-School: Old Castle school -level :4yms -Teacher : Miss.

El korbo

-Sequence: 1 -Lesson: 1 I listen and do(1) -Frame: P.D.P

-Learning objectives: By the end of this lesson, I expect my learners will be able to talk and write about
travelling, landmarks and monuments.
-Target competencies: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: comparative of similarity and
inferiority, chronology, causes and effects, opposition.
-Core values: Valuing travelling, -Materials: board/ flash
landmarks and monuments. cards /a video

Cross curricular competencies

-Intellectual competency: They can interpret verbal
and nonverbal messages to get information about
some monuments and landmarks.
-Communicative competency: Ls can interpret a listen
message.
-Methodological competency: They can use
listening strategies in interpreting messages and
work in pairs or in groups.
-Social and personal competency: They can
socialize through oral exchanges.

Time Frame work Procedure Focus Aims Materials VAKT

-T greets Ls as usual. Ls respond.
5 Warming -T invites Ls to watch a video to do T/Ls To motivate V
mns up tasks after. Ls. Video A
-Ls take notes. and K
pictures.
Pre- -T invites Ls to do:
5 listening -Task 1: Watch the video(1) and
Mns then, answer the questions: To present
-What is the video about? the 1st
- Is it about Algeria? situation.
-Where are they?
Video,
-T invites Ls to open their books p11 pictures
-T asks Ls to watch and listen carefully and the
While- to the video, and take notes. book
15 listening -Task 2/p11: The answers: To answer
mns 1- London, 2- minutes, 3-river, questions
4- century, 5-later, 6-afterwards about
-Ls correct. They copy just the words. landmarks
and tours V
-T asks Ls to listen and watch the A
video(2) to do: Ls/Ls K

-Task 5/p12: The answer:

c- The bell inside it.
-Ls correct. They copy the right
answer.

-T invites Ls to watch and listen again

to do:
 -Task 6/p12: The answer:
b- It was very big, like the heavyweight
boxer.
-e- Ben Caunt’s nickname was “Big
Ben

-Follow to: I listen and do (1) To gather

25 Ls/Ls information
mns -T asks Ls to listen to video(3) and fill about
Post- in the form. a famous
listening -Task 8/p12: The answer: landmark
1-Names of Big Ben’s designers: to be used
Edmund Becket Denison/ Edward Dent later to White
produce a board/ V
th
2- First time Big Ben chimed: on 11 new handouts A
July 1859 description of the K
about it. form
3- First world broadcast of Big Ben’s
chimes by BBC: in 1932

4- Big Ben’s weight: 13,7 tons

5- Big Ben’s height: 2,2 meters tall/96

meters tall T/Ls

6- Big Ben’s diameter: 2,7 meters

7- Big Ben’s hammer’s weight: 200 To rebuild

kilos Ls the text
in a new
-T invites Ls to do: way.
Task 11/ p12: T asks Ls to write a
short description about “Big Ben”
using the information in Task 8/ p12
-To be corrected if time wasn’t enough.

-The End -
-Note : This can take two sessions as we deal with 45 minutes and not one hour.

-School: Old Castle school -level :4yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 2- I listen and do(2) -Frame: P.D.P

-Learning objectives: By the end of this lesson, I expect my learners will be able to talk and write about
travelling, and organizing discourse in a chronological order using time sequencers
-Target competencies: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: past simple and sequencers First, Then,
After that, Finally.
-Core values: Valuing travelling, -Materials: board/ flash
landmarks and monuments. cards /a video

Cross curricular competencies

-Intellectual competency: They can interpret verbal
and nonverbal messages to get information about
some monuments and landmarks.
-Communicative competency: Ls can interpret a listen
message.
-Methodological competency: They can use
listening strategies in interpreting messages and
work in pairs or in groups.
-Social and personal competency: They can
socialize through oral exchanges.

Time Frame Procedure Focus Aims Materials VAKT

work
-T greets Ls as usual. Ls respond.
5 Warming -T asks Ls questions about the previous T/Ls To motivate V
mns up lesson. Ls. Video A
-1- Where is Big Ben situated? and K
-2- How tall is it? pictures.
-3- Is it famous?
5 Pre- -T invites Ls to correct the last Task ,the
mns listening short paragraph about Big Ben To present
- T invites Ls to open their books p15 to the new
do task 21 orally. N:3 situation
and the new
grammar Video,
tools. pictures
and
handouts.

-T invites Ls to listen to conversation (1)

15 While- to do:
mns listening Task 22/ p15: The answers:
1-Algiers , 2-Spain, 3-Italy, 4-Istambul, V
5-Mykonos, 6-Algiers. A
-Ls correct on their registers. Ls/Ls K
-T invites Ls to listen again to do:
Task 25/ p15: The answers:
 1-First, 2- Then, 3-after, 4-Finally,
-Ls correct. They write the sequencers in
order only.
T asks them. What do we call them?
-Ls answer. It may be false or true.
T corrects. Then, asks: What do we use
them for?
-1-

-Follow to: I listen and do (2)

-Note: -The sequencers:

-To organize a series or a sequence of

events, actions or activities as they
actually occurred or happened in time, I
can use these chronological markers To get the
or meaning
We can call them sequencers: First, and use of
Then/Next, after that, Finally sequencers V
Post- A
listening -T asks Ls to do: K
Task 27/p16: The answer:
An example of Ls should be written on T/ Ls White
the board and then, copy down: board.
E.g.: To rebuild
-My partner: Welcome back, Sana. the
20 -Me: Nice to see you again, Karima. Oh, conversation
mns it in a new
was wonderful! First, I sailed from way using
Annaba to Italy on cruise ship. Then, I the new
visited Barcelona. Finally, I returned to El grammar
Meniaa. tools.
-Note : the lesson can be in two sessions if time wasn’t enough.

-School: Old Castle school -level :4yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 3- I practise (1) -Frame: P. P . U

-Learning objectives: By the end of this lesson, I expect my learners will be able to compare landmarks
and monuments using comparative of equality and inferiority.
-Target competencies: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: comparative of similarity and
inferiority, “...as + short/long adj + as...” / “ ...not as +
short/long adj + as ...”
-Core values: Valuing travelling, -Materials: board/ flash
landmarks and monuments. cards /a video

Cross curricular competencies

-Intellectual competency: They can interpret verbal
and nonverbal messages to get information about
some monuments and landmarks.
-Communicative competency: Ls can reinvest the
learnt language into the real life.
-Methodological competency: They can use some
strategies deduce rules.
-Social and personal competency: They can
socialize through oral exchanges.

Time Frame work Procedure Focus Aims Materials VAKT

5 Warming -T greets Ls as usual. Ls respond.
mns up T/Ls To motivate V
Ls. Video and A
-Task 1: Watch the video and then, pictures. K
answer the questions:
Presentation -What is the video about?
15 -Are all the landmarks situated in one
mns place? To present
-Did you see them before? the new
-Correction. Ls write on the board. grammar
-T invites Ls to do: structure. Video,
-Task 2: Match the pictures with pictures
their names and places: and
handouts.

V
 A
Ls/Ls K

-The names and the places:

-Tower bridge /London
-Taj Mahal / India

-1-

-Follow to : Lesson3 : I practise: 

-Sphinx statue / Egypt
-Big Ben/ London
-Eiffel Tower / Paris
-Maqam Echahid To get
-Correction. present and
10 -Correction on the board deduce V
mns -Presenting: comparative of rules. A
equality: K
-T chooses two monuments or White
landmarks from the previous ones to T/ Ls board /
present the structure. pictures.
-Big Ben / Tadj Mahal
T asks to elicit the new structure from
Ls: -1- Is Big Ben old?
-2- What about Taj Mahal?
-T: So, Big Ben is old and Taj Mahal is
old, too.
T: Have a look, we can say:

-1-Big Ben is as old as Taj Mahal.

-T: Now, is Big Ben famous? To get the
Ls: answer. T/Ls rule.
-T: And Taj Mahal?
-Ls: answer.
T: So, Big Ben is as famous as Taj
Mahal.
-Stating the role:
T- asks Ls about “ old/famous” White
T: Is “old” a short adjective or a long board /
one? pictures
Ls: answer.
T: What about “famous”? –Ls: answer. V
T: A
- To compare two places, things, K
animals or persons that are equal or
the same, we use:
- ...as + short/long adjective + as ... T/Ls
-T asks Ls to give examples using the To deduce
 previous pictures. (Orally) the 2nd rule

-Presenting: comparative of
inferiority:
-T gives another examples.
-T: Now, listen; -Is Eiffel Tower tall?
-Ls: Yes, it is.
-T: And is Maqam Echahid tall?
-Ls: Yes, it is.
-T: Is Eiffel Tower as tall as Maqam
Echahid?
-Ls: No, it is not.
-T: So, who can give me the
comparative form?
-L: Eiffel Tower is not as tall as
Maqam Echahid.
-2-

-Follow to : Lesson3 : I practise: 

Practice -T asks Ls to give their own examples.
-Stating the rule:
15 -T: So, who can give us the rule: Ls/ Ls
mns -When we compare two things,
places, animals or persons, we use:
The comparative of inferiority:
- .... not as + short/long adjective +
as ....

-Task 1/ p36: The answers:

a- 1- not as
b- 2- as ( mention to Ls that almost =
nearly)
c- 3- as ( mention to Ls the word
nearly in the sentence)
d- not as
-Task 3/p36: Ls write their own
examples.

-3-
-School: Old Castle school -level :4yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 4 I listen and do (3/4) -Frame: P.D.P

-Learning objectives: By the end of this lesson, I expect my learners will be able to narrate biographical
information about outstanding figures.
-Target competencies: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: Past simple regular/ irregular verbs and
the passive voice.
-Core values: Valuing famous figures -Materials: board/ flash
and their achievements in literature, cards /a video
arts, and history.

Cross curricular competencies

-Intellectual competency: They can interpret verbal
and nonverbal messages to get information about
some famous figures in literature, arts and history.
-Communicative competency: Ls can interpret a listen
message.
-Methodological competency: They can use their
strategies in interpreting messages and work in
pairs, individually or in groups.
-Social and personal competency: They can
socialize through oral exchanges.

Time Frame Procedure Focus Aims Materials VAKT

work
-T greets Ls as usual. Ls respond.
5 Warming - Do you know some famous people? T/Ls To motivate V
mns up -Ls answer. Ls. Video and A
pictures. K
Pre- -T invites Ls to watch a video.
listening -T asks Ls these questions:
5 -1- What is the video about? –Ls To present
mns answer. the new Handouts
-2- Is he American? –Ls answer. topic.

T/Ls
While- -T asks Ls to open their books p 13 to
15 listening do:
mns -Task 12/p 13: The answer:

- ID card (1)

-First name: William

-Surname: Shakespeare To take
-Date of birth: On 23 rd April 1564 notes to The book V
-Location of birth: Stratford-upon- complete an or the A
Avon ID card printed K
-Location of birthplace: northwest of about a ID card
London famous
-Date of death: On the 26th April 1616 figure
-Place of death: in his house at
Stratford-upon-Avon
-Occupation: an actor, a playwright, a
dramatist, a poet
-Titles of two plays: “Romeo and Ls/Ls
Juliet” , “Hamlet”
-Name of theatre: Globe Theatre

-1-
T/Ls
5 -Follow to: Lesson 4: I listen and do
mns (3)
-Correction. T writes.
-T asks Ls to use the information above
to write a short biography about
William Shakespeare. (at home)

-T asks Ls to open their books p 17 to

15 do:
mns -Task 31/ p17: The answer: To take V
notes to A
- ID card (2) – complete an K
ID card
-Name: Pablo about a
-Surname: Picasso famous
-Date of birth: on the 25th October figure White
1881 board /
-Place of birth: Malaga printed
-Date of death: in 1973 ID card
-Place of death: France
-Nationality: Spanish
-Occupation: painter T/ Ls
10 -Title of famous painting: Guernica
mns

- Correction. T writes. – Ls copy down.

-Note: NEXT HOUR:
-Correction of William Shakespeare’s
biography.
15 -The best one should be copied down.
mns
-T asks Ls to open their books p22 to To take
do: notes to
-Task 56/ p22: The answer: complete an White
 ID card board /
- ID card (3) - about a printed
famous ID card
-First name: Sinan figure
-Surname: Mimar
-Date of birth: around 1490
-Date of death: on 17th July 1588
-Place of buried (tomb): next to
Sultan Suleyman and his wife.
-Nationality: Ottoman
-Occupation: architect
-Famous works: many of the largest
mosques in Istanbul / Suleymaniye
20 Mosque.
mns
- Correction. Ls copy down.
-T invites Ls to do:
-Task b: I complete the dialogue using
the ID card information about Mimar
Sinan
A: Who built Suleymaniye Mosque?
B: Mimar Sinan.
A: When was he born?
B: He was born around 1490.
-2– To reform
an ID card
into a
-Follow to: Lesson 4: I listen and do dialogue
(3) using
Wh / Yes,
A: What was his nationality? No
B: He was Ottoman. questions
A: Did he die on 17th July 1588?
B: Yes, he did.
A: Where is he buried?
B: He is buried next to Sultan Suleyman
and his wife.
A: What were his famous works?
B: He designed many of the largest
mosques in Istanbul as the Suleymaniye
Masque.

-3–
-Note: Teacher can adapt the tasks according to the time necessary for each session.

School: Old Castle school -level :4yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 5- I practise (2) -Frame: P.P.U

-Learning objectives: By the end of this lesson, I expect my learners will be able to interpret the passive
voice in the past to describe landmarks and famous figures.
-Target competencies: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: The passive voice in the past simple.
-Core values: Valuing travelling, -Materials: board/ flash
landmarks and monuments. cards /a video

Cross curricular competencies

-Intellectual competency: They can interpret verbal
and nonverbal messages to get information about
some monuments and landmarks.
-Communicative competency: Ls can write and talk
about landmarks, monuments and outstanding
figures using the passive voice.
-Methodological competency: They can use their
strategies in interpreting messages and work in
pairs or in groups.
-Social and personal competency: They can
socialize through oral / written exchanges.

Time Frame work Procedure Focus Aims Materials VAKT

-T greets Ls as usual. Ls respond.
5 Warming -T asks Ls some questions about the T/Ls To motivate V
mns up previous lesson. Ls. White A
 -T: What did Mimar Sinan build? board K
- Ls answer. pictures.
Presentation T writes the sentence on the board. T
15 mentions its different parts using
mns colours. To present
1- Mimar Sinan built Suleymaniye the new
Mosque. structure.
-T asks Ls about the function of each T/ Ls
part in the sentence.
-Ls answer.
1- Minar Sinan built Suleymaniye
Subject verb direct subject
Mosque.

-T: Is this sentence active or passive?

-Ls answer ( They know the meaning
active/ passive from the French V
language) A
T/Ls To elicit K
-T: Now, have a look. T changes the the new
sentence step by step and asks Ls at structure
each step to elicit the structure from from Ls.
them. T
writes the new sentence carefully at the
same time.
Stating the - The active voice:
rule
1- 1- Minar Sinan built Suleymaniye
Subject verb direct subject
Mosque.
→ -Suleymaniye Mosque was built
by
past.s past.p
Minar Sinan.←agent
-1-

-Follow to: Lesson 5: I practise ( the

passive voice)

-T: Writes the rule:

-Active voice:
10 V
mns -Subject+ verb(past simple)+direct A
object. K

-Passive voice: T/ Ls

-Direct object+ was/were+( past

participle of) the verb+ by +subject.

Or

-Direct object+ was/were+( past To practise

participle of) the verb. the new
structure in
Practice -T explains briefly why we use the clear
passive voice and when.(orally) examples
 15 T/Ls
mns -T asks Ls to do:
-Task 5/ p37:
-T first get the past participle of the
+ verbs in brackets in the given task.
-Then, T ask them to write the correct
passive form of the verb.
-Correction:
-1- was founded -2- were built -3-
were situated -4- was located
Use -Ls copy the whole sentences.
-T invites Ls to do:
-T guides Ls to follow the sample.

-Task 6/ p37: The correction:

1- Guernica was painted by Picasso, in
1937.

2-“Nedjma” was published by the

Algerian writer Kateb Yacine, in 1956.

3-“The Poor Man’s Son” (Le Fils du

Pauvre) was written by the Algerian
writer Mouloud Feraoun, in 1950.

-4-The sad story of the Algerian war of

independence is narrated by Mouloud
Mammeri’s novel “Opium and the
stick” (L’Opium et le Baton-1965)

-Note: The teacher should do a brief

revision about the past simple of
regular/irregular verbs and their
past participle before this lesson.
(some verbs that are used in this
sequence)

-School: Old Castle school -level :4yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 6- I pronounce -Frame: P.P.U

-Learning objectives: By the end of this lesson, I expect my learners will be able to talk and speak about
land marks , monuments and outstanding figures using clear articulation.
-Target competencies: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: The diphthongs : /ei/, /ai/
-Core values: Valuing travelling, -Materials: board/ flash
landmarks, monuments and cards. A printed paragraph
outstanding figures

Cross curricular competencies

-Intellectual competency: They can distinguish -Methodological competency: They can pronounce
between sounds. words correctly.
-Communicative competency: Ls will be able to -Social and personal competency: They can
pronounce words containing /ei/, /ai/ correctly. socialize through oral exchanges.

Time Frame work Procedure Focus Aims Materials VAKT

5 Warming -T greets the Ls and then, invites them V

mns up to listen to a video about the T/Ls To motivate A
diphthongs. Ls White K
-T: What sounds did hear in this song board T
about diphthongs?
Presentation
10 -T: Now, listen and repeat:
mns -Take – stay - make – sailor – age → To present
/ei/ the
diphthong White
-life - height – kind – writer – title → T/Ls sounds board
/ai/ mentioned and
in the lesson printed
-Ls repeat in whole. big
Practice -Ls repeat range by range. Then, they papers of
repeat one by one. words
-T asks Ls to do :
15 Task 1: I listen carefully to the
mns pronunciation of the letter in bold type
in each word and choose the
corresponding diphthong between T/Ls
brackets: To practise
more the
My ( /ei/ -/ai/) famous (/ai/ - /ei/) new sounds V
outstanding figure is the prophet A
Mohammad (PBUH). He made (/ai/ - K
/ei/) too many positive reforms in T
human behavior and their life (/ei/ -
/ai/) style (/ei/ -/ai/). He was sent to
establish right (/ei/ -/ai/) rules and
manners. He informed us about the
eight (/ai/ - /ei/) gates (/ei/ - /ai/) of
paradise (/ei/ - /ai/), choose which
one you want to enter from by (/ai/
- /ei/) your way ( /ai/ - /ei/) of living
on Earth.
-1-

-Follow to: Lesson 6: I pronounce:

T/ Ls
-Correction. T writes the correct V
symbol only on the board for each A
Use word. K
-Ls correct on their registers. T
15 To practise
mns and use the
-T asks Ls to do: new sounds
Task 2: I classify the words in the table correctly
according to the pronunciation of the White
diphthongs: board and
 describe – make – paint – height – printed
classmate – fine – brave – sight task

/ei
/ /ai
/

-2-

-Note: The lesson can be adapted according to the time needed.

-School: Old Castle school -level :4yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 7-I read and do (2h) -Frame: P.D.P

-Learning objectives: By the end of this lesson, I expect my learners will be able to read, talk and write
about an Algerian famous figure and a famous landmark.
-Target competencies: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: The past passive voice, the past simple,
comparative of similarity and inferiority.
-Core values: Valuing outstanding -Materials: board/ flash
figures, famous landmarks and their cards.
country culture heritage.

Cross curricular competencies

-Intellectual competency: They can interpret verbal
and nonverbal messages to get information about a
biography of an outstanding figure and a famous
landmark.
-Communicative competency: Ls can interpret and
gather information about the mentioned topics.
-Methodological competency: They can use
reading strategies in interpreting messages and
work in pairs, individually or in groups.
-Social and personal competency: They can
socialize through written exchanges.

Time Frame work Procedure Focus Aims Materials VAKT

-T greets the Ls. Ls reply.
5 -T presents the picture of the novelist
mns Warming- and then, asks questions about him: To present White- V
up T/Ls the new board/ A
topic. flash K
cards/ the
Pre-reading book

10
mns -T: What’s the picture about? Ls/Ls
-T: Do you know his name?-Ls try to To involve
answer. Ls into the
-T:He’s Mohammed Dib. topic.
-T: Where is he from?
Ls answer.
-T: What’s his job?
Ls try to answer.
T helps.
T/Ls V
While- -T asks Ls to open their books p 40 to A
10 reading do: K
mns

-1-

-Follow to: Lesson 7; I read and do(1)

-Task 1/ p40:
To skim and
Bibliographical Notes scan the text
( Text 1) to get White
-Title: Mohammed Dib information board/
 -Author: Thinley Kalsang Bhutia for doing the book V
-Source: Encyclopedia Britannica Ls/Ls the tasks A
-Date of publication: Feb, 25, 2016 K
-Type of document:
a- blog article
b- press article √
c- web article
T/ Ls
-Correction. Ls answer orally. T writes
15 on the board. Ls correct on their papers.
mns -T asks Ls to do:
Task 2/ p40:
-1- Answers by “True” or “Flase”: Ls/Ls
a- True
b- True
c- False
d- False
e- True
f- False
-2- They refer to:
-his → Mohammed Dib’s
-which → The trilogy “ The big house”,
“The fire” , “ The loom” T/Ls
-trilogy → the three novels
-its → the war for independence
-He→ Mohammed Dib
-He → Mohammed Dib
-3- plight:
-4- The tenses used are:
-The present simple to present the
novelist as it’s a fact.
-All the other verbs are in the past
simple because the author narrate past
events.
-5- early ≠