3ms - Sequence One and Two - by Teacher Djamel Djamel 2018 2019 PDF

REVISED
Bloom’s Taxonomy Action Verbs

Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
Bloom’s Exhibit memory Demonstrate Solve problems to Examine and break Present and Compile
Definition of previously understanding of new situations by information into defend opinions information
learned material facts and ideas by applying acquired parts by identifying by making together in a
by recalling facts, organizing, knowledge, facts, motives or causes. judgments about different way by
terms, basic comparing, techniques and Make inferences information, combining
concepts, and translating, rules in a different and find evidence validity of ideas, elements in a
answers. interpreting, giving way. to support or quality of work new pattern or
descriptions, and generalizations. based on a set of proposing
stating main ideas. criteria. alternative
solutions.
Verbs • Choose • Classify • Apply • Analyze • Agree
• Adapt
• Define • Compare • Build • Assume • Appraise
• Build
• Find • Contrast • Choose • Categorize • Assess
• Change
• How • Demonstrate • Construct • Classify • Award
• Choose
• Label • Explain • Develop • Compare • Choose
• Combine
• List • Extend • Experiment with • Conclusion • • Compile
Compare
• Match • Illustrate • Identify • Contrast • Conclude
• Compose
• Name • Infer • Interview • Discover • Criteria
• Construct
• Omit • Interpret • Make use of • Dissect • • Create
Criticize
• Recall • Outline • Model • Distinguish • Decide
• Delete
• Relate • Relate • Organize • Divide • Deduct
• Design
• Select • Rephrase • Plan • Examine • • Develop
Defend
• Show • Show • Select • Function • Determine
• Discuss
• Spell • Summarize • Solve • Inference • Disprove
• Elaborate
• Tell • Translate • Utilize • Inspect • • Estimate
Estimate
• What • List • • Formulate
Evaluate
• When • Motive • Explain
• Happen
• Where • Relationships • • Imagine
Importance
• Which • Simplify • • Improve
Influence
• Who • Survey • Interpret
• Invent
• Why • Take part in • Judge
• Make up
• Test for • Justify
• Maximize
• Theme • Mark
• Minimize
• Measure
• Modify
• Opinion
• Original
• Perceive
• Originate
• Prioritize
• Plan
• Prove
• Predict
• Rate
• Propose
• Recommend
• Solution
• Rule on
• Solve
• Select
• Suppose
• Support
• Test
• Value
• Theory
• Maximize
• Minimize
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Level :3ms
SEQUENCE :ONE
ME MY ABILITIES MY INTERESTS AND MY PERSONALITY
BY DJAMEL DJAMEL
The initial situation:
You are entering a national competition

organised by the Algerian Ministry of
National Education for middle school
students about the “Best Personal
Profile” written in English. Competitors
are required to upload their profiles to the
website of the Algerian Ministry of
National Education before December
20th.
The first three winners will be offered a
four-week English language course in
London next summer
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: I listen and do 1 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language
learning.
Learning Objective (s): by the end of this lesson my learners will be able to talk about their interests using adverbs
of frequency(always / never).
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - what …./how
often….?
Adverbs of frequency: always , never
Cross Curricular Competencies Core values
 Intel: Learner can talk about his interests.  Respecting the others’ interests
He can interpret verbal and non-verbal messages.  Valuing time and being positive
 Meth: he can use strategies for listening and
interpreting oral discourse.
he can work in pairs or in groups
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt
Warm up T shows his Ls a picture of Sudoku or any other Brainstorm ideas Pictures
fame game then asks a variety of questions : T/L about interests
what is it ? Are you fond of playing it ? to introduce the A/V
Pre listen when do you play it ? new topical lexis Text
The teacher pins on the board other pictures books
about interests and sports( Chess, Billiard , L/L
Crosswords, Sudoku , video games ,famous films, V
animated cartoons , reading cookery books Encourage the
,famous stories for kids ,then invites his learners T/L learners to work
to work in pairs or in small groups and tell which in pairs and help Audio
one among the given list they are interested in? each other script
While listen T invites his learners to open their books on page T/L Au
11 and do tasks 1 and 2 page 11. To listen and fill
in the profile T books
T asks his students to focus on the picture(page
11) and answer the following questions: L/L
Is the boy playing computer games?
So , what is doing? Audio
Where is he ? script
T invites his learners to listen to this Japanese
boy introducing himself and fill in the profile task T books A/V
4 page 11 T/L
T invites his students to listen to the interview
and tick the answer which suits them (task 6
page 12)
The teacher asks his pps to listen to the W board
interviewer and write the questions in task 6. To listen and
What do you like reading? identify the
How often do you read? question Audio
What kind of music do you listen to? script
What kind of games do you like?
T asks his pps to compare their answers and
correct each other.
*Note : Teacher devotes time to show the
learners how to talk about something they
are interested in /not interested in : L/L A/V
1- I’m (not)a fan of ………..
2-I ‘m (not)keen on …………
3-I’m (not) interested in ……… To conduct an

interview
4-I’m (not ) fond of ………………
5- I (don’t) like ………………….. L writes a short

piece of writing
Post listen about his partner
T invites his pps to work in pairs and interview ‘s interests.
each other about their interests by using :
-What do you like doing at the weekend/ in your
spare time / when you get the time?
-How often do you …………………… ?
The pp is asked to use his partners’ answers and
writes about him/her.
Example :
My partner ( name) is fond of (interest) .He / She
always ………………………………..in the evenings
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 2 Framework: PPU
learning/use.
Learning Objective (s): by the end of this lesson my learner will be able to ask and answer questions about
abilities and inabilities using can and can’t.
interpret – produce. I pronounce: weak / strong audio scripts/textbooks- handouts
Target structure: - can / can’t forms of can /kən//kæn//ka:nt/
Affirm/ negative/ interrogative forms
 Intel: Learner can talk about his abilities  Raising awareness among teens and encourage them
learner can interpret verbal and non-verbal to reflect on their talents.
messages.  Valuing time and being positive
 Meth: He can use listening strategies
He can work with his partner.
 Com: He can interview his partner
exchanges
The teacher uses pictures or mimes to elicit
Warm up some activities eg: : swim ,cook , ride a flashcar
bicycle, sing , climb a mountain…………… etc. Brainstorm ds
The teacher shows the learners a picture of a about
actions(abilities) Wboard V
boy with a tablet and asks the following
T/L A
questions :
T show his pps a tablet and writes some
questions on the board : To get all the
presentation Who has a tablet at home ? learners involved
What can we do with tablets? Flash V
Can you write an email in Arabic? card A
Can you write an email in English?
Can you write an email in Chinese ?
Why ? T/L To elicit the Wboard
T highlights the rules target structure
To talk about things I or an other person can

do I use : can + verb .(ability)
Example : I can write an email in Arabic.
To talk about things I or an other person
can’t do I use : can’t + verb (inability)
Example : I can’t write an email in Chinese?
To ask questions about ability/ inability
I use : Can + subject + verb Wboard
Example : Can you play the guitar?
Yes ; I can . T/L
To familiarize the
No , I can’t
learners to the
new target
structures V/A
T highlights the different ways to pronounce
'can'. Example:
Can you swim? /kən/
Yes, I can. /kæn/
T/L
No, I can't. /ka:nt/
To focus on the
(‘Can’ is weak in ‘Can you swim?’ because it
right
isn’t stressed. It is strong in ‘Yes, pronunciation of
I can’ and ‘No, I can’t’.) can and can’t
PPS drill chorally and individually the different Wboard
pronunciation of can and can’t .
The teacher devotes time to show the learners
the difference between the sounds /ə //æ/ To differenciate
and /a:/ by doing task A page 17 between these
Task 1 :I reorder the words to get correct sounds
sentences /ə / / æ/ / a:/
- Can/?/you /write/an email
Audio
- I /draw/ can/.
To check /and script
- Can’t/ my brother/a car/ drive.
reinforce
Task 2 ( tasks 1 and 2 page 19)(I pronounce)
Practice Task 3 : A)I move in the class and find
someone who can do some of the things on
my list ( play tennis , run , speak and write
English, ride a bicycle, drive a car , read T/L
stories , swim ,sing ,draw ,use computer, To conduct an
make cookies……….) interview about
Students are to ask as many classmates as abilities / V/A
they can in 2minutes. inabilities
B) Students report on their findings.
L/L
E.g. Karima can't play the guitar, but she can
play the violin. handout V/A/
Use To fill in a form s K/T
Task 4 : You want to join Where they write
“www.kidsgottalent.org “ site . The about unusual
administration of this site sent you this form things they can
to be filled. do.
Membership Form
http://www.kidsgottalent.org/
You are gratefully accepted and always welcome..
be a part of our community
To join us fill in this f or m
First Name ……………………………………………………………………………
Last Name
………………………………………………………
Gender
……………………………………………………
Level ……..………………………………………………………………
Country …….………………………………………………………………………
Address ……………………………………………………..
Telephone N …………………………………………………………………………………
Email Address …………………………………………………………………………………..
Unusual things I can do :

………………………………………… ……………………….
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 3 Framework: PDP
learning.
Learning Objective (s): by the end of this lesson my learner will be able to ask and answer other people questions
about their personal information and interests.
interpret – produce. I pronounce: weak / strong audio scripts/textbooks
Target structure: - ask/answer forms /kən//kæn//ka:nt/
questions about interests
 Intel: Learner can talk about his abilities  Raising awareness among teens and encourage them.
learner can interpret verbal and non-verbal to reflect on their talents.
messages.  Valuing time and being positive
 Meth: He can use listening strategies  Being interested in nature
exchanges
Warm up A quick revision of the previous lesson (talk To pave the way
about the personal information that the previous T/L
ID form contain : name, age , gender, interest , Wboard
Before hobby ….) V
listening T introduces the new topical lexis to prepare the To elicit A
Ls for the listening phase /introduce the
Who is interested in maths? new topical lexis
Who is interested in history
Are you fond of botany ( plants) T/L
Do you have plants at home? A/V
Are you keen on birds ?
Do you have birds at home?
While The 1st listening:
listening T invites the Ls to listen to the BBC radio Audio
interview part 1 and answer the following To listen and script
questions : T/L answer questions
How many persons are speaking?
Who are they ? To encourage
Ls discuss their answers with their partners. the Wboard
The 2nd listening : Peer correction / audio
Ls listen to the BBC radio interview part 1 again script/ A/V
Fill in the first part of each teenager profile To listen and fill Student
The 3rd listening: in a profile book
Ls Listen to BBC interview part 2 and do tasks 13
and 14 page 14. To listen and find
Post listening A)T invites the learners to work in pairs and ask T/L the wrong
each other about their personal information and information W board
interests .
Example :
What is your name? L/L
How old are you? to ask others a
Where do you live? and write
What are you most interested in learning about ? about their
Are you keen on reading about……………………… personal
B) The pps report their findings information V/A
Example : and interests
My friend Halima is 14. She is from Relizane. She
is a middle school student . She is interested in
cooking .She loves watching Samira Tv and
reading cookery books.
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 4 Framework: PPU
learning / use .
Learning Objective (s): by the end of this lesson my learner will be able to describe his personality / ask and talk
about other’s people personality using different adjectives.
interpret – produce. textbooks
Target structure: - adjectives
representing personality features
 Intel: Learner can use his critical thinking skills.

learner can interpret verbal and non-verbal messages.  Respect other’s people personality
 Meth: He can work in pairs or in small groups.
 Per and soc: He socializes through oral or written
exchanges
Warm up A game : T/L Activate the V

Find someone who (istall ,small , thin , has blue class’s prior A
eyes,brown, long hair, wavy .. ………., in the class knowledge on K
.etc.(revision 2ms))" physical traits Wboard T
presentation T invites his learners to work in small groups ( or
in pairs) and classify the following adjectives: T/L
intelligent –strong- blue eyes – shy – nervy-
smart- respectful towards nature – respectful To elicit and
towards people – tidy-cool- calm – perseverant- introduce the
patient. T/L new topical lexis V/A
Personality traits Physical traits
To differenciate
between physical
appearance and
personality
Teacher presents (very quickly) the rules from features ( traits) Course
my grammar tools page 23 : book
a) Some adjectives to describe the T/L to familiarize the

personality features. LS with the new
b) How to ask about people’s personality vocabulary
related to V/A
c) How would I describe my personality?
personality
d) The adjectives which describe features
personality from their antonyms:
patient≠ impatient T/L
respectful ≠ disrespecful
tidy ≠ untidy
Task 11 page 28 : I read my grammar tools 3 and To check and

Practice match the synonyms reinforce Course
Task 12 page 28 : I read my grammar tools 3 and T/L Book
Wboard V/A
match the antonyms
Task 13 page 28:(oral) I write three sentences T/L L talks about his
about myself using three adjectives from task 11 personality
and 12
Starting like this : L/L To interpret
I think I’m ………………………… a questionnaire
Task 14 page 29 : I work with my partner.I ask Course
use him/her to fill in the questionnaire to know more book/
about his/her personality. To write about Wboard
T invites his pps to interpret the questionnaire One’s partner V/A
(task 15 page 29) and write 3 sentences to personality
describe his partner’s personality.
The learner can start like this :
My partner can be very patient………………
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 5 I pronounce Framework: PPU
learning/use.
Learning Objective (s): by the end of this lesson my learner will be able to write a report about his peer’s interests
with the right pronunciation of the final “s”.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/ /textbooks
interpret – produce. I pronounce: the pronunciation
Target structure: - ask and answer of the final “s”
 Intel: Learner can talk about his interests  Raising awareness among teens and encourage them.
He can use his critical thinking skills to reflect on their talents.
learner can interpret verbal and non-verbal messages.  Valuing time and being positive
 Meth: He can use listening strategies
He can transform an interview into a piece of writing
 Per and soc: He can socialize through oral exchanges
Tim Framework Procedure Focus Aims Material VAKT
e
Warm up
Game : T invites his learners to move in the class T/L Brainstorm ideas
find who is fond of nature: birdwatching , about interests Wboard
flowers, plants , whalewatching , picnics ………. and pave the way V
T invites his learners to work in small groups or A
Presentation in pairs to read the following short text and fill in To encourage the K
the gaps with : flowers – goes- loves- books - Ls to work in T
places groups or in pairs Wboard
My brother Hamid …………. hiking . He always
…………. for a Long walk to discover new ……………
but my sister Samira is fond of botany .She T/L V
sometimes reads …………….. about plants and to introduce the A
…………. at weekends. different sounds
T asks his learners to classify the missing words of the final “s”
according to the pronunciation of the final
« s » :flowers – goes- loves- books –places
according to the pronunciation of their final s.
/s/ /z/ /iz/ A
V
T presents the rules from my pronunciation
tools page 18. Course
“ s” is /s/ pronounced in words that end in the To present the book
following consonant sounds :/f/ , /k/ , /p/ , /t/ rules related to
,/θ/. the
‘s’ is pronounced /z/in words that end in the T/L pronunciation of
following vowel sounds (a, e, i, o, u ) or the ending “s”
consonant sounds: /b/ , /d/ , /g/ , /l/ , /m/ , /n/ ,
/r/ , /v/, / t∫ /
‘s’ is pronounced /iz/in words that end in the
sounds : / t ∫ / , /s/ , /d / , /z/ , /∫ /
plurals and verbs that end in :( -ches, -ces, -ges, -
ses, -shes, -sses, -xes, -zes)
After discussing the rules ,T invites his learners to
practice check their answers and correct their mistakes . T/L V
T invites his pps to listen and tick the right A
pronunciation of the final”s”. task 7 page 20.
the teacher invites his learners to read again my To check and
pronunciation tools 2 and correct each other. reinforce Course
T invites his learners to do task 9 page20 : Book
they listen and match each word with the
corresponding pronunciation of its final “s”.
T invites his learners to work in pairs and ask
each other The following questions then
Use transform the information into a short piece of L/L To conduct an
writing. interview with A
Are you interested in ………(nature , sports, music peers V
video games ,watching films ……..)?
Are you fond of reading books?
What do you read ? Wboard
Do you watch documentaries about ….( nature…) To write about
What do you do at weekends? L/L peer’s interests
T invites his Ls to read their reports about their focusing on the
partners’ interests focussing on the correct right
pronunciation of the final “s” pronunciation of
Example : the ending “s”
My friend X is interested in ………… .He always
reads books about ……………. .At week ends, He
………………………
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 6 I read and do 1 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language use.
Learning Objective (s): by the end of this lesson my learner will be able to read a text and gather information
about famous people
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/ /textbooks
interpret – produce.
Target structure: - ask and answer
 Intel: He can use his critical thinking skills  He is keen on communicating about outstanding Algerian
learner can interpret verbal and non-verbal messages. figures
 Meth: he can develop effective study methods.  Raising awareness among teens and encourage them.
mobilise his resources efficiently and manage his time to reflect on their dreams.
rationally  Valuing time and being positive
 Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
he respects our national values and behaves
consistently
Tim Framework Procedure Focus Aims Material Vakt
e
Warm up Teacher asks his learners some questions :

What’s your favourite subject at school ? To brainstorm Wboard
5m (Arabic , French , English , maths ,art ,sport …….) ideas about
n T asks them about which people would they most T/L heroes V
like to follow (their heroes) f? E.g. top model, a A
Pre read famous film star, a scientist ,a teacher , sport
person etc.
T invites his learners to open their books on page The Text
30 and asks them to look at the picture and book
answer the following questions :
How old is this boy ? A/V
Where is he from ?
Why is he happy? T/L To introduce the
Guessing from Words: Before students look at key words
the text, the teacher writes 6 or 7 key words
from the text on the board and asks the students
to guess the topic..
Example :
5m Wboard
n was awarded Arab Reading Challenge
Algerian boy
( little prince)
150 000 Dollar prize in Dubai (Emirats)
W read To read and
T invites his learners to read text 1 and fill in the gather Text
bibliographical notes/the reading notes page 30. information book
Wboard
T invites his learners to read Mohamed’s speech T/L A/V
and tick the correct answer task 6 page 31 encourage peer
T invites his learners to read text 3 and answer assessment
the questions (task 10 page 33) .The learners A/V
work in pairs and correct each other. to give the pps an
opportunity to Wbaord
Post read T discusses with the class any dreams or make a
ambitions they may have. connection with
T asks the students to think whether these T/L text and his own
dreams can be achievable and how can be so ? experiences
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 7 I read and do 2 Framework: PDP
Learning Objective (s): by the end of this lesson my learner will be able to read a text and gather information
about Imzad culture and Touereg
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/
interpret – produce. /textbooks/video segment
Target structure: lexis related to the
national culture
 Intel: He can use his critical thinking skills -Valuing Algerian cultural heritage and its preservation
learner can interpret verbal and non-verbal messages. -Understanding that Algerian culture and history are
 Meth: he can develop effective study methods. also parts of this universal cultural heritage
mobilise his resources efficiently and manage his time -Valuing the past: traditional culture
rationally
cultures
he respects our national culture and behaves
consistently
Warm up T invites his learners to watch this short video

(2.06 minutes) about Imzad in this link T/PPS To motivate the Video
https://www.youtube.com/watch?v=itOfNPVQY5o pps and segment V
Is Imzad a modern instrument? brainstorm ideas A
In which part in Algeria it is used? about
It seems like another famous instrument, which musical W
one is it ? instruments Board
How many strings does it have,!,
Is it played by men or women(ladies)?
Why Is it dying ( disappearing)?
Pre read Guess from TheTitle teacher invites his
learners to examine the title of the text : “SAVE A
THE IMZAD “and give their opinions how can we V
save the Imzad. T/PPS To elicit the key W
(Teacher helps his learners to find the right words words Board
Eg : associations , training , workshops , …..
While read The teacher invites his learners to read text The
4(page 34 and filling the bibliographical notes). Text
T invites his learners to read the text again and To read and Book
answer the questions (task 13 page34) then work gather
in pairs and correct he answers of each other. T/PPS information V/A
T invites his pps to read text 5 (page 35) and fill in
the bibliographical notes and the reading notes PP/PPS
page 35.
T pins on the board pictures of some musical to give the pps an

post read instruments (example : Oud , Piano, Karkaboo , opportunity to
shakwa ( bag pipe) ,violin ,bendir , tambourine, make a
guessba(flute) …….)and asks his pps to work in connection with W A/V
groups to find out which one among the given list PPS text and his own board
is disappearing and say how it can be saved . experiences
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 8 I learn to integrate Framework: PPP (writing process)
Learning Objective (s): by the end of this lesson my learner will be able to work in groups to write Mohamed
Farah ‘s profile
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/
interpret – produce. /textbooks/poster
Target structure: lexis related to profile
 Intel: He can use his critical thinking skills Valuing knowledge and learning in general
learner can interpret verbal and non-verbal messages. Being honest when writing about other’s profile
He can show creativity when producing oral and written
messages.
He can solve problems
 Meth: he can develop effective study methods.
mobilise his resources efficiently and manage his time
rationally
He can work in small groups.
cultures
he respects our national culture and behaves
consistently
Time Frame Procedure Focus Objectives Materials VAKT
work MI
Warm up: T splits his learners into groups and T/L
helps them to remember some information Consolidate and W A
related to Mohamed Farah profile : reinforce board
1)Perosnal information ; name ,age ……,… etc
2) interests ;( ………………………….. To prepare the pps
3) personality features ( traits) : ,………………,…….. for the writing
phase
T sets up the situation and invites T/L V
A
Your School Magazine

Editor asked you to write A/V
presentation an article about Mohamed
Farah Jelloud. You decided
make all your schoolmates

nd
know what a 2 year
primary school pupil can W
do. You want to make them board
understand that reading is
the development of
individuals and nations.
V/A
T invites his learners to fill in the KSA chart page

37.
Fill in KSA chart
T provides his pps with the lay out (page 38).
practice With the help of their teacher, the learners T/L To guide the
start drafting . learners
Teacher helps his learners to find out and
L/L
correct typographical errors and mistakes in
Posters V
grammar, style, and spelling. make a poster A
K
T asks L to display the profile and the article on to encourage T
the wall and invites the ls to move around and /L peer assessment
produce check the posters
L/L
REVISED Bloom’s Taxonomy Action Verbs

Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
Bloom’s Exhibit memory Demonstrate Solve problems to Examine and break Present and Compile
Definition of previously understanding of new situations by information into defend opinions information
learned material facts and ideas by applying acquired parts by identifying by making together in a
by recalling facts, organizing, knowledge, facts, motives or causes. judgments about different way by
terms, basic comparing, techniques and Make inferences information, combining
concepts, and translating, rules in a different and find evidence validity of ideas, elements in a
answers. interpreting, giving way. to support or quality of work new pattern or
descriptions, and generalizations. based on a set of proposing
stating main ideas. criteria. alternative
solutions.
Verbs • Choose • Classify • Apply • Analyze • Agree
• Adapt
• Define • Compare • Build • Assume • Appraise
• Build
• Find • Contrast • Choose • Categorize • Assess
• Change
• How • Demonstrate • Construct • Classify • Award
• Choose
• Label • Explain • Develop • Compare • Choose
• Combine
• List • Extend • Experiment with • Conclusion • • Compile
Compare
• Match • Illustrate • Identify • Contrast • Conclude
• Compose
• Name • Infer • Interview • Discover • Criteria
• Construct
• Omit • Interpret • Make use of • Dissect • • Create
Criticize
• Recall • Outline • Model • Distinguish • Decide
• Delete
• Relate • Relate • Organize • Divide • Deduct
• Design
• Select • Rephrase • Plan • Examine • • Develop
Defend
• Show • Show • Select • Function • Determine
• Discuss
• Spell • Summarize • Solve • Inference • Disprove
• Elaborate
• Tell • Translate • Utilize • Inspect • • Estimate
Estimate
• What • List • • Formulate
Evaluate
• When • Motive • Explain
• Happen
• Where • Relationships • • Imagine
Importance
• Which • Simplify • • Improve
Influence
• Who • Survey • Interpret
• Invent
• Why • Take part in • Judge
• Make up
• Test for • Justify
• Maximize
• Theme • Mark
• Minimize
• Measure
• Modify
• Opinion
• Original
• Perceive
• Originate
• Prioritize
• Plan
• Prove
• Predict
• Rate
• Propose
• Recommend
• Solution
• Rule on
• Solve
• Select
• Suppose
• Support
• Test
• Value
• Theory
• Maximize
• Minimize
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Level :3ms
SEQUENCE :TWO
ME
AND
LIFESTYLES
BY DJAMEL DJAMEL
STARTING OFF SITUATION:
In an international blog for fun. Members

of the group posted snapshots from their
childhood memories and their life styles
in the past. You want to participate.
Write about your memories to be
published in the blog
djamel djamel
Sequence: 2 ME and lifestyles Lesson: 1 Framework: PPU
Language focus : language use.
Learning Objective (s): by the end of this lesson my learners will be able to talk and ask questions past events ,
memories and experiences or things which no longer exist in the present using the semi model verb used to
interpret – produce. /textbooks
Target structure: - used to ( the three
forms)
 Intel:  Valuing the past to build better future

learner can interpret verbal and non-verbal
messages.
 Meth: He can develop effective study methods,
mobilise his resources efficiently and manage his time
rationally
 Com:
he can work in pairs or in groups
exchanges
Warm up Teacher greets his learners and shows them a

picture of a famous retired sports man Eg: T/L to pave the way Pictures
Maradona , Belloumi or any other sports man for the of
then asks some questions : presentation famous V
-Who is this ? sports A
-What did he use to be ? men
-Does he still play …?
T asks his pps to work in small groups, read the T/L
following dialogue and put it in the correct
order(number one is done):
Presentation Journalist : what sports did you use to do when
you were a child? To introduce the
Karim : I used to play it everyday. target structure W board
Journalist : when did you use to play football ? in context
Karim : I used to play football T/L V/A
Journalist : do you play football now,
Karim : No , I don’t.
The teacher invites his learners to read the
dialogue and sort out sentences which talk about
something happened in the past .
The supposed answer: L
I used to play football .
I used to play it every day.
The teacher devotes time to present the rules
focussing on the right pronunciation of used to
/juːstə/
T tells his pps that they can use the semi model
verb used + verb to talk about repeated actions
or activities which happened in the past but are Highlighting rules V/A
no longer true in the present
Example : I used to play football
The teacher presents the rule (The form and the
meaning): T
1)Interrogative form : To familiarize the
learners with the V/A
Did you use to help your mother?
target structure
Did + S+ use + to + verb + the rest of the focusing on the
sentence right W board
2)Negative answer : pronunciation
a) Short answer: No , I didn’t.
b) long answer : No, I didn’t use to help her .
3) affirmative answer :
a) short form : yes ,I did.
Practice : b) long form :yes ,I used to help her .
Task 1 : I order the words to get meaningful
sentences.
1- use to/ you/Did/?/ watch /cartoon
…………………………………………. Check and
2- Karima/ in a farmhouse / used to/ live/. reinforce
………………………………………..
3- play / They/ use to / electronic
games/didn’t/./ Wboard
Task 2 : I complete with :used to – use to –

didn’t use to
A)Where did you _______ to play?
b)I.............................................play outside.
I …………. play at home because we used to
live in a small house . wboard
T invites his learners to work in pairs and check To encourage the
the answers of each other and correct them. peer assessment
Task : 3 I remember when I was at the primary T/L
school and answer my partner’s questions.
a) Which primary school did you use to
go?....................................
b) Who used to be your teacher of T/L
Use : Arabic?...................................... The L reinvests V/A
c) What about your teacher of French? What he learnt to
…………………………….. answer an
d) Did you use to eat at the canteen? interview about
…………………………… his memories
e) Did you use to go on foot? L/L
……………………………
f) Who used to be your best friend?
……………………………….
djamel djamel
Sequence: 2 ME and lifestyles Lesson 2: I listen and do 1 Framework: PDP
Language focus : language
learning/use.
Learning Objective (s): by the end of this lesson my learners will be able to talk about his grandparents old days
lifestyles.
Target structure: - simple past /
/question words / lexis related to table
manners
Adverbs of frequency: always , never

learner can interpret verbal and non-verbal  Raising teenagers awareness of the elderly as a source of
for the transmission of historical and cultural heritage
messages.
 Meth: He can use his listening strategies.
appropriately.
exchanges
Warm up The teacher shows his learners a picture of a Brainstorm ideas

farmhouse in the past and starts a discussion T/L about Life in the Flash
about it and its different rooms . past Cards
When do you think the photo was taken ? V
Why do you think so? To elicit A
What do you see ?
information and
Can you name the different rooms inside this
farmhouse ? introduce a new
Then ,T shows his learners the second picture Topical lexis
which talks about women’s chores in the past
and their ways of wearing and asks some Flash
questions about that : cards
What do you see ? T/L
What are they doing ?
What is the grandmother wearing ?
V/A
Afterthat , T shows them a picture of a family

gathered around the table to eat , then asks
some questions :
How many ….? Is it a big family ? Who is serving
them ?
How are the children behaving ?......? T/L
T talks about some table manners then.
Are there Pizza and hamburgers on the table?
Did they use microwaves to cook their food?
Flash
cards
Pre listening T invites his learners to work in pairs and list

other chores women used to do?
The 1st listening :

Jenny, a fourteen-year-old English girl is filming Au
While her grandmother Elizabeth and interviewing her Student
listening for a school project about the old days Text
due on “Grandparents Day” book
T invites his learners to listen to the interview
part 1 and write true or false (task 1 page 48) T/L
The 2nd listening : To listen and
T invites his learners to listen again to the Identify the
interview part 1 and correct the wrong statement wrong /the right
then work in pairs to correct the answers of each information W
other. board
The 3rd listening : To involve every
T invites his learners to listen to the interview one and
part 2 and number each bubble in the order (task encourage the
7page 49). peer correction V/A/
The 4th listening : K
T invites his learners to listen again to the T/L To listen and
interview part 2 to check their answers then order an Student
work in pairs to correct the answers of each interview text
other. The L reinvests book
What he learnt to
Post T invites his learners to do task 5 page 49 . answer an
listening and act out this interview . interview about
L/L his grandparents
old days
djamel djamel
Sequence: 2 ME and lifestyles Lesson3: I listen and do 2 Framework: PDP
learning/use.
Learning Objective (s): by the end of this lesson my learners will be able to ask and talk about clothing related to
past and present daily and special wear and school uniform (teenage and traditional lifestyles)
Target structure: - /simple present /
simple past /used
Adverbs of frequency: always , never …..

learner can interpret verbal and non-verbal  Raising teenagers awareness of the elderly as a source of
for the transmission of historical and cultural heritage
messages.
 Meth: He can use listening strategies.
appropriately.
exchanges
After greeting his students, T starts describing To review
what he is wearing by saying :Example ‘’ today , clothes
I’m wearing a white shirt , blue jeans and black T/L vocabulary
Warm up shoes ‘’ . Then asks:
Who is wearing a shirt ,too ? V
Who is wearing jeans ,too ? A
Ca n you describe what are you wearing ? to pave the way
What is your favorite type of clothing?
(T talks about casual and formal clothes)
what do you wear on special occasions (wedding
,anniversaries ….etc ? Flash
T/L to introduce the cards
Pre listening Using flash cards the teacher presents some keys words which V/A
English clothing items related to past : may hamper the
clogs ,beret , cap , shawl learner
understanding
While T invites his learners to listen to part 3 of the

Listening interview between Jenny and her grandmother
and tick the boxes next to the item s of clothing to listen and tick W
that correspond to each person (Task 9 page 50) the right box Board/
T/L Text A/V
T invites his learners to listen to part 5 of the book
interview between jenny and her grand mother
and tick the boxes next to the school wear items
that correspond to each person (Task 18 page 53) T/
T invites his learners to listen to part 5 interview
and do Task 20 page 53 To listen and
match each word
Pps listen to part 5 an other time and fill in the with its
gaps with the names of the school wears (Task corresponding
22page 54) picture
To reinvest what Wboard
Use Task 24 page 54 : I answer my partner questions he learnt to /
about boys and girls wear then change the roles . conduct an Text /AV/
T invites his learners to act it out L/L interview about book K/
Clothing then
and now
djamel djamel
Sequence: 2 ME and lifestyles Lesson 4: I listen and do 3 Framework: PDP
learning/use .
Learning Objective (s): by the end of this lesson my learners will be able to ask and talk about past and present
children games using the semi model used to .
Target structure: - simple past /used to
Adverbs of frequency: always , never ..
 Intel:  Valuing the past to build better future for the one’s community.
learner can interpret verbal and non-verbal Raising teenagers awareness about the importance of
messages. past games to preserve the national heritage
 Meth: He can use listening strategies.
appropriately.
exchanges
After greeting his students the teacher asks them
Warm up about which games they used to play when they
were younger. To brainstorm W board
*The pps may answer in their 1st language T/L ideas about
because they don’t know how to call these games children games Au
in English .So , the teacher should help them .
Prelistening The teacher invites his learners to work in pairs Flash

and classify the following games (the teacher can cards
use flash cards and gestures to explain these
games) : To introduce the
Hide and seek , video games -hopscotch , Ragdoll key words which A/V
, skipping rope T/L may hamper
traditional Modern The learner
children children understanding W
games games Board
L Listens and
circles the word A/V
W listening Pps listen to part 4 of the interview between which he hears
Jenny and her grandmother and do Task 12 page T/L
51. Reinforce
Ls listen again and work in pairs to correct the co learning Text
answers of each other book/
T asks his pps to do Task 14 page 51 L/L L reinvests what W
T asks his students to do task 15 page 52 I he learnt to Board A/V
answer my partner’s questions about my answer an
childhood . T/L interview about /AV/
After listening Task 28 page : the pps work together to complete L/L his childhood K
the interview card about “Grand ma childhood” games
djamel djamel
Language focus : language use.
Learning Objective (s): by the end of this lesson my learners will be able to ask and talk about actions/activities
and events that happened in a specific period in the past using simple past tense with ago.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ /textbooks
Target structure: - simple past (all
forms) , ago , how long ago………..?
messages.
 Meth: He can work I pairs or in small groups
appropriately./ he can conduct an interview
 Per and soc: He can socialize through oral /written
exchanges
After greeting his student the teacher asks some

Warm up questions :
Did you remember your first day at primary T/L Brainstorm ideas
school? About the past to W V
How old were you at that time pave the way Board A
Did you put on new clothes?
Did you enjoy it?
What subjects did you remember studying?
Presentation The teacher invites his learners to work in pairs To elicit the
read the bubble and do the following Task : T/L target structure
a) I read and sort out a time marker. L/L W V/A
b) I read and sort out 4 verbs Board
c) I find in which tense these verbs are.
d)I give their infinitive.
I went to elementary school the year

WWII ended, seventy years ago. I was
about 6 at the time. I put on my new
school uniform , a nice black gymslip and
a white blouse with a nice big collar.
T. highlights the rule of the past simple tense To highlight rules

with to be, to have ,regular verbs and irregular
ones , with all forms ( affirmative , negative and Student V/A
interrogative forms) and how to use and ask To familiarize the book
questions with the time marker ago ( see my Ls with the tarhet and
grammar tools page 63) T/L structure w
board
Practice Task 1 : I order the words to get meaningful
sentences .
1) My father / ten years ago , / a car/ Check and
bought. reinforce
2) I / a white shirt/ put on / blue jeans/and/.
3) was/ There / in /the kitchen/ a burning
stove/. V
4) didn’t/ Ahmed /enjoy / some
subjects/primary school/at . Student
book
Task 2 (Tasks 1 and 2 page 66)
L reinvests what V/A
Use Childhood memory test ( Do you have good he learnt to
memory?) T/L answer an
 Did you have a happy childhood? interview about
 What did you like to do when you were a his past / V/A/
child? memories using K
 What did you look like? the past tense
 Where were you born? L/L
 When were you born? Wboard
 Did you have your own room ?
 Which food did you like best
 How old were you when you learned to ride
a bicycle?
 Did you remember your first day at primary
school ?
 what did you wear that day?
 How long ago did you leave your primary
school?
SUBJECT : TD 1 SIMPLE PAST : CONSOLIDATE AD REINFORCE
1) I Write the past simple of these verbs.
1. copy __________
2. revise __________
3. cycle __________
4. listen __________
5. practice __________
6. play __________
7. like __________
8. move __________
2) Write the questions in the correct order.
Example :
night? / meet / Did / you / them / last /
Did you meet them last night?
1. film? / like / you / Did / the /
_________________________________
2. you / many / did / ask? / How / people /
_________________________________
3. a / have / time? / they / Did / good /
_________________________________
4. did / weekend? / the / What / do / we / at /
_________________________________
5. she / DVD? / Where / that / did / buy /
_________________________________
6. party / on / your / go / Saturday? / he / Did / to /
_3)Fill in the blanks with a verb from the box in the SIMPLE PAST:
break -swim –have- make -sit -write- spend- buy –

drink- lose -wash
1. She ………………….. a cake an hour ago.
2. She ………………….. a hat last week.
3. The boy ………………….. a letter yesterday.
4. They ……………………. in the sea for an hour.

5. They ………………….. a lot of Coke last night.
6. She ………………… her arm last week.
7. He ……………………. all his money last week.
8. She …………………… a bath two minutes ago.
9. He ……………………. his wallet last night.
10. She ………………….. on the old chair a minute ago.
11. She ………………….. the clothes yesterday.
4) Fill in the blanks with the SIMPLE PAST of the verbs in brackets:
Last Saturday my father …. took…. (take) my friends and me to the circus. We ………(see)
lots of things. My father …………………. (buy) us some popcorn and orange juice. We
……………………. (eat) the popcorn and ………………………… (drink) the orange juice.
We …………………….. (laugh) at the funny clowns. There …………………. (be) a lion-tamer.
The lions …………………… (do) tricks; they ………………………… (jump) through hoops.
A girl ………………………. (ride) an elephant around the ring. We all ………………… (have)
a wonderful time.
5) Write what Jean DID or DIDN’T do yesterday:
go shopping ( - ) ………… Jean didn’t go shopping yesterday. …………….
clean the house ( + ) ………………………………………………………………
feed the cat ( + ) .………………………………………………………………
telephone Mary ( - ) ………………………………………………………………
watch a film on TV ( - ) ………………………………………………………………
visit her grandparents ( + ) ………………………………………………………………
take them a cake ( + ) ………………………………………………………………

djamel djamel
Language focus : language use .
Learning Objective (s): by the end of this lesson my learners will be able to say and ask questions about how often
actions/activities and events are repeated using adverbs of frequency.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ /textbooks
Target structure: - adverbs of
frequency

 Being polite .
 Intel:  Being positive
messages.
 Meth: He can work I pairs or in small groups
appropriately./ he can conduct an interview
exchanges
Lead in The teacher writes on the board the following

sentence : T/L Brainstorm ideas W
I always brush my teeth three times a day. about daily Board V
Do you brush your teeth ? routine A
How often do you brush your teeth ?
The teacher asks about other daily routines
Presentation The teacher invites his learners to listen to the
following dialogue between Salima and Karima
and answer with true and false .
Salima : Do you share chores in your family ? To introduce the
Karima : Yes , We do . I always make my bed , Target structure
wash dishes and clean the rooms.
Salima : How often do you tidy the rooms?
Karima : I usually tidy only my room.
Salima : What about your brother Hamid?
Karima : He sometimes washes my father’s car W
but he never takes out the garbage. Board
Karima sometimes makes her bed. T/L V/A

Karima usually tidies her room.
Hamid always washes his father’s car.
Hamid never takes out the garbage .
T : sometimes , usually , always , never are called

adverbs of time .
The teacher highlights the rules : (see my Highlight rules
grammar tools page 64 / 65) Text
books
V/A
T/L
Practice Task 1 : I Put the words in the correct order. Check and
reinforce W
- have dinner sometimes pizza for We L/L Board
- never I to talk strangers V/A
- TV rarely English They watch in Encourage
cooperation
Task 2 : T invites his learners to check the
answers of each other and correct them. L reinvest what
Task 3 task 10 page 70 T/L he learnt to Text
conduct an books
Use Task 4 ; I write true personal answers to my Interview about V/A
partner’s questions .(the pps can add more L/L how often his
questions) actions/activitie
s and events
are repeated
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I pronounce (1-2-3) Framework: PPU
learning and use.
Learning Objective (s): by the end of this lesson my learners will be able to talk about their memories using a
correct pronunciation of the vowel sounds /u://u//3://ə/ / æ // ᴧ // e/ and identify the silent letters T and W.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/tongue twisters
Target structure: Words contain these
sounds /u://u//3://ə/ / æ // ᴧ // e/
Words contain silent letters : T and W
 Intel: The leaner can interpret and identify sounds Valuing the past to build better future for the one’s community.
messages. He is aware of his role in promoting a group work
 Meth: He can work in pairs or in small groups. Valuing group work
He can evaluate his peer.
 Com :He can face an audience .
He can use role-play to communicate appropriately
exchanges
Teacher asks the students to say how many

Warm up vowels there are in the alphabet and name T/L To pave the way
them..
V
Presentation T invites his learners to work in small groups and A
Put the reorder the sentences to get a To order
meaningful dialogue . information W
Mother : No, I didn’t . I shared the room with my Board
sister and grandma. I never slept alone L/L
Saliha : Did you use to read books.
Saliha : Did you use to have your own room V/A
,mum?
Saliha : What did you use to wear?
Mother : Yes, of course . I used to read cookery
books.
Mother : I used to wear shirts and skirts like
other girls of my age .
T invites his learners to read the dialogue and To identify the
find words which have the following sounds and target sounds
classify them (the teacher mustn’t correct their
answers) /u://u//3://ə/
/u:/boot /u/foot /3:/bird /ə/pizza T/L Wboard
To highlight the
rules related to
After presenting the rules from : the
my pronunciation tools 1 and 2 :Pages 56 and 57 pronunciation of Course
,T invites his learners to correct their answers. the sounds Book
Practice /u://u//3://ə/
Task 1 page 60 :I listen and tick the correct
pronunciation of the sounds in bold. Check and
Task 2 page60 :T invites his learners to listen reinforce
again and read my pronunciation tools 1 and 2 T/L
and correct the answers of each other. Encourage peer v/a
assessment
T asks his pps to do tasks 3 and 4 page 60 .
Use T invites his learners to act out the dialogue L/L Course
above focussing on the correct pronunciation of To act out a book/w
the target sounds. dialogue focusing board v/a/
on the right
pronunciation of
the target
sounds
A brief recap of the last sounds (/u://u//3://ə/) Remind the pps

T/L of the last sounds
to reinforce and W
After reviewing vowels and consonants the T pave the way Board V
invites his pps to work in small groups to find the A
hidden vowels in the following message.
I usually play scr.bble .nd ch.ss

with my .ncle before I go to b.d, To elicit the
b.t s.metimes I read and write T/L target sounds
some poems or listen to music
instead .
a/v
T asks his students to read the message and sort

out words containing the following sounds Wboard
/ æ /fat / ᴧ /cut / e/ pet T/L
To recognize and
identify the
The teacher presents the rules from my target sounds
pronunciation tools 3 page58 and asks the pps to T
check their answers .
To highlight the
Task 5 page 61 : I listen and tick the correct rules related to Course
pronunciation of the letters in bold. the Book
T invites his pps to work in pairs , check their T/L pronunciation of v/a
answers and correct each other . Te sounds
Task 7 page 61 : I listen and write each of the / æ // ᴧ // e/
following words in its corresponding column Encourage peer
assessment
Tongue twisters : L
T invites his learners to Practice the following W
tongue Twisters : board
1. I beg my pet bird, Rex, to make to consolidate v/a
a nest. and reinforce
Rex pecks insects and makes
a mess on the bed. for further
2. The band has fans from practice
faraway lands.
They pack their bags and roam
by van on the sand.
Warmer A brief recap of the sounds taught Remind the pps

/u://u//3://ə/ / æ // ᴧ // e/ of the last sounds
to reinforce and V
pave the way A
Write
The Listen
wrong
presentation beret
answer
gourmet W
whose
christmas Board
two
fasten
To involve all the

The teacher writes on the board two lists of learners In
words . eliciting the
T reads these words and invites his pps to listen target sounds
and repeat .
T invites his learners to work in pairs or in small v/a
groups to put the words in of each list in To recognize and
alphabetical order . identify the
The teacher asks his learners to circle the target sounds
common letter in each list .
Teacher asks his learners a series of questions
T : what are these letters?
Supposed answer : w and T To lead them
T : Do we pronounce these letters?
Supposed answer : No, we don’t . To highlight the
T : T and W are silent letters in these words rules related to
 T explains that silent letters are letters that are the silent letters W
spelled but are not pronounced. These letters can T and W Board
come at the beginning, middle, and end of
words..
a/v
 T presents the rules (my pronunciation tools 4 to check and
page 59) reinforce
Task 9 page 62 I listen and tick the correct
pronunciation of the lettes in bold. Course
book
Pps listen again , check their answers and work in v/a
pairs and correct the answers of each other.
Task 11 page 62 : I listen and write between

slashes the appropriate phonetic symbols w
/u://u//3://ə/ / æ // ᴧ // e/ and between Encourage peer board
bracket the words silent or pronounced under assessment
that correspond to letters in bold . course v/a
book
T invites his learners to work in pairs , check their The L talks about
answers and correct each other. his memories
T invites his learners to read aloud the text in task using a correct
11. pronunciation of
sounds
djamel djamel
Sequence: 2 ME and lifestyles Lesson: Language focus : Framework: PPU
language learning.
Learning Objective (s): by the end of this lesson my learners will be able to : a)Describe some clothes and
costumes, the material they are made of and the place where they made , b) Describe traditional dishes and the
ingredients which they are made with..
interpret – produce. /textbooks/flash cards
Target structure: made of / made in/
made with .
learner can interpret verbal and non-verbal  Being proud of traditional and ancestral clothing and dishes
messages.
 Meth: He can work in pairs or in small groups
He uses ICT
forums
exchanges
Warm up The teacher draws two graphic organizers and

invites his learners to work in small groups to fill to brainstorm Graphic
it . ideas about Organiz V
traditional ers A
dishes/clothes
Traditional dishes
Traditional clothes
Presentation
The teacher pins on the board a picture of a
traditional clothing then invites his learners to
focus on the information (label) and answer the
questions : To elicit the Flash
Example : Target structure cards
and introduce a
new topical lexis V/A
Item : burnous
Colour : white
Made of Wool
Made in Djelfa
Weight :2.5 kg
Price :9000 dinars
What is it ?
What colour is it ?
Is it made of cotton?
What is it made of ?
Is it made in Algeria ?
Where is it made ?
V/A
How much is it ?
Note : the teacher should devote time to

highlight rules :
To highlight rules
To talk about the material ( plastic ,glass, iron ,
silk , wool ,cotton ,gold, wood ……etc)something
is formed I use : “made + of + the name of
Text
material “ Example :
books
Bottles are usually made of plastic or glass .
To ask about material I can say :
What is it made of ?
- To talk about the place ( city , country ..) Where
an item is manufactured ( produced / made )
to ask about material I can say :
I use : “made + in + the name of the place “
Example : This jacket is made in France
To ask about the place where something is made
I can say : Where is it made ?
-To talk about food ingredients I use made with
instead of made of
Example :The soup is made with vegetable and
chicken
Practice
Task 1 : I work with my partner and match the
sentences
1)This handbag is made a) with fresh fruit
To check and
2)Our yoghurt is made b) of gold
reinforce W V
3)These jeans were made c) of crocodile skin
Board
4) this ring is made d) made in Turkey
Task 2 :Task 8 page 69 Consolidate Text

Task 3 : Task 13 page71 books V/A
Task 14 page 72
Use
T invites his learners to work in groups to make a
poster where he describes a traditional dish or a Make a poster to
costume which are famous and popular in this save traditional
region . clothes , V/A/
Example 1: This dish is called ………………………….. costumes and K/T
It is made with ………………………… it is very well dishes
known in my region .
Example 2 : x is a traditional costume . it is
made of ……………………….it is very famous in my
region .
 the posters will be published on the internet

( social network pages : blogs , websites page
, discussion forums )
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I read and do 1 Framework: PDP
learning
Learning Objective (s): by the end of this lesson my learners will be able to read a text about Setif in the past and
gather information.
interpret – produce. /textbooks/video about the history
Target structure: simple past – used to of Algeria
 Intel: He can understand and interpret non-verbal Valuing the past to build better future for the one’s community.
messages.
 Meth: He can work in pairs or in small groups. Valuing and sharing national cultural diversity with its
He can evaluate his peer. regional cultural differences.
 Com : he can develop effective reading strategies Valuing travelling as a source for knowledge and
 Per and soc: He can socialize through oral /written learning
exchanges
Warm up The teacher invites his learners to watch the To motivate and
following video(1.55 m): pave the way Video
www.youtube.com/watch?v=SpevE_XxwM8 about the T/L strip
history of Algeria and start a discussion about V
people and civilisations who came to Algeria and A
left their mark . (pps complete the time line by
choosing one of the following words)
w/board
(French - Roman – Turkish)
V/A/
T/
42 BC 1518 1830 today
…………. …………… ……
Pre read The teacher writes 5 or 6 words from the text on

the board and asks his students to work in To introduce the
groups and guess the topic. ( pps can use their key
dictionaries ): w/board
Example : journey ,Setif , museum , statue ,
market , pretty gardens , boulevards T/L course
book V/A
While T invites his pps to read text 1 page 73 and
read check whether or not their predictions and
guesses are confirmed .
Teacher invites the learners to read text 1 page T/L To read and fill in
73 and fill in the bibliographical notes(task 1 page a bibliographical
73) notes
T asks his pps to work with their partners to L/L
check their answers and correct each other. To read and
interpret a text in
T invites his learners to read the text again and terms of lexis and
answer the questions ( task 2 page 73) T/L comprehension
T asks his pps to work with their partners to L/L
check their answers and correct each other.
Task 3 :
I find in the text words that are closest in
meaning to the following:
w/board
Trip =…………..
Also known as =………………….
I find in the text words that are opposite in

meaning to the following:
many ≠………………………….
Uninteresting≠……………………………
To recall and
After the students have read the text, T asks L/L identify the main
Post read them to work in small groups to brainstorm as information in
many facts about Setif as they can in a limited the text
time. The group that can recall the most is the
winner.
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I read and do 2 Framework: PDP
learning.
Learning Objective (s): by the end of this lesson my learners will be able to read a text and gather information
about Constantine in the past .
interpret – produce. /textbooks/pictures
Target structure: simple past / made of
 Intel: He can understand and interpret non-verbal Valuing the past to build better future for the one’s community.
messages.
 Meth: He can work in pairs or in small groups. Valuing and sharing national cultural diversity with its
He can evaluate his peer. regional cultural differences.
 Com : he can develop effective reading strategies Valuing travelling as a source for knowledge and
 Per and soc: He can socialize through oral /written learning
exchanges
Warm up After greeting his pps the teacher pins three or To brainstorm
four pictures of some Algerian towns or districts T/L ideas about life in
taken in the past ( example : Casbah , cities in the past Pictures
Constantine , Ghardaia) and invites the learners V/A
to answer the following questions :
Do you know these cities (or districts) To introduce the
Were the streets large or narrow? key words
What clothes did women/men use to wear ,then?
Can you name some handicrafts people used to
do at that period of time ?
Pre read The teacher writes on the board the word

“Constantine” and invites his learners to pool To prepare the Ls
what they know about this city and share their for the reading W
knowledge in the target language or L1 and the T/L phase Board V/A
teacher helps them to find the right word in
English.
While read
The teacher invites his learners to read text 2
page 74 and fill in the bibliographical notes(Task To read and fill in
4 page 74) Bibliographical
Teacher invites his learners to read the following notes
statements and write “True”, “False”, or “Not
mentioned” : T/L
1) Constantine is devided into two towns. Course
2) The streets in Constantine are very large? book
3) Burnouses and Haiks are very cheap V/a
T asks his learners to work with their partners to To interpret and W
check their answers and correct each other. develop Board
T asks his learners to read the text again and reading skills
answer the questions (task5 page ). T/L strategies
V/A
Course
T pins seven or eight pictures. Some of these book
After read should relate to the topic of the text the students
have read. T asks his pps to make small groups L uses the text as
and work together to decide which pictures best T/L a support to V/A/
associate with the reading. T encourages them to L/L interpret pictures W K
provide reasons for a picture being associated or Talking about board
not. After they have finished doing this, each how cities and
group can take it in turns presenting their ideas. life used to be in
the past .
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I learn to integrate Framework: PPP
learning.
Learning Objective (s): by the end of this lesson my learners will be able to work in pairs and make a video
interview about Grandparents Day and act it out .
interpret – produce. /textbooks/KSA table
Target structure: simple past / used to/
daily routine / adverbs of time / dishes/
made of / made in / made with …….
Intel: He can understand and interpret non-verbal Being proud of belonging to Algeria with its varied cultural and
messages. historical heritage .
Raising teenagers awareness of the importance of the elderly
The learner can use his critical thinking skills
as a source of the transmission of valuable cultural and historical
when gathering information for learning and heritage .
research
being proud of his ancestral way of life
He can show creativity when producing written
messages
 Meth: He can work in pairs or in small groups.
He can evaluate his peers.
 Com : He can solve problem situations using a
variety of communication means
/written exchanges
Warm up T asks his pps some questions: To present the

Are your grandparents alive ? topic and engage
Do you live with them ? T/L the learner in the White
Do they live far from here, process board V
How often do you visit them ? and A
Do you love/ respect them ? books
Do they love you ?
Do you live with your grand parents ?
T sets up the situation

presentation
It is “Grandparents Day”. To celebrate the
event you decide to make a video
interview of our grandfather or
grandmother. You will post the video on
the school website and your personal blog
to share it with other people around the
world
T. provides his pps with KSA table (page75) T/L To review a
V/A
T invites his learners to review Tasks 5- 12 -15 -22 White
Practice 26 and 28 in I listen and do and my grammar board
tools and my pronunciation tools. L/L and
T asks his pps to follow the interview cards (page To be books
74). autonomous in
The learner can start like this : reinvesting the
Me : I’m going to interview you for my school language learnt
project , grand ma/ grandpa. This video will be
posted on the web on « Grand parents Day » so To produce an
let’s start : interview
When were you born ?
T asks his learners to work with their partners to Involve the

exchange ideas and improve their interview learners in peer
questions. assessment
Produce The learners start drafting .
L/L
Teacher helps his learners to find out and
correct typographical errors and mistakes in
grammar, style, and spelling.
L/L Share their work
Each pairs will act out their interview in front of to be assessed V/A/
their freinds to be assessed . K/T

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REVISED

Bloom’s Taxonomy Action Verbs

The initial situation:

You are entering a national competition

1- I’m (not)a fan of ………..

2-I ‘m (not)keen on …………

3-I’m (not) interested in ……… To conduct an

5- I (don’t) like ………………….. L writes a short

To talk about things I or an other person can

First Name ……………………………………………………………………………

Email Address …………………………………………………………………………………..

Unusual things I can do :

 Intel: Learner can use his critical thinking skills.

Time Framework Procedure Focus Aims Material Vakt

Warm up A game : T/L Activate the V

a) Some adjectives to describe the T/L to familiarize the

Task 11 page 28 : I read my grammar tools 3 and To check and

Warm up Teacher asks his learners some questions :

Warm up T invites his learners to watch this short video

T pins on the board pictures of some musical to give the pps an

Your School Magazine

make all your schoolmates

T invites his learners to fill in the KSA chart page

STARTING OFF SITUATION:

In an international blog for fun. Members

 Intel:  Valuing the past to build better future

Warm up Teacher greets his learners and shows them a

Task 2 : I complete with :used to – use to –

 Intel:  Valuing the past to build better future

Warm up The teacher shows his learners a picture of a Brainstorm ideas

Afterthat , T shows them a picture of a family

Pre listening T invites his learners to work in pairs and list

The 1st listening :

 Intel:  Valuing the past to build better future

While T invites his learners to listen to part 3 of the

Prelistening The teacher invites his learners to work in pairs Flash

Cross Curricular Competencies Core values

After greeting his student the teacher asks some

I went to elementary school the year

T. highlights the rule of the past simple tense To highlight rules

1) I Write the past simple of these verbs.

2) Write the questions in the correct order.

night? / meet / Did / you / them / last /

Did you meet them last night?

1. film? / like / you / Did / the /

2. you / many / did / ask? / How / people /

3. a / have / time? / they / Did / good /

4. did / weekend? / the / What / do / we / at /

5. she / DVD? / Where / that / did / buy /

6. party / on / your / go / Saturday? / he / Did / to /

break -swim –have- make -sit -write- spend- buy –

1. She ………………….. a cake an hour ago.

2. She ………………….. a hat last week.

3. The boy ………………….. a letter yesterday.

4. They ……………………. in the sea for an hour.

6. She ………………… her arm last week.

7. He ……………………. all his money last week.

8. She …………………… a bath two minutes ago.

9. He ……………………. his wallet last night.

10. She ………………….. on the old chair a minute ago.

11. She ………………….. the clothes yesterday.

We …………………….. (laugh) at the funny clowns. There …………………. (be) a lion-tamer.

5) Write what Jean DID or DIDN’T do yesterday: