Me and My

Environment

Teacher : ABOUBAKER CHOUIT

Sequence Plan
*Each sequence should be divided into parts according to their communicative objectives .

*Each part should be planned as follow:

Sequence:…………

Part:…………….

Lesson 1: I listen and do : Teacher should choose the suitable listening scripts or adapt others.

Lesson 2: I pronounce : It includes the suitable pronunciation task and lesson.

Lesson 3: I practice : It includes the suitable language forms.

Lesson 4: I read and do ; Teacher should choose the suitable reading texts or adapt others

Lesson 5: I learn to integrate: It’s general and it includes all the parts of a sequence, it must
be done in groups

Lesson 6: I think and write: It’s general, it must be done individually.

NB: a lesson can be divided into many parts. eg: I listen and do (1)

I listen and do (2)

General sequence plan:

Sequence:………………
Title: ……………….
Part One: Part One: Part One:
Objective:…………… …… Objective:……………… ……… Objective:………………………
I listen and do I listen and do I listen and do
I pronounce I pronounce I pronounce
I practice I practice I practice
I read and do I read and do I read and do
I learn to integrate

I think and write

 Sequence Four Plan
Me and My Environment
Level: 3MS Sequence: Three Title: Me and the Scientific World.

Part One: Part One:

Objective: Discovering Algerian biodiversity. Objective: how to run litter campaigns.

I listen and do: Tasks: 1,2,3,.,26 p113 to120 I listen and do: Tasks: 27,28,…….,42p120 to 123

I pronounce: Tasks: 1,2,……,5 p127 I pronounce: Tasks: 6,7,……,12 p128

My pronunciation tool p124 My pronunciation tools p125
(sounds /ʒ/&/dʒ/) (silent letters ’K’ ‘W’ ‘H’ ‘T’ & Intonations)
I practice: I practice:
My grammar tools My grammar tools
P129,130 and 131 (Tools 1,2and 3) P131and 132 (Tools 04and 05)

I read and do Text 02 p140 I read and do Text 01 p139

I learn to integrate: p141and 142

I think and write: p143

NB: The teacher isn’t obliged to use the book’s tasks or even listening scripts or captions

He can create his own ones.

Prepared by:T- Aboubaker Chouit

 T: Aboubaker-Chouit S-Dridi Saadi Middle School Level: 3MS
Sequence : 04 Me and my Lesson: Problem Solving Situation Framework :PDP
environment
Learning Objective(s): By the end of the session my Ls will be able to make a global vision on 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 environment, nature
Cross Curricular Competencies Core values
* Intel: L can use his critical thinking skills when gathering * Valuing and respecting green spaces
information for learning and project work. *Being civic
-L can understand, interpret verbal texts. *Being aware and conscious towards
the protection of the environment.
-L can solve problem situations using a variety of communication
means.
* Meth: -L can work in pairs or in groups.
*Com: -L can use a role play to communicate appropriately
* Per and Soc: -L can show responsibility towards team work.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his Ls ,they respond .
up -T-Splits the pieces of paper on the PPs on Leading in A
which the topic of the sequence is written
then asks them to reads it .
Pre To WB-
My school will organize an eco-poster show
presenting to celebrate ‘Earth Day’. I decided to design
T/L introduce Ls’
an eco-poster about the main dangers that
the Copyboo
threatened environment to raise public problem k +book+
awareness of the urgent need to protect our And Pictures A V
nature. expose
PPs to it

T/L

-T-Asks PPs to read and underline the key

words; Earth Day-eco-dangers-environment
–public awareness
Presenting -T- Explains the topics that will be discussed WB-
in the sequence by presenting a couples of Ls’ V
photos and videos. activate Copyboo A
 their k +book+ K
Imaginatio Pictures
n and prior
Knowledge

-T-Draws a spider diagram and writes

Lifestyle
-T-Splits the class into groups PPs starts to
collect ideas and teacher checks.
-T-invites the learners to read their products
and fill the diagram on the board.
L/T

Water Global
Pollution
Nature
My Environment
Animail
Air
Litter Rubbish

Post WB-
presenting Ls’ V
To generate Copyboo A
-T-Asks Ls to copy down the topic in their solve the k +book+ K
copybooks problem Pictures
and find
solutions

The Teacher’s comments

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

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

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

-…………………………………………… -…………………………………………… -……………………………………………

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS

Sequence : 04 Me and My Lesson: 01 I listen and do I Framework :PDP
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to know more details about Algeria.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ book & Copybook
Interact .Interpret .Produce (Both) +flashcards +audio scripts+Maps
Target Structures: lexis and expressions related to locations, borders…..
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. * Valuing and respecting green spaces
* Meth: -L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately. *Being aware and conscious towards
-L can talk about the geographical characteristics of Algeria the protection of the environment.
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.

Tim Framewor Procedure Focus Objectives Aids VAK

e k T
Warming -T-Greets his Ls ,they respond .
up -T-Sticks on the board maps (maps of the T→Ls Leading in A
05 o
world, Algeria….)

To lead in
Pre -T-lets the Ls discus in pairs then ask them
the following questions : WB- AV
o listening T→L Pictures
05 * What do the pictures represent? To
* How many continents are there ? L→T familiarize
pupils with
30o * Which continent did Algeria belong to? new
* Can you give me more data about Algeria? vocabulary
15o -T-Asks PPs to open their books on P 113 related to the
-T- Gives the instructions topic .
*Now, you’re going to listen to the
 UNESCO representative ) and you’re going
to deal with these tasks.
Tasks 03,01&05 p 113&114 oral:

Task 02 oral: I write True or False:

1- Algeria is a South African country. To Interpret
2-It’s Africa’s largest country. verbal
messages
3-Algeria contains many parks. and collect
Task 03: :(written): Lexis:(written) more data
a-I find in the text words that are closest
in meaning to:
Large=…………… Big=………….. To collect
more lexis to
Protect =…………. Contain =………. reinforce
During b-I find in the text words that are opposite V
peer WB-
listening in meaning to: L→T correction A
Ls’
South≠……… Narrow and
cooperative
Copybook K
≠……………. +book+
learning
Same≠……….. International≠………. Pictures

Task 04 p 85:(written): I answer my blog

friends about Algeria

A: Hi! Where’s it Algeria located?

B:…………………………………
A : Is it a coastal country? To explore V
Post Ls→ previous
B:……………………………… A
listening T knowledge k
A: What’re it’s main borders? and WB-
B:………………………………… transform it Ls’
A: Is it a large city? into to short Copybook
B:………………………………… dialogue

-T-Asks Ls to copy down the topic in their

copybooks

The Teacher’s comments

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

……………………………………………. ………………h……………………………. …………………………………………….

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

- -…………………………………………… -……………………………………………
……………………………………………
 T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS
Sequence : 04 Me and Lesson: 02 I Pronounce Framework :PPU
My Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to pronounce these sounds: (/ʒ/ & /dʒ/)
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ book & Copybook +audio
Interact .Interpret .Produce (Both) scripts
Target Structures: Phonetic symbol (/ʒ/ & /dʒ/)
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth:-L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately using *Being aware and conscious towards the
these sounds: (/ʒ/ & /dʒ/). protection of the environment.
* Per and Soc:-L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his Ls ,they respond . Establish a
up T→Ls good A
05 o -T-Invites Ls to listen and repeat a classroom
couple of words ( I listen and repeat A Atmosphere
p 124)
-T-Invites his Ls to read and focus on
/ʒ/&/dʒ/)
-T-checks Ls’ pronunciation and corrects T→Ls
15 Presentatio if necessary.
o
To identify WB- A
the target Ls’ V
n /ʒ/→ usually spelled ‘s’ or ’g’ and rarely ‘t’ Copyboo
sounds and
discriminate k +book+
/ dʒ /→usually spelled ‘j’ or ‘g’ and rarely ‘d’
between the
target sounds
 -T-Asks Ls to open their books on P124
-T-Asks the Ls to read the pronunciation
tools than do the following tasks:
-T-Gives the instructions

Task 01 p 127: oral I listen and tick the

correct pronunciation of the letters in
bold.
-T-Asks the Ls to check their answers
then compare the answers with their
mates and correct one another.

Task 02p 127: oral I listen and match

together the words .. T→Ls WB- V
25o -T-Asks the Ls to check their answers Ls→T To reinforce Ls’ A
and
Practice then compare the answers with their Copyboo K
consolidate
mates and correct one another k +book+
the
pronunciation
Task 01:Written I classify these words
according to their pronunciation of
the phonetic symbol (/ʒ/ & /dʒ/)
*Change-Occasion-Damage-Fusion
-Edge-Massage-Dual-Equation-

WB- V
o
15 /ʒ/ /dʒ/ Ls→T Ls’ A
-To reinvest
-………..-………. -………..-………. Copyboo K
Use prior
-………. -………. -………. -………. k
knowledge
related to
pronunciation
-T-Asks Ls to copy down the task in and
their copybooks. Check Ls
assimilation

The Teacher’s comments

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

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

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

-…………………………………………… -…………………………………………… -……………………………………………

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS
Sequence : 04 Me and My Lesson: 01 I listen and do II Framework :PDP
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to know more details about the ecosystem
and biodiversity in Algeria
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ book & Copybook
Interact .Interpret .Produce (Both) +flashcards +audio scripts+
Target Structures: lexis and expressions related to parks, biosphere …..
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth: -L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately. *Being aware and conscious towards
-L can talk about the ecosystem and biodiversity in Algeria the protection of the environment.
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.

Tim Framewor Procedure Focus Objectives Aids VAK

e k T
Warming -T-Greets his Ls, they respond . T→L Establish a
up -T-Sticks on the board pictures about some s good A
05 o
animals which are in danger of extinction in classroom
one side and their names in the other side. Atmosphere

Barbary
sheep

Atlas
Pre
Cedar WB- A
o listening Pictures V
10 To lead in
T→L T
Barbary s
macaque
To
familiarize
Cuvier's Ls with new
gazelle vocabulary
 related to
the topic .

Gazelle
dorcas

Nuthatch
bird

Jackal

-T-lets the Ls discus in pairs.

-T-Asks the Ls to match each picture with its
appropriate name.(Task14 P116)
then ask them To WB-
During -T- Asks PPs to open their books on P115 Interpret Ls’ V
o listening -T- Gives the instructions T→L verbal Copyboo A
25
*Now, you’re going to listen to the UNESCO s messages k +book+ K
representative and you’re going to complete Ls→ and fill in T
the table : T blanks and
to
Task 11 p 115: oral I listen and complete: reinforce
Task 16 p 117: oral I listen and tick: peer
correction
Task01: Written I match the words with and
their appropriate definitions cooperative
learning

Ecosystem
A number and types of plants and animals that exist in a
particular area.
Biosphere
reserve
A reserved areas in which there is no conflicts
between animals, plants and man .
Biodiversity
All the living things in an area and the way they affect
each other and the environment.

Task 02:(written): I answer my friend’s

questions and complete the dialogue:
A:How many national park are there in
WB-
15o Post Algeria?
Ls’
listening B:…………………………………………. To
transform Copyboo
A:Can you name some?
pieces of k V
B:…………………………………………..
information A
A:Did you any before?
Ls→ into a short k
B:…………………………………………..
T paragraph
A:Which park did you visit?
B:…………………………………………..
 -T-Asks Ls to copy down the topic in their
copybooks

The Teacher’s comments

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

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

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

-…………………………………………… -…………………………………………… -……………………………………………

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS

Sequence : 04 Me and My Lesson:03 I Practise I Framework :PPU
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to use present perfect with Since & For
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ book & Copybook
Interact .Interpret .Produce (Both)
Target Structures: lexis and expressions related to present perfect ( has, have+ v pp) since- for
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth:-L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately using *Being aware and conscious towards
the present perfect the protection of the environment.
* Per and Soc:-L can socialize through oral and written messages.
Tim Framework Procedure Focus Objectives Aids VAK
e T
0
05 Warm up -T-Greets his Ls ,they respond . Establish a A
good V
A : HI ! How long has Taza Park designated as a national park? classroom
B : It has designated as a national park for 14 years. Atmosphere
A: Have you visited it before?

B: Yes, I‘ve.

A: How long have you been there?

B: I have not been there since 2016.

-T-Distribute this short passage on the Ls

-T-Asks some comprehensive questions
 and writes Ls’ answers on the WB.

150 Presentatio Interacting

n PIASP Lesson T→ to elicit the A
L target V
-T-Writes on the board these sentence structure WB-
- It has designated as a national park for 14 years..
↓ ↓ ↓ ↓ ↓ ↓
It has designated as a national park for 14 To introduce
years..
the target
↓ ↓ ↓ ↓ ↓ ↓ ↓ structure in
S Have present Vpp + O + for + period context
Affirmative
Have present (has, have) +Vpp

-I have not been there since 2016. To identify

↓ ↓ ↓ ↓ ↓ ↓ ↓ the form and
I have not been there since use of the
2016. target
↓ ↓ ↓ ↓ ↓ ↓ ↓ structures.
S Have present not Vpp O since date

To elicit the
Negative Have present (has, have) + not +Vpp rule about the
Past C

- Have you visited it before?

↓ ↓ ↓ ↓ ↓
Have you visited it before ?
Have present S Vpp O ?
Have present (has, have) + S +Vpp + O+?
Interrogative

- How long have you been there?

↓ ↓ ↓ ↓ ↓ ↓
How long have you been there
?
↓ ↓ ↓ ↓ ↓ ↓
How long Have present S Vpp O
?
How long+Have present+S+Vpp+ O+?
150 Interrogative WB- V
Practice To focus on Ls’ A
Task 01: oral I order these to get T→ the form of Copyboo T
correct L the k
Sentences L→T statements
1-?-has-she-how long –Chriaa park-visited
2-not-they-have-gone –for-two weeks-to To train on
school. the placement
3-has-working-2011-since –she-stopped. of Since &
Task 16 p 136: Written I fill in the gaps For
using Since or For:
To train on
Task 02: : Written I write the correct the use of
form of the verbs in brackets Present P
 1-Dinosaurs (to extinct) for a long time. V
Use 2-Letter (not send) to UNESCO since L→T WB- A
200 2017. To practise Ls’ T
3-I (work) there for six years.. Present P in a Copyboo
Task 17p 136: oral I fill in the gaps conteXt. k
using Since or For and write the correct
form of the verbs in brackets:

-T-Asks Ls to copy down the topic in their

copybooks.

The Teacher’s comments

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

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

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

-…………………………………………… -…………………………………………… -……………………………………………

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS

Sequence : 04 Me and My Lesson: 01 I listen and do III Framework :PDP
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to know more details about the extinct
species in Algeria
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ book & Copybook
Interact .Interpret .Produce +flashcards +audio scripts+
Target Structures: lexis and expressions related to extinction: threatened- rare - extinct - endangered -…..
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth: -L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately. *Being aware and conscious towards
-L can talk about the extinct species in in Algeria the protection of the environment.
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.

Tim Framewor Procedure Focu Objectives Aids VAK

e k s T
Warming -T-Greets his Ls, they respond. T→L Establish a
up -T-Sticks on the board pictures about some s good A
05 o
animals which are in danger of extinction. classroom V
Atmosphere
 To lead in
Pre
listening WB- A
10o To Pictures V
T→L familiarize
o s Ls with
25 -T-lets the Ls discus in pairs. new
15o -T-Asks the Ls some questions vocabulary
-T-Do all these species exist till now? related to
L1-No, they are not. the topic.
-T-Do they exist with big numbers?
L2- No, they are not. To
-T-What ‘re the main reasons of their Interpret
disappearance? verbal
L3-Poulltion.hunting… messages
-T- Asks PPs to open their books on P119 and fill in
-T- Gives the instructions blanks and
*Now, you’re going to listen to the interview to
of Sian Waters and you’re going to reorder reinforce WB- V
During the bubbles : peer Ls’ A
listening
correction Copyboo T
and k +book+
Task 21 p 119: oral I listen and order: cooperativ
Task 23 p 120: oral I listen and tick: T→L e learning
Task 25 p 120: oral I listen and tick: s
Ls→ collect
T more lexis
Task 19 p 118: Written I match the words about the
with their definitions : topic
Post
listening To V
Task 02:(written): I answer my friend’s transform WB- A
questions and complete the dialogue: pieces of Ls’ T
A: I watched a documentary about animals and informatio Copyboo
I knew that many species are disappeared and n into a k
others are on the way to. Is that real? short
B:…………………………………………. Ls→ dialogue
A:Oh! What’re the main causes of that? T
B:…………………………………………..
A:Are there any solutions or campaigns to ban
that?
B:…………………………………………..
A:Can you mention some?
B:…………………………………………..

-T-Asks Ls to copy down the topic in their

copybooks

The Teacher’s comments

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

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

-
……………………………………………
.

-
……………………………………………

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School T: Aboubaker -CHOUIT

Sequence : 04 Me and My Lesson:03 I Practise II Sequence : 04 Me and My
Environment Part I Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to 1-state regulations and disciplines
2-Give advice
Targeted Competences: Domain (s): Oral-Written Targeted Competences:
Interact .Interpret .Produce (Both) Interact .Interpret .Produce
Target Structures: lexis and expressions related to obligation, prohibition ( Must-Mustn’t-Should-Shouldn’t)
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth:-L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate by *Being aware and conscious towards the
protection of the environment.
1-stating regulations and disciplines. 2-Giving advice.
* Per and Soc:-L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his Ls, they respond. Establish a
up T→PPs good A
05o I think we must recycle items and don’t classroom V
throw them. We’ll save natural resources. We Atmosphere
must not drop litter in streets. We should
save electricity, water and paper. We should
not waste them. Walk to school and do not
ask your parents to take you by cars. T→Ls To identify WB- A
o
25 Presentatio the target V
structure
20o n -T-Distribute this short passage on the
10o Ls
-T-Asks some comprehensive questions
and writes Ls’ answers on the WB.

PIASP Lesson

1-We must recycle items.

↓ ↓ ↓ ↓
→We must recycle items.
↓ ↓ ↓ ↓
S model v V stem O
Obligation → Must + v stem

2-We must not drop litter. -To state the

↓ ↓ ↓ ↓ ↓ rule
→We must not drop litter
↓ ↓ ↓ ↓ ↓
S model v not V stem O
Prohibition→ Must + not + v stem

3- We should save electricity.

↓ ↓ ↓ ↓
→ We should save electricity.
↓ ↓ ↓ ↓
S model v V stem O
Mild Obligation→ Should + v stem
4- We should not waste them.
↓ ↓ ↓ ↓ ↓
→ We should not waste them.
↓ ↓ ↓ ↓ ↓
S not V stem O
model v
Mild Negative Obligation→ Should + not+ v stem

5- Walk to school
↓ ↓
→ Walk to school
↓ ↓
V stem O V stem+ O
Positive Advice→
6- Do not ask your parents
↓ ↓ ↓ ↓
→Do not ask your parents
 ↓ ↓ ↓ ↓
→ auxi not V stem O
Negative Advice→ Do+not +V stem

Task 01,2& 3 P133: oral

Task12 P 135: oral To reinforce WB- V

and Ls’ A
Task 03 Written I complete the consolidate Copyboo T
Practice dialogue below using ( Must-Mustn’t- the polite k +book+
Should-Shouldn’t) request
structure
T→Ls
Ls→T

A: What can we do to have a clean air?

B: We ……drive too many cars because they pollute

the air?

A : How? ……We ban the use of cars?

B: No, we mustn’t. We……use public transports

more.! -To reinvest
A : What else…….we do? prior
knowledge WB- V
-T-Asks
B: We Ls to and
….ride bicycle copy down
walk the task in
too often. and Ls’ A
their copybooks. Check Ls Copyboo T
Ls→T assimilation k
Use
The Teacher’s comments
What Worked What hindered Action Points
……………………………………………. -……………………………………………. …………………………………………….

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

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

-…………………………………………… -…………………………………………… -……………………………………………

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS

Sequence : 04 Me and My Lesson: 01 I read and do I Framework
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to know more details about the disaster of extinct
solutions.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ boo
 Interact .Interpret .Produce +flashcards +audio scrip
Target Structures: lexis and expressions related to parks, biosphere …..
Cross Curricular Competencies Core valu
* Intel: L can understand and interpret verbal and non verbal texts. *Valuing a
* Meth: -L can work in pairs or in groups. spaces
*Com: -L can use a role play to communicate appropriately. *Being civ
-L can talk about more details about the disaster of extinction and *Being aw
suggest solutions. towards th
the enviro
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.
Tim Framewor Procedure F Obj
e k o ectiv
c es
u
s
050 Warm up -Tshows pps some pic and try to interpret the pic with them Esta
L: It’s about: animals, environment, Illegal hunting,… blish
-T-Has it bad consequences? a
L: Yes, it’s- No, it’s not. good
-T-What are its effects? class
L:??????? roo
-T-Are there any solution? m
L:??????? Atm
-T-After reading this text you’ll get these information and others. osph
Pre- -T-Gives Ls the passage in a piece of paper. T ere
100 reading -T-Asks the Ls to read the text than try to do these tasks →
Task 01: oral L
Activity 1: Read the text then answer the following questions:(02 Pts.)

1. Is the black rhinoceros an animal in danger of extinction?

2.Does it live in Northern Africa? To
Task 02 : Activity 2: Complete the table with information from the text:( 03 lead
Pts.( in

Name Scientific Colour Size or Diet Horn Number

name Weight length
Black
rhinoceros

During Task 03: :(written) Lexis

300 reading
A/ Match each word with its appropriate definition:
L
→
Words Definitions T
1. extinction a. almost black
2. dark b. the young of a mammal like a cow etc…
3. calf c. coming to an end or dying out To
4. horn d. hard pointed growth on the head of an animal
colle
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Task 04: I play the role of an ecologist and answer my partner’s interview mor
questions: written e
Me: (journalist) Do you think Fauna and Flora species are in safe in Algeria ? L data
My partner: (ecologist) ……………… → peer
Me: What’s up? T assess
ment
My partner: ……………………………….
Me: What are the main causes of this disaster?
My partner: ………………………………..
Post Me: What do you suggest as a solutions?
150 reading My partner: …………………………………
To
colle
Text: ct
-T-Asks Ls to copy down the task on their copybooks.
One of the animals in danger of extinction is the black rhinoceros (Diceros bicornis).This species is found in mor
woodland habitats in eastern and central Africa including Kenya, Tanzania, Cameroon, South Africa, Namibia, e
Zimbabwe and Angola. The total population was 4,880 individuals in 2013.It's dark yellow lexis
brown to dark brown or dark gray.
An adult black rhinoceros stands 140–180 cm high at the shoulder and is 3–3.75 m in length and weighs from L
800 to 1,400 kg. The females are smaller than the males. The black rhino is smaller than the white rhino, too. →
Rhinos have two horns, and occasionally a third small one (front horn about 50 cm or more). This animal is T a
herbivore that eats leafy plants, branches, thorny wood bushes, and fruit. When water is available, it drinks every
day. The rhino calf follows its mother for 2–3 years.

Many organisations like (WWF) are working to protect the black rhino by establishing new protected areas...
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Inter
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The Teacher’s comments
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Group : Skikda Middle School Teachers of English

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