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3ms - Sequence One and Two - by Teacher Djamel Djamel 2018 2019 PDF
3ms - Sequence One and Two - by Teacher Djamel Djamel 2018 2019 PDF
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
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
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.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
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
Cross Curricular Competencies Core values
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
Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt
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
Last Name
………………………………………………………
Gender
……………………………………………………
Level ……..………………………………………………………………
Country …….………………………………………………………………………
Address ……………………………………………………..
Telephone N …………………………………………………………………………………
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.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. I pronounce: weak / strong audio scripts/textbooks
Target structure: - ask/answer forms /kən//kæn//ka:nt/
questions about interests
Cross Curricular Competencies Core values
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
He can work with his partner.
Com: He can interview his partner
Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt
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.
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 4 Framework: PPU
INTERESTS AND MY PERSONALITY Language focus : language
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.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. textbooks
Target structure: - adjectives
representing personality features
Cross Curricular Competencies Core values
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”
questions about interests
Cross Curricular Competencies Core values
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 work with his partner.
Com: He can interview his partner
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
………………………
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
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
questions about interests
Cross Curricular Competencies Core values
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
He can work with his partner.
Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
Per and soc: He can socialize through oral exchanges
he respects our national values and behaves
consistently
Tim Framework Procedure Focus Aims Material Vakt
e
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
Cross Curricular Competencies Core values
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
He can work with his partner.
Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
Per and soc: He can socialize through oral exchanges
he respects our national culture and behaves
consistently
Time Framework Procedure Focus Aims Material Vakt
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.
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
Cross Curricular Competencies Core values
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.
Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
Per and soc: He can socialize through oral exchanges
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
the development of
individuals and nations.
V/A
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
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
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. /textbooks
Target structure: - used to ( the three
forms)
Cross Curricular Competencies Core values
Learning Objective (s): by the end of this lesson my learners will be able to talk about his grandparents old days
lifestyles.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - simple past /
/question words / lexis related to table
manners
Adverbs of frequency: always , never
Cross Curricular Competencies Core values
V/A
Flash
cards
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)
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - /simple present /
simple past /used
Adverbs of frequency: always , never …..
Cross Curricular Competencies Core values
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 .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - simple past /used to
Adverbs of frequency: always , never ..
Cross Curricular Competencies Core values
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.
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
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 .
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
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: 5 Framework: PPU
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
interpret – produce.
Target structure: - simple past (all
forms) , ago , how long ago………..?
Intel: Valuing the past to build better future for the one’s community.
learner can interpret verbal and non-verbal
messages.
Meth: He can work I pairs or in small groups
Com: He can use a role play to communicate
appropriately./ he can conduct an interview
Per and soc: He can socialize through oral /written
exchanges
Time Framework Procedure Focus Aims Material Vakt
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.
1. copy __________
2. revise __________
3. cycle __________
4. listen __________
5. practice __________
6. play __________
7. like __________
8. move __________
Example :
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_3)Fill in the blanks with a verb from the box in the SIMPLE PAST:
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.
The lions …………………… (do) tricks; they ………………………… (jump) through hoops.
A girl ………………………. (ride) an elephant around the ring. We all ………………… (have)
a wonderful time.
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
interpret – produce.
Target structure: - adverbs of
frequency
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
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I pronounce (1-2-3) Framework: PPU
Language focus : language
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.
learner can interpret verbal and non-verbal
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
Per and soc: He can socialize through oral /written
exchanges
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
Time Framework Procedure Focus Aims Material Vakt
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.
Time Framework Procedure Focus Aims Material Vakt
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..
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/flash cards
Target structure: made of / made in/
made with .
Intel: Valuing the past to build better future for the one’s community.
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
Com: he can use information and communication
technology such as blogs , websites page , discussion
forums
Per and soc: He can socialize through oral /written
exchanges
Time Framework Procedure Focus Aims Material Vakt
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 ?
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 .
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.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/video about the history
Target structure: simple past – used to of Algeria
Cross Curricular Competencies Core values
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
…………. …………… ……
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 .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/pictures
Target structure: simple past / made of
Cross Curricular Competencies Core values
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 ?
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 .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/KSA table
Target structure: simple past / used to/
daily routine / adverbs of time / dishes/
made of / made in / made with …….
Cross Curricular Competencies Core values
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
Per and soc: He can socialize through oral
/written exchanges