File five theatre- 2nd level

File five theatre- 2nd level

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  [email protected]
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  Asking and showing the way  S.present + prepositi on  whqq+ File TermMonth Week Hour Sequence Function Language Form Language Exponents Activities Sounds culture Strategies FILEFIVE"THEATRE" THIRDTERM MAY 1 2 3 4 1 2 3 1 2 3 1 2 3 1 2 S E Q U E N C E O N E Listen and speak:  Asking and showing the way  Asking about distance  Asking about period of time Discover the language: Inquiring Make a questionnaire  pr . Simple  Pr . Perfect  future  wh qqs  Reminder "use of wh qqs"  S +V + Obj.  Pr + Have/ Has+past participle  Pr + will + verb + obj  where/how long/ how /who Answer the questions Ask and answer Find the questions Underline the "whqqs" Word refering to Match the pairs Write qqs using the past Complete the qqs "i"  buy , crying , describe "a"  obey , fail ,same , explain Identify Compare Stress and intonation Theatrical genres Comedy and farce *Tragedy Light comedy Drama Kabuki Some records NO Identify places on a city Ask for the way Show the way Discriminate between the sounds"ai" and "ei" Ask about distance Discriminate between distance and time Use "whqqs" Describe a biography Act a play Work in groups and substitute roles in a play Match questions with answers Identify the capital of Britain Describe weather Discriminate btween time markers " pre, past, future " Make the grammar form of sentences Make sentences from questionnaire Interview Discriminate between present , pr perfec, past Discriminate between likes and dislikes Rcognize famous actors Ask and answers qqs Order a conversation Learn the list of irregular verbs Learn more about theatrical genres Make and act a play Crée par Mr samir bounab Bouchrahil ,Médéa. S e q u e n c t w o Listen and speak : Making plans Suggesting plans Expressing likes and dislikes . Discover the language: Expressing likes and dislikes Elaborating a questionnaire Interviewing  would / like  S past +ireg and reg verbs  Do + pr + like +v+ing  what +do + pr +enjoy/prefer+doing+?  would + like/ enjoy /want  gerund  Reminder "gerund"  would you like "to+v+obj+?  pr +v+ed+ireg v+obj  pr + like/ not like+doing  Do +pr +like/want/enjoy+v+ing+  Pr + ver(presen)+present partt Word refering Pair work Answer the questions Free practice about likes and dislikes Make the rules of the forms Write sentences from questionnaire Compare Make an interview "a"  place , Jane , they, paint "oy –oi"  boy ,destroy , exploit Identify Compare Stress and intonation S e q u e n c e t h r e e Listen and speak : Reporting past events Inquiring about past events Acting plays Inquiring about person's mood Express achievements Narrating Discover the language: Reporting events Describing daily activities  present perfect  future  Simple past  Present simple  pr .perfect + sequencers  pr continuous  "can " ability  pr perfect  imediat future  simple past with "ago "  Reminder " use of the present perfect"  list of some irregular verbs  pr + Have/Has+pp+obj  pr + will +v +obj  pr + ved/ireg v+ obj  whqqs+to be+ obj+?  pr +have+never+pp+obj  pr + to be+v+ing  pr + can +v+obj pr +has/have+pp  pr +to be+ving+time  pr +v+period of T+ago Identify a part of play Listen then answer Pair work Ask and answer questions about famous people Explain feelings Read the text,then do the activities Read then answer the questions Complete the chart with the "pp" Order the sentences Write the right form of the verbs Rewrite into the pr simple Stress First syllable Second syllable Third syllable Identify Compare Stress and intonation C h e c k 1. questioning 2. use the right wh"qqs" 3. matching questions with answers 4. spelling 5. ask qqs on the underlined words 6. ask qqs about biography 7. write a biography 8. punctuation and capitalisation 9. write the correct form of the verbs 10. unscramble the sentences 11. write into the pr perf 12. writeqqs into the pp 13. spot the mistakes and correct them 14. write into the correct tense "mixed tenses" P r o j e c t Write and stage a play
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  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 café- 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) [email protected] evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
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  5 5 5 5 5 5 5 5 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 far ? - hurry – welcome ] Step two : The teacher asks the pupils to look at the activity on page 96 , listen to his reading of the drill then asks them to do "activity -1-p96 :  The drill : Andrew: Excuse me, where's the open –air theatre? Myra: It's next to the art school. Do you know where it is? Andrew: No, I don't .Could you show me the way on the map? Myra: Sure. Are you new here? Andrew: Yes, I'm going to see the social comedy that is on .The newspaper made a positive critic about it . Myra : And it's good , believe me !I've seen it .Well , go straight along this street , then turn left at the second corner .The town hall is there and the theatre is just opposite .You can't miss it .You'll probably see people queuing at the entrance. Andrew: How far is it from here? Myra: Not more than 1km, I think .How is you getting there? Andrew: I'm walking. Myra: If you hurry, it won't take you more than fifteen minutes. Andrew: Thank you very much. Myra: You're welcome. Step three: The pupils listen to the teacher then do the activity.  Activity "1"p96: Listen then answer the questions : i. What is Andrew looking for?  He's looking for the open-air theatre. ii. Did the newspaper make a bad review of the play?  No, it didn't. It made a positive one. iii. How long does it take to get to the theatre?  It takes fifteen minutes. Step four: The pupils do the activity on their rough copy books, correct on the board, read then copy down. Step five: The teacher asks the learners to perform the activity first, and then go to page 110 and practise the drill. sounds Buy Obey File Fail Like Lake Seaside Same Sometimes Thursday Crying Painting Describe Explain Step six : The teacher invites the learners to open their books on page 96 and look at the "activity pronunciation and spelling", listen to the teacher then repeat after him . Listen and repeat: {buy-obey-Thursday-crying-location-sometimes-describe} Identify : [ buy – file ] (obey –fail)(crying-painting)(surprise-location) Compare: (file-fail) (surprise-painting)(obey – buy)… Practise Stress ans Intonation: You liked my play , OK? It's the same you played on Thursday Step seven : The pupils perform then write down the written work on their class copy books . Page 3 [email protected] Interact Interpret Produce Asking For Showing The Way Asking Polite Request Planning Future plans Inquiring About Distance And time identify places of leisure such as theatre greet  Ask for and show the way Use prepositions t indicate the way  Ask polite request  Plan future activities using "going to form"  Ask about distance  Inquire about time  Identify mass media (newspaper)  recognize ordinal numbers  compare  grant  Listen then try to decode the message  Identify the different tenses and discriminate between them(present-past- future)  discriminate between distance and time  Use questions to inquire about distance and time evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
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  5 5 5 5 5 5 5 5 Step one :The teacher asks the pupils to open their books on page 97 and look at "Activity 1p97", he explains the instructions then invites them to perform the activity orally .  The drill : You: How far is the { theatre - stadium – swimming pool - hospital- kindergarten? Your partner: It's [ 500m - 3km - 2km - 500m - 200m ] from here. You: How long does it take to get there? Your partner: It will take about { 15 ' - 1 h – 40' - 20' - 5' }. Step two : The teacher asks the pupils to look at the table on page 97 , perform the drill and substitute the key words : Stadium 3 kilometers 1 hour Swimming pool 2 kilometers 40 minutes Hospital 500 meters 20 minutes Kindergarten 200 meters 5 minutes Step three: The teacher asks the learners to keep the pattern of the drill and try to find questions and answers about places in their own town .You are near the Mosque You: How far is the { post office - stadium – Aissa Dhieb Middle School - hospital- town hall? Your partner: It's [ 300m - 500m - 600m - 200m - 200m ] from here. You: How long does it take to get there? Your partner: It will take about { 5 ' - 1 0' – 15' - 5' - 5' }. Step four: The pupils perform and substitute the key words. They're free to use what ever they want. Step five: The teacher explains the instructions of "Activity 3 p97, then invites the learners to do it on their rough copy books.  Activity 3 p 97 : Find the questions to complete this interview .  A : How often do you go on holidays a year ?  B : Well, I go on holidays once a year.  A : Where do you usually go ?  B : I usually go to the seaside .  A : How long do you stay there ? How much time do you spend there?  B : I spend about two weeks .  A : Do you go alone or with your friends?  B : Sometimes with friends and sometimes alone.  A : What do you do in your holidays? How do you spend your holidays?  B : Sunbathe , eat and rest! Step six : The pupils correct on the board, read and perform the drill then copy down on their class copy books . Page 4 [email protected] Interact Interpret Produce Inquiring About Distance And time Asking and showing the way Inquiring about one's life identify places such as theatre,stadium,hospit al…  Ask for and show the way Use "whqq" (how far) to ask about distance  Use "whqq"[How long ] to ask about period of time  discriminate between time and distance  Inquire about one's free time)  Recognize places such as "seaside.  Identify the activities done on the sea side  ask about frequency  recognize the adverbs of frequency evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
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  5 5 5 5 5 5 5 5 Step one :The teacher asks the pupils to open their books on page 97 and look at "Activity 4p97", he explains the instructions then invites them to do the activity .  Activity "4"p97: Use the information about Oliver Hardy and find the questions. A : What was Oliver Hardy? B : He was a comedian . A : When was he born? B : He was born on th e18th January,1892. A : Where was he born ? B : He was born in Harlem,Georgia? A : Where is it ? B : It's in the USA. A : How many sisters and brothers did he have ? B : He had 2 sisters and 2 brothers . A : What was his father's job ? B : He was a lawyer. A : What was Oliver's hardy career? B : In December 1918, he went to Hollywood, He made his first comedy film with Laurel , in 1926.Form 1926 to 1955 they made more than 100 comedy films. A : Did he get married ? B : Yes , he married Lucille in 1940. A : When did he die ? B : He died in 1957, in Hollywood ,USA. Step two : The pupils work on their rough copy books , correct on the board, then read and write down on their class copy books . Step three: The teacher invites the learners to perform the dialogue pair by pair. Step four : The teacher introduces the situation of “Activity ‘5’p97”, he explains the new words. Step five : The teacher explains the instructions of “Activity ‘5’p97” then asks the learners to work on their rough copy books .  Activity “5”p97: Ask questions to the producer about :[First the journalist introduces himself and the newspaper he works for] 1) The plot : Journalist : What’s the plot about ? Producer: It’s about the Algerian Revolution 2)The playwright: journalist : Who is the playwright? Producer : The famous poet “Moufdi Zakaria” 3) The theatre : journalist : Where ‘s the play going to take place? Producer : We are going to perform it at The National theatre” 4)The comedians: journalist: What about the comedians? Producer: A great numbers of Algerian comedians will take part in this play. 5)Performances: journalist: How many performances do expect to do ? Producer: I think many performances. Step six : The pupils try to work in pairs or in a group of four and find as many as possible questions, the teacher has to move around and check, helps, corrects whenever it ‘s possible. Step seven : The teacher invites to correct on the board, perform the “Activity” as conversation, then copy down on their class copy books. Page 5 [email protected] Interact Interpret Produce Describing Biography Describing Biography Inquiring About A Play Describing A play recognize comedians(funny ones)  Improvise and list some Algerian comedians Identify the famous comedians such as Laurel and Hardy  recognize their nationalities and origin  locate their country and language  Identify members of family  recognize and discriminate between jobs  recognize the simple past tense  describe a biography  inquire and use as much as possible of “whqqs” and discriminate between them  Identify places”theatre” evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
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  1- Why isCamilla crying?  Because she can’t find her ring. 2- Who is John?  John is Sir Edward’s son. 3- Who is Julia?  Julia is Sir Edward’s daughter. 4- Where are Sir Edward’s children?  They‘re away. 5- What does the king want to give Sir Edward?  He wants to give him presents. 6- Are the king‘s children happy to give Sir Edward’s children presents?  No, they aren’t. 7- Does Philip want to give his sword?  No, he does not, but he gave it , because his father asked him. 8- What about Camilla?  She says no, then she accepted, but she couldn’t give it . Step three: The pupils read, correct on the board, then perform pair by pair question answer Activity 2p98: Act the play Step four: The teacher scatter the class into groups of six, then asks each member of the group t learn his role then invites them to the board and act the play Step five: The teacher explains the instructions of “Activity 3p98” then asks them to think of a happy end.  Camilla finds her ring and offers it to Julia. 5 5 5 5 5 5 5 5 Step one : The teacher asks the pupils to open their books on page 98m he explains the instructions and the new words, introduces the members of the play {king – queen – servant-Sir- daughter- son –ring – river- gold- sapphire- Lady – relatives-sword – frightened} Step two : The teacher asks the learners to read the play silently then try to answer the following questions :  Activity "1"p98: Read the play then answer the questions. King: John / His daughter, Camilla :Sana/Queen: Olga/ A servant : Indira His son , Philip : Pedro/ King’s friend , Sir Edward: Steve Camilla and Philip are in the palace garden, near the river. Camilla : ( crying) Philip: What’s the matter? Why are you crying? Camilla : I can’t find my ring !I think it’s in the river! Philip : Which ring? Camilla : The gold ring with a beautiful sapphire. Philip : Stop crying and let’s look for it ! Queen: What are you doing , children? Don’t stay out side .It’s cold and dark Philip : We’re looking for …/Camilla : Sssh! You mustn’t tell mother. Servant: Sir Edward is here, sir/King: Sir Edward! My good friend! I’m happy you could come. /Queen: Welcome Sir Edward. Where are Lady Mildred and your children?/Sir Edward: They are away …Visiting relatives./Queen: How old are your children?/Sir Edward: John, my son is15and Julia, my daughter, is 11./King: Philip, Camilla you must give Sir Edward presents for his children./Queen: That’s good idea!/King:Philip,you can give John your sword./Philip(not pleased)..Oh, yes father!/Queen: And Camilla, you can give Julia your ring./ Camilla: (frightened) My ring?Oh,no ! Oh, yes mother! [ Camilla leaves the room crying] Step six :The pupils act the play ,then copy down on their class copy books Page [email protected] Interact Interpret Produce Inquiring About one’s problems Introducing Members Of Royal Family Elaborating Objects Giving Orders Expressing Inability Inviting identify members of family  describe royal family describing places  inquire about one’s problem  describe weather  identify “must” and its use  recognize “can” and its use  identify materials”gold- sapphire)  make invitations  greet and welcome  act and express feeling according to the role acted *
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  evalu timing ST E P S O F T H E L E S S O N competence function P ps competences 5 5 5 5 5 5 5 5 Step one : The teacher asks the learners to open their books on page 99 and look at the dialogue, he explains the instructions, then invites the pupils to work on their rough copy books . Step two : The teacher explains the new words such as : [ drama class – God- spend – on board – actually ] Step three:  Activity p99: Read this dialogue the do the activities. Step four : The teacher asks the learners the pupils to read the text silently and try to answer to following questions : Underline the “Wh” questions words.  Who – where – how long – how. Can you say what they refer to?  who + subject / where ó place / How long ó period of time / How ó manner Do you know other “wh” question words? ú Yes {when – what time – what – what/(do-did)/why-how often-which-how old- }. What do they ask about? ú They ask about [date-time –object – verb – reason –frequency – choice-mean of transport-age ] Step five : The pupils work on their rough copy books , correct on the board, then read and perform as drill (pair work) Step six : The pupils are asked to read and perform the text . Step one: The teacher explains the instructions of “Activity 1p99” then asks the learners to work on their rough copy books. å Activity 1p99: Match the questions with their answers : What’s your name? * Akiko Where are you from? * Japan. How old are you? * I ‘m 15. What’s your phone number? * 555946 What is she like? * She’s pretty and funny. What is she doing? * Rehearsing her part. How often do you go to the theatre? * About twice a month. Ho do you spell your name? * A.K.I.K...O Why do you study drama? * Because I love acting. Step two : The pupils correct on the board, read then copy down on their class copy books . Page 7 [email protected] Interact Interpret Produce Giving information Introducing Asking about origin Inquiring About Journey Describing daily routines Describing Physical appearance Asking about one’s plans recognize drama class  identify jobs greet  describe temper  ask about origins  recognize means of transport  identify and locate places  ask about period of time  discriminate between time and period of time  describe daily routines  identify the “wh” questions words 4 recognize the use of each “wh” qqs 4 discriminate between the use of the “wh”qqs. Sally: Hello, Akiko .I think we’re in the same drama class. Akiko: About 12 hours. Akiko: Yes, we are .Who’s our drama teacher Sally: My God! That’s a long way! Isn’t it? Sally: Mrs. Brown .She’s very nice .By the way, where are you from? Akiko: Yes, it is .But I’m used to it, you know. Akiko: I’m from Japan . Sally: How did you spend all that time on board? Sally: I mean where in Japan? Are you from Tokyo? Akiko: Actually, there is a lot to do: reading, Akiko: I ‘m from Hiroshima . Listening to music, palying games, watching films Sally : So, you traveled by plane n of course .How long does it take? Eating and sleeping of course.
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  evalu timing ST E P S O F T H E L E S S O N competence function P ps competences 5 5 5 5 5 5 5 5 Step one : The teacher asks the learners to open their books on page 99 and look at “activity 2p99” ,he explains the instructions then invites the learners to work on their rough copy books . Step two:  Activity 2p99: Write questions. Use the past simple. Who / be / Kateb Yacine?  Who was Kateb Yacine? Where/born /be/he?  Where was he born? What / he / write?  What did he write? How /books/many / publish?  How many books did he publish? How /ago / he / long /die?  How long ago did he die? Which /you /books / yesterday/ buy?  Which book did you buy yesterday? Step three: The pupils correct on the board, perform the activity as question answer then write down . Step four: The teacher explains the instructions of “activity 3p99, then asks the learners to work in rough .  Activity “3”p99: Find the questions. A: When do you get up? B: Quite early .Between 6 and 6.30 a.m. A: What are you? What do you do? What’s your job (occupation)? B: I’m a student. A: In which school do you study? B: In a school out side London. A: Where do you have breakfast? B: Usually at the school cafeteria. A: How do you get there? B: By bus .Sometimes a friend gives ma a lift. A: How far is the school from your house? B: Oh, about 8kms from my house. A: How long does it take in the rush hours? B : About 35 minutes in the rush hours Step five: The pupils correct on the board, read then perform as a drill (pair). Step six: The teacher explains the instructions of “activity 4p99” then asks the pupils to do it on their rough copy books.  Activity 4p99: Read the answers and complete the questions. What do you eat?  An ice cream. Who is your friend?  John is. Why does she go by bus?  Because she hasn’t got a car. How does she get there?  By bus. Where does Akikolive?  In Hiroshima. How many languages does he know?  Two. English and Spanish. How often do you learn drama a week?  About twice a week. What time do you get up?  At 6 o’clock. How old are you?  I’m 15. Which one do you prefer?  I prefer the green one. Step seven : The pupils correct on the board, read and perform then write down on their class copy books . Page 8 Step eight: The teacher asks the learners to open their books on page , he explains the instructions of the activity then invites them to work on their rough copy books . Step nine: First of all the teacher asks the pupils a question about “ actor” and what does he/she do ?He asks them also to give Interact Interpret Produce Describing biography Describing daily routines Inquiring About Daily Life Activities recognize famous writers and their works  Identify Kateb Yacine and some of his works recognize a biography  use the appropriate “wh”question words to ask about a biography  recognize the form a question  discriminate between questions with “to be” and questions with “did”  recognize the activities of daily life  Identify the use of each “wh” question +
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  him some famousnames of actors . Step ten: The pupils are asked to look at “Activity 5p100” , choose an actor (chosen before this hour) ,pay attention at themes and domains and try to interview the actor chosen . 1st- What’s your name? 2nd- Where are you from? What’s your nationality? 3rd- What your age? How old are you? 4th- What are you? What do you do? What’s your job? 5th- Where do you live? What’s your address? Where’s your home place? 6th- Where do you work? 7th- Who‘s your favourite author/partner? 8th- What’s your favourite sport/film/drink? 9th- What are your hobbies? 10th- Where do you go in holidays? 11th- What languages do you speak? 12th- How about your future plans? Step eleven: The learners work by pair on their rough copy books. Step twelve: The teacher asks the pupils to perform their work pair by pair, he chooses one of the pupils examples then writes it on the board. Step thirteen: The pupils read the written example, then copy it on their copy book. Step one : The teacher invites the learners to look at the “reminder” on page 100, asks the learners to read one by one , explains and asks the pupils to give their own examples . [email protected] Interact Interpret Produce Inquiring About Daily Life Activities Inquiring About Daily Life Activities Inquiring About Daily Life Activities  use the appropriate “wh”question words to ask about a biography  recognize the activities of daily life  Identify the use of each “wh” question  recognize the form a question  Identify the use of each “wh” question  recognize the activities of daily life Name Nationality Age Occupation Home place Likes / dislikes Place of work Favourite partner/author/sport/film/dish/drink Hobbies Holidays Languages Future plans « wh » questions are used to ask about: A person -who? - Sami A thing (object) what? -A pizza Time / When? In the morning –last year-next week /what time? At 7.30. Place Where? Hiroshima. Possession  Whose?(genitive)Sally’s/hers Reason Why?  Because Means /manner -How? -By plane/quietly Age How old ?15/15 years old Duration How long?  12 hours Measurement ú How long? ú 20cm Price /weight *How much? * 200Euro /3 kilos Quantity è How much “uncountable” - a little / a lot Number  How many “countable”  3/5 Frequency  How often?  Twice a week Distance  How far ?  2 miles
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  Suggesting  simplepresent+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 Step one. The presents the situation through pictures and concrete examples , hem ay ask about places such as capitals "London" , Suggesting  Recognise
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  about places ofleisure like "theatre" , about music such as "jazz" about daily life activities like "movies , TV…" Step two: The teacher writes the activity on the board then asks the learners to listen to him then try to it on their rough copy books  Activity 1p101: Listen then say what the following refer to{choose the right answer} Musical  "Hair" ( her – hers – Hair] tickets  theatre's tickets { cinema 's tickets – theatre's tickets – stadium tickets } performance "Hair" musical [ "Hair" musical – football match – movie channel] Step three: The pupils listen then do the activity on their rough, correct on the board then read and copy down. Step four: The teacher asks the pupils to open their books on page 110, then perform the drill pair by pair. Step one : The teacher asks the pupils to open their books on page 102 and look at "Activity 1p102" , he explains the instructions then invites the pupils to perform the activity [orally].  Activity 1p102: Role play work with your partner then change roles. You :Would you like to [go to the theatre / go to the restaurant/ give a party / travel by train ] Your partner : I prefer {watching a film on TV/ eating a pizza lounge / going to picnic/ travelling by plane } Step two : The pupils are asked to perform the drill and substitute the keywords. Step three : The teacher explains the instructions of activity "2"p102, gives the pupils some keywords to help them do the "activity"  Activity "2"p102: Pair work .Ask your partner questions then change roles .Use the following keywords {eat – wear – play – watch –travel…} A : What do you like eating for breakfast ?  B : I (prefer/like) bread and butter. B : What don't you like eating for breakfast ?  B : I don't (like / prefer) eating jam . Step four : The pupils perform the drill and substitute the key words . Step one : The learners are asked to open their books on page 101 and look at the "pronunciation and spelling " activity Listen and repeat :( place – point – Jane- exploit-explain… sounds Place Boy Plane Enjoy They Destroy Obey Coin Paint Point Jane Join Explain exploit Identify : [place –obey- coin- join-choice –explain-exploit… Compare : (join-Jane) (coin-cake)(point-paint)(sail-soil) Step two : The pupils perform the drills then copy down all the written work on the board Page [email protected] Interact Interpret Produce Describing famous places Narrating Expressing preferences Making choice Expressing ability and inability Planning future actions Expressing likes and dislikes places of leisure such as "theatre"  Identify and locate capitals like"London"  Use adjectives to describe such places  Discriminate between time {past- present – future}situations  Discriminate between leisure activities[music- films…]  Identify a newspaper and its contains  Ask about and make choice  Describe weather  Identify "can"<ability>  Express likes and dislikes  Describe daily routines activities  Ask about likes and dislikes  Practice stress and intonation  Identify the sounds[a] and {oi}and discriminate between them 
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  Step one :Theteacher asks the learners to open their books on page 102and look at "Activity3p102" , he explains the instructions then invites the pupils to work on their rough copy books .  Activity 3p102:Say what you like and what you prefer doing . You : Do you like( reading/doing exercises /eating beans/studying ? Your partner : I prefer {surfing on the net/listening to music /eating pizza /playing football}. Step two : The pupils work on their rough copybooks ,perform pair by pair. The teacher chooses one of the pupils’ examples and writes it on the board. Step three: The teacher explains the instructions of "Activity4p1402" then invites the learners to work on their rough copybooks.  Activity 4p102: Ask your partner about his likes and his dislikes. A: What do you enjoy doing? Enjoy Not like Play/crosswords Listen /pop music Read /comics Feed /cat Play /football Wash/dishes Clean /car Tidy /room Do /shopping Water/plants B : I enjoy [playing crosswords-listening to pop music-reading comics-feeding cats –playing football] A : What don't you like doing ? B : I don't like {washing dishes – cleaning car- tidying the room-doing shopping –watering plants } Step four : The pupils perform the drill and substitute the keywords. Step five : The techer explains the instructions Of "Activity 5p102" then invites the pupils to work on their rough copy books . Step six : The teacher explains the instructions of "Activity 5p102" then invites the learners to work on their rough copy books .  Activity 5 p102 : Write a small paragraph about your partner . The paragraph : My partner enjoys reading comics , playing football and listening to music , but he doesn't like doing shopping , tidying the room and washing dishes . Step seven : The teacher invites the learners to read their paragraphs , he choose one of the best and writes it on the board , asks them to read it then copy down on their class copy books . step one : The pupils are asked to open their books on page 102 and look at the text , the teacher explains the situationand the new words , he may also ask the learners to tell him som of the jokes they know abot "Djeha" , he has to help them to translate the words they don't know. The new words { clever –wife – fighting – shout- goat – later- more –crowded-hen- terrible – birds- everywhere- sell- better} Step two : The teacher reads the text and asks the learners to listen to him , underline the words the don't understand ,then asks him to explain them . Step three : The pupils are asked to read the text silently and do the activity .  Activity p102: Read the text then answer the following questions . i. Why was the man unhappy at the beginning ?  Because there were too much noise in his house. ii. Why did he ask Djeha to help him ?  Because Djeha is a clever man . iii. How did Djeha help him ?  He asked him to go and buy "a goat and six hens " iv. Why was the man happy at the end?  Because ,there no animals in the house and they were happy . Step four : The learners work in rough , correct on the board then read and write down. Step five : If there is enough time the pupils are asked to read the text loudly . Page 12 [email protected] Interact Interpret Produce Expressing preferences And likes Describing daily life routines Expressing likes and dislikes Narrating Introducing members of family Expressing feelings  Express and show likes and dislikes  Ask about one's likes  List some daily life activities  Express preferences  Discriminate between likes and dislikes  Discriminate between likes and prefernces  Paragraph writing  Report what one's likes and dislikes  Recognize a funny story  Narrate  Identify funny personalities such as "Djeha"  Improvise some stories about "Djeha"  Recognize emebers of family  Identify animals  Show feelings (bad and good) ones  Samir's preparation sheet
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  Step one :The teacher asks the pupils to give him the form of a simple sentence .The pupils may answer [S+V+Obj] Step two : The teacher asks the learners to open their books on page 103 and look at "activity"{Discover the language }  Activity p103: Look at the questions below and make rules about the forms of the following verbs : "like" , "enjoy" , would like " and "want" Do you like watching TV?  Interrogative question : Do + pr + like + verb+ "ing" + object ? Do you enjoy reading cartoons? Interrogative question : Do + pr+ enjoy + verb+"ing" +object +? Would you like to play cards?  Interrogative question: Would +pr+like+verb (infinitive) +object +? Do you want to see a play? Interrogative question : Do + pr+want+verb(infinitive) +object+? Step three : The pupils are asked to work on their rough copy books , correct on the board then read and write down. Step one : The teacher explains the instructions of "Activity 1p103", then invites the pupils to work in pair  Activity 1p103: Look at the questionnaire and write sentences . Eva doesn't like getting up early. / Ivan loves practising sport. Cues ( - )  hate ( - - )  dislike, not like ( + )  enjoy ( + + ) love Sami enjoys playing crosswords. Lynda dislikes getting up early.  Eva loves watching cartoons. /Ivan enjoys getting up early. Do you like Eva Ivan Sami Lynda Play/crosswords? + -- + - Get up /early? - + ++ -- Watch /cartoons? ++ - -- ++ Practice / sport ? -- ++ -- +  Lynda loves watching cartoons. / Sami does not like pratising sport. Step two : The pupils work in pair , then do the second part of the "activity"  Now, compare their likes and dislikes.  Eva does not like getting up early .Ivan loves it.  Sami does not like practising sport .Ivan loves it.  Sami does not like watching cartoons. Lynda loves it.  Eva does not like practising sport. Ivan loves it. Step three: The pupils work on their rough copy books then correct on the board. Step four: The teacher explains the third part of the "Activity" then asks the learners to work.  Now, complete the sentences .Compare their likes and dislikes.  Eva does not like getting up early, but Ivan loves it.  Sami doesn't like practising sport, but Ivan loves it.  Sami doesn't like watching cartoons, but Lynda and Eva love it.  Eva doesn't like practising sport, but Ivan loves it. Step four : The pupils work on their rough copy books , correct on the board , read then copy down Page [email protected] Interact Interpret Produce Expressing preferences And likes Expressing likes and dislikes Expressing likes and dislikes Expressing likes and dislikes Expressing likes and dislikes Identify the verbs used in expressing likes and preferences Identify the form of a sentence Discriminate between the form of a sentence Recognize the type of a sentence Be able to make a deduction about the way of the sentence is expressed Recognize and improvise some daily life activities Compare between one's daily activities Discriminate between verbs of preferences and dislikes Use different ways to compare between one's likes and dislikes . Use "but" to compare
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  Step five: Theteacher asks the pupils some oral questions about "Jane Smith" since they have seen it in the first file .  The teacher's oral questions : Who is Jane Smith?  She is an actor.‚ak-t„r also -ƒt•r Is she an old woman?  No, she is not. She is young. What is she like?  She is a tall woman with blue eyes and…. Step six : The teacher asks the learners to ask some oral questions about "Jane Smith" and perform as pair work . Step seven : The teacher explains the instructions of 'Activity3p103' then ask the pupils to play a role and work on their rough copy books .  Activity 3p103: Make an interview with Jane Smith. You: Miss Smith do you enjoy acting? Miss Jane : Oh, yes .I love acting You : Do you like singing? Miss Jane : Yes, I like it. You : Do you want t act in horror films? Miss Jane I do not really want to act in horror films. You : What about comedy films? Miss Jane: I enjoy acting in comedy films, they are funny films. You: Do you like driving fast cars? Miss Jane: I love them .They make me excited. You : Do you enjoy going to parties? Miss Jane: Yes, I love them .I love meeting people and my fans. You: Thank you Miss Smith. I love interviewing film stars! Step eight : The teacher invites the pupils to act their work pair by pair , asks the other learners to listen and check for the mistakes and correct each others . Step nine : The teacher writes the best interview on the board . Step ten : The teacher invites the learners to look at "Activity4p103" , then asks the pupils to work on their rough copy books ;  He asks them first about "an ad" what is it ? Where do we find them ? What do they show ?  The teacher has to accept any of the learners answers even in their mother tongue and help them to express themselves in English .  Activity 4p103: Write an "ad" : Use [ like – want – enjoy ] 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 [email protected] Interact Interpret Produce Introducing famous people Describing physical appearance Inquiring about one's likes Describing Jobs Interviewin g people Describing leisure activities Recognize famous actors Identify jobs and occupations Describe leisure activities Use the verbs of preferences to express likes and dislikes Describe cars Recognize films and discriminate between them Identify verbs and use them to express a specific thing Express gratitude Identify languages Discriminate between native language and foreign languages Recognize places for leisure such as "theatre" Identify a play Describe a computer and its use Describe "the WEB" Recognize the verb "surf" on the net Paint advertisement , and decorate them Describe an "ad" and its use DO YOU ENJOY MUSIC? Come and play your best musical instrument DO YOU LIKE THEATRE? Come and act play with us DO YOU WANT TO SING? Come and sing in karaoke DO YOU LIKE CLASSICAL DANCING? Come and practice classical dance DO YOU THE WEB? Come and surf in our cyber café
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  Sequence2 Book Two Stepone: The teacher asks the learners to open their books on page 104 and read the "reminder". Step two: The pupils read sentence by sentence and the teacher explains through example each part of the the reminder. Step three: The teacher asks the pupils to take their rough copybooks and try to do the following exercises. Activity 10p113: Complete the sentences with the correct form of the verbs in brackets What do you enjoy (do) doing in the evenings? What would you like (do) doing after school? She wants (book) booking a video film. I do not like scrabble, I prefer (read) reading. Ok! I will be (join) joining the group. Step four: The pupils work on their rough copybooks, correct on the board then read. Step five : The pupils are asked to the following "activity" on their rough copy books  Activity 8p113: What do John, Indira and Wang like and dislike doing? I. John loves seeing serials, Indira hates them. II. Wang detests watching westerns, but Indira enjoys them. III. John and Indira like seeing comedies , but Wang hates them IV. John prefers documentaries to weterns,but Wang enjoy watching them V. Indira and John dislike seeing horror films ,but Wang prefers them Step six: The teacher explains the instructions of "activity 11p113" then asks the learners to work on their rough copybooks.  Activity 11p113: Unscramble the sentences and you'll know why Peter is angry . Step seven: The pupils correct on the board, the teacher should check and insist on the punctuation, the capitalization of the paragraph. Step eight: The teacher asks the pupils to open their books on page 112, and try to do the activities [1 -2- 3- 4] orally. Step nine : The teacher enquires from the learners to do "activities" [6 and9] as a home work Step ten: The teacher invites the pupils to read the written work on the board, then copy down on their class copybooks. Page15 [email protected] Interact Interpret Produce Inquiring about one's likes Expressing Likes and dislikes Inquiring about likes and dislikes Expressing preferences Describe the form of the gerund Recognize the verbs of preferences Identify the continuous form of a verb ( present participle) Discriminate between verbs expressing likes and dislikes Identify verbs expressing daily routines Ask about one's likes and dislikes Discriminate between one's likes and dislikes Identify leisure activities and discriminate between a film, a serial, a western, a comedy… Recognize the punctuation signs Describe the way the paragraph should be Make correct sentences {semantic and syntax} Decode a message from symbols what one's likes and dislikes Use of the gerund We use the gerund to talk about : Likes and dislikes  example: I like reading/ I hate running. Preferences:  example: I enjoy playing basketball, but I prefer swimming. we use the gerund after the verb "to like" and other verbs such as :{enjoy –recommend-suggest-advise-dislike – stop-detest –avoid-prefer…} We form the gerund by adding "ing" to a verb.  I like reading. John Indira Wang Serials (love) (hate) (prefer) Westerns (dislike) (enjoy) (detest) Comedies (like) (enjoy) (hate) Documentaries (prefer) (dislike) (enjoy) Horror films (dislike) (hate) ( prefer) Ihateflyingyouwaitforhoursfortheplanetotak eoffanditisoftenlateiprefertrravellingbytrain becauseitischeapersaferandmorecomfortabl e I hate flying. You wait for hours for the plane to take off and it is often late. I prefer travelling by train, because it is cheaper, safer and more comfortable
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  Expressing experience andachievements  Present perfect  S + Have+ past participle + object + Time Narrating  Simple past  S + to be / verb(ed)+obj Asking about plans (past)  S.past/ Pr perfect  S+ verb(ed)/ Have+pparticiple+object. Asking about one's experience  P perfect  "interrogative form) Have+pr+Ppaticiple(v)+obj+? Describing mood  S present +whqq+P.perfect  What's the matter?Pr+Have+PPart(v) +object. Improvising the end of a story  S past  S + to be / verb(ed)+obj Inquiring about one's activities  S present continuous  "whqqs" +to be + verb+ing+? Describing daily life activities  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
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  Step one :Thepupils are asked to open their books on page105 and look at the picture .The teacher asks the pupils to describe what they can see at this picture .He has to accept all the kinds of answer and helps the learners to express themselves in English Step two : The pupil answers may be : {This picture represent a theatre's scene .The actors are performing a play .Four persons are on the stage . } Step three : The teacher presents the situation through gestures and pictures .He explains the new words "such as " (drama – ghost –rehearsals) then asks the learners to listen to the drill then try to do the 'activity'. The drill : Sally: Have you acted in a school drama? Linda: Yes, I have. Sally: When was it? Linda: It was at the end of last year. Sally: How about this year? Linda: We have decided to adapt Scoobidoo. Sally: Have you done the casting? Linda: Yes, we have .I will be the ghost. Sally: Have you started the rehearsals? Linda: Yes, we have .The art teacher has drawn the costumes and the settings. Sally: That sounds exciting! Step four : The pupils listen then try to answer the following questions (books shut) .  Activity one p 105: Listen then says which part has Linda taken ;<<choose the right answer >> Linda has acted in the play as : a- Scoobidoo b- ghost c- Saml Step five : The learners listen then answer on their rough copy books . The teacher reads twice the drill then invites the pupils to correct on the board. Step six: The teacher asks the pupils to read the correction pair by pair. Step seven: The pupils are asked to listen to two pupils reading the drill and try to answer the questions. Activity 2p 105: listen again then answer the questions. i. Has Linda acted in a school drama? Yes, she has. ii. What have the pupils decided for this year?  They have decided to adapt Scoobidoo. iii. Who has helped them with the costumes? Their art teacher has. Step eight : The pupils work in pair and answer the "activity" on the board, read and perform as question , answer . Step nine : The teacher asks the pupils to open their books on page 110 and read the drill pair by pair . Sounds 1st syllable 2nd syllable 3rd syllable Daily Prepare Understand Cowboy Okay Advertising Nicely Afraid Invitation Sailing Perhaps Explanation Neighbour Beginning Entertainment Several Performance intonation Listen and repeat: cowboy, prepare,understand,beginning,confrontation; Identify: nice-perhaps-afraid-beginning-entertainment-understand… Compare: cowboy , okay , sailing , surface ,confrontation, neighbour… Who's your favourite footballer? Guess who and you get a coin. Does he practise another sport? I'll tell you on Thursday. Step ten: The learners read the written work on the board, and then copy down. page 17 [email protected] Interact Interpret Produce Asking about one's past activities Expressing achievement Planning future plans introducing Inquiring about a play Describe places of culture"theatre" Discriminate between "theatre and cinema" Decode a message from a picture Describe persons actions on stage Identify verbs for each specific action" act" Describe famous cartoons' actors Discriminate between past ,present and future situation Identify the form of the past participle since it has been seen in the passive form Recognize and discriminate between different type of questions [wh – interro] Describe clothes used in a play Identify jobs Describe clothes used in a play 
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  Step one :The teacher makes a quick review about the last hour. . Examples : i. Has Linda acted in a school drama last year?  Yes, Linda has acted in a school drama . ii. Which play have they chosen?  They have chosen Scoobidoo. iii. Who has made the costumes for them?  The art teacher has made the costumes. Step two : The teacher invites the learners to perform question answer, then the teacher explains the form of the present perfect in brief. Linda has acted in a school drama.  Subject + Have + verb(past participle) + object. Subject + Have +not+ (past participle) + object Has the teacher helped them?  Have + subject + verb(past participle) +object+? Step three : The pupils are asked to open their books on page 106 and look at 'Activity1p106', the teacher explains the instructions and the new words such as : { shower – comb}  Activity 1p106: Ask your partner about things she /he has done /hasn't done today. had a shower? Yes, I have Cleaned your teeth? You: Have you combed your hair? Your partner: had breakfast? taken the bus ? No,I haven't . Step four : The learners work in pair on their rough copy books , correct on the board then read and perform . Step five : The teacher explains the instructions of "Activity 2 p 106 " then asks the pupils to work , he should explain the new words first [ somersault – feed – forget lines – kilt- snake]  Activity 2p106: Take turns .Ask your partner about those things. ridden a camel? Yes, I have done a somersault? You: Have you fed a tiger? Your partner forgotten your lines? worn a kilt ? No, I have not held a snake ? Step six : The pupils work on their rough copy books , check for the for the past participle of the verbs on page 109, correct on the board ,read and perform in pairs Page 18 Step seven: The teacher explains the instructions of "activity 3p106", he introduces the actors or asks the learners to give their names if they can and list some of their films.  Activity "3"p106: Ask and answer about these people. Interact Interpret Produce Asking about one's past activities Expressing achievement Asking about one's past activities Inquiring about one's achievemen Introducing famous people Inquiring about people's releases Expressing achievemen ts and experienc Inquiring about one's mood and feeling Describing mood and feeling Describe places of culture"theatre" List some cartoons" Inquire about one's past activites Identify the form of a sentence Recognize the form of the sentences (present –past – present continuous – future-passive) Describe the past participle of some irregular verbs Recognize thz verb"to Have" and its forms into the "present – past – future- present continuous" Use to present perfect to inquire about one's activities Describe the contrative form of the "verb" (to be) with the third person of singular Discriminate between the contractive form of the present perfect and the one of the simple present Identify and discriminate between the kinds of pictures Recognize famous personalities Identify and introduce famous people and their works Ask questions about what has famous people done Discriminate
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  Write and stagea 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 [email protected]