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.
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
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
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
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.
/t/ / /d/ / /id/
knocked / received / acted
washed / filled / ended
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.
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.
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)
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
N / 1 / 2 / 3 / 4 / 5 / 6 / 7
L / A / B / D / C / F / E / G
- 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
Teacher: / Level: 4 A.M.
File: 02 / Lesson: 01
Function: : Expressing ability / Leg. Form: can , could , to be able
N. Lexis: vocabulary related to sports / V. Aids: Book, Pictures, C.B and Gestures.
Objective: To enable the Pps to express ability and possibility
Procedure / Pupils’ task
Warming up:
Pre- listening:
T mentions some pictures and asks the pupils to name each gesture in the picture ( pictures p 43 )
Stage one:
Listening:
Step1:
T asks Pps about what they can / can' t do from these gestures. E.g.: Can you swim ?
Step 2 : Practice
Practicing pronunciation of can / can' t ( strong and weak forms ). ( exercise 1 p 43 . )
We can deal with the same examples seen before in ( warming up).
Stage two:
After listening.
T gives the structure about the use of can / can' t / could / to be able to ( present , past , future ) page 179.
Homework Grammar window p 44 . / Listen and answer
Name gestures
Yes, I can / No, I can' t
Practice sounds
They repeat the examples .
They copy down the structures in their copybooks
Teacher: / Level: 4 A.M.
File: 02 / Lesson: 02
Function: : Expressing ability / Leg. Form: Now , last , .....
N. Lexis: Vocabulary related to different activities. / V. Aids: Book, Pictures, C.B and Gestures.
Objective: To enable the pupils to practice ability with different tenses
Procedure / Pupils’ task
Warming up:
Correction of a homework given in the previous lesson p 44.
Stage one:
Practice
T practices the use of can / could / be able to ( present , past , future ) through situations 1, 2, 3 p 45
Stage two:
Produce
Write it up - a group work
T asks the pupils to split into groups and explains what are they going to do with exercise p 45 ( a guided correction )
T should focus on the time markers ( now, last) (to be written with different colors )
Stage three :
T modifies the previous exercise and gives the pupils a similar one with different verbs.
Note:
T tells the pupils to avoid using stem or auxiliary . / They correct on the board .
They participate .
They correct on the board .
They correct on their copybooks
Teacher: / Level: 4 A.M.
File: 02 / Read and consider / Lesson: 03
Function: : Expressing possibility / Leg. Form: May be , perhaps .
N. Lexis: / V. Aids: Book, Pictures, C.B and Gestures.
Objective: To enable the pupils express possibility
Procedure / Pupils’ task
Warming up:
T asks :
Where are the pupils now ?
Who is absent ?
Why is he/ she absent?
Stage one:
Before you read.
- Ahmed is absent , may be he is sick.
- T holds a tiny object in his hand ( a sweet, ..)
and asks : What is there in my hand ?
Stage two:
As you read.
T writes this question on the board :
- What do children suffer from ?
T reads the report loudly , then asks the pupils to find the answer.
T asks the pupils to open their books on p 47. and answer these questions:
1- Is the preparation for a test important ?
2- How do pupils revise their lessons ?
Stage three:
After reading.
T asks the pupils find out the sentences containing may , might , can , could and copy them on their copybooks. / They listen and answer questions.
They listen and repeat .
They guess.
They listen and answer.
They read and answer.
They find out sentences and write .
Teacher: / Level: 4 A.M.
File: 02 / Practice( Read and consider ) / Lesson: 04
Function: : Socializing / Leg. Form: May he - Can I..
N. Lexis: / V. Aids: Book, Pictures, C.B and Gestures.
Objective: Asking for permission.
Procedure / Pupils’ task
Stage one:
Warming up:
Revision of the previous lesson .
Stage two
Exercise1 p 48.
T explains what to do
Then , T asks the Pps to correct the ex on the board.
Stage three:
Write it out.
T asks the Pps to use the information on p 49
To write a note in their copybooks listing the things that are possible / likely to happen at the end of the school year using may, may not, might or might not.
T checks the Pps while doing the task .
T asks the Pps to correct on the board. / They revise.
They listen
They do the exercise.
They listen , then do
They correct and read.
Teacher: / Level: 4 A.M.
File: 02 / Words & sounds / Lesson: 05
Function: : / Leg. Form:
N. Lexis: / V. Aids:
Objective: How to form the opposite by adding a prefix & marking the stressed syllable of a word.
Procedure / Pupils’ task
Stage one: Warm-up
T. gives two models as examples: like / dislike
regular / irregular.
( given in sentences to help the Pps. understand the different means of the two words)
Stage two:
T.:
- I like football but I dislike volleyball..
- To open is a regular verb.
- To sent is an irregular verb.
T. gives 3 or 4 examples as shown inthis table
Word / Opposite
-polite
-possible
-capable / -impolite
-impossible
-incapable
T. asks the Pps. to do Activity 01 p: 50.
They correct on the BB & marking the stress
Stage four: Writing phase
T. asks the Pps.. to do Activity: 04 p: 50
- Correction on the BB / Listen & repeat
Pps. look at the table & read the words with the help of the T.
Pps. do
Pps correct on the BB.
Pps. do
Correct on the BB.
Teacher: / Level: 4 A.M.
File: 02 / Search & report / Lesson: 06
Function: : Describing (Expressing possibility) / Leg. Form: may / might
N. Lexis: up to , live , may , might. / V. Aids: pictures of animals, BB, cardboard
Objective: Enable the Pps. to express possibility using ( may / might ).
Procedure / Pupils’ task
Stage one: Warm-up
T. shows some pictures of animals to the Pps. & asks:
- What is this? …
T. sets these examples on the BB
- Lions live for 25 years. They may live more.
- giraffes live for 20 years. They may live up to 30.
- Camels live for 25 years. They might live long time before.
T. pins a cardboard within a table containing information.
Animal / Average age / Maximum age
-Cow
-Elephant
-Horse
-Fennec / -14
-40
-20
-12 / -20
-100
-27
-15
T. asks the Pps. to say how long each animal may live (orally).
T. sets a new task
-Tigers are ……….. They ………. In India. They ……….. live up to 22 years. They ……… exist in Algeria, to.
T. checks the Pps. attempts asking then to correct on the BB.
Stage four:
T. asks the Pps.. to read the text then write it down
- Correction on the BB
Home Work: T. asks the Pps. to identify other animals life. / Pps. Answer.
Pps.< listen & repeat
Pps. observe & do
Pps. perform sentences orally.
Pps. do
Correct on the BB.
Pps. read then copy down
Teacher: / Level: 4 A.M.
File: 02 / Listening & Speaking / Lesson: 07
Function: : Expressing ability / Leg. Form: Modal auxiliaries + neither / so
N. Lexis: mistreat , cruel , protection / V. Aids: Pictures of animals, actions …
Objective: Expressing agreement & disagreement.
Procedure / Pupils’ task
Stage one: Warm-up
T. asks the Pps. To open their books on p: 54 & asks them to fill in the gaps.
T. tries to help the Pps..
T. asks the Pps. to listen to the dialogue & correct the mistaken answers.
T. asks about the answers orally & corrects them.
Stage Two:
T. introduces the new structure
T. proposes a situation to show agreement & disagreement (singing , playing …)
E.g.: I can swim. (positive statement)
I can't swim. (negative statement)
T. asks the Pps. to give examples using ( can / can't ).
T. introduces the new items (neither / so).
E.g.: I can play handball so can I.
I can't play handball neither can I.
T. gives the final structure (the rule)
Stage three:
T. asks the Pps.. to give their own examples.
T. corrects the mistakes.
Stage four:
T. asks the Pps.. to copy down / Pps. do
Pps. do
Pps. answer
Pps. follow
Pps. repeat
Pps. repeat
Pps. do.
Pps write
Teacher: / Level: 4 A.M.
File: 02 / Reading & Writing / Lesson: 08
Function: : Illustrating / Leg. Form: will be able, may, might, may well, won't be able …
N. Lexis: robot, NASA, issue, magazine … / V. Aids: Pictures , magazines …
Objective: Writing an article using the grammatical instructions.
Procedure / Pupils’ task
Stage one: Warm-up
T. shows a magazine & asks the Pps.: What's this?
T. : What's the name of this magazine?
Stage Two:
T. asks the Pps. to open their books on p: 57 & look at the picture. It's a part of magazine. Try to read it.
T asks these questions:
- What's of the magazine?
- What' the title of this issue of the magazine?
- Which topics does this issue of the magazine deal with?
- What does the illustration on the cover page represent?
- What do you think the most important article in the magazine will be about?
T. asks the Pps. read the newspaper article on p: 57 then to do Activity 03 p: 58.
Stage four:
T. asks the Pps.. to write an article to say what the NASA will / may might / well be able to do with robots in the future (ideas are given on p: 59
T. Chooses the best article to copy it down on their copy-books / Pps. Answers:
It's a magazine
It's News Week magazine
Pps. read silently
Pps. try to answer
Pps. choose the sentences which illustrate to understand
Pps. write an article.
Pps write
Teacher: / Level: 4 A.M.
File: 03 / Listen & consider / Lesson: 01
Function: Expressing condition / Leg. Form: Time clause(when, as soon as, …)
N. Lexis: / V. Aids: Book, Pictures, C.B and Gestures.
Objective: Pupils will be able to listen script & pick out information
Procedure / Pupils’ task
Stage one: Warm-up
T. asks questions about hobbies.
Stage two: Before you listen
T. asks the Pps. to open the book on p:67 & look at the pictures then answer the questions
- What are they like?
- What do they like?
- Where do they live?
T. sets task N°1 p:67 & reads script 01
T. sets task N°2 p:68 & reads scrip
Stage four: Writing phase
T. asks the Pps.. to do Activity: 04 p: 68
- Correction on the BB / Pps. answer
Pps. try to answer
Pps. check their answers
Pps. Take notes down.
Pps. Will us information in Act. 02 p:67 & ask & answer questions
Teacher: / Level: 4 A.M.
File: 03 / After listening / Lesson: 02
Function: Expressing condition / Leg. Form: Time clause(when, as soon as, …)
N. Lexis: / V. Aids: Book, Pictures, C.B and Gestures.
Objective: Pupils will be able to use clauses-time correctly
Procedure / Pupils’ task
Stage one: Warm-up
Revision about the previous lesson.
Stage two:
T. gives examples using time clauses (when, while, as soon as, before, after, until, till)
Stage Three:
T. gives sentences without time clauses & asks the Pps.. to put the right clause in the right sentence.
Stage four:
Pps.. write their sentences on the BB.
T. helps the Pps.. To deduce a grammatical rule for the use of the time clause.
Simple Future-Time clause + Simple Present
H.W: Activity 01 p: 69. / Pps. answer the questions.
Pps. listen
Pps. Give their own sentences
Pps. deduce
Pps. Try to do it at home
Teacher: / Level: 4 A.M.
File: 03 / Practice & write it up / Lesson: 03
Function: Expressing condition / Leg. Form: Time clause(when, as soon as, …)
N. Lexis: / V. Aids: Book, Pictures, C.B and Gestures.
Objective:
Procedure / Pupils’ task
Stage one: Warm-up
Correction of the H.W. Activity 01 p: 69.
T. revises the previous lesson ( time clause )
Stage two:
T. helps the Pps. To order the scrambled words & get right sentences
T. asks the Pps to reorder the given sentences into a coherent paragraph