- lets pps deduce the rules from their comprehension of the presentation (Grammar window p19)

Stage three : Production:

Step1) PRACTICE: T- gives cues( writes an example on the BB and asks pps to complete with the correct tag question.

Step2) PRODUCE: T-asks pps to write a dialogue about one particular food using tag questions in pair work .Then, asks pps to practise it.

PPS- look & answer

PPS-listen & repeat

PPS- do & practise

Active Member

Teacher: ………………….	Level: 4A.M.
File: 01		Lesson: Read and consider
Function: expressing certainty/ uncertainty.	Leg. Form: going to / might
N. Lexis: new adjectives	V. Aids: photos
Objective: To enable PPS to read, understand and do the required tasks

Procedure

Pupil's task

Stage one: Warm-up

T-asks pps about kinds of cakes which they know.

T- What do you need to make Tamina?

T- Well . Let's know more how to make them.

Stage two: As you read

Step1-T –reads the text loudly after setting a task on the BB.

"What are the ingredients needed to make pancakes"?

Step 2-

T-reads again the text.

T-sets a task on the BB to be done by pps.

( question 2 p21)

Stage three : After reading

T – asks some pupils to read loudly.

T – asks pupils to take down the activity on their C.B

PPS-names different kinds of cakes : Tamina, pancakes…

Pps –tells the ingredients: flour, sugar, vanilla …..

PPS answer orally.

PPS – listen and follow

PPS – do the task on the BB

Some pupils read.

PPS – write

Active Member

Teacher:			Level: 4 A.M.
File: 1	Lesson: 5				Words and sounds
Function:		Lge. Form:
N. Lexis:				V. Aids:
Objective:

Procedure

Pupil's task

Stage one: Words and sounds:

The final ( ed ))

T. writes some words on BB and asks to transform them into the past:

E. g. Knock (t) ed + end (id) ed + receive (d) ed

T. pronounces the words loudly.

<table class=MsoTableGrid style="BORDER-RIGHT: medium none; BORDER-TOP: medium none; BORDER-LEFT: medium none; BORDER-BOTTOM: medium none; BORDER-COLLAPSE: collapse; mso-border-alt: solid windowtext .5pt; mso-yfti-tbllook: 480; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext" cellSpacing=0 cellPadding=0 border=1><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes"><td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 102.95pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt" width=137>

/t/

</TD>
<td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #ece9d8; WIDTH: 102.95pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" width=137>

/d/

</TD>
<td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #ece9d8; WIDTH: 102.95pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" width=137>

/id/

</TD></TR>
<tr style="mso-yfti-irow: 1"><td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #ece9d8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 102.95pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" width=137>

knocked

</TD>
<td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #ece9d8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #ece9d8; WIDTH: 102.95pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" width=137>

received

</TD>
<td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #ece9d8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #ece9d8; WIDTH: 102.95pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" width=137>

acted

</TD></TR>
<tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes"><td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #ece9d8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 102.95pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" width=137>

washed

</TD>
<td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #ece9d8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #ece9d8; WIDTH: 102.95pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" width=137>

filled

</TD>
<td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #ece9d8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #ece9d8; WIDTH: 102.95pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" width=137>

ended

</TD></TR></TABLE>

T. asks PP to add some examples.

T. mentions the rule of the pronunciation of the final ( ed )

Stage two: Consolidation activity:

T. asks PP to clarify some verbs ( act. 1 / 24 )

Silent Sound:

T. gives a list of some words and pronounces them

T. asks the pp to discover the silent sounds ( list p. 24)

Stage three: Short (i) + long (i:) i

Act. P. 25

PP listen then repeat.

Some PP read them, too.

PP try to build the rule with their teacher.

PP work in pairs.

PP try to find the silent sounds through listening.

Active Member

Teacher:			Level: 4 A.M.
File: 1	Lesson: 6				Words and sounds
Function:		Lge. Form:
N. Lexis:				V. Aids:
Objective:

Procedure	Pupil's task
Stage one: Comparatives T. asks the pp to bring some packages of some processed food and asks them to compare their contents with different adjectives: Higher – lower – more – less - as……as Act. P .27	PP listen and follow PP work in pairs PP do the activity. correct copy down.

Active Member

Teacher:			Level: 4 A.M.
File: 1	Lesson: 7				Words and sounds
Function:		Lge. Form:
N. Lexis:				V. Aids:
Objective:

Procedure

Pupil's task

Stage one: Warn up:

creating a situation to introduce restaurant and the served menus.

Stage two: Listen and check:

Step1: T. reads the sentences of act. 1/29 and asks

his pp to do it.

Step2: T. reads part 1 of script 2 / 165.

Step3: T. reads again script 2/165.

Then asks his pp to do act. 3/29

Step 4: T. reads part 2 script 2 / 166 and ask

them to circle the correct letter.

Stage three: your turn to speak:

step1: T. reads act. 2 / 31 then he asks to make the

waiter sound more polite in the dialogue.

Sept 2: pp are asked to change the comments a the

end of the dialogue.

Stage four: Write it up.

T. asks pp to write a note describing a dish.

PP listen then do.

PP check their answers

PP tick the right answer

PP work in pairs

PP make the waiter sound more polite ( only the questions)

Active Member

Teacher:			Level: 4 A.M.
File: 1	Lesson: 8				Words and sounds
Function:		Lge. Form:
N. Lexis:				V. Aids:
Objective:

Procedure

Pupil's task

Stage one: Warn up:

talking about the previous lesson.

Stage two: Read and check:

Step1: T. asks the pp to look at the picture P.32

and guess the answer.

Step2: T. asks pp to read the text silently and check

the answer above.

T. asks the pp to read the text again and

answer the question (act 4 / 33)

Stage three: write it out:

T. asks pp to do activity 1 / 34

To be done by PP then to be corrected on BB

- Home work:

Task 2 / 34

PPs listen and follow

PP work in pairs

PP work in pairs

- PP do the task then correct on BB