Fecf 596 F 21

Aissaoui AEK Middle School -Tircine- Level: Second (02
nd
) MS Teacher: Mr. ZIANI Rachid
(05)
THEATRE
(01)
ONE Listen & Speak
L.!r" : - The present perect tense !.Aids " #oo$s% &ictures ' Maps
#ncti!n : - En(uirin) a*out so+eone,s career
O$%ective: - &ps -ill *e a*le to En(uire a*out so+eone,s career
&r!ce'#re &#pil(s Task

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 elie!e
corner miss- proaly "ueuing entrance how far # - hurry welcome $
Step two : The teacher as%s the pupils to loo% at the acti!ity on page &' , listen to his reading of the drill then
as%s them to do (acti!ity -)-p&' :
The drill : p*+ physi"ue reli,ane www-physi"ue*+-org
Andrew : Excuse me, where's the open air theatre#
)*ra : .t/s next to the art school- 0o you %now where it is#
Andrew : 1o, . don/t -Could you show me the way on the map?
)*ra : 2ure- Are you new here#
Andrew : 3es, ./m going to see the social comedy that is on -The newspaper made a positi!e critic aout it -
)*ra : And it/s good , elie!e me 4./!e seen it -5ell , go straight along this street , then turn left at the
second corner -The town hall is there and the theatre is just opposite -3ou can/t miss it -3ou/ll proaly see
people "ueuing at the entrance-
Andrew : ow far is it from here#
)*ra : !ot more than "#m, . thin% -6ow is you getting there#
Andrew : ./m wal%ing-
)*ra : +, you hurry, it won/t ta%e you more than fifteen minutes-
Andrew : Than% you !ery much-
)*ra : 3ou/re welcome-
Step three$ The pupils listen to the teacher then do the acti!ity-
Activit* -1-p./: %isten then answer the &uestions :
i. 5hat is Andrew loo%ing for# e's loo#ing for the open'air theatre-
ii. 0id the newspaper ma%e a ad re!iew of the play# !o, it didn't( )t made a
positi*e one-
iii. 6ow long does it ta%e to get to the theatre# )t ta#es fifteen minutes-
Step four: The pupils do the acti!ity on their rough copy oo%s, correct on the oard, read then copy down-
Step fi*e: The teacher as%s the learners to perform the acti!ity first, and then go to page ))7 and practise the
drill-

Step six : The teacher in!ites the learners to open their oo%s on page &' and loo% at the (acti!ity
pronunciation and spelling(, listen to the teacher then repeat after him -
Listen an' repeat : 8uy-oey-Thursday-crying-location-sometimes-
descrie9
+'enti,* : [ uy file $ (oey fail)(crying-painting)(surprise-
location)
0!"pare : (file-fail) (surprise-painting)(oey uy):
1 1 1
s!#n's
2#* O$e*
ile ail
Like Lake
Seasi'e Sa"e
S!"eti"es Th#rs'a*
0r*in3 &aintin3
4escri$e E5plain
&ractise Stress ans +nt!nati!n :
+ou li#ed my play , ,-#
)t's the same you played on Thursday
Step se*en $ The pupils perform then write down the written wor% on their class
copy oo%s -

Step one : The teacher as%s the pupils to open their oo%s on page &; and loo% at (Acti!ity )p&;(, he explains
the instructions then in!ites them to perform the acti!ity orally -
The drill :
+ou$ ow far is the . theatre ' sta'i#" swimming pool ' h!spital' #indergarten#
+our partner : .t/s [ /00m - 6k" - 1#m - 500" - 100m $ from
here-
+ou$ ow long does it ta%e to get there#
+our partner : .t 7ill take aout 8 "/ ' - 1 h 20' - 80( - /' 9-
Step two $ The teacher as%s the pupils to loo% at the tale on page &; , perform the drill and sustitute the %ey
words :
Sta'i#" 6 kil!"eters 1 h!#r
S7i""in3 p!!l 8 kil!"eters 90 "in#tes
H!spital 500 "eters 80 "in#tes
:in'er3arten 800 "eters 5 "in#tes
Step three $ The teacher as%s the learners to %eep the pattern of the drill and try to find "uestions and answers
aout places in their own town -;!# are near the )!s<#e
+ou$ H!7 ,ar is the . post office ' sta'i#" Aissa 3hie4 5iddle School ' h!spital'
town hall#
+our partner : .t/s [ 600m - 500" - 700m - 800" -
100m $ from here-
+ou$ H!7 l!n3 does it ta%e to get there#
+our partner : .t will ta%e aout 8 / ' - 1 0( "/' - 5( -
/' 9-
Step four$ The pupils perform and sustitute the %ey words- They/re free to use what e!er they want-
Step fi*e: The teacher explains the instructions of (Acti!ity < p&;, then in!ites the learners to do it on their
rough copy oo%s-
Activit* 6 p .= : =ind the "uestions to complete this inter!iew -
1 A : H!7 !,ten '! *!# 3! !n h!li'a*s a *ear >
1 2 : 5ell, . go on holidays once a year-
1 A : ?here '! *!# #s#all* 3! >
1 2 : . usually go to the seaside -
1 A : H!7 l!n3 '! *!# sta* there > H!7 "#ch ti"e '! *!# spen' there>
1 2 : . spend aout two wee%s -
1 A : 4! *!# 3! al!ne !r 7ith *!#r ,rien's>
1 2 : 2ometimes with friends and sometimes alone-
1 A : ?hat '! *!# '! in *!#r h!li'a*s> H!7 '! *!# spen' *!#r h!li'a*s>
1 2 : 2unathe , eat and rest4
Step six : The pupils correct on the oard, read and perform the drill then copy down on their class copy
oo%s -

Step one : The teacher as%s the pupils to open their oo%s on page &; and loo% at (Acti!ity *p&;(, he explains
the instructions then in!ites them to do the acti!ity -
Acti*ity 828p9:$ >se the information aout ?li!er 6ardy and find the "uestions-
1 8 1
Na"e$ ,li*er !or*ell ardy
4ate !, $irth$ ";th <anuary, ";91
&lace !, $irth$ arlem,=eorgia,>SA
2r!thers$ 1
Sisters$ 1
ather(s !cc#pati!n$ %awyer
0areer$
3ecem4er "9"; to
ollywood
"917 first %aurel and
ardy film
"917'"9// more than "00
films comedies with %aurel
)arria3e$ %ucille "920
4ie'$ ollywood, "9/:
A : 5hat was ?li!er 6ardy#
? $ e was a comedian -
A : 5hen was he orn#
? $ e was 4orn on th e";th <anuary,";91(
A : 5here was he orn #
? $ e was 4orn in arlem,=eorgia?
A : 5here is it #
? $ )t's in the >SA-
A : 6ow many sisters and rothers did he ha!e #
? $ e had 1 sisters and 1 4rothers -
A : 5hat was his father/s @o #
? $ e was a lawyer-
A : 5hat was ?li!er/s hardy career#
? $ )n 3ecem4er "9";, he went to ollywood, e made his
first comedy film with %aurel , in "917(@orm "917 to "9// they
made more than "00 comedy films-
A : 0id he get married #
? $ +es , he married %ucille in "920(
A : 5hen did he die #
? $ e died in "9/:, in ollywood ,>SA-
Step two : The pupils wor% on their rough copy oo%s , correct on the oard, then read and write down on their
class copy oo%s -
Step three: The teacher in!ites the learners to perform the dialogue pair y pair-
Step four : The teacher introduces the situation of AActi!ity BCDp&;E, he explains the new words-
Step fi*e : The teacher explains the instructions of AActi!ity BCDp&;E then as%s the learners to wor% on their
rough copy oo%s -
Activit* @5Ap.= : As% "uestions to the producer aout :[=irst the @ournalist introduces himself and the
newspaper he wor%s for$
)) The plot : B!#rnalist : 5hatDs the plot aout # &r!'#cer: .tDs aout the Algerian
Fe!olution
G)The playwright: %!#rnalist : 5ho is the playwright# &r!'#cer : The famous poet AMoufdi
Ha%ariaE
<) The theatre : %!#rnalist : 5here Bs the play going to ta%e place# &r!'#cer : 5e are going to perform it at The
!ational theatreA
*)The comedians: %!#rnalist: 5hat aout the comedians# &r!'#cer: A great numers of Algerian comedians
will ta%e part in this play-
C)Ierformances: %!#rnalist: 6ow many performances do expect to do # &r!'#cer: . thin% many
performances-
Step six : The pupils try to wor% in pairs or in a group of four and find as many as possile "uestions, the
teacher has to mo!e around and chec%, helps, corrects whene!er it Bs possile-
Step se*en : The teacher in!ites to correct on the oard, perform the AActi!ityE as con!ersation, then copy
down on their class copy oo%s-

Step one : The teacher as%s the pupils to open their oo%s on page &+m he explains the instructions and the new
words, introduces the memers of the play
8%ing "ueen ser!ant-2ir- daughter- son ring ri!er- gold- sapphire- Jady relati!es-sword frightened9
Step two : The teacher as%s the learners to read the play silently then try to answer the following "uestions :
Acti*ity 8"8p9;$ Fead the play then answer the "uestions-
King: John / His daughter, Camilla :Sana/Queen: Olga/ A servant : Indira His son , Philip : Pedro/ Kings riend , Sir
!d"ard: Steve

Camilla and Philip are in the palace garden, near the river#
Camilla : $ %r&ing'
Philip: (hats the matter) (h& are &ou %r&ing)
Camilla : I %ant ind m& ring *I thin+ its in the river*
Philip : (hi%h ring)
Camilla : ,he gold ring "ith a -eautiul sapphire#
Philip : Stop %r&ing and lets loo+ or it *

Queen: (hat are &ou doing , %hildren) .ont sta& out side #Its %old and dar+
Philip : (ere loo+ing or //Camilla : Sssh* 0ou mustnt tell mother#
Servant: Sir Edward is here, sir/King: Sir Edward! My good riend! !"m happy you could come# /Queen:
$elcome Sir Edward# $here are %ady Mildred and your children&/Sir Edward: 'hey are away ()isiting
relatives#/Queen: *ow old are your children&/Sir Edward: +ohn, my son is,-and +ulia, my daughter, is
1 6 1
11 Bhy is Camilla crying?
Kecause she canDt find her ring-
81 Bho is <ohn?
Lohn is 2ir MdwardDs son-
6' Bho is <ulia?
Lulia is 2ir MdwardDs daughter-
91 Bhere are Sir EdwardCs children?
TheyBre away-
5' Bhat does the #ing want to gi*e Sir Edward?
6e wants to gi!e him presents-
/' Are the #ingDs children happy to gi*e Sir EdwardCs children presents?
1o, they arenDt-
=1 3oes Ehilip want to gi*e his sword?
1o, he does not, ut he ga!e it , ecause his father as%ed him-
C1 Bhat a4out Camilla?
2he says no, then she accepted, ut she couldnDt gi!e it -
Step three: The pupils read, correct on the oard, then perform pair y pair "uestion answer
Activit* 8p.C: Act the pla*
Step four: The teacher scatter the class into groups of six, then as%s each memer of the group t learn his role
then in!ites them to the oard and act the play
Step fi*e: The teacher explains the instructions of AActi!ity <p&+E then as%s them to thin% of a happy end-
Camilla finds her ring and offers it to <ulia-
,,#/King: Philip, Camilla you must give Sir Edward presents or his children#/Queen: 'hat"s good
idea!/King:Philip,you can give +ohn your sword#/Philip.not pleased/##0h, yes ather!/Queen: 1nd Camilla, you
can give +ulia your ring#/ Camilla: .rightened/ My ring&0h,no ! 0h, yes mother!
[ Camilla leaves the room crying$
Step six :The pupils act the play ,then copy down on their class copy oo%s
The H!"e ?!rk:
1 9 1
Sally$ ello, A#i#o () thin# weCre in the same drama class( A#i#o$ A4out "1 hours(
A#i#o$ +es, we are (BhoCs our drama teacher Sally$ 5y =odF ThatCs a
long wayF )snCt it?
Sally$ 5rs( ?rown (SheCs *ery nice (?y the way, where are you from? A#i#o$ +es, it is (?ut )Cm used to it, you
#now(
A#i#o$ )Cm from <apan ( Sally$ ow did you spend all
that time on 4oard?
Sally$ ) mean where in <apan? Are you from To#yo? A#i#o$ Actually, there is a lot
to do$ reading,
A#i#o$ ) Dm from iroshima ( %istening 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.
nd
) MS
Teacher: Mr. ZIANI
Rachid
(05)
THEATRE
(01)
ONE
4isc!ver The
Lan3#a3e
&r!ce'#re
&#pil(s
Task

Step one $ The teacher as#s the learners to open their 4oo#s on page 99 and loo# at the dialogue, he explains the
instructions, then in*ites the pupils to wor# on their rough copy 4oo#s (
Step two $ The teacher explains the new words such as $ G drama class =od' spend on 4oard actually H
Step three$
Acti*ity p99 $ Iead this dialogue the do the acti*ities(
Step four $ The teacher as#s the learners the pupils to read the text silently and try to answer to following
&uestions $
>nderline the JBhA &uestions words( Bho where how long how(
Can you say what they refer to? who K su4ject L where M place L ow long M period of time L ow M
manner
3o you #now other JwhA &uestion words? N +es .when what time what whatLOdo'didPLwhy'how often'
which'how old'Q(
Bhat do they as# a4out? N They as# a4out Gdate'time o4ject *er4 reason fre&uency choice'mean of
transport'age H
Step fi*e $ The pupils wor# on their rough copy 4oo#s , correct on the 4oard, then read and perform as drill Opair
wor#P
Step six $ The pupils are as#ed to read and perform the text (
Step one$ The teacher explains the instructions of JActi*ity "p99A then as#s the learners to wor# on their rough
copy 4oo#s(
R Acti*ity "p99 $ 5atch the &uestions with their answers $
.hat/s 0our na+e1 2 A$i$o
.here are 0ou ro+1 2 3apan.
4o- old are 0ou1 2 I 5+ 67.
.hat/s 0our phone nu+*er1 2 77789:
.hat is she li$e1 2 She/s prett0 and unn0.
.hat is she doin)1 2 Rehearsin) her part.
4o- oten do 0ou )o to the theatre1 2 A*out t-ice a +onth.
o do you spell your name? S A(-()(-(((,
Bhy do you study drama? S ?ecause ) lo*e acting(
Step two $ The pupils correct on the 4oard, read then copy down on their class copy 4oo#s
Step one : The teacher as#s the learners to open their 4oo#s on page 99 and loo# at Jacti*ity 1p99A ,he
explains the instructions then in*ites the learners to wor# on their rough copy 4oo#s .
1 5 1
Step two: Acti*ity 1p99 $ Brite &uestions( >se the past simple(
Bho L 4e L -ate4 +acine? Bho was -ate4 +acine?
BhereL4orn L4eLhe? Bhere was he 4orn?
Bhat L he L write? Bhat did he write?
ow L4oo#sLmany L pu4lish? ow many 4oo#s did he pu4lish?
ow Lago L he L long Ldie? ow long ago did he die?
Bhich Lyou L4oo#s L yesterdayL 4uy? Bhich 4oo# did you 4uy yesterday?
Step three$ The pupils correct on the 4oard, perform the acti*ity as &uestion answer then write down (
Step four$ The teacher explains the instructions of Jacti*ity 6p99, then as#s the learners to wor# in rough (
Acti*ity J6Ap99 $ @ind the &uestions(
A$ Bhen do you get up?
?$ Tuite early (?etween 7 and 7(60 a(m(
A$ Bhat are you? Bhat do you do? BhatCs your jo4 OoccupationP?
?$ )Cm a student(
A$ )n which school do you study?
?$ )n a school out side %ondon(
A$ Bhere do you ha*e 4rea#fast?
?$ >sually at the school cafeteria(
A$ ow do you get there?
?$ ?y 4us (Sometimes a friend gi*es ma a lift(
A$ ow far is the school from your house?
?$ ,h, a4out ;#ms from my house(
A$ ow long does it ta#e in the rush hours?
? $ A4out 6/ minutes in the rush hours
Step fi*e$ The pupils correct on the 4oard, read then perform as a drill OpairP(
Step six$ The teacher explains the instructions of Jacti*ity 2p99A then as#s the pupils to do it on their rough copy
4oo#s( Acti*ity 2p99 $ Iead the answers and complete the &uestions(
Bhat do you eat? An ice cream(
Bho is your friend? <ohn is(
Bhy does she go 4y 4us? ?ecause she hasnCt got a car(
ow does she get there? ?y 4us(
Bhere does A#i#oli*e? )n iroshima(
ow many languages does he #now? Two( English and Spanish(
ow often do you learn drama a wee#? A4out twice a wee#(
Bhat time do you get up? At 7 oCcloc#(
ow old are you? )Cm "/(
Bhich one do you prefer? ) prefer the green one(
Step se*en $ The pupils correct on the 4oard, read and perform then write down on their class copy 4oo#s
Step eight$ The teacher as#s the learners to open their 4oo#s on page , he explains the instructions of the acti*ity
then in*ites them to wor# on their rough copy 4oo#s (
Step nine$ @irst of all the teacher as#s the pupils a &uestion a4out J actorA and what does heLshe do ?e as#s
them also to gi*e him some famous names of actors (
Step ten$ The pupils are as#ed to loo# at JActi*ity /p"00A , choose an actor Ochosen 4efore this hourP ,pay
attention at themes and domains and try to inter*iew the actor chosen (
11 BhatCs your name?
81 Bhere are you from? BhatCs your nationality?
61 Bhat your age? ow old are you?
91 Bhat are you? Bhat do you do? BhatCs your jo4?
51 Bhere do you li*e? BhatCs your address? BhereCs your home place?
/1 Bhere do you wor#?
=1 BhoDs your fa*ourite authorLpartner?
C1 BhatCs your fa*ourite sportLfilmLdrin#?
.1 Bhat are your ho44ies?
101 Bhere do you go in holidays?
111 Bhat languages do you spea#?
181 ow a4out your future plans?
Step ele*en$ The learners wor# 4y pair on their rough copy 4oo#s(
Step twel*e$ The teacher as#s the pupils to perform their wor# pair 4y pair, he chooses one of the pupils examples
then writes it on the 4oard(
Step thirteen$ The pupils read the written example, then copy it on their copy 4oo#(
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
1 / 1
Na"e
Nati!nalit*
A3e
Occ#pati!n
H!"e place
Likes D 'islikes
&lace !, 7!rk
av!#rite partnerDa#th!rDsp!rtD,il"D'ishD'rink
H!$$ies
H!li'a*s
Lan3#a3es
#t#re plans

The H!"e ?!rk:

nd
(05)
THEATRE
(01)
ONE &ractice
1 = 1
U wh V &uestions are used to as# a4out"
1 person 2who& - Sami
1 thing .o34ect/ what& -1 pi55a
'ime / $hen& !n the morning last year2ne6t wee7 /what time& 1t 8#9:#
Place $here& *iroshima#
Possession $hose&.genitive/Sally"s/hers
;eason =$hy& = <ecause
Means /manner -*ow& -<y plane/=uietly
1ge C*ow old &,-/,- years old
>uration 1*ow long& ,? hours
Measurement *ow long& ?:cm
Price /weight **ow much& * ?::Euro /9 7ilos
Quantity *ow much @uncounta3leA - a little / a lot
Bum3er f *ow many @counta3leA f 9/-
Cre=uency *ow oten& 'wice a wee7
>istance *ow ar & ? miles
The H!"e ?!rk:
1 C 1
nd
(05)
THEATRE
(08)
T?O Listen & Speak
L.!r" :
- The present perect tense
- Ad;er*s o re(uenc0
!.Aids " #oo$s% &ictures ' Maps
Step one- The presents the situation through pictures and concrete examples , hem ay as% aout places such as
capitals (Jondon( , aout places of leisure li%e (theatre( , aout music such as (@a,,( aout daily life acti!ities
li%e (mo!ies , TN:(
Step two: The teacher writes the acti!ity on the oard then as%s the learners to listen to him then try to it on
their rough copy oo%s
+ Acti*ity "p"0" : Jisten then say what the following refer to8choose the right answer9
Musical (6air( ( her hers 6air$
tic%ets theatre/s tic%ets 8 cinema /s tic%ets theatre/s tic%ets stadium tic%ets 9
performance (6air( musical [ (6air( musical footall match mo!ie channel$
Step three: The pupils listen then do the acti!ity on their rough, correct on the oard then read and copy down-
Step four: The teacher as%s the pupils to open their oo%s on page ))7, then perform the drill pair y pair-

Step !ne : The teacher as%s the pupils to open their oo%s on page )7G and loo% at (Acti!ity )p)7G( , he
explains the instructions then in!ites the pupils to perform the acti!ity [orally$-
Acti*ity "p"01 : Fole play wor% with your partner then change roles-
;!# :Bould you li#e to [go to the theatre O go to the restaurantO gi!e a party O tra!el y train
$
;!#r partner : . prefer 8watching a film on TNO eating a pi,,a lounge O going to picnicO
tra!elling y plane 9
Step t7! : The pupils are as%ed to perform the drill and sustitute the %eywords-
Step three : The teacher explains the instructions of acti!ity (G(p)7G, gi!es the pupils some %eywords to help
them do the (acti!ity(
Acti*ity 818p"01 : Iair wor% -As% your partner "uestions then change roles ->se the following %eywords
8eat wear play watch tra!el:9
A : 5hat do you li#e eating for rea%fast # 2 : . (preferLli#e) read and utter-
K : 5hat don't you li#e eating for rea%fast # 2 : . don't Oli#e L prefer) eating @am -
Step ,!#r : The pupils perform the drill and sustitute the %ey words -
Step one : The learners are as%ed to open their oo%s on page )7) and loo% at the (pronunciation and spelling
( acti!ity
%isten and repeat :( place point Lane- exploit-explain:
)dentify : [place oey- coin- @oin-choice explain-exploit:
Compare : (@oin-Lane) (coin-ca%e)(point-paint)(sail-soil)

That oy %!ined the na!y4
And that girl sailed to ?ales4
1 . 1
s!#n's
Elace ?oy
Elane Enj!*
The* 3estr!*
,4e* C!in
Eaint E!int
<ane <!in
Explain expl!it
Kut . stayed with Bane4
And *!# %!ined the army4
Step two : The pupils perform the drills then copy down all the written wor% on the oard

Step one :The teacher as%s the learners to open their oo%s on page )7Gand loo% at (Acti!ity<p)7G( , he
explains the instructions then in!ites the pupils to wor% on their rough copy oo%s -
Acti*ity 6p"01 :2ay what you li%e and what you prefer doing -
+ou : 0o you li#e( readingOdoing exercises Oeating eansOstudying #
+our partner : . prefer 8surfing on the netOlistening to music Oeating pi,,a Oplaying footall9-
Step two : The pupils wor% on their rough copyoo%s ,perform pair y pair- The teacher chooses one of the
pupilsD examples and writes it on the oard-
Step three: The teacher explains the instructions of (Acti!ity*p)*7G( then in!ites the learners to wor% on their
rough copyoo%s-
Acti*ity 2p"01 : As% your partner aout his likes and his 'islikes-
A: 5hat do you enjoy doing#
K : . enjoy Eplaying crosswords-listening to pop music-
reading comics-feeding cats playing footallF
A : 5hat don/t you li%e doing #
K : . don/t li%e Gwashing dishes cleaning car- tidying the
room-doing shopping watering plants H
Step four : The pupils perform the drill and sustitute the
%eywords-
Step fi*e : The techer explains the instructions ?f (Acti!ity
Cp)7G( then in!ites the pupils to wor% on their rough copy oo%s -
Step six : The teacher explains the instructions of (Acti!ity Cp)7G(
then in!ites the learners to wor% on their rough copy oo%s -
Acti*ity / p"01 : 5rite a small paragraph aout your partner
-
The paragraph :
5y partner enjoys reading comics , playing foot4all and
listening to music , 4ut he doesn't li#e doing shopping ,
tidying the room and washing dishes -
Step se*en : The teacher in!ites the learners to read their paragraphs , he choose one of the est and writes it
on the oard , as%s them to read it then copy down on their class copy oo%s -

step one : The pupils are as%ed to open their oo%s on page )7G and loo% at the text , the teacher explains the
situationand the new words , he may also as% the learners to tell him som of the @o%es they %now aot (0@eha( ,
he has to help them to translate the words they don/t %now-
The new words 8 cle!er wife fighting shout- goat later- more crowded-hen- terrile irds-
e!erywhere- sell- etter9
Step two : The teacher reads the text and as%s the learners to listen to him , underline the words the don/t
understand ,then as%s him to explain them -
Step three : The pupils are as%ed to read the text silently and do the acti!ity -
Acti!ity p)7G: Fead the text then answer the following "uestions -
i. 5hy was the man unhappy at the eginning # - ?ecause there were too much noise in his
house-
ii. 5hy did he as% 0@eha to help him # - ?ecause 3jeha is a cle*er man -
iii. 6ow did 0@eha help him # - e as#ed him to go and 4uy 8a goat and six hens 8
iv. 5hy was the man happy at the end# - ?ecause ,there no animals in the house and they
were happy -
Step four : The learners wor% in rough , correct on the oard then read and write down-
1 10 1
Enjoy !ot li#e
&la*Dcr!ss7!r's
Listen Dp!p
"#sic
Rea' Dc!"ics
ee' Dcat
&la* D,!!t$all
BashLdishes
Clean Lcar
Tidy Lroom
3o Lshopping
BaterLplants
Step fi*e : .f there is enough time the pupils are as%ed to read the text loudly -
Eage
18
The H!"e ?!rk:
1 11 1
nd
(05)
THEATRE
(08)
T?O
4isc!ver the
Lan3#a3e
L.!r" :

Step one : The teacher as%s the pupils to gi!e him the form of a simple sentence -The pupils may answer
[2PNP?@$
Step two : The teacher as%s the learners to open their oo%s on page )7< and loo% at (acti!ity(80isco!er the
language 9
Acti*ity p"06 : Joo% at the "uestions elow and ma%e rules aout the forms of the following !ers :
(li#e( , (enjoy( , would li#e ( and (want(
0o you li#e watching TN# .nterrogati!e "uestion : 4! I pr I like I ver$I -in3- I !$%ect >
0o you enjoy reading cartoons# .nterrogati!e "uestion : 3o K prK enjoy K *er4K8ing8 Ko4ject K?
5ould you li#e to play cards# .nterrogati!e "uestion: ?!#l' IprIlikeIver$ (in,initive) I!$%ect I>
0o you want to see a play# .nterrogati!e "uestion $ 3o K prKwantK*er4Oinfiniti*eP Ko4jectK?
Step three : The pupils are as%ed to wor% on their rough copy oo%s , correct on the oard then read and write
down-

Step one : The teacher explains the instructions of (Acti!ity )p)7<(, then in!ites the pupils to wor% in pair
Acti*ity "p"06 : Joo% at the "uestionnaire and write sentences -
M!a '!esn(t like getting up early- O .!an l!ves practising sport-
2ami en%!*s playing crosswords- Jynda 'islikes getting up
early-
M!a l!ves watching cartoons- O.!an en%!*s getting up early-
Jynda l!ves watching cartoons- O 2ami '!es n!t like pratising sport-
Step two : The pupils wor% in pair , then do the second part of the (acti!ity(
+ !ow, compare their li#es and disli#es(
+E*a does not li#e getting up early ()*an l!ves it(
+Sami does not li#e practising sport ()*an l!ves it(
+Sami does not li#e watching cartoons( %ynda l!ves it(
+E*a does not li#e practising sport( )*an l!ves it(
Step three: The pupils wor% on their rough copy oo%s then correct on the oard-
Step four: The teacher explains the third part of the (Acti!ity( then as%s the learners to wor%-
+ !ow, complete the sentences (Compare their li#es and disli#es -
+M!a does not li%e getting up early, $#t .!an lo!es it-
+2ami doesn/t li%e practising sport, $#t .!an lo!es it-
+2ami doesn/t li%e watching cartoons, $#t Jynda and M!a lo!e it-
1 18 1
Cues
( - ) hate
( - - ) disli%e, not li%e
( P ) en@oy
( P P ) lo!e
3o you li#e M!a .!an 2ami Jynda
ElayLcrosswords? < 11 I -
=et up Learly? ' I II 11
Batch Lcartoons? II - 11 II
Eractice L sport ? 11 II 11 I
+M!a doesn/t li%e practising sport, $#t .!an lo!es it-
Step four : The pupils wor% on their rough copy oo%s , correct on the oard , read then copy down
The H!"e ?!rk:
1 16 1
nd
(05)
THEATRE
(08)
T?O &ractice
L.!r" :
2tep fi!e: The teacher as%s the pupils some oral "uestions aout (Lane 2mith( since they ha!e seen it in the first
file -
The teacher/s oral "uestions :
5ho is Lane 2mith# 2he is an actor-Qa%-tRr also -StTr
.s she an old woman# 1o, she is not- 2he is young-
5hat is she li%e# 2he is a tall woman with lue eyes and:-
2tep six : The teacher as%s the learners to as% some oral "uestions aout (Lane 2mith( and perform as pair
wor% -
2tep se!en : The teacher explains the instructions of /Acti!ity<p)7</ then as% the pupils to play a role and wor%
on their rough copy oo%s -
Acti*ity 6p"06 : Ma%e an inter!iew with Lane 2mith-
+ou : Miss 2mith do you en@oy acting#
5iss <ane : ?h, yes -. lo!e acting
+ou : 0o you li%e singing#
5iss <ane : 3es, . li%e it-
+ou : 0o you want t act in horror films#
5iss <ane . do not really want to act in horror films-
+ou : 5hat aout comedy films#
5iss <ane : . en@oy acting in comedy films, they are funny films-
+ou : 0o you li%e dri!ing fast cars#
5iss <ane : . lo!e them -They ma%e me excited-
+ou : 0o you en@oy going to parties#
5iss <ane : 3es, . lo!e them -. lo!e meeting people and my fans-
+ou : Than% you Miss 2mith- . lo!e inter!iewing film stars4
Step eight $ The teacher in!ites the pupils to act their wor% pair y pair , as%s the other learners to listen and
chec% for the mista%es and correct each others -
Step nine : The teacher writes the est inter!iew on the oard -
Step ten : The teacher in!ites the learners to loo% at (Acti!ity*p)7<( , then as%s the pupils to wor% on their
rough copy oo%s U
6e as%s them first aout (an ad( what is it # 5here do we find them # 5hat do they show #
The teacher has to accept any of the learners answers e!en in their mother tongue and help them to
express themsel!es in Mnglish -
Acti*ity 2p"06 : 5rite an (ad( : >se [ li%e want en@oy $

Step ele*en : The pupils draw pan-cards ,ma%e (ads(, correct on the oard , then read and copy down on their
class copy oo%s
Book
Two
Step one: The teacher as%s the learners to open their oo%s on page )7* and read the (reminder(-
1 19 1
4O ;OJ ENBO; )JS+0>
Come and play your 4est musical
instrument
4O ;OJ L+:E THEATRE>
Come and act play with us
4O ;OJ ?ANT TO S+NK>
Come and sing in #arao#e
4O ;OJ L+:E 0LASS+0AL 4AN0+NK>
Come and practice classical dance
4O ;OJ THE ?E2>
Come and surf in our cy4er cafW
Jse !, the 3er#n'
5e use the gerund to tal% aout :
%i#es and disli#es example: . like readingO . hate running(
Ereferences: example: . en%!* playing as%etall, ut . pre,er swimming(
we use the gerund after the !er (to li#e( and other !ers such as :8enjoy recommend'suggest'ad*ise'disli#e
stop'detest a*oid'preferXQ
5e form the gerund y a''in3 (ing( to a !er- . like reading-

Step two: The pupils read sentence y sentence and the teacher explains through example each part of the the
reminder-
Step three: The teacher as%s the pupils to ta%e their rough copyoo%s and try to do the following exercises-
Acti*ity "0p""6 : Vomplete the sentences with the correct form of the !ers in rac%ets
5hat do you en@oy (do) doing in the e!enings#
5hat would you li%e (do) doing after school#
2he wants (4oo#) 4oo#ing a !ideo film-
. do not li%e scrale, . prefer (read) reading-
?%4 . will e (join) joining the group-
Step four: The pupils wor% on their rough copyoo%s, correct on the oard then read-
Step fi*e : The pupils are as%ed to the following (acti!ity( on their rough copy oo%s
Acti*ity ;p""6 : 5hat do Lohn, .ndira and 5ang li%e and disli%e doing#
+. Lohn lo*es seeing serials, .ndira hates them-
++. 5ang detests watching westerns, ut .ndira enjoys them-
+++. Lohn and .ndira li#e seeing comedies , ut 5ang hates them
+L. Lohn prefers documentaries to weterns,ut 5ang enjoy watching them
L. .ndira and Lohn disli#e seeing horror films ,ut 5ang prefers them
Step six: The teacher explains the instructions of (acti!ity ))p))<( then as%s the learners to wor% on their
rough copyoo%s-
Acti!ity ))p))<: >nscramle the sentences and you/ll %now why Ieter is angry -
Step se*en: The pupils correct on the oard, the teacher should chec% and insist on the punctuation, the
capitali,ation of the paragraph-
Step eight: The teacher as%s the pupils to open their oo%s on page ))G, and try to do the acti!ities [) -G- <- *$
orally-
Step nine : The teacher en"uires from the learners to do (acti!ities( [' and&$ as a home wor%
Step ten: The teacher in!ites the pupils to read the written wor% on the oard, then copy down on their class
copyoo%
The H!"e ?!rk:
1 15 1
B!hn +n'ira ?an3
Serials (l!ve) (hate) (pre,er)
Besterns ('islike) (en%!*) ('etest)
Comedies (like) (en%!*) (hate)
3ocumentaries (pre,er) ('islike) (en%!*)
orror films ('islike) (hate) ( pre,er)
)hateflyingyouwaitforhoursfortheplanetota#
eoffanditisoftenlateiprefertrra*elling4ytrain
4ecauseitischeapersaferandmorecomforta4l
e
+ hate ,l*in3( ;!# 7ait ,!r h!#rs ,!r the plane t! take !,, an' it is !,ten late. +
pre,er travellin3 $* trainM $eca#se it is cheaperM sa,er an' "!re c!",!rta$le
nd
(05)
THEATRE
(06)
THREE Listen an' Speak
L.!r" :
- The past si+ple tense
- .ould 0ou li$e
- .h-(uestions
L.Ai's : #oo$s% &ictures ' Maps
#ncti!n :
- En(uirin) a*out so+eone,s past acti;ities.
- Ma$in) an inter;ie-.
O$%ective: - &ps -ill *e a*le to
Step !ne :The pupils are as%ed to open their oo%s on page)7C and loo% at the picture -The teacher as%s the
pupils to descrie what they can see at this picture -6e has to accept all the %inds of answer and helps the
learners to express themsel!es in Mnglish
Step t7! : The pupil answers may e : 8This picture represent a theatre/s scene -The actors are performing a
play -=our persons are on the stage - 9
Step three : The teacher presents the situation through gestures and pictures -6e explains the new words (such
as ( (drama ghost rehearsals) then as%s the learners to listen to the drill then try to do the /acti!ity/-
The drill :
Sally : 6a!e you acted in a school 'ra"a#
%inda : 3es, . ha!e-
Sally : 5hen was it#
%inda : .t was at the end of last year-
Sally : 6ow aout this year#
%inda : 5e ha!e 'eci'e' t! a'apt Sc!!$i'!!-
Sally : 6a!e you done the casting#
%inda : 3es, we ha!e -. will e the 3h!st-
Sally : 6a!e you started the rehearsals#
%inda : 3es, we ha!e -The art teacher has drawn the costumes and the settings-
Sally : That sounds exciting4
Step ,!#r : The pupils listen then try to answer the following "uestions (oo%s shut) -
Acti*ity one p "0/ : Jisten then says which part has Jinda ta%en UNNchoose the right answer OO
+ Jinda has acted in the play as : a- 2cooidoo $- 3h!st c- 2aml
Step ,ive : The learners listen then answer on their rough copy oo%s - The teacher reads twice the drill then
in!ites the pupils to correct on the oard-
Step si5: The teacher as%s the pupils to read the correction pair y pair-
Step seven: The pupils are as%ed to listen to two pupils reading the drill and try to answer the "uestions-
Acti*ity 1p "0/ : listen again then answer the "uestions-
i.6as Jinda acted in a school drama# +es, she has-
ii.5hat ha!e the pupils decided for this year# They ha*e decided to adapt
Scoo4idoo-
iii.5ho has helped them with the costumes# Their art teacher has(
Step ei3ht : The pupils wor% in pair and answer the (acti!ity( on the oard, read and perform as "uestion ,
answer -
Step nine : The teacher as%s the pupils to open their oo%s on page ))7 and read the drill pair y pair -
Listen an' repeat $ cow4oy, prepare,understand,4eginning,confrontationY
+'enti,* $ nice1perhaps1a,rai'1$e3innin31entertain"ent1#n'erstan'P
0!"pare $ c!7$!* M !ka* M sailin3 M s#r,ace Mc!n,r!ntati!nM nei3h$!#rP
1 1/ 1
S!#n's
1
st
sylla4le 8
n'
syllale 6
r'
syllale
4aily Irepare >nderstan'
0!74oy ?%a* Ad!ertising
Nicely A,rai' .n!itation
Sailing Ierhaps Mxplanation
Nei3h4our Ke3inning Mntertainment
Se*eral Ier,!rmance intonation
Bho's your ,a*ourite ,!!t4aller?
=uess 7h! and you get a c!in(
3oes he practise another sp!rt?
)'ll tell you on Th#rsday(
Step ten$ The learners read the written wor# on the 4oard, and then copy down(

Step one " The teacher ma%es a "uic% re!iew aout the last hour- -
Examples :
i. 6as Jinda acted in a school drama last year# 3es, Jinda has acted in a school drama -
ii. 5hich play ha!e they chosen# They ha!e chosen 2cooidoo-
iii. 5ho has made the costumes for them# The art teacher has made the costumes-
Step two : The teacher in!ites the learners to perform "uestion answer, then the teacher explains the form of the
present perfect in rief-
Jinda has acted in a school drama- 2u@ect P Have P ver$(past participle) P o@ect- 2u@ect
P Have Pn!tI (past participle) P o@ect
as the teacher helped them# Have P su@ect P ver$(past participle) Po@ectP#
Step three : The pupils are as%ed to open their oo%s on page )7' and loo% at /Acti!ity)p)7'/, the teacher
explains the instructions and the new words such as : 8 shower com9
Acti*ity "p"07 : As# your partner a4out things she Lhe has done Lhasn't done t!'a*-

ha' a shower# ;esM + have
0leane' your teeth#
;!#: 6a!e you c!"$e' your hair# +our partner:
ha' rea%fast#
taken the us # N!M+ haven(t -
Step four : The learners wor% in pair on their rough copy oo%s , correct on the oard then read and perform -
Step fi*e : The teacher explains the instructions of (Acti!ity G p )7' ( then as%s the pupils to wor% , he should
explain the new words first [ somersault feed forget lines #ilt' sna#e$
Acti*ity 1p"07$ Ta#e turns (As# your partner a4out those things-

ri''en a ca"el> ;esM + have
'!ne a s!"ersa#lt>
+ou: 6a!e you ,e' a ti3er# ;!#r partner
,!r3!tten *!#r lines>
7!rn a kilt > N!M + have n!t
hel' a snake >
Step six : The pupils wor% on their rough copy oo%s , chec% for the for the past participle of the !ers on page
)7&, correct on the oard ,read and perform in pairs -
Step se*en: The teacher explains the instructions of (acti!ity <p)7'(, he introduces the actors or as%s the
learners to gi!e their names if they can and list some of their films-
Acti*ity 868p"07$ As% and answer aout these people-

+ Moha++ed =i* Vousteau, Lac"ues 3!es 0lint
East7!!'
+A: 5ho is this man# 2: .t/ s Vousteau, Lac"ues 3!es
+K: what has he '!ne# 2 : 6e has "a'e documentaries -
1 1= 1
+A : 5ho is this man # 2 : .t/ s Mohammed 0i
+K : what has he '!ne # 2 : 6e has 7ritten many oo%s-
+A : who is that actor # 2 : 6e is Vlint Mastwood -
+A : what has he '!ne # 2 : he has acte' as a cowoy

+A : 5ho is that man # 2 : .t/s Fouiched -
+A : 5hat has per,!r"e' # 2 : 6e (s per,!r"e' in many s%etches
Step eight : The pupils perform the drills and should ma%e the use the contracti!e form of the (present
participle( , they must recogni,e the difference etween the contracti!e form of the !er (to e( in the simple
present with the third person of singular and the contracti!e form of the (present perfect(
E5a"ple :
6amid is a pupil- 6e is )< years old- 6e is He (is) the ver$ -t! $e- -
6amid has re*ised his lesson- 6e(s '!ne all the exercises- (s '!ne present perfect ( (s) the !er( t!
have)O '!ne past participle of the !er (t! have(
Step nine: The teacher explains the instructions of (Acti!ity *p)7'(, introduces the new words, let the learners
repeat them, then as%s the pupils to wor% in rough-
Acti*ity 2p"07: Iair wor%s ->se items from K to explain feelings from A-
A: 5hat is the matter# +ou loo# sad-
K : ./ve ha' some 4ad news-
A: 5hat/s the matter# +ou loo# worried(
K : .(ve ,aile' in the test -
A: 5hat/s the matter# +ou loo# angry-
K : ./ve l!st the script(
A 5hat/s the matter# +ou loo# well(
K : ./ve ha' a nice wee#'end -
A : 5hat/s the matter # +ou loo# depressed-
K :. have n!t 3!t the main role
Step ten : The learners wor% in pairs ,then read and write down on their class copy oo%s -
Step eleven :The teacher explains the instructions of (Acti!ity C p)7'( then as%s the learners t do it as a
homewor%
Step !ne : The Teacher as%s the pupils to open their oo%s on page )7;, and loo% at the text - 6e explains the
new words then as%s the learners to read silently and try to answer the "uestions-
The new words : 8poor- each- neighour eggs- happily ac% home way threw-stones
instead-stupid- poc%et melt- any left 9
Step t7!: The pupils read the text then do the (Acti!ity( on their rough copy oo%s -
Acti*ity "p"0: : Answer the "uestions-
11 5here did 5illy go to wor%# 6e went to wor% in his neighour/s farm-
81 0id he ring home what the farmer ga!e him# 1o, he did not -6e threw the oys with what the
farmer ga!e him-
61 5hy did the utter melt# The utter melt, ecause he put the utter in his poc%et and as it was hot
,the utter melted-
91 6ow did 5illy/s mother react# 2he was angry and she lamed her son -
51 5as 5illy !ery cle!er# 1o, he was not-
Step three: The learners are as%ed to read the text then answer the acti!ities on their rough copyoo%s-
Step ,!#r: The teacher explains the instructions of (Acti!ity*p)7;( , he explains the new words then in!ites the
learners to wor% y pair -
Acti*ity 2p"0: : Vontinue the story on the same pattern- >se these Vues :
-paper $a3- D -"ilk-
Step ,ive: The learners wor% in pairs and sustitute the cues-
Step si5: The teacher as%s the learners to read the written wor% on the oard, then copy down on their class
copyoo%s-
The H!"e ?!rk:
1 1C 1
A
Bhat happened?
3ou loo% sad-
3ou loo% worried
3ou loo% angry
3ou loo% well
3ou loo% depressed
2
4a;e>Nice -ee$-end
?ail>test
4a;e >so+e *ad ne-s
@ose > script
Not )et > +ain part
nd
(05)
THEATRE
(06)
4isc!ver the
Lan3#a3e
L.!r" :
- .ould 0ou li$e
- .h-(uestions
#ncti!n :
Step one :The pupils are as%ed to open their oo%s on page )7+ and loo% at the text -6e explains the
instructions and the new words then tries to ma%e the learners interact with him y as%ing some oral "uestions:
The new words : [ tide round this afternoon mo!e furniture space rehearsing toasts$
The teacher oral "uestions : a) 5ho are the interlocutors of the dialogue ) the place where the dialogue
is ta%ing place
Step three : The teacher as%s the learners to read the dialogue then try to answer the "uestions ()) and (G) on
their rough copy oo%s -
Acti*ity p "0; : Fead the con!ersation then answer the "uestions-
6) 5hat has Lohn done# Lohn has mo!ed the furniture-
2) 5hen did 2ally put the chairs in Lohn/s room# 2he put them in Lohn/s room an hour ago-
Step four : The pupils correct the (acti!ity ( on the oard , read the correction -
Step fi*e $ The teacher as%s two learners to read the con!ersation, then he as%s them to stop at the following
forms of the statements :
(. /m tidying the li!ing room( O 5ang and Jinda are coming ( the present continuous
(. can see( 8can8 a4ility
. put them an hour ago - The past simple OagoP
Step six: The teacher as%s the learner to descrie the other form
3ou ha*e "!ve' the furniture-
(to ha!e( (past participle( The present perfect
5hat ha*e you '!ne # Su4ject K a*eLas K past participle of
the *er4Ko4ject-
(to ha!e( (past participle( The present perfect
&a3e 80
Step !ne: The teacher as%s the pupils to open their oo%s on page )7+, read the con!ersation pair y pair then the teacher
explains the instructions of (Acti!ity<p)7+( , as%s the learners to wor% on their rough copy oo%s-
Acti*ity 6p"0; : Vhoose the correct answer-
The present perfect simple is used to refer to e!ent:
That happened at a definite time in the past
That are happening now-
- That happened at an indefinite time in the
recent past-
Step t7! : The pupils wor% in rough , correct on the oard then read and copy down -
Step three: The teacher explains the instruction of (Acti!ity*p)7+( and through examples aout the (simple past ( and the
present perfect leads the learners to find the difference etween the two tenses-
+ The simple past tense is used with a definite time in the past
-The present perfect is used with an indefinite time in
the recent past
Step ,!#r : The pupils are as%ed to gi!e some examples aout the simple past and try to do the same for the present perfect-
Step ,ive: The teacher chooses the est examples of the learners and writes them on the oard then in!ites the pupils to read
and copy down on their class copyoo%s-

Step one : The pupils are as%ed to open their oo%s on page )7+ and loo% at the
con!ersation in (0isco!er the language ( then try to ma%e a list of the !ers -
1 1. 1
E5ercise : Fead the con!ersation then list the !ers :[ are doing 'm tidying are coming you'*e "!ve' ha*e '!ne
ha*e prepare' H
Step two : The teacher explains the instructions of (Acti!ity )p)7+( then as%s the learners to do it on their
rough copy oo%s -
Acti*ity "p"0; : Joo% at the past participle in the con!ersation then complete the chart-
)nfiniti*e East simple East participle
To mo*e mo*ed "!ve'
To do did '!ne
To prepare prepared prepare'
1ow, say which !ers are regular# The regular !ers are : t! "!ve t! prepare
6ow is their past participle formed# Their past participle is formed y adding -e'( to the !er-
Step three: The pupils wor% on their rough copy oo%s, correct on the oard then read and write-
Step four: The teacher explains the instructions of (Acti!ity Gp)7+, then as%s the pupils to wor% on their rough copyoo%s
pair $* pair-
Acti*ity 1p"0;: ?rder the sentences to get a coherent con!ersation-
Mum: 3es- . am sure it is not in it.(5)
Lohn: Try to rememer what you ha!e
done today.(/)
Mum: Lohn, . ha!e a prolem.(1)
Lohn: 6a!e you loo%ed for it in your
ag#(9)
Mum: . too% a sandwich in a coffee
shop, then . went to the drugstore, after
that . went to the hairdresser/s -Ierhaps
. left it there.(=)
Lohn : 5hat is it #(8)
Mum: . ha!e lost my wallet-(6)
Step fi*e : The learners correct on the oard then read and write down on their class copyoo%s
The H!"e ?!rk:
1 80 1
5um: Lohn, . ha!e a prolem
<ohn$ 5hat is it#
5um: . ha!e lost my wallet
<ohn$ 6a!e you loo%ed for it in your ag#
5um$ 3es- . am sure it is not in it
<ohn$ Try to rememer what you ha!e done today
5um$ . too% a sandwich in a coffee shop, then . went to the
drugstore, after that . went to the hairdresser/s -Ierhaps . left
it there
Re"in'er
5e use the present perfect simple to tal% aout something that has happened some time in the past - e-g- ./*e seen
that film-
To form the present perfect simple , we use : a*e P past participle ex: he has done the wor% O as she coo#ed
the dinner
The present perfect is used with 8e*er ne*er already just 8
Iegular *er4s form past participle y adding 8ed8 to the infiniti!e -(wor% wor#edP
The list of the irregular *er4s should 4e learnt 4y heart Opage "09P
nd
(05)
THEATRE
(06)
THREE &ractice
L.!r" :
- .ould 0ou li$e
- .h-(uestions
#ncti!n :

Step one: The teacher as%s the pupils to gi!e the right form of the following sentence -The learners should e
ale to discriminate etween the present situation and past situation[ simple past present perfect $
- 5e (to study) study Mnglish, today-
- 3esterday, we (to study) studied Mnglish-
- 5e (to study) ha!e studied Mnglish-
Step two: The teacher as%s the learners to open their oo%s on page )7+ and loo% at (Acti!ity <p)7+(, he
explains the instructions of the acti!ity then as%s the pupils to wor% on their rough copy oo%s-
Acti*ity 6p"0; : Brite the *er4s 4etween 4rac#ets in the right for(
A: ?h dear, we (to 4e) are late- 5e have (miss) "isse' the eginning- 5hat shall we
(/to do) do#
K: Shall we (to go) go to the theatre instead#
V: ./m sorry- 5e (to sell) have s!l' out the tic%ets-
A: 5hy don/t we (to go) go to a restaurant#
K: ./d (to li%e) li#e a tale for two, please-
0: ./m afraid we (to 4e) are full-
A: 1e!er mind, let/s (to go) go home and (to watch) watch TN-
Step three : The learners correct on the oard , read and discriminate etween the 8the present tense- the
future- the resent perfect9
Step four: The teacher explains the instructions of (Acti!ity*p)7+(then as%s the pupils to wor% on their rough
copyoo%s-
Acti*ity 2p"0; : Fewrite the paragraph- 2tart li%e this-
3ou are not fair, Mum4 3ou say that . ne!er help4 Actually, this wee%, . ha*e made my ed almost
e!eryday -. ha*e washed the dishes se!eral times- . ha*e e!en done the laundry once4 . ha*e tried !ery hard,
you %now- Kut . need time to get ready for the final performance-
Step fi*e : The pupils correct the (acti!ity( ,read and copy down-

Step one: The teacher as%s the pupils to open their oo%s on page )7+ and loo% at the (Feminder(, the teacher
explains the use of the present perfect through examples-
Step two: The pupils read the reminder, then open their oo%s on page )7& ,read the list of the irregular !ers
and do the acti!ities of chec% on page[act " p""1 act"1'"6 and "2p""2$then (Activit*1/p119( as a home
wor% -
&a3e 88
The H!"e ?!rk:
1 81 1
nd
(05)
THEATRE
L.!r" : - > L.Ai's : #oo$s% &ictures ' Maps
#ncti!n : - >
O$%ective: - &ps -ill *e a*le to learn..
1 88 1
The H!"e ?!rk:

nd
(05)
THEATRE
L.!r" : - > L.Ai's : #oo$s% &ictures ' Maps
#ncti!n : - >
O$%ective: - &ps -ill *e a*le to re;ise and chec$ a pre;ious $no-led)e
1 86 1
The H!"e ?!rk:
1 89 1

Fecf 596 F 21

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Aissaoui AEK Middle School -Tircine- Level: Second (02

Aissaoui AEK Middle School -Tircine- Level: Second (02

Aissaoui AEK Middle School -Tircine- Level: Second (02

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