Teacher 

: ABOUBAKER CHOUIT
 Sequence Two Plan
Me and my shopping
Lesson Session Learning Objective framework
Starting off 01 Initial Situation TBL
Situation/ You have read an advertisement. Actors and actresses aged from
Problem solving 14 to 20 are needed for an Algerian show. One of your classmates
situation likes the offer. Help her / him write an e-mail to apply for this job
Installing Resources Situation
I listen and Do I 02 SWBAT demonstrate their ability to identify and name different PDP
shopping items (food).
I Practise I 03 SWBAT demonstrate their ability to ask about quantity and price. PPU
I listen and Do II 04 SWBAT demonstrate their ability to ask about size, colour and PDP
price.
I Pronounce 05 SWBAT to act out a dialogue about shopping .with correct pronunciation PPU
of ‘l’ and ‘r’ .
I listen and Do III 06 SWBAT demonstrate their ability to devise neighbourhood street map/ PDP
locate and show the way to amenities.
I Practise II 07 SWBAT demonstrate their ability to ask and show the way using PPU
the imperative.
I Read and do 08 SWBAT to read and interpret a written message about describing a PDP
city
I Learn to 09 Situation of Integration PDP
Integrate SWBAT to mobilize their resources to design a street map showing the
shopping amenities in their neighborhood and write an email about
shopping where they live.
I Think and Write 09 Situation of Assessment PDP
10 SWBAT mobilize their resources to write a report about shopping in other
town or country.
 T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS
Sequence: 02 Me and my Lesson: Launching the initial situation Framework: PDP
shopping
Learning Objective(s): By the end of the sequence my Ls will be involved and put into problematic situations and
declare the communicated tasks to be dealt into learning objectives and lessons in the sequence.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) +Data show
Target Structures: lexis and expressions related to shopping:clothes, vegetables, fruits, meat, kilo, greengrocer,
Cross Curricular Competencies Core values
* Intel: L can use his critical thinking skills when gathering *Being responsible.
information for learning and project work. *Valuing food.
-L can understand, interpret verbal texts. *Eating healthy food *Being
-L can solve problem situations using a variety of communication respectful toward himself/his family
means. and people
* Meth: -L can work in pairs or in groups. *Openness to people.
*Com: -L can use a role play to communicate appropriately
* Per and Soc: -L can show responsibility towards team work.
Time Framewor Procedure Focus Objectives Aids V
k A
K
T
Warming -T-Greets his Ls, they respond. T⤑L
up -T-Splits the pieces of paper on the Ls on which the topic Leading in A
of the sequence is written then asks them to reads it .

It’s mothers’ day To WB-

Pre introduce Ls’
A
presenting the Copyb
problem ook V
T⤑L
Mehdi and Sarah want to organize a small party as a surprise for their and +book
mother. They need to decorate the house, write a list of what they need to expose +
make a big cake, choose a present and go to the supermarket. Let’s help them Ls to it Picture
writing the shopping list and show them the way to get to the supermarket s
easily to buy the ingredients.

-T-Asks his Ls to read and underline the key words; Party-

Decorate-List-Big cake-Present-Supermarket-Shopping
V
list-Showing the way-……..
A
-T- Explains the topics that will be discussed in the
K
sequence by presenting couples of photos and videos. activate
their WB-
T⤑L Imaginat Ls’
Presenting ion and Copyb
L⤑T
prior ook
Knowled +book
ge +
Picture
s
-T-Draws a diagram and writes
Shopping
-T-Splits the class into groups, his Ls start to collect ideas
and teacher checks.
 -T-Invites his Ls to read their products and fill the diagram V
on the WB. A
L⤑T K

Seller Party Fruits

To
Bank
Post Shopping generate
presenting solve the
Street Supermarket problem WB-
KG Size and find Ls’
solutions Copyb
Clothing
ook
Credit +book
-T-Asks Ls to copy down the situation in their copybooks. +
Picture
s

The Teacher’s comments

What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-………………………………. -……………………………………………………... -……………………………….

T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS
Sequence: 02 Me and my Lesson: I listen and do I Framework: PDP
shopping
Learning Objective(s): By the end of the lesson my Ls will be able to name shopping items(food).
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both)
Target Structures: lexis and expressions related to shopping vegetables fruits meat kilo greengrocer
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being responsible.
* Meth: -L can work in pairs or in groups. *Valuing food.
L can use strategies for listening and interpreting messeges. *Eating healthy food (mainly fruit
*Com: -L can use a role play to communicate appropriately. and vegetables.
* Per and Soc: -L can socialize through oral and written messages.
Time Framewor Procedure Focu Objectives Aids VAKT
k s
 Warming -T- Greets his Ls, they respond. T⤑L Leading in
up A
-T- Pins flashcards of different food items and try to
name them and categorize them with his Ls Introduce
-T-Asks makes a quick review about the national dishes the
Pre that they have seen in (Sequence 5) last year. new
presenting *What is the national dish here in Algeria? topical
lexis
Ls ; ‘Couscous’ T⤑L
*When do we generally prepare it? WB-
Ls: On Friday. Weddings. Ls’
Copy
-T-Presents the learning situation Interactin book
Learning Situation to Install Resources: g to +boo
AV
refresh k+
and check Pictu
prior res
The mother invited all the family members and she knowledge
wanted to cook Couscous. So let’s help mum writing the
shopping list and make shopping.

-T-Invites his Ls to listen to the scripts than try to the

coming tasks
Task One: Oral I listen then I colmplete each list
below V
To
SHOPPING LIST
improve
A
Vegetables Fruits Meat K
his taking
1-………… 5-………… 1-………… 1-………… note skill
2-…………6-…………. 2-………… 2-………… T⤑L WB-
L⤑T Ls’
3-…………7-…………. 3-………… to
Copy
During 4-…………. reinforce
peer book
listening +boo
correction
TPS Think-Pair-Share) and k+
Task Two: Oral I listen again then I write True, False cooperativ Pictu
or Not mentioned. e learning res
1- The mother prepares Ghrayaf for lunch.
2- She asks Mehdi to buy white and red meat. Interpret
3- She asks her son to buy some pears. an oral
message to
4- The shop is near to Mehdi’s house. get
TPS Think-Pair-Share) informatio V
n A
Task Three: Oral I answer these questions K
1- How many kilos of vegetables does the mum need?
2- Does Mehdi buy fish? L⤑T
3- Who is coming to visit the family?
TPS Think-Pair-Share) WB-
Ls’
Post
Task Four: Written I complete the dialogue below. Copy
listening My partner (greengrocer): Good morning, sir. How can I help To book
you? reinvest +boo
Me: I want some vegetables……………….. his prior k+
My partner (greengrocer): How about………..., sir? knowledge Pictu
Me: Yes, I want some grapes, …………… /to res
My partner: How much sir? produce a
Me: ……… kilo each. dialogue
My partner: Would you like anything else, sir?
Me: No, thanks. How much do I owe you, sir?
My partner: ………………………. dinars, sir.
TPS Think-Pair-Share)
-T-Invites his Ls to copy down on their copybooks..
The Teacher’s comments
What Worked What hindered Action Points
-……………………………… - -………………………………
……………………………………………………...
-……………………………… -………………………………
-
-……………………………… ……………………………………………………... -………………………………

-………………………………. - -……………………………….
……………………………………………………...

-
……………………………………………………...

Weekly Friday couscous

Mum: We’re having couscous for lunch. I want you to bring me some products from the market.
Mehdi: Yes, mum. What do you need?
Mum: I need some vegetables: carrots, courgettes, potatoes, tomatoes, onions and garlic. Bring
me half a kilo of every vegetable. I also need some chickpeas
Mehdi: Ok mum do you need meat?
Mum: Yes, of course. Buy three slices of lamb and a whole chicken,
Mehdi: What about fruit, mum?
Mum: Good boy! Buy some tangerines and some figs. You can buy some black grapes and some
dates, too.
Mehdi: How much do you want, mum?
Mum: One kilo each.
Mehdi: Ok, mum. Anything else?
Mum: No, just go to the market and don’t be late! We have guests, today. Your aunt and uncle
are coming for lunch.

T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS

Sequence: 02 Me and my shopping Lesson: I practise I Framework: PPU
Learning Objective(s): By the end of the lesson my Ls will be able to ask and answer about quantity and price.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook +flashcards Books
Interact .Interpret .Produce
Target Structures: lexis and expressions related to Simple present (Quantifiers).
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being responsible.
* Meth: -L can work in pairs or in groups.
*Valuing food.
*Com: -L can use a role play to communicate appropriately.
* Per and Soc: -L can socialize through oral and written messages. *Eating healthy food (mainly fruit
And vegetables.

Time Framewo Procedure Focu Objectives Aids V

rk s A
K
T
Warmin -T-Greets his Ls and welcomes them, they respond .
05o g up -T-Shows some flashcards about groceries and name them with his Ls . T→L Leading A
-T-Sticks a picture on the WB of a cake. than interact with his Ls in
10o
30o
15o

*Do you like cake?

*Which ingredients we need to make a cake?
Ls: Eggs- Suger-Butter-......
-T- sets up the situation. To lead in

Sara’s birthday

The mother of Mehdi wants to make some cakes for the guests.
So let’s help Mehdi’s mum.

-T-Invites his Ls to read the text:

Mum: I‘d like to make a cake, are there any eggs in the fridge?
Mehdi: Yes, there some. How many eggs We need?
Mum: We need 5 eggs. Is there any flour?
Mehdi: No, there is not any.
Mum: So, go to the supermarket and buy many eggs and much flour,
chocolate, 2 apples and 2 bananas for decoration, T→L To
Task One: Oral I read the text and choose the right answer. L→T familiariz
1-Is there any eggs in the fridge? ⤑ a- Yes, there is some b) No, there e Ls with A
isn’t any. new V
2-Is there any flour? ⤑ a-Yes, there is some b- No, there isn’t any. vocabular
WB-
3-How many eggs the mother needs? ⤑ a) Many eggs b) Some y related
to the Flashc
eggs. ards
Presentat topic .
4-How much sugar does mum need? ⤑ a) Much sugar. b) Some
ion
sugar.

-T- explains what does the verb count mean?

The differences between countable and uncountable nouns
Countable noun we can count them. To
a tomato→3 tomatoes an orange→3 oranges (1=a/an) Interpret
Uncountable noun we can’t count them. We use some before verbal
them some sugar – some oil messages
Task One: Written I classify these items in the table below and collect
Apple-grape- oil- pens- air- milk-boy- pupil- more data
Countable food Uncountable food
-……….-……….. -……….-……….. To
-………..-………. -………..-………. differentia
te between
TPS Think-Pair-Share)
countable
-T-Highlights the use of:
and
Much, many, a lot of, some and any are called quantifiers
uncountab
le nouns
Plural countable uncountable N

Affirmative some
Negative(-) any
Questions ? any
Example 1: “ apples is a plural countable noun “
I have some apples = Affirmative+( plural countable N )
I haven’t any apples =Negative + ( plural countable N )
Do you have any apples ? = Quest+ (plural countable N )
Example 2: “ sugar is uncountable noun “
 I have some sugar= Affirmative+(uncountable N )
I haven’t any sugar = Negative +( uncountable N )
Is there any sugar left? = Quest+ ( uncountable N
Task Two: Written I fill in the gaps with some or any
1- Have we got ………apples?
Training
2- There aren’t ………in the fridge.
on the use
3- We can find ……….. fruits in the corner shop.
of some
4-We need ……….. flour.
and any
5-I’ll buy…… sugar. Oh, we haven’t got … butter.
TPS Think-Pair-Share)
Much many A lot of to
Uncountable N Plural Countable N We use it with all nouns
reinforce
BUT in (Affirm) peer
in (Negati+Quest) in (Negati+Quest)
correction
USUALLY USUALLY
and WB-
is there much butter ? There aren’t many eggs
cooperativ Ls’
Practice Task Three: Written I underline the correct word L→T e learning Copyb V
1. I buy many-much books. T→L ook + A
2. Peter has not many-much free time. Picture K
3. Tom has many-a lot of friends. s
To master
4. There isn’t many-much milk at home. the use of
5. Bill hasn’t got many-much cars. many and
6- She has many-much money. much
TPS Think-Pair-Share)
How much…..? How many …..?
Uncountable N (to ask about a quantity an amount) Plural Countable N
Eg:How much milk do you want? (to ask about number )
(to ask about price)eg:A-How much is milk? Eg: How many
B It is 30 DA. apples do we
need?
Task Three: Written I choose the correct word
1-How many/How much bottles of milk are there?
2- How many/How much butter is there in the fridge? Training
3- How many/How much chairs are there in the room? on the use
TPS Think-Pair-Share) of how
Task: Four Written many &
how much
Your mother wants to prepare a cake so she asked you to
go to the shop to brings these products. ( apple-egg-
butter- oil- grape)
Write the dialogue which was between you and the shop
keeper using the quantifiers To
L⤑T reinvest
what Ls
learned
and
transform
it into a WB- V
Use
short Ls’ A
dialogue Copyb k
ook

TPS Think-Pair-Share)

-T-Invites his Ls to copy down on their copybooks..

The Teacher’s comments

What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-………………………………. -……………………………………………………... -……………………………….

T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS

Sequence: 02 Me and my shopping Lesson: I listen and do II Framework: PDP

Learning Objective(s): By the end of the lesson my Ls will be able to ask about size, colour and price.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both)
Target Structures: lexis and expressions related to shopping clothes size colour and price.
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being responsible.
* Meth: -L can work in pairs or in groups. * Raising awareness about valuing money
L can use strategies for listening and interpreting messages. and clothes
*Com: -L can use a role play to communicate appropriately. .
* Per and Soc: -L can socialize through oral and written messages.
Time Framewo Procedure Focu Objectives Aids VA
rk s KT
05o Warming T: Greets his Ls, they respond. Leading in
up T: Makes a short review about colours and clothes. T⤑L A
Interactin
g to
-T-Pins on the WB pictures and asks his Ls to match each refresh
Pre
item with the appropriate name. and check WB-
presentin Task One: oral I match the item with its name prior Ls’
10 o
g knowledge V
Copy
A
30o T⤑L book
+book
15o +
Pictur
Size Price Escalato Shop Clothin T-shirt fitting
Introduce es
r assistant g shop rooms the
TPS Think-Pair-Share) new
Task Two: oral 13 page 48 topical
Mom: Look: sweetheart there’s a dress right for you. lexis
Sandra: Oh, it looks superb! What size is it?
Mum: Well, this one’s size 10.
Sandra: I’m afraid it’s too big. I need a smaller size. Here comes
the shop assistant.
Shop assistant: Hello, can I help you? V
Sandra: Yes, please. Does this dress come in a smaller size? To
improve A
Shop assistant: Certainly. What size are you? his taking K
Sandra: 8. note skill
WB-
Shop assistant: Just a minute. I’ll go and get you one. What Ls’
Interpret
colour do you want? an oral Copy
book
Sandra: Same colour, please. Red with a black waistband. message to
get +book
TPS Think-Pair-Share) +
Task Two: oral 15 page 49 informatio
T⤑L n Pictur
6-Sandra: But look at the price tag, mum. This dress is too es
L⤑T
expensive! to
2-Shop assistant: The fitting rooms are at the back, next reinforce
to the escalator. peer
During correction
listening
4-Sandra: Look, mum. It fits me well
and
5-Mum: And it isn’t long at all! It’s just perfect on you!
cooperativ
1-Mum: Try it on first, sweetheart. e learning
3-Mum: Thank you. Let’s go, Sandra.
TPS Think-Pair-Share) To set the
rule : how
Task Three: Written 17 P49 I play the role of the shopper to
and partner that of a shop assistant ask/answe
r about
Shop assistant: Hello, Can I help you? size,
Customer: Hello, yes please. I’m looking for a T-shirt. colour
price
Shop assistant: What colour do you prefer?/ What colour do
 you like? V
Customer: I like (blue, white, black, red, etc.) A
Shop assistant: And what size do you need?/ What size are you? K
Customer: I usually use a (large, medium, small) size./ I take size L⤑T
Shop assistant: Does it fit you?
Customer:Yrs, it fits me well. How much is it?
Shop assistant: It is 20 Euros WB-
TPS Think-Pair-Share) Ls’
Homework: To Copy
You went to the colthes store inorder to buy a shoes. reinvest book
Post
Report us the dialogue which was betweenn you and the shop assistant his prior +book
listening
These cues may help you: size;40/ colour; brown/ price; 3000DA knowledge
-T-Invites his Ls to copy down on their copybooks.. /to
produce a
dialogue

The Teacher’s comments

What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

- -……………………………………………………... -……………………………….
……………………………….

Rule:
To ask for size: what size do you need?/ What size are you? To answer we can say: (I take (a) size … in shoes/
I'm a size in clothes./ I need extra-small (XS), small (S), medium (M), large (L), extra-large (XL) size in clothes.)
To ask for colour : What colour do you prefer?/ What colour do you like? It is dark blue / olive green /light
brown
To ask for price : How much is it? It is 500 DA.
T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS
Sequence: 02 Me and my Lesson: I pronounce Framework: PPU
shopping
Learning Objective(s): By the end of the lesson my Ls will be able to act out a dialogue about shopping with correct pronunciation of
‘l’ and ‘r’.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook +flashcards Books
Interact .Interpret .Produce
Target Structures: lexis and expressions related to restaurant and ‘l’ and ‘r’
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being civilized
* Meth: -L can work in pairs or in groups.
*Being responsible.
L can use strategies for listening and interpreting sounds.
*Com: -L can use a role play to communicate appropriately.
* Per and Soc: -L can socialize through oral and written messages.
Time Framew Procedure Focu Objectives Aid VA
ork s s KT
Warmin -T-Greets his Ls and welcomes them, they respond .
05o g up -T- makes a quick review about the previous lesson (shopping products) T→L Leading A
-T- Gives the following dialogue to his Ls then he reads it focusing on the in
15 o highlighted letters.
30o -T-Invites his Ls to read
15o Louise: Hey, Julia…Look at those desserts! How about baking
some cookies today?
Julia: Hmm…Yeah, that’s a great idea! While we are here in this
supermarket, let’s pick up the ingredients.
Louise: OK, what do we need?
Julia: The recipe calls for flour, milk, sugar and butter. Oh, and To
we also need eggs and chocolate chips and salt. Don't forget! familiariz
Louise: Why don’t you get the dairy ingredients? You will find e Ls with
those in the refrigerated section in the back of the store. I will get new
the dry ingredients. sounds
Julia: Great! Let’s meet at the checkout. related to
Louise: OK. See you there. the topic .
-T- Highlight and reads these words and ask his Ls to notice the differences
like - chocolate - while - milk
"l" is pronounced clear "l" /l/ before a vowel: in beginning or middle T→L WB AV
of the word eg: like – chocolate. L→T -
Presenta "l" is pronounced dark"l" /ɫ/ in the end of the word or before a
tion consonant in middle of the word eg: while - milk
-T- Highlight and reads these words and ask his Ls to notice the differences
Refrigerated- great- desserts- sugar Stating
"r" is pronounced before a vowel: beginning of the word or middle the rule
eg: recipe- dairy –
"r" is not pronounced (silent letter) end of the word or before a
consonant middle of the word eg: flour –supermarket.

Task One: Oral 01 p53

- Look, Lisa. The light blue leggings are smaller than the dark blue ones. /l/ /ɫ/
- This small belt fits well with the purple dress and the sandals. It's cool! /ɫ/ /l/
- How do you feel, today? /l/ /ɫ/
- Quite well. Thanks for asking. /ɫ/ /l/
- Awful! I've had a terrible night. /l/ /ɫ/
TPS Think-Pair-Share)
Task Two: Written I tick in the right box
Words /l/ /ɫ/
Garlic
Lemon
Apple
Milk
Bill
Flour
TPS Think-Pair-Share)

Task Three: Oral 03 p53

Waiter: Good evening, ladies /l/ and gentlemen /l/. Are you ready to order?
Dad: Yes, please /l/. I'll /ɫ/ have a grilled /l/ chicken leg /l/ with boiled /l/ cauliflower
/l/ /l/.
 Mum: I'll have the leek /l/ soup as a starter and a mixed vegetable /l/ and tuna salad
/l/. To
Waiter: What would you like /l/ for dessert?
Practice reinforce V
Dad: I'll try your vanilla /l/ ice cream.
Mum: I'll have a fruit salad /l/.
and WB A
Waiter: Any drinks, sir? L→T consolidat - K
Dad: Mineral /ɫ/ water and two black /l/ coffees after dessert, please. T→L e the Ls’
(When the meal /ɫ/ is over, dad asks the waiter for the bill /ɫ/ and pays with his credit pronuncia Co
card.) tion pyb
TPS Think-Pair-Share) to ook
Task Four: Oral 05 p54 reinforce +
Words /r/ silent Words /r/ silent peer boo
tracksuit butter correction
colour sugar ks
and
scarf vinegar
shorts mustard cooperativ
bracelet marmalade e learning
ring pepper
wristwatch flour
green hamburger

TPS Think-Pair-Share)
Task Five: Written I classify these words in the right box
Pronounced /r/ Silent /r/
Three market
Grape butter
Ingredient water
Rice are
TPS Think-Pair-Share)
Task Six: Oral 08 p54
Mum: Take some low-fat yogurts for me and your dad, Sandra.
SSSP
Daughter: And I'll take four sugar-free ones for me.
SSPS
Dad: The strawberry-flavoured ones are better.
PPPPS To explore
Mum: Is there any diet margarine left in the fridge, Robert? previous
Use PSPPPS knowledge
Dad: I think there is but I'm not sure. I can't remember. Have a look at our shopping list. and
PPPSS V
reinvest A
Daughter: I'll take two cans of light coke and a chocolate bar, mum. L⤑T WB
P what he k
Mum: But that's very bad for your health! learnt -
PS Ls’
Dad: Your mum's right.
SP
Co
Mum: Ok. Here's the shopping list: two bags of brow flour, two bags of granulated sugar, pyb
PPSPS ook
three cartons of slim milk, two cartons of orange juice, two jars of marmalade, four bars of
perfumed soap, tinned sardines and tuna, tinned tomato purée, two packets of dried fruit and
SSPPP
cereals, salt, pepper, olive oil and vinegar.
PSS
Dad: Your shopping trolley's going to be very heavy in a minute, Sandra.
SPPP
(When the shopping is over, the family heads towards the cashier who puts the shopping in
SSS
shopping bags and gives the father a receipt when he pays.)
TPS Think-Pair-Share)

-T-Invites his Ls to copy down on their copybooks..

The Teacher’s comments

What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-………………………………. -……………………………………………………... -……………………………….

.
T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS
Sequence: 02 Me and my Lesson: I listen and do III (02 sessions) Framework: PDP
shopping
Learning Objective(s): By the end of the lesson my Ls will be able to devise neighbourhood street map/ locate and show the way to
amenities.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook +flashcards Books
Interact .Interpret .Produce
Target Structures: lexis and expressions related to prepositions and amenities ; next to ,in a front of……,far /near /The imperative/
the bank. Post office,..
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being responsible.
L can interpret a map to get information.
* Raising awareness about valuing amenities.
* Meth: -L can work in pairs or in groups.
L can use strategies for listening and interpreting messages. *Being polite.
*Com: -L can use a role play to communicate appropriately. .
* Per and Soc: -L can socialize through oral and written messages.
Time Framewor Procedure Focu Objectives Aids VA
k s KT
05 o Warming T: Greets his Ls, they respond. T→ Leading in A
up T: Makes a quick review about ordinal numbers and prepositions. L
Ordinal numbers: (first–second –third,… etc.). Interactin
g to
Prepositions: (near- next -opposite - on the left - on the right ……etc. refresh
(seq 01 house). and check
-T-Pins on the WB pictures of amenities and their names he invites his prior
Ls to name each amenity. knowledge
Task One: Oral I name the amenities and pave
the way

-T-Pins on the WB pictures of road signs and he invites his Ls to T→ WB-

match each sign with its name. L Introduce Ls’ V
L→ the Copyb A
15o Task Two: Oral I match
T new ook + K
30o Pre topical Picture
listening s
15o lexis
Turn left Don’t turn Turn Don’t turn Go straight The traffic
left right right Go ahead lights
-T- Invites his Ls to listen to the scripts then try to answer the tasks
Task One: Oral I liten then I draw the way to the clothes shop on the
map below

TPS (Think-Pair-Share) drawing

Task Three: Oral I liten then I tick (√) in the right box the way
on the
Statements True False Not mentioned
map &
1- Sandra wants to buy a dress. locating
2- She knows the way to the shop. amenities
3- The shop is near to her house.
4- There are two stairs in the shoe store.
 5- The shop is in front of the bakery.
TPS (Think-Pair-Share)
Task Four: Oral I answer these questions To
1-Does the mother goes with her daughter? improve
⤑…………………………………………. his taking
2- Where is the shop located exactly? note skill
⤑………………………………………….
TPS (Think-Pair-Share)

Task Three: (written) Lexis

a-I find in the text words that are closest in meaning to: Interpret
Shop =………… Ahead=………… an oral
In front of =………… City=………… L→ message to
b-I find in the text words that are opposite in meaning to: T get
During Sell≠……………. Near≠………… T→ informatio WB- V
listening Left ≠……………. Behind ≠………… L n Ls’ A
TPS Think-Pair-Share Copyb K
-T-Sticks /draws the following map on the WB then create this dialogue ook +
Picture
To collect
more lexis s

to
reinforce
peer
TPS Think-Pair-Share correction
Task Three: Written I complete the dialogue below using the map and
Your friend is in a new town and he want to go to the bus station. cooperativ
Show him the way using the map e learning
Your friend: Good morning sir.
You: Good morning. How can I help you?
Your friend: How can I get to the……….., please?
You: Well, go……….in ……..St, don’t turn just keep walking. Take the
……..turning. Walk about 100 m, the……….is ………. The Italian
restaurant and near to……………..
Your friend: ………………
You: Don't mention it. To
TPS Think-Pair-Share L⤑T reinvest
Post -T-Invites his Ls to copy down on their copybooks.. his prior V
listening WB- A
knowledge Ls’ K
to ask and Copyb
give ook
direction +map

The Teacher’s comments

What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-………………………………. -……………………………………………………... -
……………………………….
Sandra: I’d like to buy a new boots, mum.

Mum: All right, sweetheart. Go to the shoe store of the town. Do you know how to get there?

Sandra: No, mum. Can you show me the way to the shop, please?

Mum: Well, it’s not far from here. Don’t turn just walk straight in Oxford St about 500 m. Take the
second turning on the right. The shoe store is at the corner of Oxford St and Queen St, on the left side,
opposite the bakery and next to the bank
Sandra: Thanks a lot mum.

Mum: Don’t mention it dear.

T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS

Sequence: 02 Me and my shopping Lesson: I practise II Framework: PPU
Learning Objective(s): By the end of the lesson my Ls will be able to ask and show the way using the imperative
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook +flashcards Books
Interact .Interpret .Produce
Target Structures: lexis and expressions related to amenities- imperative
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being responsible.
* Meth: -L can work in pairs or in groups.
* Raising awareness about valuing amenities.
*Com: -L can use a role play to communicate appropriately.
* Per and Soc: -L can socialize through oral and written messages. *Being polite.
.
Time Framewo Procedure Focu Objectives Aids V
rk s A
K
T
Warmin -T-Greets his Ls and welcomes them, they respond .
05o g up T: Makes a quick review about ordinal numbers and prepositions. T→L Leading A
Ordinal numbers: (first–second –third,… etc.). in
Prepositions: (near- next -opposite - on the left - on the right ……etc.
15o
25o (seq 01 house).
15o
-T-Invites his Ls to read the text then do the task given
Sandra: Good morning madam.
Madam: Good morning! How can I help you Sandra?
Sandra: Can you show me the way to the florist, please?
Madam: Of course. Go along the Main Street. Do not turn, keep walking
and take the third turning on the left. The florist is next to the butcher and
opposite the bakery. T→L To lead in
Sandra: Thank you very much madam. L→T
Presentat Madam: You’re welcome. Have a good day.
ion
Task One: Oral I listen and choose the right answer.
1- Does Sandra ask about the florist?
2- How does the madam show her the way to Sandra?
3- Where is the florist situated?
* Yes, she does.
*She says ‘Go along the Main Street. Do not turn, keep walking and
take the second turning on the left’
To WB- A
* The florist is next to the butcher and opposite the bakery.
familiariz Flashc V
T- Highlights the target structure
e Ls with ards
‘Go along the Main Street. Do not turn, keep walking and take the
new
second turning on the left’
vocabular
T- Asks his Ls to pick out the verbs in this sentence.
y related
Go- Turn- Keep- Take- don’t turn.
to the
T-Which tense are they?
topic .
Ls- S present- Imperative…

We use the imperative to show the way and give directions

To state
 Aff⤑ verb stem/ base* Neg⤑ do not + verb stem/ base. the rule

Task One: (Oral) I rewrite the sentence in order

1- straight- go⤑…………………………
2- the police – call⤑………………………… Training
3-walking – keep⤑………………………… on the
4- left – turn – don’t ⤑………………………… right
TPS (Think-Pair-Share) structure
To master
Task Two: Written I put the verbs in brackets in the imperative the use of
1- (to take)………….. the first turning. imperativ
2- (not play)………. in the street. e WB-
3- (to turn)…….. left. to Ls’
4- (not cross)………. the street. L→T reinforce Copyb V
TPS (Think-Pair-Share) T→L peer ook + A
correction Picture K
Task Three: (Oral) 17p66 and s
Practice
cooperativ
e learning
showing
the way
on the
map

TPS (Think-Pair-Share)

Task Four: (Written) I use the same map and the same
position and show my friend the way to the supermarket
Me : Good morning ………….
My friend : Good morning ! How can I help you ………?
Me : Can you show me the way to the ………., please ? To
My friend: Of course. …………………………………… reinvest WB-
Me : …………………………………….. L⤑T what Ls Ls’ V
Use My friend : ……………………………………. learned Copyb
TPS Think-Pair-Share) and show A
ook k
the way to +books
-T-Invites his Ls to copy down on their copybooks.. amenities
The Teacher’s comments
What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-………………………………. -……………………………………………………... -……………………………….

Can you tell me how to get to …….. , please ? Take the first turning on the left, then the third on the right.

Is there any ……….. near here, please ? Go straight don’t turn just walk straight ahead

Can you show me the way to …….., please? Well?

T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS
Sequence: 02 Me and my shopping Lesson: I read and do Framework: PDP

Learning Objective(s): By the end of the lesson my Ls will be able to act out a dialogue about describing his city
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook +flashcards Books
Interact .Interpret .Produce
Target Structures: lexis and expressions related to The present simple tense/ Prepositions (next to – between - on the right/ left –
opposite)/ Possessive pronouns.
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being responsible.
* Meth: -L can work in pairs or in groups.
* Raising awareness about valuing amenities.
*Com: - L can use a role play to communicate appropriately.
* Per and Soc: -L can show responsibility towards team work. *Being polite.
-L can socialize through oral and written messages.
Time Framew Procedure Focu Objectiv Aids V
ork s es A
K
T
050 Warm -T-Greets his Ls, they respond. Establis A
up h a good V
-T- Makes a quick review about amenities.
Atmosp
T- Gives his Ls a text and invites them to read it then do these tasks. here

Pre- WB+
10 0 reading T→L To lead Flash A
in cards V
Task One: ( Oral) I read the text and answer the following questions:
1-Bibliographical Notes
Type of text:
a. descriptive b. narrative c. prescriptive
Interpre
Type of document:
t
a. web article b. excerpt from a book c. press article
2-I give a title to the text:
................................................................................. WB-
3-Who is speaking in the text? Ls’ V
.................................................................................. Copy A
L→T scanning
4-Where is the town located? book k
L→T to collect
.................................................................................. book
more
During 5-How many amenities mentioned in the text?
150 and deep
reading .................................................................................
data
6-Is there any butcher shop?
.................................................................................

Task Two: (written) I complete the dialogue below about my city.

Me: Where do you live?
My friend: …………………… To
Me: How big is your town? explore
My friend: …………………… previous
Post Me: What are the main amenities that exist there? knowled
 300 reading My friend: …………………… ge To WB- V
Me: Can you set the shopping amenities? L→T describe Ls’ A
My friend: …………………… a city Copy k
book
TPS Think-Pair-Share
-T-Invites his Ls to copy down on their copybooks..

The Teacher’s comments

What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-………………………………. -……………………………………………………... -……………………………….

My name is Albert. I live in a town in England. It isn’t very big, but there is everything we need. I live near a supermarket.
At the right side is the bakery and at the left is a butcher. Next to the butcher is a grocery store. At the end of the street
there are a clothes shop, a bookstore, where I buy my comics and a pet shop.
On Saturday there is an open market on the main square. Mum, my sister and I go there to buy fruits and vegetables.
After that we go to the fish shop to buy some fish. Not far away there is a shop that sells sporting goods. I love this shop. If
we need some pills, we go to the pharmacy.
While we are shopping, dad is reading a newspaper in the cafe in order to have something to do while he is waiting for
us. In the afternoon we go to the mull. We pass on the shoe shop too. Eventually we go to the pastry shop to buy our
dessert for Sunday.
Adapted from: Islocollective.com
T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS
Sequence: 02 Me and my Lesson: I learn to integrate Framework: PDP
shopping
Learning Objective(s): By the end of the lesson my Ls will be able to prepare a street map showing the
shopping amenities in their neighborhood and write an email about shopping where they live.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) Books
Target Structures: lexis and expressions related to simple present
Cross Curricular Competencies Core values
* Intel: L can show autonomy and creativity in writing  Being positive
* Meth: -L can exchange ideas with his partner  Being respectful toward
-L can mobilize his resources to write about his city and himself/his family and people
shopping habits..
*Com: -L can use ICT to communicate with others.
* Per and Soc: L can show some degree of autonomy while learning.
Time Framewor Procedure Focus Objectives Aids VA
k KT
050 Warm up -T-Greets his Ls, they respond . Establish a A
-T- The teacher asks his Ls about good V
atmospher
What do they wear at school and in special occasions? e
Do they go shopping alone?
Where do they go ?
-T- Setting up the situation
Sandra your English friend wants to know about shopping in Algeria.
Write her an email to give her information about shopping malls ,
supermarkets, street markets and traditional craft shops in the place To review
where you live. Tell her also about how Algerian teenagers dress and prior A
what they usually eat. Then, ask her questions about shopping in knowledge. V
England and what English teenagers wear and eat . Attach to you email T→L WB-
150 a street map showing the shopping amenities in your neighbourhood book+
and the location of your home course
book
Pre
Writing -T- Asks Ls to open the books on P69 than read the
situation.
-T- Asks Ls to read the layout on P70
-T- Splits the class into small groups and asks the Ls to
 gather information than tr to complete the missing information
in the (KSA) table (p69).
knowledge Skills Attitudes
Lexis related to food fruit, Describing
vegetables, meat shopping items Page 69 To collect
Lexis related to clothing T- …………… L→T informatio
shirt, jacket, glasses Expressing quantity n
Lexis related size/shape/ ……………
weight/colour Asking information
/price About shapes
Small, medium, large Size
blue, white price
Lexis related devising
to amenities neighbourhood stree
To involve
direction prepositions map V
right, next to the Ls in
peer and A
The present simple tense Expressing K
imperative group
ability ,inability
numbers correction.
WB-
ordinal /cardinal) Ls’
25 0

-T-Explains hard words and clarify dark points. Copyb

ook
-T-Simplify and clarify the steps which faced the Ls
While +book
Writing Drafting: To correct
-T- invites Ls to start their work L→T the V
mistakes
(spelling, A
Editing: grammar,.) K
150 -T-Checks their works, guides, motivates controls and offers
help if needed. To produce
Publishing: an e-mail
To present WB-
-T-invites Ls to present their works to the whole class and try the Ls’
to correct together. e-mail and Copyb
-T-Selects the best one and writes it on the board. share ook
informatio +b
Post n with the
Writing -T-Asks Ls to copy down the task on their copybooks. whole class

The Teacher’s comments

What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-………………………………. -……………………………………………………... -……………………………….

Hello, Sandra

I live in a big city where there are a lot of shopping places like the market or “Souk” .There you can
find all what you need . for example: clothes ,fruits, vegetables, furniture ,etc. Also ,there are supermarkets
and shops that sell traditional crafts goods like carpets ,Kabylian dresses of different colors pottery and
silver jewellery. The shopping amenities are not far from my house.

For teenagers in Algeria, they wear pinafores when they go to school with casual and sporty clothes ,but
in special occasions like wedding , they wear traditional clothes. Teenagers like fast food, but I prefer fruits
and vegetables, they are healthy.

How about shopping in London ?Are clothes and shoes expensive ?

Bye for now,

T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS

Sequence: 02 Me and my Lesson: I think and write Framework: PDP
shopping
Learning Objective(s): By the end of the lesson my Ls will be able to write a report about shopping in other
town or country.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) Books
Target Structures: lexis and expressions related to simple present /markers of location
Cross Curricular Competencies Core values
* Intel: L can show creativity in written messages.  Valuing travelling
* Meth: -L can mobilize his resources to produce a written  A good conduct
message  Being polite.
*Com: -L can use ICTs to communicate with others  Openness to other people.
* Per and Soc: L can show some degree of autonomy while
learning.
Time Framewor Procedure Focus Objectives Aids VA
k KT
050 Warm up -T-Greets his Ls, they respond . Establish a A
-T-Asks some questions as key questions than he asks his good V
atmospher
Ls to answered them e
(Task 1 p 71).
What is the name of the town, country? (Aïn T→L To review
050 prior
Pre Témouchent, Mostaganem, Tipasa, Boumerdès,
knowledge. A
Writing Béjaïa, Jijel, Skikda, El Taref, …/ Tunisia, Morocco, WB-
V
Egypt, Spain, …)
What are the most interesting shopping places (street
market, shopping mall, bazaar, souk, etc.) in this
town?
What do these shopping places sell (They may
 describe some of the most attractive products: food,
clothes, traditional crafts, furniture, together with their
size, shape, colour and price)?
Where are these shopping places located from their hotel/
family place, etc.?
They give directions to some of the most important V
shopping places according to the street map? A
WB- K
What shopping items do they decide to buy? Why? To collect Ls’
200 While -T-Introduces the situation and asks the learners to work informatio Copyb
Writing individually. n ook
I am spending my summer holiday in another town in Algeria (or a +book
foreign country). When I return to school, my English teacher asks L→T
me to write a report about my shopping there (the local shops,
markets, malls, traditional craft shops, bazaars, souks, street
markets and the local products that attract my attention). The
teacher asks me to describe these products and draw a street map
to explain to my classmates the location of all these shopping
places

300
V
The A
-T-Explains hard words and clarify dark points. learner WB- K
-T-Simplify and clarify the steps which faced the Ls L→T Ls’
Post uses what
Writing he learnt to Copyb
produce a ook
Criteria Indicators meaningful +b
-
1-Relevance Write an email
repoet
Write a report about shopping there/shops /malls…

2-Correct use of 1-the learners uses :the present simple /markers of location

linguistic resources 2- prepositions/locating places/amenities

Uses suitable aDjectives

.

3-Coherence 1-the learner writes simple and meaningful sentences about the topic;2-
the good use of :

Punctuation, capitalisation and indentation.

3-s/he respects the logical order of ideas

4-Cross-curriculum 1-the learner uses ICT in communicating with his/her friends

compétences : 2-s/he produces a written message

5- Values 1-the learner shows a good conduct

2-shows attitude of respect

6- Excellence 1-The learner shows creativity in his /her writing

2- Good hand writing

T-Asks Ls to copy down the task on their copybooks

The Teacher’s comments

What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-………………………………. -……………………………………………………... -……………………………….

 Join us on

Group : English Middle School Teachers' e-Library

Page : English Middle School Teachers' e-Library

Don’t forget us in your dua’a may Allah bless you all

r
 It’s mothers’ day It’s mothers’ day

Mehdi and Sarah want to organize a small party as a surprise for their mother. Mehdi and Sarah want to organize a small party as a surprise for their mother.
They need to decorate the house, write a list of what they need to make a big They need to decorate the house, write a list of what they need to make a big
cake, choose a present and go to the supermarket. Let’s help them writing the cake, choose a present and go to the supermarket. Let’s help them writing the
shopping list and show them the way to get to the supermarket easily to buy shopping list and show them the way to get to the supermarket easily to buy
the ingredients. the ingredients.

It’s mothers’ day It’s mothers’ day

Mehdi and Sarah want to organize a small party as a surprise for their mother. Mehdi and Sarah want to organize a small party as a surprise for their mother.
They need to decorate the house, write a list of what they need to make a big They need to decorate the house, write a list of what they need to make a big
cake, choose a present and go to the supermarket. Let’s help them writing the cake, choose a present and go to the supermarket. Let’s help them writing the
shopping list and show them the way to get to the supermarket easily to buy shopping list and show them the way to get to the supermarket easily to buy
the ingredients. the ingredients.

It’s mothers’ day It’s mothers’ day

Mehdi and Sarah want to organize a small party as a surprise for their mother. Mehdi and Sarah want to organize a small party as a surprise for their mother.
They need to decorate the house, write a list of what they need to make a big They need to decorate the house, write a list of what they need to make a big
cake, choose a present and go to the supermarket. Let’s help them writing the cake, choose a present and go to the supermarket. Let’s help them writing the
shopping list and show them the way to get to the supermarket easily to buy shopping list and show them the way to get to the supermarket easily to buy
the ingredients. the ingredients.
 It’s mothers’ day It’s mothers’ day

Mehdi and Sarah want to organize a small party as a surprise for their mother. Mehdi and Sarah want to organize a small party as a surprise for their mother.
They need to decorate the house, write a list of what they need to make a big They need to decorate the house, write a list of what they need to make a big
cake, choose a present and go to the supermarket. Let’s help them writing the cake, choose a present and go to the supermarket. Let’s help them writing the
shopping list and show them the way to get to the supermarket easily to buy shopping list and show them the way to get to the supermarket easily to buy
the ingredients. the ingredients.

It’s mothers’ day It’s mothers’ day

Mehdi and Sarah want to organize a small party as a surprise for their mother. Mehdi and Sarah want to organize a small party as a surprise for their mother.
They need to decorate the house, write a list of what they need to make a big They need to decorate the house, write a list of what they need to make a big
cake, choose a present and go to the supermarket. Let’s help them writing the cake, choose a present and go to the supermarket. Let’s help them writing the
shopping list and show them the way to get to the supermarket easily to buy shopping list and show them the way to get to the supermarket easily to buy
the ingredients. the ingredients.

It’s mothers’ day It’s mothers’ day

Mehdi and Sarah want to organize a small party as a surprise for their mother. Mehdi and Sarah want to organize a small party as a surprise for their mother.
They need to decorate the house, write a list of what they need to make a big They need to decorate the house, write a list of what they need to make a big
cake, choose a present and go to the supermarket. Let’s help them writing the cake, choose a present and go to the supermarket. Let’s help them writing the
shopping list and show them the way to get to the supermarket easily to buy shopping list and show them the way to get to the supermarket easily to buy
the ingredients. the ingredients.
T: Chouit Aboubaker S-Dridi Saadi Middle School Level: 2MS
Sequence: 02 Me and my shopping Lesson: I practise I Framework: PPU
Learning Objective(s): By the end of the lesson my Ls will be able to act out a dialogue bout shopping employing demonstratives and
plural form.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook +flashcards Books
Interact .Interpret .Produce
Target Structures: lexis and expressions related to shopping ( demonstratives- plural form)
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being responsible.
* Meth: -L can work in pairs or in groups.
*Valuing food.
*Com: -L can use a role play to communicate appropriately.
* Per and Soc: -L can socialize through oral and written messages. *Eating healthy food (mainly fruit
And vegetables.

Time Framewo Procedure Focu Objectives Aids V

rk s A
K
T
Warmin -T-Greets his Ls and welcomes them, they respond .
05o g up -T-Invites his Ls to read the text: T→L Leading A
in
10o Mehdi: Peace be upon you, uncle?
30o Shop keeper: Peace be upon you dear son. How can I help you?
15o Mehdi: I need some school things. I want this pencil case and those three
pens? To lead in
Shop keeper: Ok! How about bags , dear?
Mehdi: Yes, I want that bag and these two copybooks? To
Shop keeper: Here they are. Anything else? familiariz
Mehdi: No, thanks. How much these? e Ls with
Shop keeper: 800DA? new
Mehdi: Here it is? T→L WB- A
vocabular
Shop keeper: Thank you. Good bye dear son? L→T Flashc V
y related
Mehdi: Welcome, good bye uncle. ards
to the
Presentat topic .
ion -T- Asks some comprehensive questions:
What does Mahdi buy?
Did he bye any books
To
How much does it cost him this list of shopping?
Interpret
verbal
-T- Write these sentences highlighting the target structure and start messages
explaining and collect
I need this pencil case. more data
These two copybooks?
I want that bag
To
those three pens
differentia
te between WB- V
Task One: Written I complete the table below countable Ls’ A
and Copyb K
Singular Plural L→T uncountab
T→L ook +
Man .............. le nouns
Practice Picture
.............. Potatoes
s
City ..............
Foot ..............
.............. Children
............. People
Watches ..............
Training
on the use
of
Task One: Written I fill I the gaps with the suitable demonstrative
demonsrat
ives
1- I buy ……….. Goods.
2- How much …….. watermelon?
to
3- I need ……… . battle of juice, please.
 4- How much …….. shopping items? reinforce
TPS Think-Pair-Share) peer
correction
-T-Invites his Ls to copy down on their copybooks.. and
cooperativ
e learning

Use
The Teacher’s comments
What Worked What hindered Action Points
-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-……………………………… -……………………………………………………... -………………………………

-………………………………. -……………………………………………………... -……………………………….

 My name is Albert. I live in a town in England. It isn’t very big, but there is everything we need. I live near a
supermarket.
At the right side is the bakery and at the left is a butcher. Next to the butcher is a grocery store. At the end of
the street there are a clothes shop, a bookstore, where I buy my comics and a pet shop.
On Saturday there is an open market on the main square. Mum, my sister and I go there to buy fruits and
vegetables. After that we go to the fish shop to buy some fish. Not far away there is a shop that sells sporting
goods. I love this shop. If we need some pills, we go to the pharmacy.
While we are shopping, dad is reading a newspaper in the cafe in order to have something to do while he is
waiting for us. In the afternoon we go to the mull. We pass on the shoe shop too. Eventually we go to the
pastry shop to buy our dessert for Sunday.
Adapted from: Islocollective.com

My name is Albert. I live in a town in England. It isn’t very big, but there is everything we need. I live near a
supermarket.
At the right side is the bakery and at the left is a butcher. Next to the butcher is a grocery store. At the end of
the street there are a clothes shop, a bookstore, where I buy my comics and a pet shop.
On Saturday there is an open market on the main square. Mum, my sister and I go there to buy fruits and
vegetables. After that we go to the fish shop to buy some fish. Not far away there is a shop that sells sporting
goods. I love this shop. If we need some pills, we go to the pharmacy.
While we are shopping, dad is reading a newspaper in the cafe in order to have something to do while he is
waiting for us. In the afternoon we go to the mull. We pass on the shoe shop too. Eventually we go to the
pastry shop to buy our dessert for Sunday.
Adapted from: Islocollective.com

My name is Albert. I live in a town in England. It isn’t very big, but there is everything we need. I live near a
supermarket.
At the right side is the bakery and at the left is a butcher. Next to the butcher is a grocery store. At the end of
the street there are a clothes shop, a bookstore, where I buy my comics and a pet shop.
On Saturday there is an open market on the main square. Mum, my sister and I go there to buy fruits and
vegetables. After that we go to the fish shop to buy some fish. Not far away there is a shop that sells sporting
goods. I love this shop. If we need some pills, we go to the pharmacy.
While we are shopping, dad is reading a newspaper in the cafe in order to have something to do while he is
waiting for us. In the afternoon we go to the mull. We pass on the shoe shop too. Eventually we go to the
pastry shop to buy our dessert for Sunday.
Adapted from: Islocollective.com

My name is Albert. I live in a town in England. It isn’t very big, but there is everything we need. I live near a
supermarket.
At the right side is the bakery and at the left is a butcher. Next to the butcher is a grocery store. At the end of
the street there are a clothes shop, a bookstore, where I buy my comics and a pet shop.
On Saturday there is an open market on the main square. Mum, my sister and I go there to buy fruits and
vegetables. After that we go to the fish shop to buy some fish. Not far away there is a shop that sells sporting
goods. I love this shop. If we need some pills, we go to the pharmacy.
While we are shopping, dad is reading a newspaper in the cafe in order to have something to do while he is
waiting for us. In the afternoon we go to the mull. We pass on the shoe shop too. Eventually we go to the
pastry shop to buy our dessert for Sunday.
Adapted from: Islocollective.com

Clothes Shop Shoe Store

School Flower Shop
Green Grocer Bank
Supermarket Bus Stop
Café Butcher Restaurant
Bakery Shop
Mosque Hospital Hotel
Post office Book store
Police station