Ms4 Seq3 Lessons 1-2-3-4 by IZOUNTAR Abd El Alim

Ms4 Sequence 03 Lesson Plans By IZOUNTAR Abd el Alim Bejaia. FB: Bej Mid Sch Tea of En B.M.S.T.
E
Level : Sequence: 03 Lesson:01 (2h) Introducing : Lesson Focus:
.Ms 4 « Me, my Community and Citizenship.» -The sequence theme, the Language use
project and the In. Pr. So.Si
Learning Objective: By the end of this lesson, the SWBe aware of the sequence theme and the project’s
topic and they will be put into problematic situations paving the way for the communicated tasks to be presented
in separated lessons that serve the sequence learning objectives.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: Materials: White-board / book / pictures
Cross-curricular Competencies: Core-values:
1. Intellectual competence: -Valuing human
- The learner can use his critical thinking skills when eliciting the new target structure. tolerance and
- He can understand and interpret verbal and non-verbal messages understanding
2. Methodological competence: -Raising
- He can work in pairs or within the whole class. awareness of the
- He can mobilize his resources in English. importance of
- He can assess himself and his peers. national solidarity
3.Communicative competence:
- He can gather information from different sources using English.
4. Personal and social competencies:
- He socialises through oral or written exchanges.
Time . Framework . Procedure . Focus . Objectives . Materials . VAKT.
.
10 Warm-up T/PPs -To activate White V
-T greets his PPs then asks them to name some
mnts the PPs board and A
famous associations that are known for their
learning pupils’
great charitable contributions in our society and
schemata copybooks
to mention some of their activities. T also may
- To create
ask them whether they have already taken part
interest
in such actions before. (Kafil El Yatim, Nas El
-To recall V/A
Khir, Red Crescent, El-bir Wa Takwa, El-
prior
Ihssane…)
Presenting knowledge
20 the
T invites the PPs to have a look on page 95 and
mnts sequence
interpret the picture.
theme
-What does the picture represent? ..some members of
Ness El Khir association accomplishing their noble tasks…and -To make
some photos displaying some food habits and table manners. the PPs
aware of the
T invites the PPs to read the sequence title. sequence V/A
T writes the title on the board and explains the theme
key words
T involves the PPs in making the following
mind map: White
Help and
Citizenship
Food
-To present board.
advice habits some new and
Table manners
Opinion and PPs/T vocabulary pupils’
arguments
related to books.
Sequence Culture and
the
Charity
identity
three sequence A
theme.
The PPs copy the mind map on their C.B
-T leads the PPs to page 96 then invites them to

read the instructions:
25 Presenting .
Announcing the project
Mnts the second A
Part one
term 1. Our Online Letter Gallery
project With the collaboration of my partners, I search the A
internet for letters of advice written by Algerian and
foreign outstanding figures to their sons or daughters. I
Ms4 Sequence 03 Lesson Plans By IZOUNTAR Abd el Alim Bejaia. FB: Bej Mid Sch Tea of En B.M.S.T.E
write short biographies and introductory paragraphs, and
add photos to accompany the letters which will be posted
on our school blog or personal blogs and facebook pages.
T/PPs
Part two -Presenting
2. Our School Charity Project the
With the collaboration of my parents, I design a flyer to instruction Pupils’
promote the launching of our school's first charity. The books and A
flyer should: 1. Explain the reasons why our school copybooks
should create a charity. 2. State the goals of this charity.
3. Call for sponsors willing to fund the charity (PTA,
Ministry of National Education, private businesses,
celebrities, etc.) 4. Call for a student meeting to T/PPs
designate a committee or a board who will be in charge
of the various duties of the charity. French and Arabic
translations of the flyer will be distributed to the public
and potential sponsors, and an English copy posted on
the school billboard. .
T explains the project three phases (the starting off -To guide
– the building of the project – the presentation), sets the work
the deadline and invites the pupils to form the
groups and choose the topics in a silent way.
T/PPs
W. up T greets the PPs then asks them to make a short

review about the new sequence theme K
T invites the PPs to write the following I.P.S.S: -Presenting
Presenting the
the initial In the beginning of every school year, Algerian instruction
schools help learners in need. You feel concerned and
problem
wonder whether or not you can help. This raises your
solving curiosity about your schoolmates’ attitudes towards the
situation necessity of being charitable. Conduct a survey to find
out how much they feel and believe their charity may PPs/
make a change in society. T
Pre-
writing -The teacher splits the PPs into small groups and -To guide
provides them with the required guidance and T/ the work
assistance (). PPs
During -T. invites the pupils to share their first draft, to
writing check mistakes and to correct them -To involve
- T. asks pupils to take their partners’ advice into PPs/P PPs in co-
consideration and start writing the second draft. Ps learning and
- Pupils are invited to write the final draft, after peer
Presentation correcting mistakes. assessment
and - T. invites pupils with the different essays, to to improve
assessment work in pairs, read and assess each one’s work. their
writing.
What worked What hindered Action points

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Level : Sequence: 03 Lesson:02 Lesson Focus:
.Ms 4 « Me, my Community and Citizenship.» I listen and do -1- Language use
Learning Objective: By the end of this lesson the SWBATo listen for details and write a short report
summarizing their classmates’ opinions and arguments about a certain point of view.
Target Structures: Imperatives, opinion verbs Materials: White-board / book / pictures
1. Intellectual competence: ■valuing critical
- The learner can use his critical thinking skills when eliciting the new target structure. thinking and freedom
of speech
- He can understand and interpret verbal and non-verbal messages ■valuing wise ,
2. Methodological competence: helpful advice/
- He can work in pairs or within the whole class. recommendations
- He can mobilize his resources in English.
- He can assess himself and his peers.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up -T greets his PPs then involves them in the T/PPs -To activate White V
mnts following short game: the PPs board and AK
He splits the class into four or five groups then learning a chair
asks them to make lists of different words with schemata
relevance to the new sequence topic; the lists -To recall
should include verbs, nouns, adjectives…. . prior
-T at the end will reward the group that makes knowledge V/A
the biggest list PPs/
PPs
Pre-listening task: I match the words with
10 Pre- their synonyms :
mnts listening word Synonym
a-admit 1-objectives
b-little 2- thoughts -To pre-
c-opinions 3- incorrect teach
d-wrong 4- scared
e-frightened 5- accept T/PPs vocabulary.
f-goals 6- small V/A
g- courage 7- bravery
20 During
Part one:
mnts listening Audio
NB: Because of time restrictions, some of the following
listening
tasks may be skipped.
First listening: T invites the pupils to listen to part scripts and
one and choose the correct answer pupils’
Task 1 page 97. …“c”… -To listen books.
Task 2 page 97 …“c”… PPs/ for the gist
Task 3 page 97 …“b”… PPs -To listen
Task 5 page 97 …“c”… for specific A
Task 6 page 97 …“a”… information
Task 4 page 97 1 =/= c . 2 =/= a . 3 =/= b
 They work with their partners to compare -To involve
their answers and correct each other PPs in Peer
Second listening: correction.
Task 9 page 98 I listen and match the A
adjectives with the appropriate statements:
…1-c…/…2-a…./…3-d…/ …4-b…. PPs/ -To listen A
Task 10 page 98: …a…. PPs/ for specific
Task 11 page 98: 1-pains/ 2-if / 3-will / 4-society information Audio
Task 12 page 98: …b –f –c – g- d…. listening
Third listening: (group work) I listen and write two T/PPs scripts and
of the mother’s pieces of advice:(two per group) pupils’
1-Don’t be frightened and sad /2- Learn, my child, to look at life as a books.
serious matter. /3-Don’t let it defeat you. / 4-Decide to fight.
5-Have courage and clear goals / 6-Go through the world with open
eyes ./ 7-listen not only to your own pains and interests, but also to the
pains and interests of others.
Tasks 16 page 99 A
- Do you think that the mother’s advice are
important and useful?
- Do you agree with her when she advised her
daughter not to be frightened and sad
because she is going to die?
- What’s your opinion about the necessity of PPs/
having courage and clear goals in life? PPs
- Has any of your parents, teachers or friends Pupils’
ever given you interesting advice that you books and
still remember? If yes, who was he? And copybooks
what did you learn from him?
Part two:
Tasks 20 page 99: PPs/
1- yourself / 2- admit / 3- the opposite / 4 – obstinate PPs
5 – right / 6 – fight / 7 – die
Tasks 22 page 99:
1–b/2–a
Tasks 23 page 100: - Yes, it does
Tasks 24 page 100: a- a person who criticizes …
 They work with their partners to

compare their answers and correct each
other
Task 29 page 100

Teacher opens a free discussion with his PPs to
let them express their points of view towards
mother’s last piece of advice (to fight and die
20 Post- for her opinions) whether they are for or
mnts listening against it, supporting their opinions with -To involve
strong convincing arguments giving examples. PPs in an
( K. Yacine/ Z.Drif) open
Task 30 page 100: debate.
When the debate is over, the PPs work in
groups to write short reports summarizing their
opinions and arguments. In the conclusion, they -To write
assess the percentage of those who are for and short
those who are against reports
“Those of our classmates who agree with Jana's mother
about their
put forward the following arguments: firstly, they think
opinions
that…. Secondly,... Thirdly,…. and
Those who disagree argue that ….
arguments
In conclusion, the number/ percentage of those who are
for …, whereas that of those who …”
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.Ms 4 « Me, my Community and Citizenship.» I pronounce( silent k,l,b,w,n) Language learning
Learning Objective: -By the end of the lesson the SWBATo deliver an oral presentation about a good citizen
using words containing the silent letters : k ,w , l , b , n.
Target Structures: the silent letters : k ,w , l , b , n. Materials: White-board / book / pictures
1. Intellectual competence: ■ valuing ethical
- The learner can use his critical thinking skills when eliciting the new target structure. manners and good
- He can understand and interpret verbal and non-verbal messages citizen behaviors and
qualities
2. Methodological competence:
- He can work in pairs or within the whole class.
.
10 Warm-up T/PPs -To activate V
1 / -T greets his PPs then involves them in a
mnts the PPs A
short discussion about some inappropriate
learning K
behaviors we notice during the times of
schemata
disasters and epidemics in our society ( T
- To create
shows some pictures to illustrate) and invites
interest
them to give their opinions supported by
strong arguments.
T invites the PPs to read (and write) what

Rayane said:
I strongly condemn some people’s inappropriate

behaviors during the times of natural disasters -To present
and epidemics. You know, rising goods’ prices T/PPs the target
and making big food stocks while other people are structure in V/A
starving are with no doubt wrong manners that context
should be eradicated. White
20 Presentation board.
mnts Isolation: and
1/ What does Rayane condemn? pupils’
… he condemns some people’s inappropriate behaviors copybooks
during … - CCQ’s .
2/ What are these inappropriate behaviors? …. -To isolate
rising goods’ prices and making big food stocks while
other people are starving …
the target
3/How does he find them? structure A
.. with no doubt they are wrong manners that should be
eradicated
Analysis: V
- Listen to how the highlighted words are .
pronounced (T reads the highlighted words)
- What do you notice? Are all the letters -Analyzing A
pronounced? ….there are some letters that you T/PPs the target
skipped, they did not come out like “b” in doubt and structure A
“w” in wrong
- Very good, these letters are written but not
pronounced, they are “silent”
Eliciting the rule:
 We refer by a silent letter to the letter that is T/PPs - To help

………… but not …… the PPs
 Silent "k": "k" is usually silent when it is initial Elicit the A
(the first letter in the word) and followed by "n".
rule
Ex: (to know). 
 Silent "w": "w" is usually silent when it is initial
and followed by "r". Ex: (to write). It can also be
silent in other words: Examples: (who; two). 
 Silent "l": "l" is usually silent if the word ends
in: 'alm', 'alk', 'olk' or 'ould'. 
T/PPs
Ex: (calm; talk; half; yolk; could). 
 Silent "b": "b" is usually silent when it is in
final position and preceded by: ''m''. Ex: (bomb).
Sometimes, it is also silent in mid-position: Ex:
(bomber; plumber) or before "t". Ex: (doubt;
debt) 
 Silent "n": "n" is usually silent when it is final
position and preceded by "m". Example:
(column).
T invites the PPs to listen and repeat after him (the

words are on page 108: I listen and repeat) V
A
PPs/T
Tasks 01 – page 110
Acknowledge/ swap /shoulder/crumble /columnist
F.B.T
Task 03 page 110 Pupils’
knock/ answer/ could/ doubt/ autumn books and
Task 04 page 110: copybooks
1–w / 2–l / 3–n / 4–b / 5–k
M.B.T
Task: I pick out the words containing a
15 silent letter in the following dialogue:
Mnts Practice Karim: You know, I walked for half an hour
down the street when corona virus was first
announced on TV.I saw the whole city in a big
mess. I could not talk to anyone and I could PP/PP
not find answers to my questions
Salim: We have to calm down in such
15 situations. We should not be selfish because
Mnts Use there are some poor and weak people who
need our help.
Task : (oral) I use some of the following PP/PP

words to deliver an oral presentation about
C.B.T
how people behave in cases of perils and
how a good citizen should actually react.
Condemn – know – doubt – answer – talk –
whole – who – autumn – knock – should –
would – wrong – answer – write …

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.Ms 4 « Me, my Community and Citizenship.» My grammar lesson (imperatives) Language learning
Learning Objective: -By the end of the lesson the SWBATo give advice and make recommendations using
imperative verbs
Target Structures: imperative verbs. Materials: White-board / book / pictures
1. Intellectual competence: ■ raising awareness
- The learner can use his critical thinking skills when eliciting the new target structure. of the importance of
- He can understand and interpret verbal and non-verbal messages national solidarity
2. Methodological competence:
- He can work in pairs or within the whole class.
.
10 Warm-up T/PPs -To activate V
1 / -T greets his PPs then involves them in a
mnts the PPs A
short discussion about the charitable missions
learning K
fulfilled by local civil and social associations.
schemata
T asks them to name some of the active
- To create
associations in Algeria or in the province and
interest
to indicate their main activities. T also may
ask them whether they are adherent in some of
these associations or not .(T shows the pictures)
T invites the PPs to read (and write) Rayane’s

message:
Dear friends
Try to spread goodness in your society. Put hand
in hand to be powerful. Help the poor and don’t T/PPs -To present
Presentation the target V/A
forget the orphans and widows. Be by their side
and assist them. Do something good for your structure in
community. Plant a tree and clean up what context White
20 surrounds you. Be useful and helpful in life. board.
mnts and
Isolation: pupils’
1/ Whom does Rayane address in his copybooks
message? … his friends … .
2/ What is the purpose behind writing this - CCQ’s
message? …. To give them advice … -To isolate
3/What does he advise them? extract from the the target A
message structure
.. Try to….. Put hand in …, Help the poor, Don’t
forget…,Be by their …,Assist them, Do something..,
V
Plant a tree…, Clean up what… , Be useful..
.
Analysis:
- The first piece of advice he gave them is:
Try to spread goodness A
- Does this sentence have a subject?. No, it T/PPs -Analyzing
doesn’t. It starts with a verb without a subject… the target A
- What form does the verb take?…stem form… structure
-This kind of sentences is called : Imperative
sentences
Eliciting the rule:
 An imperative sentence is a sentence that T/PPs

begins with …… and does not have a …… - To help
 It is used to give ……….or to make the PPs A
recommendation. Elicit the
 It is also used to give instructions ( as in rule
cooking recipes for example)
Ex: Add sugar and milk then mix for 5 minutes
 It can take a negative form:
Do not (don’t) + stem
Ex: Do not (don’t) forget the orphans and
T/PPs
widows.
T invites the PPs to have a look on my grammar

tool on page 112
To do practices on how to give instructions, PPs

can deal with tasks 1/2/3/4/5 p 114
Practice Tasks 01 – page 114
Add mint – Pour in boiling… - Put the tea… - V
Serve the tea.. – Wash the tea… A
knock/ answer/ could/ doubt/ autumn
PPs/T
Task 02 page 114:
1–e / 2–c / 3–b / 4–a/ 5–d
Task 03 P 114: adding sequencers to my
F.B.T Pupils’
instructions to make a coherent paragraph
To do practices on how to make recommendations,
books and
PPs can deal with task 6 p 114 copybooks
M.B.T
15 Task : I use some of the following verbs in
Mnts Use imperative sentences to advice people to be
good citizens who care for their community.
To respect – to help – to assist – to share – to
donate – to take part – to participate – to clean PP/PP
up – to feel what others feel – to accept others
opinions – not to fight – not to insult people –
15 not to despise people – not to smoke in public
Mnts areas ….
PP/PP
C.B.T

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Ms4 Seq3 Lessons 1-2-3-4 by IZOUNTAR Abd El Alim

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Ms4 Sequence 03 Lesson Plans By IZOUNTAR Abd el Alim Bejaia. FB: Bej Mid Sch Tea of En B.M.S.T.

-T leads the PPs to page 96 then invites them to

W. up T greets the PPs then asks them to make a short

What worked What hindered Action points

 They work with their partners to

Task 29 page 100

T invites the PPs to read (and write) what

I strongly condemn some people’s inappropriate

 We refer by a silent letter to the letter that is T/PPs - To help

T invites the PPs to listen and repeat after him (the

Task : (oral) I use some of the following PP/PP

What worked What hindered Action points

T invites the PPs to read (and write) Rayane’s

 An imperative sentence is a sentence that T/PPs

T invites the PPs to have a look on my grammar

To do practices on how to give instructions, PPs

What worked What hindered Action points

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