Sequence 1 ms4 Famous Landmarks 2019-2020

Teacher: Mohamed Roaissat Level: Ms4
Lesson:
Sequence one: Me, universal landmarks and
I listen and do (1) Framework: PDP
outstanding figures in history, literature and art
Describe famous landmarks
Target competences: Interact/Interpret/Produce Materials: School book-
Domain: Oral/Written/Both
Target structure: Passive voice/diphthongs W.Board -Datashow
Learning objective(s): Describe famous landmarks using specific information
Core values:
Cross-curriculum competencies: - sharing universal
Intel: Learner can interpret and use verbal and nonverbal messages. landmarks as a world
heritage
Meth: He can work in pairs or in groups.
- raising awareness of the
Com: He can use role play to communicate. importance of landmarks
Per and Soc: He respects our national values and behaves consistently. as a vehicle for cultural
identity
Time Procedure Sub-Objectives
30’
Introducing the new sequence: Get the learners
involved in the new
sequence
Me, universal landmarks and outstanding figures
in history, literature and art
Initial Situation:
You are among the best learners who were selected by the Ministry of National Education
15’ for a trip to London. You are curious to know about this city. Conduct a research on the net Put the learners in a real
problem-solving
to find out more information about the famous places and landmarks and outstanding
situation
figures, …
Project announcement:
1- Brochure to describe a famous landmark in my country or the world. Learners to know what
2- Mini-anthology: list of outstanding figures in history, literature, science and art. to do in the project
15’
Pre-Listening:
- Watching a short video about a tour around London
- Discussing pictures in course book p. 11,12 adding to the cover book (Houses of
Parliament picture). Prepare the learners for
Key-words: the listening stage, first
Tourist-guide, tour, sightseeing, Westminster palace, Parliament, Thames, building, exposure to the new
context: describe a
construction.
landmark
During Listening:
15’ Task 2 p.11: Listen then Fill in the gaps with the missing words
Script:
Tourist guide: Fine, then. Today, we’re going on a sightseeing tour
around London. We are now in the city of Westminster. In a few minutes, you will see
the Houses of Parliament along the river Thames, on your left. The place is also known Learners identify
as Westminster Palace, which was originally built in the eleventh century. On 16th vocabulary related to the
10’ October 1834 most of the building was destroyed by a fire. Six years later, construction topic: describe a
began on the current Houses of Parliament and was completed thirty years afterwards. landmark
In 1987, UNESCO designated the building as a World Heritage Site. .
First exposure to passive
Task 5 p.12: Listen then Find the correct answer voice.
Script:
Tourist guide: Do you see that high tower at the end of the Houses of
Parliament? Well, this is the clock tower, which tourists often call “Big Ben” when
referring to London’s most famous landmark. But that’s wrong. It is the massive bell
inside the clock tower that is correctly referred to as Big Ben.
15’
“Big Ben is normally the name of:
a- London’s famous clock b- its famous clock tower c- the bell inside it
Task 8 p.12: Listen then Fill in the table

Script:
Tourist guide: As for the clock itself, Edmund Beckett Denison worked Learners define specific
with Edward Dent, a clockmaker, to design the clock which would become information needed to
the Great Clock in the clock tower at the Palace of Westminster. Big Ben describe a famous
landmark
chimed for the first time on 11th July 1859. The bell’s strikes were broadcast
internationally by the BBC for the first time in 1932. Big Ben weighs 13.7
tons, stands 2.2 metres tall and has a diameter of 2.7 metres. The hammer
weighs 200 kilos. The clock tower, which is 96 metres tall, looks spectacular
at night when the four clock faces are illuminated.
20’ Designers 1st time 1st Big Ben’s Big Ben’s Big Ben’s Big Ben
Big Ben Broadcast weight height diameter hammer’s
Chimed by BBC weight
Post Listening: Listening for writing

Task 11 p.12: Using the information in the table, write a short paragraph purpose:
Partial situation:
Learners may start like this: learners uses specific
information to describe
“Big Ben” was designed by ……………. and ……….. It chimed for the first time on…… a famous landmark.
Lesson:
I listen and Do (2) Framework: PDP
Narrate about outstanding figures
Target structure: Passive voice/diphthongs W.Board -Datashow
Learning objective(s): -Narrate using biographical information about outstanding figures.
-Locate landmarks on a map.
Cross-curriculum competencies:
Intel: Learner can interpret and use verbal and nonverbal messages. Core values:
sharing literary and
artistic creativity as a
Com: He can use role play to communicate. universal heritage
Per and Soc: He respects our national values and behaves consistently.
Pre-Listening: Get the learners

- Teacher shows a short video or some pictures about Shakespeare and Stratford- involved in the lesson
upon-Avon city. context
10’
- Teacher asks learners to locate London and Stratford city on the map.
- Teacher asks learners if they know the person in the picture page 13.
- Teacher asks learners to give some examples about outstanding poets and
playwrights. Prepare the learners for
Key-words: the listening stage, first
Key words: poet- playwright- theatre exposure to the new
During Listening: context
Script:
On day 2 of their visit, the group of Algerian middle school students were taken by
their English guide to Stratford-upon-Avon, a small town about 160km northwest
of London and the birthplace of the famous English playwright and poet William
Shakespeare.
Tourist guide: Now, here we are in Stratford-upon-Avon. Our coach is heading
towards Shakespeare’s house where he was born in April 1564 and where he also
died in April 1616. As you may know, Shakespeare wrote some of the best plays in
English plays, like “Romeo and Juliet”, “Hamlet”, “Macbeth”, “Othello”, etc. He
was an actor, a playwright and one of the greatest English poets, too. He built his
own theatre, called the Globe Theatre. Here we are. This is Shakespeare’s house.
It’s a small museum, today. We’re going to get off the coach in a minute and visit
it.
Task 1: Listen then say: ‘true’ or ‘false’

- The tourists are in London.
Learners identify
10’ - The tourist guide is talking about Charles Dickens.
vocabulary related to the
- William Shakespeare is a playwright and a poet.
topic.
- The Globe is the name of the river.
Task 12 p.13: Listen then complete the ID card about Shakespeare
10’ ID Card:
- First name: Learners define specific
- Surname: information needed to
- Date of birth: narrate about an
- Place of birth: outstanding figure
- Date of death:
- Place of death:
- Occupations:
- Titles of two plays:
- Name of theatre:
5’ Task 15 p.13: Write a caption for the portrait of Shakespeare
Learners write the

caption of a figure’s
picture
15’
William Shakespeare (Stratford 1564-Stratford 1616)
Post Listening: Listening for writing

Task 18 p.14: Using the information in task 12, write a short paragraph purpose:
Partial situation:
……………………………. is an outstanding figure in English literature. He was born in learners uses specific
……………………. in ……………. He was a ………………………. and a information to narrate
…………………. . He wrote …………………………. about an outstanding
figure.
Lesson:
I listen and do (3) Framework: PDP
Describing itinerary
Target competences: Interact/Interpret/Produce
Materials: School book-
Target structure: Discourse markers Domain: Oral/Written/Both
W.Board -World map
(chronological markers)
Learning objective(s): - Describe an itinerary and identify its components.
- Organise discourse in chronological order.
-Locate landmarks on a map.
Cross-curriculum competencies: The learner can
Core values:
Intellectual C.: solve problem situations using a variety of communication means.
valuing travelling as a
Methodological C.: use strategies for listening and interpreting oral discourse.
source of knowledge
Communicative C.: use dramatization and role-play to communicate appropriately.
Personal and Social Cs.: respects our national values and behaves consistently.
Pre-Listening:
*T. invites learners to consider the following statement:
15’ - I travelled from Algiers to Ohio by plane.
Algiers airport (Algeria) → Frankfurt airport (Germany) → Columbus airport Identify the meaning of
itinerary/ cruise / port /
(Ohio/USA) plane itinerary airport/ map
* T. invites learners to locate the three airports on the map.
* T. invite them to draw a line between the three locations and explain what an
itinerary / cruise itinerary mean.
During Listening:
Script:
10’ Task 22 p.15 : Listen and reorder the names of places Identify itinerary
Mytonos – Spain – Algiers – Istanbul – Algiers - Italy components
Task 25 p.15: Listen then fill in the blanks with the missing words. Identify chronological
1→ first 2→ then 3→ after that 4→ finally markers
10’
Post Listening:
Task: a- locate the following cities on the map then draw the cruise itinerary..
5’ Partial situation:
describe an itinerary and
Oran → Palermo (Italy) → Antalya (Turkey) → Beirut ( Lebanon) → Alexandria (
its components by using
Egypt) → Skikda
chronological markers.
10’ B- Short paragraph: Use the previous locations to describe your itinerary and tell your
partner about it
Teacher. Roaissat M.
Sequence one: Me, universal landmarks and Lesson:
Framework: PPU
outstanding figures in history, literature and art I pronounce: Consonant clusters
Target structure: Consonant clusters W.Board -Datashow
Learning objective(s): Identify and correctly pronounce Consonant clusters in words used to narrate about outstanding
figure.
Core values:
Cross-curriculum competencies: raising awareness of the
Intel: Learner can interpret and use verbal and nonverbal messages. importance of outstanding
Meth: He can work in pairs or in groups. figures in history, literature
Com: He can use role play to communicate. and arts as the custodians
Per and Soc: He respects our national values and behaves consistently. of cultural identity and
values
I. PRESENT:
15’ T. asks learners to read the following:

Charles Dickens is one of the most outstanding novelists in English literature; he was
born in 1812 and died in 1870.
Charles → /rlz/ Dickens → /nz/ most → /st/
First exposure to consonant
Outstanding → /tst/ - /nd/ novelists → /sts/ English → /ngl/ clusters
Born → /rn/ and → /nd/

T. asks some learners to re-read the passage.
T. asks the learners to open books on page 27: My pronunciation tools and read the Identify the consonant
10’ clusters
definition of the consonant cluster.
T. reads consonant cluster definition and words in section “a,b,c” then “d” p.26 and makes
learners repeat after him/her.
II. PRACTICE:
Task 12 p.30: Listen then identify the consonant cluster: Identify and correctly
10’ pronounce consonant
Drum – rent – prize – sand – brake – trousers – rocked – prune – find – tramway – drown – cluster
hand – soaked – brave – land
Task 2 : Classify the consonant clusters in the table according to their position:
Initial Fianl
Locate the position of

5’ consonant cluster
III. USE
Task 16 p.30: Listen then complete the missing letters:
Practice on pronunciation
of consonant cluster
10’
Framework: PPU
outstanding figures in history, literature and art I pronounce: Diphthongs
Target structure: Diphthongs W.Board -Datashow
Learning objective(s): Identify and correctly pronounce diphthongs in words used to describe famous landmarks
Cross-curriculum competencies:
Core values:
Intel: Learner can interpret and use verbal and nonverbal messages.
valuing travelling as a
source of knowledge
Com: He can use role play to communicate.
5’ Review of the vowel sounds in English Lgge
I. PRESENT:
T. asks learners to read the following:
15’
The clock tower is a famous landmark in London; it’s near the Houses of Parliament. Its
First exposure to
height is 96 m; its bell ‘Big Ben” weighs 13.7 tons.
diphthongs
- Famous → /ei/ - near → /iә/ Identify the diphthongs
- Houses → /aʊ/ - height → /ai/ - weighs → /ei/

T. asks some learners to re-read the passage.
10’ T. asks the learners to open books on page 26: My pronunciation tools and read the
definition of the diphthong.
Identify and correctly
T. reads diphthongs and words in section “a” then “b” p.26 and makes learners repeat after pronounce diphthongs
him/her.
II. PRACTICE:
Task 1 p.29: Listen then identify the intruder diphthong.
10’
of diphthongs
5’ Task 4 p.29: Listen then Identify the correct diphthong

III. USE
15’ Task 8 p.30: Listen then choose the corresponding diphthong:

Framework: PPU
outstanding figures in history, literature and art I practice: Cause/ Result
Target structure: Because/as/since-therefore-so- Domain: Oral/Written/Both
W. Board -Flash cards
as a result
Learning objective(s): Use the cause/result form to describe/narrate about famous landmarks and figures
Cross-curriculum competencies: Core values:
Intel: Learner can interpret and use verbal and nonverbal messages. valuing travelling as a
source of knowledge
Com: He can use role play to communicate.

I. PRESENT:
10’
1- Bilal will travel to London because he wants to visit the Bridge Tower. Review of using
2- Pisa Tower is a famous landmark in Italy since it is a leaning tower. ‘because/as’
And introduce ‘since’ in
T. asks learners to find the relation between the two parts of sentence 1 and 2.
expressing the cause
“Pre-requisites”
because/since/as → CAUSE.
1- Burj Khalifa is more than 800 m tall therefore it is the tallest building in the world. Review of using
2- Shakespeare wrote several universal plays, so he is a famous English playwright. ‘so/therefore’
T. asks learners to find the relation between the two parts of sentence 1 and 2. And introduce ‘as a result’
10’
in expressing the result
so/therefore/as a result → RESULT.
Rule:
To express the cause, I use: because/since/as
To express the result, I use so/therefore/as a result
II. PRACTICE:
Task1: I link the sentences by adding: because / therefore /as / as a result
10’ Practice how to express the

1- Mona Lisa is so precious painting …………………. it was painted by Da Vinci. cause/result
cause
2- The pyramids of Egypt are very famous ……….. they were built around 2500 BC.
cause
3- The Mongols attacked China’s borders …………. the Chinese built the Great
wall.
result
10’ 4- Einstein discovered the theory of relativity ……………….. he is a famous he is an
outstanding English scientist.
Task1: I link the sentences by adding: because / therefore /as / as a result
1- Mona Lisa was painted by Da Vinci. …………………. it is so precious painting.
2- The Chinese built the Great wall ……………………… the Mongols attacked Shift from cause to result
China’s borders.
15’
III. USE
Additional practice on how
Task 18 p.39: to express cause and result
Lesson:
I practice: Comparative of Framework: PPU
equality/inequality
Target structure: as .. as / not as .. as W.Board -Datashow
Learning objective(s): Use comparative of equality/inequality to describe/narrate about famous landmarks and figures
Intel: Learner can interpret and use verbal and nonverbal messages. ■ sharing universal
Meth: He can work in pairs or in groups. landmarks as a world
Com: He can use role play to communicate. heritage
I. PRESENT:
II. PRACTICE:
Task 12 p.30: Listen then identify the consonant cluster:
First exposure to consonant
clusters
Task 2 : Classify the consonant clusters in the table according to their position:
Initial Fianl
Identify the consonant

clusters
III. USE
Task 16 p.30: Listen then complete the missing letters:
Identify and correctly

pronounce consonant
cluster
Locate the position of

consonant cluster
of consonant cluster
Framework: PPU
outstanding figures in history, literature and art I practice: Passive voice
Target structure: Passive form W. Board -Data show
Learning objective(s): Use the passive voice to describe/narrate about famous landmarks and figures
Intel: Learner can interpret and use verbal and nonverbal messages. sharing literary and
Meth: He can work in pairs or in groups. artistic creativity as a
Com: He can use role play to communicate. universal heritage

I. PRESENT:
10’
- Mona Lisa was painted by Leonardo da Vinci. First exposure the new
- Hamlet was written by Shakespeare. structure
- The great pyramid Khufu was built in 2000 BC.
T. asks who the doer of these deeds is.
T. asks why the doer of the action does not come in the subject place in the sentences.
T. explains that this form is called passive voice and urge learners to extract the rule
Supply the rule of passive
Rule: voice
Passive form:
was/were + PP (past participle)
PP of regular verbs: (stem + ed) Review of past participle

e.g. to paint → painted to publish → published of regular/irregular verbs
PP of some irregular verbs:
To build → built to write → written to see → seen
10’ T. asks learners to re-read the three sentences.
T. asks why the doer of the action in the third sentence is not mentioned. Know when to use passive
form
T. explains that the passive form is used when the doer of the action is unknown,
not important or known to everybody.
II. PRACTICE:
Task 1: I write the sentences in the passive form
Shift from active to passive
10’ 1- Da Vinci painted Mona Lisa form
Passive form → ………………………………………
2- Shakespeare wrote Romeo and Juliet
Passive form → ………………………………………...
10’
Task 5 p.37: I write the correct form of the verbs Practice on the structure of
passive form
10’
Task 6 p.37: I write the sentences in the passive form
Shift from active to passive

III. USE form
10’
Task 7 p.37: I choose two famous Algerian figures and write two passive sentences about Use passive form to narrate
them about famous figure
Framework: PPU
outstanding figures in history, literature and art I practice: Strong Adjectives
Target structure: Strong Adjectives W. Board -Flash cards
Learning objective(s): Use strong adjectives to describe and value outstanding figures and landmarks.
Core values:
Cross-curriculum competencies: The learner can
raising awareness of the
Intellectual C.: understand and interpret verbal and non-verbal messages.
importance of
Methodological C.: develop effective digital data.
landmarks as
Personal and Social Cs: He respects our national study methods.
a vehicle for cultural
Communicative C.: use I.C technology to process values and behaves consistently.
identity
I. PRESENT:
Introduce the new
15’
1- The great pyramid Khufu in Egypt is a huge construction adjectives.
2- We had an excellent sightseeing around London.
3- My flight to Liverpool was cancelled since the weather was terrible
T. asks learners to read the previous statements and do the following activity. Differentiate between base
Activity: match between words and their synonyms. adjectives and strong
* terrible * very good adjectives
* excellent * extremely big
* huge * very bad
T. asks why not using adjectives: good, big, bad instead of excellent, huge, terrible.
Rule:
Modify the adjective
I can modify the degree of an adjective value by adding other words: degree of value
very / extremely
Strong adjective = extremely + base adjective
e.g. huge = extremely big
T. mentions the fact that strong adjectives couldn’t be preceded with very/extremely
II. PRACTICE:
Task9 p.37: Identify the three intruder words that don’t mean that something is very Identify new adjectives that
good/very nice/ or great. are synonyms to very good
5’ lovely- marvellous- incredible- terrible- amazing- wonderful- awful- awesome- stunning- /very nice
very bad
fantastic- superb- horrible- exceptional- outstanding.
Task10 p. 37: Match each base adjective with its strong adjective enrich learners’ vocabulary
10’
Base adjectives: angry- cold- dirty- hungry- scary- tired- ugly- small- with new strong adjectives.
pretty/beautiful- crowded
Strong adjectives: filthy- gorgeous- exhausted- hideous- furious- tiny- freezing-
packed- starving- terrifying
Task 11 p.38: replace the words between brackets with the appropriate strong adjectives
extremely pleasant →lovely
extremely tired → exhausted
10’
extremely tasty → superb
extremely hungry → Starving Use strong adjectives to
describe famous
extremely beautiful → fabulous
landmarks/figures
III. USE
10’
Task 12/13 p. 38: Choose three strong adjectives and write three sentences to describe
three famous landmarks and outstanding figures Teacher. Roaissat M.
Lesson:
I read and do Framework: PDP
Text p.40: Mohamed Dib
Target structure: W.board
Learning objective(s): -Narrate using biographical information about outstanding figures.
Core values:
Cross-curriculum competencies: raising awareness of the
Intel: Learner can interpret and use verbal and nonverbal messages. importance of outstanding
Meth: He can work in pairs or in groups. figures in history, literature
Com: He can use role play to communicate. and arts as the custodians
Per and Soc: He respects our national values and behaves consistently. of cultural identity and
values
PRE-READING: Identify the

Task 1 P.40: Complete the bibliographical notes about the text1 p.40 bibliographical note of
the text
10’
Title:
Author:
Source:
Date of publication:
Type of document: a. blog article b. press article c. web article
Identify the meaning of
Key-words:
some key words
Novel: a written long story
5’ Novelist: a writer of novels
Trilogy: a set of three works of art that are connected
DURING READING:
Task 1: Read then answer by true or false
10’
a. Dib was a playwright.
b. The trilogy tells about Algeria during the period 1954-1962
c. Dib wrote for the rich not for the poor. Guess vocabulary from
10’ context
Task 2: a- Find in the text the synonyms of the following words:
- writer = author - many = several
- tell a story = recounts - describe = portray
b- Find in the text the opposites of the following words:
- before = after - peace = war
POST READING
15’
Task: Choose the correct answer

1- The type of the text is:
a. descriptive b. narrative c. prescriptive d. argumentative Identify the type of the
text
2- The text talks about:
a. a famous landmark b. a huge monument c. an Algerian outstanding figure
3- Mohamed Dib is a famous figure in: Relate the text to the
sequence theme
a. history b. literature c. science
T. Roaissat M.
Framework: PDP
outstanding figures in history, literature and art I learn to integrate
Target structure: W.board. Map of Algeria
Learning objective(s): -Describe an itinerary and its components: famous landmarks and figures.
- Locate landmarks on the map.
- Organize discourse in chronological order.
Core Values:
Cross-curriculum competencies: The learner can - valuing travelling as a
Intellectual C.: show creativity when producing oral and written messages. source of knowledge
Methodological C.: develop effective study methods. - sharing universal
Communicative C.: use dramatization and role-play to communicate appropriately. landmarks as a world
Personal and Social Cs.: He asserts his personal identity and behaves with self-confidence heritage
PRE-WRITING
T. Draws the map of Algeria and locates the following cities. He/she invites learners
15’ to talk about their famous landmarks and figures.
Trip itinerary: Put learners in a real
Your hometown → Batna → Constantine → Algiers situation
1- Departure: Home town.

2- Stopovers:
- Batna: Famous landmark: The ancient city Timgad ( Built by the romans in 100
AD) Identify the itinerary and
- Constantine: Outstanding figure: Abdelhamid Benbadis ( Constantine:1889-1940 ) its components
Famous Algerian scholar and the founder of the Algerian Muslim Scholars
Association.
3- Final destination: Algiers: the capital city of Algeria, Famous landmark:
Martyr’s Memorial: a 92m high monument.
DURING- WRITING
Situation of integration:
You went on a trip around Algeria and you visited some landmarks and you
knew about some outstanding Algerian figures; when you came back, a friend of
yours asked you about your trip.
In a short paragraph, describe to your friend the itinerary of your trip and talk
about the cities you visited and their famous landmarks and figures.
25’ Describe the itinerary
and its components
T. invites learners to work in pairs and write a paragraph in which they describe the trip
itinerary and its components.
T. mentions that learners use:
- chronological discourse markers: first, then, after that, next, finally
- passive voice
Learners may start like this:
Your friend: Welcome back, how was your trip.
Identify common
You: It was a wonderful trip around Algeria. First, I ………
mistakes and correct it
15’ POST- WRITING
T. chooses a paragraph, writes it on the board and corrects the mistakes
T. invites learners to copy down the corrected paragraph in their notebooks. T. Roaissat M.
Framework: PDP
outstanding figures in history, literature and art I think and write
Target structure: Passive voice-discourse markers ( Domain: Oral/Written/Both
W.board. flash cards
chronological/cause-result)- strong adjectives.
Learning objective(s): - Narrate using biographical information about an outstanding figure
- Organize discourse in chronological order.
Core Values:
Cross-curriculum competencies: The learner can raising awareness of the
Intellectual C.: understand and interpret verbal and non-verbal messages. importance of outstanding
Methodological C.: develop effective digital data. figures in history, literature
Personal and Social Cs: He respects our national study methods. and arts as the custodians
Communicative C.: use I.C technology to process values and behaves consistently. of cultural identity and
values
PRE-WRITING
T. shows the picture of Benbadis and ask learners about him and what do they know
15’ about him.
T. asks learners to fill in the biographical notes about Benbadis Identify the outstanding
figure
✓Name: Abdelhamid Benbadis
✓Date of birth: 1889
✓Place of birth: Constantine
✓Date of death: 1940
✓Place of death: Constantine
✓Occupation: Scholar, writer
Gather information
✓Other facts:
about them
− At the age of 13: to memorize the holy Quran
− 1908: to travel to Tunis to study in Zeytouna Mosque
− 1913: to travel to Hijaz to perform Hajj then visit Syria, Egypt and Medina.
− 1931: to found the Muslim Scholars Association with Ibrahimi
DURING- WRITING
Situation of integration: Understand the situation
A friend from Russia asked you about the outstanding figures in Algeria. Write of integration
an email to your friend in which you talk about Abdelhamid Benbadis.
T. invites learners to work individually and write an email in which they narrate about the
Algerian scholar Benbadis Use chronological
25’ markers, passive voice
T. mentions that learners:
and strong adjectives to
- use chronological discourse markers: first, then, after that, next, finally narrate historical events
- use passive voice
- express cause and result using cause/result markers
- use strong adjectives
Learners may start like this:
To: Todovskey@mail.ru
Dear friend Todovskey,
I am pleased to tell you about Abdelhamid Benbadis. Benbadis is a great Algerian
scholar and writer; he was born in ……………
Identify common
mistakes and correct it
POST- WRITING
15’ T. chooses a paragraph, writes it on the board and corrects the mistakes T. Roaissat M.
T. invites learners to copy down the corrected paragraph in their notebooks.

Sequence 1 ms4 Famous Landmarks 2019-2020

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Teacher: Mohamed Roaissat Level: Ms4

Task 8 p.12: Listen then Fill in the table

Post Listening: Listening for writing

Time Procedure Sub-Objectives

Pre-Listening: Get the learners

Task 1: Listen then say: ‘true’ or ‘false’

Task 12 p.13: Listen then complete the ID card about Shakespeare

Learners write the

William Shakespeare (Stratford 1564-Stratford 1616)

Post Listening: Listening for writing

15’ T. asks learners to read the following:

Born → /rn/ and → /nd/

Locate the position of

Time Procedure Sub-Objectives

5’ Review of the vowel sounds in English Lgge

- Houses → /aʊ/ - height → /ai/ - weighs → /ei/

5’ Task 4 p.29: Listen then Identify the correct diphthong

15’ Task 8 p.30: Listen then choose the corresponding diphthong:

Time Procedure Sub-Objectives

so/therefore/as a result → RESULT.

10’ Practice how to express the

Time Procedure Sub-Objectives

Identify the consonant

Identify and correctly

Locate the position of

Time Procedure Sub-Objectives

PP of regular verbs: (stem + ed) Review of past participle

Shift from active to passive

PRE-READING: Identify the

Task: Choose the correct answer

Time Procedure Sub-Objectives

1- Departure: Home town.

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