MS 3 level

Sequence
One

Me , My abilities , My
interests And My
Personality

Prepared by the Teacher :Chabane Sadika

 Stage : Two
I/ Global Competency / exit Profile of year 3:
At the end of key stage two the learner will be able to :
Interact ,interpret and produce oral and written messages ,text of average complexity ,of descriptive, narrative
,prescriptive and argumentative types using written, visual or oral support ,in meaningful situations of communication
related to his environment and interests .
The learner can :
- understand short texts consisting of phrases and simple sentences and frequently used expressions to familiar topics or
situations .
-can communicate messages in simple tasks on everyday topics using simple sentences that are appropriate .
- can describe in short sentences some aspects of his/her background or environment related to his/her needs.

Learning objectives Communiative tasks Grammar Lexis Pronunciation

Describe myself: my Interview The present simple Related to ability/ Weak and strong
abilities/inabilities Role play tense (review and inability: I can/ I can’t forms of “can” and
My likes and Chat/ email: expansion) Related to interests: “can’t”: /ǝ/, /æ/
dislikes personal letter Frequency adverbs - I’m interested in. and /ɑ:/
Talk about Short video The relative clauses - I like/ I dislike Final “s”
personality features. segments Qualifiers (review - I’m keen on/ I’m fond pronunciation: /s/,
Ask and answer Poster and expansion/ of /z/, /iz/
questions about hobbies. ID card (people and personality features) - I always play chess. Silent letter: “k”,
 Ask and give animals) Discourse markers related to “w”, “h”, “t”.
information about: wild for classification personality:
life and pets. To be made of/ to be - I’m very friendly and
made in outgoing.
- My friends think I’m
shy.
 valuing learning and knowledge in general

Valuing thinking and reading in general

identifying with other person's positive personality

features (friends,parents ,teachers,famous scientists
and scholars .

Sharing an outstanding person’s dream, ambition,

career project(in science and technology ,music,
academic, research, Arts, literature, etc.)

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

1- Expressing abilities and inabilities
2- Describing personal interests
3- Describing personality features
 Situations Rubric / sections Frame work N° of sessions Objective
Problem solving TBL One session Involve and put the
situation /the initial Ls into problematic
situation situations and to
declare the
communicated tasks
to be broken into
learning objectives
and lessons in the
sequence
Learning /the input I listen and do 1 Pdp One session L1 : SWBAT act out
dialogues to talk about
situation/ installing themselves, their own
interests using “what…?/
resources How often…?/ Frequency
adverbs (never- always)”.

L3 :SWABT: fill in a form about

I listen and do 2 Pdp One session their personality and interests

I listen and do 3 PPU One session L4 :SWABT: infer someone’s

personality and write about
themselves using frequency adverb
I practice 1 Ppu One session always and never
L5: SWBATexpress their abilities
and inabilities using can and can’t
Distinguish between strong and
week form of can
I practice 1
PPU One session L6: SWBATtalk about their
interests in Algerian music and
distinguish between Algerian
musical instrument .

I pronounce Ppu One session L7:SWABT: discriminate between

 the sounds of final S
I read and do 1 PDP One session L8:SWABT: read ,understand
and get information from a
text through dealing with
three comprehensive tasks
- write speech about
their hobbies and
interests .

L9:SWABT: read ,understand

I read and do 2 PDP One session and get information from a
text through dealing with
three comprehensive tasks
- Make a poster to save and
promote the cultural heritage
in their region

Learning to integrate I learn to integrate PDP One session L10:SWABT: to reinvest of

( situation of I think and write prior knowledge.
Two session L8: assess ls indvidually
integration )
Assessment situation A given situation of
integration
 By the end of this sequence, my learners will be able to talk about themselves, their personality features, their abilities and
inabilities as well as their interests through oral communication, writing letters, filling forms and profiles and interpreting. As they
will value their Algerian music and its traditional musical instruments.

You love your heritage and you are proud

of it.
Topic: An illustrated article
introducing your region to represent
sahara civilisation.
Introduce it to the world!
Write your article and give
explanations of each point.
Use pictures.
Ask your grand parents and
parents.
Make researches on the web.
Check up difficult words in the
dictionary.
Ask your teacher for help.

- Tell us about:
 Traditions.
 Food/pottery
People dressing/ jewellery
Marriage clebrations

The four situations :

1-The Initial Problem Solving Situation:
 Muslim Teens Magazine is announcing a
WRITING CONTEST for its readers:
“The Idol Teenage Character”.
Write an article in which you talk about yourself :interests ,abilities ,inabilities
,likes and dislikes and personality
2- The learning SituationsThe
to install theberesources/
winner will apprenticeship:
on the first page of the magazine

1- Describing personal interests and spare time hobbies:

On a Facebook Messenger group chat, a friend asked about your interests and spare time hobbies and how often you practise
them, through the conversation, you found out that you have different interests and hobbies.

- 2- Expressing ability/inability:
A man, who has a broken arm, after a car accident, received a form to fill in and send it back to the
factory, but his problem, is that he is right-handed and he can’t fill in this form.
3- Describing personality features:
Using an ‘Outside vs. Inside’ incomplete poster.
Your classmate knows his/her outside description.
Help him/her complete his/her inside one
3- Learning How to Integrate Situation/ Group Work

Your School Magazine Editor asked you to write an article about a Muslim Teenage
Idol, Mohamed Farah Djelloud. You decided to present his profile first to make all your
schoolmates know what a 2nd year primary school pupil can do. You want to make them
understand that reading is important and necessary for the development of individuals
and nations.
4- Target situation for assessment/ Integration (Individual Work)
 1- Solving the initial Problem Solving Situation: Writing an article for a Muslim Teenage Magazine
about the Idol Muslim Teenage Character.

2- An assistant for the “Teenage Entertainment Club” of your city is needed.

Have you the following qualifications: Active, caring, thoughtful, helpful, funny, creative, friendly and
smart? Send an email to apply for this part-time job.

Initial situation lesson plan

Frame work :TBL

Timing framework Procedure Aim

Warm up : T greets her lls and welcomes them .
T instructs lls to let their desk cleared nothing on . Setting a good a atmosphere
T asks one of the ll to write the date on the magic board .

t pins on the board a picture of Muslims magazine

Pre-task

Exploring the topic to the lls and

highlighting the key words

T : look at the pinned picture and answer the questions

1- what do you see ?
2- Do you want to be a star ?
Task cycle Introducing the problem and
T writes the situation on the board Exposing lls to it
Muslim Teens Magazine is announcing a
WRITING CONTEST for its readers:
“The Idol Teenage Character”.
Write an article in which you talk about yourself :interests ,abilities ,inabilities
,likes and dislikes and personality
The winner will be on the first page of the magazine
T reads the situation
T asks lls to read the situation
T explains new words using gestures Discussion a specific
T underlines important words in the situation feature and find solutions
And draws a mind map
 likes and
dislikes

Language
focus INTRESTS
me hometown

personality

T writes a form on the board .

Name :

Age :

Nationality :

Home town :

Country :

Interests :

Personality feature :

T asks lls to fill in the form with the iformation they know and leave what they don’t know .

T checks lls work correcting mistakes

T asks lls about the information they are not able to understand to complete it .
T : so this is what we are going to learn in this sequence
T : this is the initial situation or he may say it in l1 ‫الوضعيه االنطالقيه او المشكله‬
 T asks lls to write down the situation

Level:3MS Teacher: Sadika Chabane

Project :One Lesson: 01 I Listen and do PDP Lesson focus: language learning and use
Sequence : One
Learning Objective(s): By the end on this lesson, my learners will be able to : act out a dialogue asking and answering about
their own interests using what ….? How often …..?

Competency (ies) targeted : interact – interpret – produce

Domain :Oral/Written both .

Language tools (target structures): lexis: Manga , Anime ,Sudoku

+ how often /what ? structure

Material(s): Magic board /course book page 11/ flashcards

Cross-curricular Competencies: Core Values:
-Intellectual Competency:-learner can interpret verbal and non- 1- -Valuing knowledge and learning in general
verbal texts. 2- Respecting the others’ choices and interests.
-learner can show creativity when producing written messages. 3- Being positive.
-Methodological competency: learner can work with his partner.
-Communicative competency: learner can use a role play to
communicate appropriately.
-Personal and social competencies: learner can socialize through
oral and written messages.

Time Framework Procedure/ Teacher’s tasks LLs tasks Focus Aims Materials VAKT
MI
Warm up STEP ONE: Ll greet back . l/T Preparing lls for WB/ marker
T greets her lls and welcomes them . A ll passes to the white the acquisition V
T invites a lls to set the magic board and to write the board ,sets the magic board
date on the board . and writes the date .
T instructs lls to let their desks cleared nothing on .
STEP TWO : whole class discussion To brainstorm
T starts asking lls a series of questions Lls try to answer orally ideas about sport V/A
,interests and
T: 1- do you like sport ? games
2- What kind of sport do you like practicing ? T /L
3- Are you fond of music?
4- How often do you listen to music ?
Feedback :
 T lovely!

Step one
T pins on the board the following picture: -To reinforce
previous lexis and
familiarize lls with
Pre- T /L the new vocabs V/A
related to hobbies
listening Ll may answer by: and interests
It’s Sudoku
Ll may say no or yes

T : what is this game ?

Are you interested in playing it ?
Note: t helps lls to pronounce the word Sudoku  /su

ˈdəʊkuː/
T asks lls to repeat the word Lls repeat the word Interpret oral
Step two : message
T writes on the board the following words T/L
Manga _ Anime _karaoke _ l/T V/A
T reads the words and insists on the pronunciation and LLs repeat the words
asks lls to repeat after her
/ˈmæŋɡə/ /ˈænɪmeɪ/  /ˌkæriˈəʊki/

T : which one do you know ? Interacting and

Step three: interpreting audio
T instructs lls to the following task : Lls they may know one or script
Task 1 page 11: I listen to each definition and and two
circle the right word . the first one is given as a demo .
To reinforce a peer
T : ok now check your answer with your partner . correction and
Feedback : great well done ! Lls listen and do the task
cooperative
T instructs lls to open their book on page 11 and to learning
look at the picture
T: what do you see?
Interpret visual
Is he Algerian ? aids
Does he like reading ?
T : well you’re going to listen to the japanese student Lls: a boy Text book
introducing himself then you complete his profile task No he is not Algerian To listen and fill in Audio script
 4 page 11 Yes he likes reading the profile
T : now check you’re answer with your partner . Lls listen and fill in the
During T : let’s move to another task profile Peer assessment
Listening Task 6page 12: I listen to the interviewer and
complete with the correct questions and tick the best Lls work in pairs and check
answer their answer
Check your answer with your partner
Peer assessment
T stop now please let’s correct together
Feedback : geat well done . Lls listen again and
complete the questions
Step one: oral
T : Now you’re going to work in pairs and interview
one another talking about your interests using : To conduct an
What do you …..? interview with
How often do you ……? Lls work in pairs and do the peers
Step two : task orally
-T/ asks each pupil to use his partner’s answers and writes
about him/her. Exercise
Eg: My friend (name) is keen on........................, he/she book
(always).................... every day. To transform
Lls work on their rough information into a
T stop please book short descriptive
T asks one of the lls to read their passage . piece about
Post- T invites lls to copy down the lesson on their copy book someone’s hobbies
Listening and interests

Homework: Ending up the

Lls read lesson
T asks lls to write a short description about his or her
hobbies and interests Lls copy down the lesson
Teacher’s comments :

What hindred What went well Action points

Supporting material:
Tasks 1 and 2: I listen to the definitions.
Definition 1: Manga is a Japanese comic book that tells stories in pictures.
Definition 2: Anime is a Japanese television animation or cartoon.
Definition 3: Sodoku is a Japanese puzzle in which players write numbers from 1 to 9 into a grid consisting of nine smaller grids, each of them with
nine squares. Each number must not be repeated in any square, or down and across the whole grid.
Definition 4: Karaoke is a Japanese form of entertainment. People go to karaoke clubs to listen to the music of popular songs and sing the words in a
microphone.

Tasks 4 and 5: I listen to this Japanese Middle School student introduce himself during a local radio programme for young people.
My name’s Enzo Yashimoto. I was 13 last month. I live in Tokyo. Japanese school children and teenagers like Manga, Anime and Sudoku. These are
very popular in Japan. I like Manga, too. I always read them in my free time, together with books about wild animals. I love Anime, too. My favourite
TV Anime is always at 5 pm on Sundays. I’m not a real fan of Sudoku because I’m not good at arithmetic. I’m not a smart boy! I can’t understand this
game. I find it boring, so I never play it. I prefer video games because they’re so exciting! I like music, too. I’m fond of karaoke. I always go to
karaoke clubs with my classmates at weekends. I love Japanese teen songs but I can’t play any musical instrument.

Tasks 6 and 7: I listen to the interviewer.

Interviewer: What do you like reading?
Interviewer: How often do you read?
Interviewer: What kind of music do you listen to?
Interviewer: What kind of games do you like

Level:3MS Teacher: Sadika Chabane

Project :One Lesson: 02 I Listen and do PDP Lesson focus: language learning and use
Sequence : One
Learning Objective(s): By the end on this lesson, my learners will be able to : demonstrate their ability to fill in a form about
their interests and personality .

Competency (ies) targeted : interact – interpret – produce

Domain :Oral/Written both .

Language tools (target structures): lexis:

+ how often /what ? structure

Material(s): Magic board /course book page 13/ flashcards

Cross-curricular Competencies: Core Values:
-Intellectual Competency:-learner can interpret verbal and non- 1- -Valuing knowledge and learning in general
verbal texts. 2- Respecting the others’ choices and interests.
-learner can show creativity when producing written messages. 3- Being positive.
-Methodological competency: learner can work with his partner.
-Communicative competency: learner can use a role play to
communicate appropriately.
-Personal and social competencies: learner can socialize through
oral and written messages.

Time Framework Procedure/ Teacher’s tasks LLs tasks Focus Aims Materials VAKT
MI
Warm up STEP ONE: Ll greet back . l/T Preparing lls for
the acquisition
WB/ marker
V
T greets her lls and welcomes them . A ll passes to the white
T invites a lls to set the magic board and to write the board ,sets the magic board
date on the board . and writes the date .
T instructs lls to let their desks cleared nothing on .
STEP TWO : hangman game
T : let’s play hangman you’re going to know what is Lls try to answer orally Smooth and funny V/A
introduction and
the word get lls involved
T /L right the begening

To elicite
Lls may guess the word information and
profile introduce a new
P-O-IL- lexis
T : so what is the word
T draws a graphic organizer around the word profile and T /L V/A
asks LLs
What can you find in someone’s profile ? Lls pass to the board and
T : woow ………..fabulous try to classify the words in
Step one: whole class discussion the right column
oral (Race Board )
T sets on the board the following task
T :I put the word in the right column
Pre- T : you can take the marker and pass to the board
Algerian _ Niger _ peru _ USA_ Peruvian _ male _ 13_ female
listening Country nationality Gender Age V/A/
T

T : great well done

Lls may answer by: T/L
Step two : To interpret a
T : look at the picture and answer the questions
l/T visual aids
V/A
 Fill in the
profile( to listen
and complete the
information )

During 1- What does the picture represent ? Text book

Listening 2- What are they doing ? Audio script
Feedback :
T : great well done

T : now you’re going to listen to bbc radio interviewer and

fill in the following profiles

Task 10page 13 :
I listen to the BBC Radio interview and fill in the first part
of each teenager’s profile

Post- T : now check you’re answer with you’re partner .

Listening T : let’s correct together now .
Feedback :
Great well done!

T : ok now imagine that you want to participate in a

contest arab got talents you found information on
website related to this contest Exercise
Fill in a form and add extra information about your book
self
Get use of the previous tasks
T observes and plays the role of a resource bringing
LLs’ attention to what has been done so far
Feedback :
T : Wow, good, excellent,

T : copy down your lesson please

Level: Ms 3 Sequence:01 Lesson:03 I practice

Lesson Focus: Language learning

Learning Objective : By the end of the lesson, my learners will be able to express their abilities and inabilities using can and
can’t

Target Competencies : interact – interpret– produce

Domains: Oral – Written – Both

target structures: can and can’t

Materials: flash cards / / pictures

 Cross-curricular Competencies: Core values :
1--Intellectual competency: 1- Being helpful while working with others
The learner can express himself and talk about his interests
He can use his previous knowledge to relate pictures to names 2- Respecting the other choices and interests
He can understand and interpret verbal and non verbal messages 3- Being responsible
2. Methodological competency:
The learner can work with his partner
He can asses his work and his peers
He can use strategies for listening and interpreting oral discourse
He can develop effective study methods ,mobilize his recourses efficiently and
manage his time rationally
3. Communicative competency:
- He can play roles to communicate appropriately
4. Personal and social competencies: Prepared by: Sadika ch
He is keen on promoting the work of his peers
He socializes through oral or written exanges

VAKT*
Time Framework Focus Materials/Aids M .I ***
Procedure / teacher’s task Objectives
 T greets and welcomes learners and
Greeting
asks them to let their desks cleared
( nothing on) LL respond
Warm T : sticks some pictures (about sports, T/Ls To
Ll clear them up brainstorm V+A
up: interest …)on the board and asks the ideas about Board +
pps the following question : interests and marker .
1 – what do the pictures represent ? games
T : So these are hobbies we do them in
our free time .
Step one: whole class discussion
T /Ls
T sticks a picture on the board

Board +
marker+
flashcards

V+A
LS/T

T draws two bubbles under the picture

and writes a sentence in each bubble
with gaps to be filled in.
To
I ….....play football introduce
Lls guess the target
structure in
context
But this man
Presentati …...........
on
T : great well done Prepare
step one : pre reading ( lexis
T shows a picture and asks Lls and topic) Board +
T/Ls . Motiva-tion marker +
by promo- flash card .
ting pre- V+A

diction

1- What does the picture

represent?
Lls: answer orally
2- Where is she going ?
3- How is she going there ? Quick checking
Step two :
First reading
T distributes a text and asks Lls to
read the text and check their Deal with the
target structure
answer through
comprehension
Second reading.
T : Now we have a T/F act. Read
the text again and say T/F. Work
individually. You have 3’. Don’t
write down the sentences, T/F
only. Text +
exercise book
T writes down 3 statements T/Ls
1- Mouni can draw beautiful
pictures.
2- Her sister heera can’t play
the flute. V+A+T
 Feedback :
T : Stop please. So let’s correct. .Learning
strategies
T gets AA from LL and asks them . Recycle
to refer to the text. T/Ls grammar
Step three : I.A.S
T leaves the 1st and/or the 2nd V+A +T

sentence on WB.
T : What’s this ? How do you
know it’s a sentence ? Emm yes a
capital letter and a full stop.
T : where is the in the verb in the
first sentence ? Setting the
What is can ? rule
What doest it express ?
What is the negative form of can?
Let’s deduce how we use that V+A+T+K
Affirmative form :
S+can +…………
Negative form
S +…………+ v+inf
Interrogative form
10 Can +………+v(inf) Exercise book .
T : great well done

Awareness :
T : ok now I want you to read the T/Ls
text again and find other similar
sentences
T :great excellent
 Note : T devotes time to present
and .to check and
Focus on the pronunciation consolidate Course book
the right
Can is pronounced /ken/ weak T/Ls pronunciation
form in a question and in the
middle of statement
/Kaen/ is pronounced strong in yes V+AT
or no question
/Ka:nt/ is strong form it has no
weak form

Task one : oral( board race )

T : Now we ‘re going to make some
matching. It is done on the spot, who
knows gets to WB and matches Simple V+A+T+K
drilling
1- Ride/I/ abicycle/can/but .Meet =/
learning
/can’t /a car /I /drive/. styles
2- Algerian dishes /I/
cook/can /can’t /but/cook / I/
10 T : well done
Practice Task two : (oral=written)/ Exercise book .

Solo To show a well

organized
T : I/read/sing /. Try to make a sentence
sentence. T/Ls
1- I /speak/ French / speak
/English
2- I /swim /fly
Feedback :
T listens to e.g 01.( from 4-5 LL)
T : Write it down. Read it now.
 Task three : I put can or can’t in
.
the right place ( TPS ) Excersise book

1- He is amazing ! he …..__speak T/Ls

five languages .
2- I read a book for a three times
but I…… understand it V+AT
3- I…… lift this box it’s too
heavy would you help me

T : well done
T : I’d like you now to write two
sentences about what can you do and
what can’t you do
V+A+T+K
Home work : task one page 19
T asks lls to copy down the lesson Course book

Use

T/Ls
-Written Phase : ( Reference)

Affirmative form :
Can is pronounced /ken/ weak
S+can +V(inf) form in a question and in the
middle of statement
Negative form
/Kaen/ is pronounced strong in
S +can’t + v+inf yes or no question
Interrogative form /Ka:nt/ is strong form it has no
Can +S+v(inf) weak form

- Reflection :

What worked What hindered Action points

………………………………….. …………………………………. …………………………………..
………………………………..... …………………………………… …………………………………..
The text :

I'm Moni. I'm a school girl. I'm a student in class 6. My school is a long
way from home, about 2 kilometers. I go to school on foot. I can walk a
long way and I don't get tired. I can do a lot more things.
I can skip with a rope for twenty minutes without a break. I can draw
beautiful pictures, but I can't paint them. My sister, Mukta can. So she
paints all my pictures. I can sing and my brother, Heera can play the 'tabla'.
He can play the flute too, but he can't play the siter. My father can, but he
can't find time for it. He's a busy man. My mother can cook well, but she
can't sing like me. We're a happy family, and we all love music.