Level : 2Ms

By Mrs : Djeghdali.M.
Sequence one level : 2 ms

Teacher : Djeghdali.m.

Communicative objective Linguestic objective

Lge form pronunciation
- Describing physical -The simple present pronunciation of
appearance Tense/ adjectives /s/ , /z/ , /iz/
- Describing free / daily Possessive pronouns pronunciation of
activities Location markers can and can’t
- Describing and locating silent letter
places « h»
- Reading/interpreting a Why / because silent letter
house plan «d»
- Describing family
relationships
- Expressing :
Likes / dislikes
Ability/ inability
Cause / reason

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

• Describe physical appearance / daily and free time activities using the
simple present tense
• Expressing ability inability/ cause and effect
• Locating places and describing a house plan
 Guided sheet

Learning objectives : in this lesson i will reach the following aspects of language

Grammar * simple present ( interrogative form)

To be / to have / WHQ

Vocabulary : physical appearance Age / weight / height

Pronunciation : the sounds /s/ , /z/ , /iz/

Visual aids : flash cards/ video/ school book

Cross curricular competencies :

Intellectual- comp : :pps can interact through verbal and non verbal messages

Methodological : pps can work in pairs and groups

Communicative : pps can communicate through dialogues properly

Personal and social : they can be socialized through oral or written exchanges

Values :

*Learners will be proud of using his identity markers when describing himself.

*The learners will be curious of knowing other’s markers of identity

By Mrs : DJEGHDALI.M.
time object procedure inter comp vakt
Describing physical appearance
Warm up : t welcomes learners and
Introd tries to illicit sequence one briefly T/l Interp
uce through the following initial situation
The
New seq
Initial situation

Your school is organizing « the

idol pupil » competions for pupil
Present
Ing the with many hobbies/ activities and
Situatio abilities the winner will be the
N leader of « the school club
activities » for this year. T /l

Make a poster in which you Inter

Give all the information about you

to convince the school jury to
choose you

Interp

Through this situation learners will

discuss with their teacher all the L/t
aspects, the teacher will listen and
accept every thing they are going to
Present say Interp
Ation Presentation
The new In this stage teacher will introduce
lexis quickly the differnt part of the body
through a picture
Learners look, identify L/t
The teacher names and asks them to
repeat after him/her
 Interp
New T/l
Lexis

T/l
New Learners take notes on their note
lexis Interp
book
Now teacher presents the following
adjectives asking learners to look at
the pictures and compare

T/l

Snow white and the seven dwarfs to

identify the adjectives SMALL/TALL Interp
New
lexis

T /l
Laurel and hardy to identify the
adjectives SLIM/FAT

Interp
And through this picture to identify
LONG/SHORT hair
T/l

Slanted eyes
 Bald T/l Interp
practise
Now teacher invites learners to listen
Develop to a short description of steve’s
Listening family and do the following activity Interr
skills First teacher shows learners steve’s
family and asks
What does the picture represent ?
Is it a big family ? is the father a tall T/l
man/ old man ?
Is the mother fat ? does she wear
glasses ?
Interp
Practise
New lge
form T/
l

Now teacher invites learners to write

task one Interp
Task one : listen to steve then answer
the following questions
Hi, my name is steve Robinson, i am 38
Develop years old, i am a doctor at London
List hospital, i am tall and slim with short
Skills fair hair. My wife anna is 30, she is a
teacher, she is tall and slim, she has L/l
got long fair hair and slanted eyes. I Interr
haves got two kids and one baby. I
love my family.
Questions
1- Is steve’s fmily big ?
2- What does he look like ?
3- Is Anna a fat woman ? L/l
produce T sets a time limits, walks Produc
around and checks
Use :
Task : choose one of your teacher and
describe him or her in a few lines
Start like this
My teacher of mathematics is ……… L/l
.name, he …………………………………………………..
……………………………………………………………………
…………………………………………………………………..
T sets time limit helps learners if
necessary
T provides learners with the following
home work
Pair work : write a short dialogue with
your friend asks him about your new
class mate ( physical appearance)
time object procedure inter comp vakt
Describing physical appearance T/l
Simple present tense
Reviews
Warm up : t welcomes learners and
asks them to correct the home Interp
Vis
work.by asking some learners to read
DS
their production and write it on the
board then correct
Presentation : t invites learners to
watch the following video then T/l
answer the following questions :
Presnt
1- What does mr George Hokins Interr
The Visual
look like ?
New Board
2- Is Jessica tall ?
Lgeform
Learners watch and answer
T asks learners to read the answers T/l
He is tall and slim
No, she is not
Where is the verb ? what is the Interp
infinitive of the verb ? what is the
tense used ?
Analysing
Let’s we remember the simple
Visual
present tense in their three forms T/l
Board
Affirmative form :
S+ verb+ rest of the sentence
Example : Interr
I put glasses ( here teacher asks
learners to substitute)
Stating
She/ the pupil/ we ls do t/l
Rules
Exeptions
Verbs ending in O-CH-SH-X-S we
Visual
add ES to the verb Interr
Board
He finishes/ she goes….
Verbs ending in y
Vowel + y add s / play----plays
 Consonant+ y omit y and ad
dies T/l
Stating Study-------studies
Rules Teacher asks learners to provide him
with examples
Learners do Interr Visual
Negative form T/l board
Stating First teacher asks ls about the
rules negative mark--------------not
T provide learners with the following
example Inter/
I am tall---------i am not tall Interp
I like sport-------i like not sport ??
Ls no
T : not never appear in a sentence
without auxiliary sentence1
If there is no auxiliary TO DO
should appear
I do not like sport
Interrogative form
Here teacher comes back to the qs
asked before
What is the difference betwwen
both qs ? ls : WHQ/AUX QS
Learners provide the teacher with
some examples
Practise Practise : L/t
The Task : re order the following words prod
New lge to get correct sentences
form 1- is/ Leila /and / slim/ tall/ a /
girl
2- does/ What/ like/ look/he/ ?
3- got/ Have/ you / eyes / big/ ?
4- not/the pupil/ fat/is
t sets a time limit walks around and
checks
home work
time object procedure inter comp vakt
practise
Motivate Warm up : t welcomes learners T/l Interr Audit
Ls/ and checks the previous hom work
reviews Learners correct on the booard
Presentation
Controlled practise
Task one : t asks learners to look Interp
at the picture and describe these Interr Visual
Ls act persons using simple present FC
Drills tense by doing a short drill ( work T / l
Using in pairs)
interr/
neg

Interp
T/l Interr Visual
What does steven look like ?
FC
He is short and fat

Is zineddine zidane tall ?

Yes, he is
Guided practise :
Negative Task two : i turn the following T/l Interr Visual
Form sentences to the negative form Auditory
- john is a serious pupil.
 - Leila and karima works in a
hospital
- My mum likes music
- The Pupils are lazy
- T sets time limit walks
around and checks
Free practise
Ls Task three : in three or four
produce sentences describe your friend
Using giving his
the new Name/ age/ physical appearance/ L/l prod Auditory
lge form like/ deslike
T sets a time limit walks around
and checks
Ls read their productions choose
one and write it /correct it on
the board
time object procedure inter comp vakt
Pronunciation of final « s »
Motivat Warm up : t welcomes learners T/l Visual
Ing ls and invites them to listen to a Interr
song
« what does he look like ? »
Presentation
T invites one learners to the Visual
Present board and asks his mates to Audit
Ing describe him T/l Interp
sounds Bahaa is tall and slim , he is 12
years old , he is tall and slim, he
has got short, fair hair and brown
eyes he puts glasses. He likes
Isolate music but he hates playing chess. L/t Interp
Words Isolation Visual
T writes the following words Audit
Is / eyes / glasses / likes/ hates
Analyse L/t Interp
Remembe T asks learners to read the words
Ring Paying attention to the
rules pronunciation of their final s
Learners try to remember the
rule T/l Audit
Stating the rule Interr
The letter « s » is pronounced
/s/----when « s » preceded by
/p/ /t / /k/ /f / /θ/
/iz/-----when « s » preceded by
/ƒ/ /tƒ/ /s/ /z/ /dj/
/z/-----when « s » is preceded by L/l
Practis other sounds prod Visual
ing Practise :
 Task one : i read and classify the
following words according to the
pronunciation of their final « s »
Boxes – lands – photographs-
cities

/s/ /z/ /iz/

T sets a time limits walks around

and checks

Guided sheet

Learning objectives : in this lesson i will reach the following aspects of language

Grammar * possessive pronouns

Vocabulary likes / deslike / hate

Pronunciation : the silent letters « h » and « b »

Visual aids : flash cards/ video/ school book

Cross curricular competencies :

Intellectual- comp : :pps can interact through verbal and non verbal messages

Methodological : pps can work in pairs and groups

Communicative : pps can communicate through dialogues properly

Personal and social : they can be socialized through oral or written exchanges

Values :

*Learners will describe his frre time activities to his friend

*The learners will be curious of knowing other’s free time activities

 By Mrs : DJEGHDALI.M.

time object procedure inter comp vakt

Daily and free time activities
Pdp t/l Interr
Warm up : t welcomes learners
Motivate and invites them to write the Auditory
Learners date.
Now he/she asks them some qs to
pave the way to the lesson
At what time do you get up every T /l
day ? then what do you do ?
Ls give their daily activities
Pre-reading
Pave the T presents some flash cards and Interp Visual
way to ls give full and correct sentences
the describing their daily activities. L /t
lesson Then move smoothly to the week-
end and if they do the same
activities after school also
What do they like to do ?
What do they dislike ?
During –reading
T asks learners to guess what Interr Visual
would be the text about (orally) ls Text
guess and the teacher accepts all T /l
the answers
Now teacher invites learners to
Answer read the dialogue and do the
whq/aux following activities :
qs Interp
 Activity two : i read then i answer Interr
the questions
1- Does Susan go to school on Visual
weekend ? Text
2- What does she do on week- T /l
end ?
3- When does Sally practise
sport ?
4- Does she like sport ?
Learners read and do after
setting time limits.
Ls correct on the board and on
their copybook
Visual
Now they are invited to do t/ l Interr Board
Arouse activity three : re-read the Interp
lexis dialogue then find
- The synonyms of :
exercise =………. Yard =…………….
- The opposites of :
like≠ ………..free
≠…………before≠……….
Teacher sets a time limit walks
around and checks L /l Visual
Conclude Poste- reading Board
Underst T invites learners to complete the prod text
anding following table
Activity three : re-read and
complete the table below :

Susan Sally
similarities
dissimilarities
Learners re-read then do ;
correct on the board and on their
copy book
Home work : in a few lines write
about your free time activities
Text :
Susan and sally are in the playground
talking about their weekend
 Susan : on weekend, of course I don’t go
to school , I usually invite my friends to
watch a good film at cinema and eat
popcorn it’s fun . What about you Sally ?
Sally : well on weekend, I have many
things to do, I have guitar lessons, and
read a short storry. And after I do my
homework, I often surf on the net
checking my facebook page.
Susan : Wow, it’s really a busy weekend.
Do you really have a guitar ?
Sally : Yes it is my guitar , it’s mine.
Susan : But what about sport. Don’t you
practise some ?
Sally : Yes I do, but only sometimes
because I hate sport practise.

time object procedure inter comp vakt

Possessive pronouns
Piasp
Reviewing
Warm up : t welcomes learners T/l Interr
and check if they did the
homework, and invites two or
three to read their productions
Presentation :
Now teacher invites learners to
Presen-
have a look at the dialogue , then T/
ing
find the underlined word L Interp
the
Ls : mine
new lge
Isolation
form
T asks them to give the full
sentence
It is MY guitar , it is MINE
Analyses
Teacher asks
My ???? ls possessive adjectives T/l Interr
T asks again what comes after
the possessive adjective ls : noun
T : well what comes after mine
Ls : nothing
Staing Mine is not a possessive adjective
Rules but a possessive pronoun
Now teacher uses substitutions T/ Interp
It is MY guitar, it is MINE L Interr
Substitute MY by HER
Ls do ; teacher helps
It is HER guitar, it is HERS
It is HIS guitar, it is HIS
It is OUR guitar, it is OURS
And continue
Stating the rule
Now teacher provides learner
with the following chart T/
L

Personal Possessive Possessive Interr

pronouns adjectives pronouns Interp
I MY MINE T/
HE HIS HIS L
SHE HER HERS
IT ITS -------
WE OUR OURS
YOU YOUR YOURS
THEY THEIR THEIRS

Teacher helps learners to

Practise complete the chart
The new Practise prod
lge form Task : i write the correct L/l
possessive pronoun for each
sentence
Example :
That is my car , that car is mine
1- This is their photograph,
this photograph is …………..
2- This is your Ipod, this Ipod
is …………
3- This is our class, it is
………….
 4- This is my sister’s bracelet,
it is ……………..
5- This is Mohamed’s camera ;
it is …………
T sets a time limits walks around
and checks
Ls correct on the board then on
their copy book

time object procedure inter comp vakt

Practise t/l
Warm up : t reviews the Interp
Reviews
previous lesson after welcoming
Recycles Audit
learners
ory
Through the home work given
teacher reviews and recycles
Presentations
Controlled practise :
Activity one : ( orally) : t L/t
controll ls
invites learners to look at the
to practise
pictures and give full sentences
using possessive pronouns/ poss Interp
adj
Visual
( a power point activity)
Data
T deals with this activity orally
show
trying to help pps to give
correct sentences
Guided practise
Activity two : re order the
Guide ls to
following words to get correct L/t
practise
sentences : Interr
1- Is/ pen/ my / it / , / it /
Visual
mine / is .
 2- Phone/ hers/ is / is / Board
this/ it / , /her.
3- Algerian flag/ is / this / ,
/ ours/ it / is/the .
T sets a time limit, walks around
and checks
Correct on the board then on
their copy book L/l
Free practise :
Give their Activity three : i move and go to interp
productions one of my class mate and asks
him/her .
Example :
Is this your pen ? Kinesth
Yes , it is mine/ no it is his etic
Learners move and write short
drills

time object procedure inter comp vakt

Likes / deslikes
Motiva (clothes) Interr
Ting Warm up : teacher welcomes learner t/l
And and asks them some questions to pave
review the way to the lesson
ing What do you wear at school ? Interr
Do you wear sport clothes for English
class ?
What do you like to wear ?
Teacher accepts all the answer and t/l
then invite them to watch the
following video Visual
Presentation Interr Data
Presen T invites learners to watch the video Interp Show
Tation and then complete the table in the l/t
Of work sheet
cloth Task : I watch the video and
es iIcomplete the table below :
names Boys Girls both
wearing wearing
 Learners watch and do Visual
Correction Interr Board
Use l/t
Now teacher invites them to write
what do they like to wear
Use the Task two : now I write what I like to
New wear
lexis I like to wear ……………………
taught ………………………………………………….
Teacher sets a time limit , walks prod
around and checks l/l
T provides learner with the following
homework
Home work : In a few lines I write what
does my friend like to wear
My friend...................(name), he
is…………….(age),he…………………..(height),
He …………………..(hair) and………………..(eyes).
My friend likes to wear

time object procedure inter comp vakt

Silent letters « h » and « d »
Review Visual
ing Warm up : t welcomes learners and t/l Interr Board
and checks if they did the home
check work.asks two ls to read their
ing productions then write one onb the
home board and correct
work Presentation
Through the following activity t/l Interp
teacher presents the silent letter Audit
presen «h» Record
ting Activity one : I listen to the records
the S.L and I circle the silent letter
«h» Honest - hour – echo – whisk –
dinghy – ache – rhyme – spaghetti –
rhubarb – Interp
Rhino – which – ghost
Audit
 In this stage learners will t/l Record
Presen discoverthe silent letter « h »
ting T asks learners to give their own Interp
The S.L examples
«d» And now through activity two they
will discover the silent letter « d »
Task two : I listen to the record and
then I circle the silent letter
Badge – edge –pledge – handsome – l/t Interr Visual
sledge – Wednesday – ridge –bridge board
practice And here they give their own
example too
Practice : prod
Task : in the table below, i write
three words that have silent letter
« h » and three that have silent
letter « d » after checking in my
dictionary

Silent »h » Silent »d »
1- 1-
2- 2-
3- 3-