4+MS Sequence+One By+khelil+2019 2020

Sequence One
Universal Landmarks and Outstanding Figures in

History, Literature and Arts
Sequence: 01 Lesson: (The Initial Situation) Framework: T.B.L
Learning objectives: To enable the learners to involve, put into problematic situations,
declare the communicated tasks to be broken into learning objectives and lessons in the
sequence.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Present simple (to be and to have).
Core values: Valuing travelling as a source of knowledge/
Sharing universal landmarks as world heritage and literary as
Materials: Board/ Flashcards/
universal heritage/ Raising awareness of the importance of:
World Map.
(Landmarks as a vehicle for cultural identity/ Outstanding
figures in history, literature and Arts as the custodians of
cultural identity and values).
Cross curricular competencies
Intellectual: They can show creativity when Methodological: They can use information
producing oral and written messages and and communication technology whenever he
ability to show some degree of autonomy in needs it for learning and research.
all areas of learning.
Communicative: They can use a role play to Social and Personal: They can be aware of
communicate appropriately./ Use information his role and others' role in the development of
and communication technology such as blogs, projects./ Promote the work of his peers./
websites page, discussion forums, platforms Develop attitudes of solidarity./ Be honest and
to interact with learners of other cultures. accountable for his work and respects others
work.
Warming Up: The teacher greets the learners and makes a quick revision about travel and
vacation (the learners saw them in M.S 2 Seq 4). Then, he/ she sticks universal landmarks and
places of interests in the world and invites the learners to name them. After that, he/ she starts a
short discussion to lead the learners to the situation.
New York London Paris Egypt
M.S 4 1 Teacher: Moudjib Arrahmane Khelil

Pre-Task: The teacher pins the following pictures on the board and asks the learners to match
pictures with words and then answer the questions bellow. (tourist – international travel
forum – Algerian landmarks – tripadvisor).
 What do these pictures represent?  What is the relation between these pictures?
Task Cycle: The teacher writes the situation on the board, reads it, explains the new words
using gestures or flashcards. The new words are: (forum – tripadvisor – website – landmarks
– old medinas – figures). Then, he/ she asks the learners to read the situation and try to
understand it. After that, he/ she splits the class into groups and instructs them to write their
paragraphs. He/ She may correct the learners mistakes.
In the "International Travel Forum" of "tripadvisor.com" website, you read a message of

a tourist from England. He needs some information about Algeria. Think of some famous
places you visited and write some information about them (famous landmarks, souks, old
medinas/ town, famous figures, etc). Turn these information into a "Travel brochure" to be
posted in this travel forum.
 The teacher provides the learners with information about what they are going to learn in
Sequence One. He/ She may draw the following mind map.
 The learners reads their situations in front of their classmates. They may correct their
mistakes and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

Sequence: 01 Lesson: (The Sequence Project) Framework: T.B.L
Learning objectives: To enable the learners to design a brochure or a mini-anthology about
some famous landmarks or outstanding figures in their country and in the world.
Target structure: Present simple (to be and to have).
Core values: Valuing travelling as a source of knowledge/
Sharing universal landmarks as world heritage and literary as
universal heritage/ Raising awareness of the importance of: Materials: Board/ Flashcards.
(Landmarks as a vehicle for cultural identity/ Outstanding
figures in history, literature and Arts as the custodians of
cultural identity and values).
Intellectual: They can show creativity when Methodological: They can use information
producing oral and written messages and and communication technology whenever he
ability to show some degree of autonomy in needs it for learning and research.
all areas of learning.
Communicative: They can use a role play to Social and Personal: They can be aware of
communicate appropriately./ Use information his role and others' role in the development of
and communication technology such as blogs, projects./ Promote the work of his peers./
websites page, discussion forums, platforms Develop attitudes of solidarity./ Be honest and
to interact with learners of other cultures. accountable for his work and respects others
work.
Warming Up: The teacher greets the learners and sticks some pictures about famous
landmarks and outstanding figures in the Algeria and in the world on the board and invites the
learners to name them.

The project announcement: The teacher writes the project on the board, reads it,
highlights the key words and explains them using gestures or flashcards. The new words are:
(brochure – mini-anthology – outstanding – history – literature – science – Arts –
biography – poems – novels – plays). Then, he/ she asks the learners to read the project and
try to understand it. After that, he/ she splits the class into groups and instructs them to do their
projects. He/ She may correct the learners mistakes and provide them with the information they
might need.
1. Our Universal Landmarks Brochure

With the collaboration of my parents, I design a brochure that will include descriptive
texts and visuals about some of the most famous landmarks in my country and the world.
2. Our Mini-Anthology of Outstanding Universal Figures
With the collaboration of my parents, I design a mini-anthology that will include an
alphabetical list of outstanding national and international figures in history, literature,
science and Arts. Each entry in this mini-anthology should include photos of the famous
person, a biography (narrative text), a list of the titles of the major works/ writing and
short excerpts from the poems, novels, plays, articles, etc. this person has written.
 The teacher invites learners to complete the "Landmark Information Card" or the
"Outstanding Figure Information Card" and include all what they are going to learn in
the whole sequence in their school magazine.

Landmark Information Card
Name: ……………………………………………………………...
Landmark City: …………………………….………………………………….
Photo Country: …………………...………………………………………
Area/ Height: ………………………………………………….......
Number of visitors every year : …………………….……………
Outstanding Figure Information Card

Outstanding Name: …………………………………………………………......
Figure Other Name: ……………………………………………………...
Photo Date and Place of Birth: …………………...…………………….
Major Works/ Writing: ………………………………………….
Date and Place of Birth: …………………….…………………...
 The learners reads their situations in front of their classmates. They may correct their

Sequence: 01 Lesson: 01 (The Language Use 1) Framework: P.P.U
Learning objectives: To enable the learners to compare and write about Algerian landmarks
and outstanding figures using the comparative of equality and inferiority "as … as" and
"not as … as" respectively.
Target structure: The comparative of equality and Domains: Oral/ Written/ Both.
inferiority "as … as" and "not as … as".
Core values: Valuing landmarks and outstanding figures in
Materials: Board/ Flashcards
Algeria and in the world.
Intellectual: They can use their critical Methodological: They can work in pairs or
thinking skills when eliciting the new target within the whole class, mobilize their
structure, understand and interpret verbal and resources and assess themselves and their
nonverbal messages. peers.
Communicative: They can gather Social and Personal: They can socialize
information from different sources using through oral and written exchanges.
English.
Warming Up: The teacher greets the learners and sticks some flashcards about famous
landmarks in the world on the board and invites the learners to guess the name of those
landmarks.( The Eiffel Tower/France – Big Ben/ England – Sydney Opera House/
Australia – The Pyramids/ Egypt – The Great Wall/ China – Taj Mahal/ India – The
Statue of Liberty/ USA – The Pisa Tower/ Italy).

 The teacher asks the learners to ask as many questions as possible about those landmarks.
- The Eiffel Tower (Paris, 31st March 1889, Alexandre Gustave Eiffel, 300 m tall, 5 to 7
million visitors every year)
- Big Ben (London, 31st May 1859, Augustus Pugin, 96 m high, 8 to 10 million visitors
every year)
- Sydney Opera House (Sydney, 20th October 1973, Jørn Utzon, 65 m high, 7 to 8 million
visitors every year)
- The Pyramids (Cairo, 2560 BC, Hemiunu, 138.8 m high, 14.7 million visitors every
year)
- The Great Wall (China, 7th century BC, Qin Shi Huang, 2400 km long, 10 million
visitors every year)
- Taj Mahal (Agra, 1643, Shah Jahan, 73 m high, 7 to 8 million visitors every year)
- The Statue of Liberty (New york, 28th October 1886, Frédéric Auguste Bartholdi, 93 m
high, 3.5 million visitors every year)
- The Pisa Tower (Pisa, 1372, Bonanno Pisano, 55.86 m high, 1 million visitors every year
Presentation: The teacher writes the following sentence on the board:
 Pisa Tower is as famous as Big Ben, but Big Ben is not as old as Pisa Tower.
 The Statue of Liberty is as attractive as The Eiffel Tower, but the Statue of Liberty is not
as big as the Eiffel Tower.
 The teacher highlights the target structure "My Grammar Tools page 31".
Pisa Tower is as famous as Big Ben

Comparative of Equality
The Statue of Liberty is not as big as the Eiffel Tower

Comparative of Inferiority
I use:
Comparative of Equality and Inferiority

To compare objects, animals or people that are similar or equal in some way, I use
the comparative of equality: "as + adjective (short or long) + as":
Examples: - Pisa is as big as Malaga. (the size of the town of Pisa = the size of the
town of Malaga)
- Nadia is as excited as Karim. (Nadia's excitement = Karim's
excitement)
I use the comparative of inferiority: "not as + adjective (short or long) + as" to
compare objects, animals or people that are not similar or not equal.
Examples: : Is Topkapi Palace as big as Alhambra Palace?
- No, it's not as big as the Alhambra Palace.
(the size of Alhambra Place ≠ the size of Topkapi Palace)
NOTE: The following comparative forms are very frequent in English:
"as soon as I can"; "as best as I can"; "as fast as I can"; "as soon as possible"
(whose abbreviated form "ASAP" is very common in emails or in texting short message

"SMS" or mobile phones).
Example: Please, send a replay ASAP! (= as soon as possible!)
Practice: The teacher asks the learners to do Task 1 and 2 page 36. They may work in pairs.
Task 1 page 36: (I pay attention to the information between brackets and fill in each blank in
my copybook with: "as" or "not as").
a. Eiffel Tower in Paris (300 m) is … not as …tall as Burj Khalifa in Dubai (828 m).
b. The preserved part of the Great Wall of China (8851 km) is almost … as … long as the
distance between London and Beijing by plane (8151 km).
c. Ketchaoua Mosque in Casbah of Algiers (built around 1612) is nearly … as … old as
Sultan Ahmed Mosque in Istanbul (built between 1609 and 1616).
d. Windsor Castle in Windsor (50,000 sq.m "m²") … not as … large as Buckingham Palace
in London (77,000 sq.m "m²"). Windsor is small town 37 km west of London, where the
Queen's royal residence of Windsor Castle is situated.
Task 2 page 36: (I compare and join each pair "a" and "b" in my copybook using "as … as" or
"not as … as").
1. a. The Italian painter, sculptor, architect and poet Michelangelo is famous.
b. The Italian painter, scientist and engineer Leonardo da Vinci is famous, too.
 Michelangelo is as famous as Leonardo da Vinci.
 or: Leonardo da Vinci is as famous as Michelangelo.
2. a. The Algerian painter Omar Racim is talented.
b. The Algerian painter M'hamed Issiakhem is talented, too.
 Omar Racim is as talented as M'hamed Issiakhem.
 or: M'hamed Issiakhem is as talented as Omar Racim.
3. a. When he died, the Algerian writer Mouloud Feraoun was not very old.
b. When he died, the Algerian writer Mouloud Mammeri was older than Mouloud
Feraoun.
 Mouloud Feraoun is not as old as Mouloud Mammeri.
 or: Mouloud Mammeri is not as old as Mouloud Feraoun.
4. a. Travelling by plane is exciting.
b. Cruising on a ship is more exciting than travelling by plane.
 Travelling by plane is not as exciting as Cruising on a ship.
5. a. The Royal Mausoleum of Mauretania, located near Tipasa, is an interesting historic
monument.
6. b. The Royal Mausoleum of Medghacen, located near Batna, is another interesting
historic monument.
 The Royal Mausoleum of Mauretania is as interesting as the Royal Mausoleum of
Medghacen.
 or: The Royal Mausoleum of Medghacen is as interesting as the Royal Mausoleum of
Mauretania.
Use: The teacher invites the learners to use the map of Algeria to locate the landmarks. Then,
he/ she asks them to make comparisons between two of them. After that, he/ she shows pictures
of two outstanding figures (Ahmed Tewfik El-Madani and Abou El-Kacem Saâdallah) to the
learners and asks them to make a comparison between the two outstanding figures using the
information in the table below.
Task (I make a comparison between Ahmed Tewfik El-Madani and Abou El-Kacem
Saâdallah using the information in the table).
Ahmed Tewfik El-Madani Abou El-Kacem Saâdallah
Name
Date of Birth November 1st, 1899 July 1st, 1930

Place of Birth Tunis, Tunisia El-Oued Souf, Algeria
Literary, Historical and Political
Work Focus Literary and Historical works
works
Date of Death October 18th 1983 December 14th, 2013
Place of Death Algiers, Algeria Algiers, Algeria
 Encyclopedia: Algeria's Cultural
 He wrote several articles in History (9 volumes).
various newspapers of the
 Research and Opinions in the
Association of Algerian Muslim
History of Algeria (5 parts).
Scholars such as Al-Basa'er and
 Algerian National Movement
Al-Shihab.
(4 parts).
 Memoirs of Haj Ahmed Sharif
 Lectures in the History of
Zahar.
Modern Algeria (The Beginning
 Life of Struggle (Memoirs).
of the Occupation).
 The 300-year war between
 Research in Arab and Islamic
Algeria and Spain.
History.
 Mohamed Osman Pasha Day
His Books  Experiences in Literature and
Algeria 1766 - 1791: His
Journey.
biography, wars, works, state
 Green Time, Diwan Saâdallah.
system and public life during his
reign.  Studies in Modern Algerian
Literature.
 The Book of Algeria: The history
of Algeria to this day and its  The Life of Prince Abdelkader,
natural and political geography Charles Henry Churchill.
and elements of its population.  Peoples and Nationalities,
 This is Algeria. Algeria, 1958.
 Muslims in Sicily and Southern  Anthology of Arabic Poetry, the
Italy. collection of Mufti Ahmed Ben
Ammar.
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.

Sequence: 01 Lesson: 02 (The Language Use 2) Framework: P.P.U
Learning objectives: To enable the learners to ask and answer questions about artistic
masterpieces and famous landmarks using the active and passive forms/ voices .
Target structure: The active and the passive forms/ voices.
Core values: Valuing landmarks and outstanding figures in
Materials: Board/ Flashcards
Algeria and in the world.
Intellectual: They can use their critical Methodological: They can work in pairs or
thinking skills when guessing answers and within the whole class, mobilize their
eliciting the new target structure, understand resources and assess themselves and their
and interpret verbal and nonverbal messages. peers.
Communicative: They can ask and answer Social and Personal: They can socialize
about landmarks and outstanding figures through oral and written exchanges.
through networks and mobilise their previous
knowledge to seek information.
Warming Up: The teacher greets the learners and makes a quick revision about famous
landmarks in the world. He/ She may use a guessing game: Choose the correct alternative.
a- Brandenburg Gate a- The Empire State a- The Golden Gate a- Nimes arenas
b- The Parthenon b- Burj Khalifa b- The Tower Bridge b- The Colosseum
c- Louvre Museum c- Louvre Museum c- The Normandy Bridge c- Pompeii forum
a- The Pentagon a- The Great Mosque a- The Golden Gate a- The Louvre Pyramid
b- Orsay Museum b- Al-Quds Mosque b- The Normandy Bridge b- The Mayan Pyramid
c- The Kremlin c- Imam Ali Mosque c- The Tower Bridge c- Pyramid of the Moon

Presentation: The teacher writes the following note on the board about: The Eiffel Tower:
The Eiffel Tower is the most famous monument in France. It is situated in Paris. It was
built by 250 workers for the International Exhibition of Paris of 1889 commemoration the
centenary of the French Revolution. It was designed by Gustave Eiffel. The tower was met
with much criticism from the public when it was built, with many calling it an eyesore.
Newspapers of the day were filled with angry letters from the arts community of Paris. Now, it
is the most visited pay monument.
 The teacher highlights the target structure "My Grammar Tools page 31/ 32". He/ She may
use sentences from the previous note.
Gustave Eiffel designed the Eiffel Tower

Verb in the Past Simple
Subject/ Doer Direct Object
(Active Form/ Voice)
The Eiffel Tower was designed by Gustave Eiffel

To Be + The Past Participle
Direct Object Subject/ Doer
(Passive Form/ Voice)
I use:
Active and Passive Forms/ Voices

The active and the passive forms (or voices) are two different ways of organising the
content of a sentence.
Examples:
1. On October 16th, 1834 a fire destroyed most of the building. (Active)
Subject/ Does Direct Object
2. On October 16th, 1834 most of the building was destroyed by a fire. (Passive)
Subject Agent/ Doer
In the active form, the focus is on the subject or the "doer" of the action ("a fire").
The active form is the typical, usual form or structure of an English sentence:
"Subject + Verb + Direct Object"
In the passive form, the focus is on the person or the thing that the action was done to
("the building"). The passive form or structure of an English sentence:
"Subject (= direct object of the active sentence) + ("Be" + Past Participle of verb) + "By"
+ Agent (= subject of the active sentence)".
When or why do I use the passive form?
 I use the passive when I want to change the focus of the sentence from the "doer"
(subject) to the person/ thing that the action was done to the (direct object).

 I use the passive when I don't know the "doer" of the action (subject of the verb), or
when I don't want to say who this "doer" is or when the "doer" is not important to mention
or when it is known to everybody.
Examples: - Alhambra was built in the ninth century. (by whom? I don't know or it isn't
important.)
- The thief was arrested. (by whom? Everybody knows that it is the police.)
Can I change any sentence from active to passive form?
 I Can form passive structures only with verbs that are followed by a direct object
(transitive verbs: to build something; to arrest someone; etc.)
 I Can't form passive structures with verbs that have no direct object (intransitive
verbs: to arrive; to go; to travel; to die; etc.)
Example: - He arrived late to school.
 I Can't form passive structures with verbs that describe states or situations (state
verbs: to be; to go; to seem; etc.)
Example: - I was busy all day. – He seemed unhappy.
How do I write the verb in a passive sentence?
 Past Simple Tense: "was/ were + past participle of the verb"
Example: - Alhambra was inscribed as a World Heritage Site by UNESCO in 1984.
 Present Simple Tense: "am/ are/ is + past participle of the verb"
Example: - The place is known as Westminster Palace.
 Negative Form: "wasn't/ weren't + past participle of the verb" (Past Simple Tense)
and "am not/ aren't/ isn't + past participle of the verb" (Present Simple Tense)
NOTES:
1. I always use the past form of "Be" (was – were) in the passive structure "Be +
born" to talk about my or another person's birth.
Example: Leonardo da Vinci was born in 1452.
2. I always use the active form of the verb "to die" to talk about a person's death.
Example: Leonardo da Vinci died at the age of sixty-seven.
Practice: The teacher asks the learners to do Task 5 and 6 page 37. They may work in pairs.
Task 5 page 37: (I write the correct form of the verbs between brackets in my copybook).
a. Timgad (be found) … was founded … by the Romans.
b. Ketchaoua and Sultan Ahmed mosques (be build) … were built … in the 17th century.
c. The House of Parliament (be situate) … was situated … along the river Thames, in
London.
d. Shakespeare's house (be locate) … was located … in the small town of Stratford-upon-
Avon.
Task 6 page 37: (I compare and join each pair "a" and "b" in my copybook using "as … as" or
"not as … as").
1. a. Da Vinci painted Mona Lisa.
b. Mona Lisa was painted by da Vinci.

2. a. Picasso painted Guernica in 1937.
b. Guernica was painted by Picasso in 1937.
3. a. The Algerian writer Kateb Yacine published "Nedjma" in 1956.
b. "Nedjma" was published by Kateb Yacine in 1956.
4. a. The Algerian writer Mouloud Feraoun wrote "The Poor Man's Son" (Le Fils du
Pauvre) in 1950.
b. "The Poor Man's Son" was written by Mouloud Feraoun in 1950.
5. a. Mouloud Mammeri's novel "Opium and the Stick" (L'Opium et le Bâton – 1965)
narrates the sad story of the Algerian War of independence.
b. "Opium and the Stick", by Mouloud Mammeri in 1965, is narrated the sad story of
the Algerian War of independence.
Use: The teacher invites the learners to do the following tasks.
Task 1: (I complete the sentence using the passive form of the verbs between brackets).
1. The National Museum of Republic in Brazil (design) … was designed … by the
architect Oscar Niemeyer.
2. The play "Romeo and Juliet" (write) … was written … by William Shakespeare in
1590s.
3. The microwave oven (invent) … was invented … by Percy Spencer in 1947.
4. The picture "Sunflowers" (paint) … was painted … by Vincent van Gogh in 1888.
5. The music for the Disney movie "The Lion King" (compose) … was composed … by
Elton John in 1994.
Task 2: (I turn the following sentences into the passive).
1. a. Thomas Edison invented the phonograph in 1877.
b. The phonograph … was invented … by Thomas Edison in 1877.
2. a. Marie Curie discovered Radium in 1898.
b. Radium … was discovered … by Marie Curie in 1898.
3. a. Gabriel García Márquez wrote "One Hundred Years of Solitude" in 1971.
b. "One Hundred Years of Solitude" … was written … by Gabriel García Márquez in
1971.
4. a. Tim Berners-Lee developed the World Wide Web in 1989.
b. The World Wide Web … was developed … by Tim Berners-Lee in 1989.
5. a. Woo Paik produced the first digital HDTV (high-definition television) in 1991.
b. The first digital HDTV … was produced … by Woo Paik in 1991.

Sequence: 01 Lesson: 03 (I Listen and Do 1) Framework: P.D.P
Learning objectives: To enable the learners to listen to conversations, gather information and
reinvest them to describe famous monuments and landmarks.
Target structure: Simple Past/ The passive voice.
Core values: Valuing travelling as a source of learning and
Materials: Board/ Flashcards.
being proud of national landmarks and outstanding figures.
Intellectual: They can show some degree of Methodological: They can use strategies for
autonomy in all areas of learning and interpret listening and interpreting oral discourse and
verbal and nonverbal messages to get work in pairs or within small groups.
information.
Communicative: They can use information Social and Personal: They can socialize
from the net to interact with learners of other through oral and written exchanges to value
cultures . their national landmarks.
Warming Up: The teacher greets the learners and makes a quick review about the last
session by asking the learners to give some famous landmarks in the world.
Pre-Listening: The teacher shows the learners some flash cards about London’s most
famous landmarks and monuments: (Tower Bridge/ Coca-Cola London Eye/ St Paul's
Cathedral/ Westminster Abbey). After that, he/ she may asks the following questions:
 Why do tourists usually visit these famous places?  How do they go there?
 With whom do they go there? Why?
st
While-Listening: The 1 Listening: The teacher invites the learners to listen to the tourist
guide (Part 1) Listening Scripts page 2. Then, he/ she asks them to do Task 2 page 11. He/
She may explain the new words: (open-top double-decker bus, tourist guide, sightseeing
tour, Houses of Parliament, Thames River, Westminster Palace, Great Fire of London).

Task 2 page 11: (I listen to the English tourist guide "Part 1" and write down the missing
words in my copybook).
Today, we’re going on a sightseeing tour around … (1) London … We are now in the city
of Westminster. In a few … (2) minutes …, you will see the Houses of Parliament along the
… (3) river … Thames, on your left. The place is also known as Westminster Palace, which
was originally built in the eleventh … (4) century… On 16th October 1834 most of the building
was destroyed by a fire. Six years … (5) later …, construction began on the current Houses of
Parliament and was completed thirty years … (6) afterwards … In 1987, UNESCO designated
the building as a World Heritage Site.
 The 2nd Listening: The teacher invites the learners to listen to the tourist guide (Part 2)
Listening Scripts page 2/ 3. Then, he/ she asks them to do Task 5 and 6 page 12. He/ She
may explain the new words: (Big Ben, Bell, Sir Benjamin Hall, Ben Caunt).
Task 5 page 12: (I listen now to the English tourist guide "Part 2" and copy the correct answer
into my copybook).
a. London's famous clock.
"Big Ben is normally the name of: b. Its famous clock tower.
 c. The bell inside it.
Task 6 page 12: (I listen again to the English tourist guide "Part 2" and copy the two correct
answers into my copybook).
"Big Ben" was named after the famous English boxer Ben Caunt because:
a. It was not very big.
b. It was very big, like heavyweight boxer. 
c. Sir Benjamin Hall's name was "Big Ben".
d. Ben Caunt's name was "Big Ben".
e. Ben Caunt's nickname was "Big Ben". 
 The 3rd Listening: The teacher invites the learners to listen to the tourist guide (Part 3)
Listening Scripts page 3. Then, he/ she asks them to do Task 8 and 11 page 12. He/
She may explain the new words: (Edmund Beckett Denison, Edward Dent, chimed,
BBC, hammer, spectacular, illuminated).
Task 8 page 12: (I listen now to the English tourist guide "Part 3" and complete the table in
my copybook).
First World
First
Names of Broadcast of Big Ben's
Time Big Big Ben's Big Ben's Big Ben's
Big Ben's Big Ben's Hammer's
Ben Weight Height Diameter
Designers Chimes by Weight
Chimed
the BBC
Edmund
Beckett
On 11th 2.2 Metres
Denison, In 1932 13.7 Tons 2.7 Metres 200 Kilos
July 1859 Tall
Edward
Dent
Task 11 page 12: (I use the information from the table "Task 8" and write a short paragraph
about "Big Ben" in my copybook).
"Big Ben" was designed by … Edmund Beckett Denison and Edward Dent … It chimed
for the first time on … 11th July 1859 … and 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. Its hammer weighs 200 kilos.
Post-Listening: The teacher splits the class into groups and asks them to do the following
task.
Task: (I write a short description including information about monuments, landmarks,
outstanding figures in my village, wilaya or town).
You want to promote tourism in your village, town, or a wilaya next to yours, choose one
and write a short description including information about monuments, landmarks, outstanding
figures in your village, wilaya or a wilaya next to yours. following the model "Task 11 page
12" about "Big Ben".

Example:
"Martyrs' Memorial" in Algiers was designed by the Algerian painter "Bachir Yellès" and
The Polish sculptor "Marian Konieczny". This impressive monument to the Algerian war for
independence is one of Algiers' most attractive landmarks. The monument was opened in 1982
on the 20th anniversary of Algeria's independence. The monument was inaugurated by the then
President Chadli Bendjedid in February 1986. It is fashioned in the shape of three standing
palm leaves which shelter the "Eternal Flame" beneath. At the edge of each palm leaf stands a
statue of a soldier, each representing a stage of Algeria's struggle. This monument reaches a
height of 92 metres Above the three supporting fins, at 14 metres from the ground, is an Islamic
style turret with a diameter of 10 metres and a height of 7.6 metres, topped by a dome of 6
metres. It rests on an esplanade that burns an "Eternal Flame" and includes a crypt, an
amphitheatre and the National Museum of El Moujahid (underground).

Learning objectives: To enable the learners to write a short descriptive piece of writing about
an outstanding figure after developing listening strategies, using the simple past tense.
Target structure: The simple past tense.
Materials: Board/ Flashcards/
Core values: Valuing outstanding figures.
Shakespeare’s Portrait.
Intellectual: They can show some degree of Methodological: They can use strategies for
autonomy in all areas of learning and interpret listening and interpreting oral discourse and
verbal and nonverbal messages to get work in pairs or within small groups.
information.
Communicative: They can use a role play to Social and Personal: They are keen on
communicate appropriately. promoting the work of their peers./ They can
socialize through oral and written exchanges.
session by asking the learners to give some famous landmarks in London.
Pre-Listening: The teacher shows the learners a portrait of the famous English playwright
and poet "William Shakespeare" and he/ she may explain the difference between (a picture/ a
photo – a portrait). "As nouns the difference between portrait and picture is that portrait is a
painting or other picture of a person, especially the head and shoulders while picture is a
representation of anything (as a person, a landscape, a building) upon canvas, paper, or
other surface, by drawing, painting, printing, photography, etc". After that, he/ she asks them
the following question:
 Who is the man on this portrait?
While-Listening: The 1st Listening: The teacher invites the learners to listen to the tourist
guide (Part 4) Listening Scripts page 3. Then, he/ she asks them to do Task 12 page 13. He/
She may explain the new words: (Stratford-upon-Avon, Coach, Shakespeare’s House,
Plays, Playwright, Globe Theatre, Folks, ).

Task 12 page 13: (I listen now to the English tourist guide "Part 4" and complete the
"ID Card" of the famous English writer in my copybook).
ID CARD (1)
 First Name: William
 Surname: Shakespeare
 Date of Birth: April 23rd, 1564
 Place of Birth: Stratford-upon-Avon
 Location of Birthplace
 Date of Death: April 26th, 1616
 Place of Death: Stratford-upon-Avon
 Occupations: An actor/ A poet/ A playwright
 Title of Two Plays: "Romeo and Juliet", "Hamlet"
 Name of Theatre: Globe Theatre
 The 2nd Listening: The teacher invites the learners to listen to the tourist guide (Part 4)
Listening Scripts page 3. Then, he/ she asks them to do Task 16 page 13.
Task 16 page 13: (I work with my partner, I use the information in the "ID Card (1)",
"Task 12" and ask him/ her questions about:)
 What is the name of the English writer mentioned by the tourist guide in the listening text?
 Where and when did he born?
 What was his job?
 How many plays did Shakespeare write? Give the title of three plays.
 What is the name of his own theatre?
 Did you hear about this famous English playwright and poet?

Post-Listening: The teacher asks the learners to do Task 18 page 14.
Task 18 page 14: (I use the information from the "ID Card (1)","Task 12" and write a short
paragraph about the famous English writer in my copybook).
Example:
Charles Dickens is an outstanding figure in English literature. His writings are known
worldwide. He was born on February 7th, 1812 in Portsmouth
Hampshire, England. He was a parliamentary journalist, a writer and
social critic. He wrote 15 novels, five novellas, hundreds of short
stories and non-fiction articles. Charles Dickens best-known works
include novels such as "Oliver Twist" (1839), "A Tale of Two Cities"
(1859), "David Copperfield" (1850) and "Hard times" (1870).
Dickens died on June 8th, 1870 after a stroke. He was writing a
book "Edwin Drood". He had wished to be buried at Rochester
Cathedral in a simple and private manner, but contrary to his wishes, he was buried at Poet’s
Corner, Westminster Abbey.

Learning objectives: To enable the learners to listen to a conversation, act it out and organize
a series of activities, actions, and events using the simple past tense and the chronological
time markers.
Target structure: The Simple Past Tense/ The
Chronological Time Markers (First, Then, After that,
Next, … Finally).
Core values: Valuing travelling as a source for knowledge
and learning./ Sharing experiments with others and being Materials: Board/ Flashcards.
open to the world.
Intellectual: They can understand and Methodological: They can use strategies for
interpret a conversation and use his critical listening and interpreting oral discourse and
thinking to solve the pictures puzzles. work in pairs or within small groups.
Communicative: They can interview partners Social and Personal: They can socialize
to gather information and reinvest the through oral and written exchanges.
language in a real life situation.
session.
Pre-Listening: The teacher shows the learners some flash cards about sea means of
transport: (Sailing Boat/ Cruise/ Yacht/ Speed Boat). After that, he/ she may ask the
following questions:
 What do these pictures represent?  Which one do you like? Why?

 Have you ever used one of these means of transport before? When?
While-Listening: The 1st Listening: The teacher invites the learners to listen to the
conversation between Nabila and her classmates (Part 1) Listening Scripts page 3/ 4. Then,
he/ she asks them to do Task 22 page 15. He/ She may explain the new words: (Cruise Ship,
The Mediterranean, Chatting, Cruise Itinerary).
Task 22 page 15: (I listen to the conversation "Part 1" and reorder the names of the following
places in my copybook, according to the itinerary of Nabila's cruise).
5 Mykonos 2 Spain 1/ 6 Algiers 4 Istanbul 1/ 6 Algiers 3 Italy

 The 2nd Listening: The teacher invites the learners to listen to the conversation between
Nabila and her classmates (Part 1) Listening Scripts page 3/ 4. Then, he/ she asks them to
do Task 25 page 15.
Task 25 page 15: (I listen again to the conversation "Part 1" and fill in each blank with the
corresponding word).
Nadia: Welcome back, Nabila. How was your cruise?

Nabila: Nice to see you all again ... Oh, it was wonderful! … (1) First …, I sailed from
Algiers to Spain on a cruise ship. … (2) Then …, I visited Italy and, … (3) after that …, I
sailed to Istanbul with a stopover for two nights on the Greek island of Mykonos.
… (4) Finally …, I returned to Algiers after having spent four exciting days in Turkey.
Post-Listening: The teacher asks the learners to role play and asks them to describe an
itinerary of a cruise following Nabila’s example. Task 27 page 16.
Task 27 page 16: (I work with my partner. I play the role of Nabila and choose other different
Mediterranean countries. Then, I tell my partner about my cruise itinerary using the words
"First; Then; After that, Finally", as in the example).
Example:
My partner: Welcome back, (Ahmed). How was your

cruise?
Me: Nice to see you all again (Samir) Oh, it was
wonderful! First, I took the coach from El-Oued to
Algiers. Then, I sailed from (Algiers) to (Valencia,
Barcelona in Spain) on a cruise ship. Next, I visited
(Toulon, Monte Carlo (Monaco), Ajaccio (Corsica) in
France) and, after that, I sailed to (Florence, Rome in
Italy). Then, I sailed to (Tunis, Tunisia) with a stopover
for two nights the first, night on (the Maltese island of
Valletta) and the second night (the Sardinian island of
Cagliari). Finally, I returned to (Algiers) after having spent
four exciting days in (Tunis).

Learning objectives: To enable the learners to listen to different conversations and fill in an
"ID Card" and a fact file using the simple past, the comparative of equality and inferiority.
Target structure: The Simple Past Tense.
Core values: Being proud of Islamic heritage and valuing
historical places, landmarks and international outstanding Materials: Board/ Flashcards.
figures.
interpret a conversation. listening and interpreting oral discourse and
work in pairs or within small groups.
Communicative: They can reinvest the Social and Personal: They can socialize
language in a real life situation. through oral and written exchanges and
mobilise their resources.
session. Then, he/ she asks them to give some famous places in Spain (Barcelona – Granada –
Malaga).
Pre-Listening: The teacher shows the learners some flash cards about famous Islamic
landmarks, outstanding figures and paintings in Spain: (Granada/ Pablo Picasso/ Guernica/
Alhambra Palace).
conversation between Nabila and her classmate (Part 2) Listening Scripts page 4. Then, he/
she asks them to do Task 29 page 16. He/ She may explain the new words: (Disembarked,
Paintings, Fascinating, Wonder).
Task 29 page 16: (I listen now to "Part 2" of the conversation and reorder the jumbled
exchanges in my copybook).

You mean Granada. This is southern Spain. I
A D
didn’t go to Barcelona. We disembarked at the
port of Malaga, the town where the greatest
He’s really a great modern artist.
Spanish painter Pablo Picasso was born.
Do you know his date of birth?
“Guernica” is one of his most famous paintings.
I visited his family house and birthplace, which
3 2
is now a museum.
B You lucky girl! Now, tell us the E Yes, of course. That was the first place I visited
whole story from the beginning. How in Granada. One of the most fascinating palaces
1 was your trip to Barcelona? 6 I have ever seen! A real wonder!
C F I think the guide told us he was born on the 25th
I’ve read something interesting about October 1881 but he died in France in 1973.
the famous Alhambra palace. I’m sure of that. After my visit to Malaga, I
5 4 went to Granada.
Nabila and her classmate (Part 2) Listening Scripts page 4. Then, he/ she asks them to do
Task 31 page 17.
Task 31 page 17: (I listen again to "Part 2" of the conversation and complete in my copybook
the "ID Card" of the famous artist that Nabila mentioned).
ID CARD (2)
 First Name: Pablo
 Surname: Picasso
 Date of Birth: October 25th, 1881
 Place of Birth: Malaga
 Date of Death: 1973
 Place of Death: France
 Nationality: Spanish
 Occupations: Painter
 Title of Famous Painting: "Guernica"
 The 3rd Listening: The teacher invites the learners to listen to the conversation between
Nabila and her classmate (Part 3) Listening Scripts page 4/5. Then, he/ she asks them to do
Task 34 page 17 and Task 37 page 18. He/ She may explain the new words: (Military
Fortress, Royal Residence, Nasrid Dynasty, Place, Courtyards, Fountains ).
Task 34 page 17: (I listen now to "Part 3" of the conversation and copy the true statements
"facts" about "Alhambra Palace" into my copybook).
ALHAMBRA: FACT FILE (1)

 "Alhambra" is a Spanish word, which means "red". (False)
 "Red Fortress" is an English translation of the Arabic words: "Qalat Al-Hamra". (True)
 "Alhambra" was built in the 19th century. (False)
 It had been the residence of the emirs of Granada since the 13th century. (True)
 In 1942, Granada became Spanish and Christian. Muslims were obliged to leave the city
and settle in North Africa. (False)
 "Alhambra" is a big as a city. (True)
 "Alhambra" contains a lot of halls, courtyards, gardens, fountains, towers and gates.
(True)
 The most famous of its fountains is the "Fountain of the Lions". (True)
Task 37 page 18: (I listen again to "Part 3" of the conversation and complete the missing
information in "Fact File (2)" in my copybook).
ALHAMBRA: FACT FILE (2)

 "Alhambra" total surface area? (100,000 square meters "m²")
 Length of its wall? (2000 m long)
 Number of its towers? (29)
 Number of its gates? (07)
 Date of its listing by UNESCO as a World Heritage Site? (1984)
Post-Listening: The teacher asks the learners to reuse the information learnt previously to
write a caption about "Alhambra Palace". Task 39 page 18.
Task 27 page 16: (I use the information I learnt in the conversation "Part 3" and write in my
copybook a caption about "Alhambra Palace").
Example:
"Alhambra" is an Arabic word which means "Red". It was called so because of its
reddish walls: in Arabic "Qalat Al-Hamra" means "Red
Fortress". It was built in the 9th century as a military
fortress and became a "Royal Residence" for the first
time in the 13th century during the "Nasrid Dynasty". As
a result, all the other emirs of Granada also used it as a
residence until the fall of the city on 2nd January 1492
and the exile of "Muslim Andalusian" to North Africa
(Morocco, Tunisia and Algeria). It’s a huge place! It
extends over 100,000 square metres (m²). It has a 2000
m long wall, 29 towers, 7 gates, a great number of halls,
courtyards, gardens and fountains the "Fountain of the
Lions" is the most famous one. "Alhambra" was inscribed as a World Heritage Site by
UNESCO in 1984.

Learning objectives: To enable the learners to listen carefully to conversations and gather
information to use them to write a short paragraph about international outstanding figures.
Target structure: The Passive Voice/ Simple Past/ Strong Domains: Oral/ Written/ Both.
Adjectives.
Core values: Valuing international outstanding figures. Materials: Board/ Flashcards.
interpret verbal and nonverbal messages. listening and interpreting oral discourse and
Communicative: They can play roles to Social and Personal: They can socialize
communicate appropriately. through oral and written exchanges and
promoting the work of his peers.
session. Then, he/ she asks them to give some famous outstanding figures in the world for
example (William Shakespeare – Charles Dickens – Pablo Picasso).
Pre-Listening: The teacher shows the learners some flash cards about famous Italian
landmarks, outstanding figures and paintings: (Pisa/ Galileo Galilei/ Piazza del Duomo/
Florence/ Anchiano/ Leonardo da Vinci/ Mona Lisa/ Louvre Museum).
conversation between Nabila and her classmate (Part 4) Listening Scripts page 5. Then, he/
she asks them to do Task 47 page 20. He/ She may explain the new words: (Astronomer,
Miraculous, Brilliant, Scientist).
Task 47 page 20: (I listen again to "Part 4" of the conversation and complete in my copybook
the "ID Card" of the outstanding artist Nabila mentioned).
ID CARD (3)
 First Name: Leonardo
 Surname: da Vinci
 Date of Birth: April 15th, 1452
 Place of Birth: Anchiano
 Location of Birthplace: 60 km to the east of Pisa
 Date of Death: May 2nd, 1519
 Nationality: Italian
 Occupations: Painter/ Scientist/ Engineer
 Title of Famous Painting: "Mona Lisa"
 Place of Exhibition of this Famous Painting: The Louver Museum, Paris
Nabila and her classmate (Part 4) Listening Scripts page 5. Then, he/ she asks them to do
check their answers.
Post-Listening: The teacher asks the learners to do Task 51 page 20.
Task 51 page 20: (I use the information from the "ID Card (3)","Task 47" and write a short
paragraph about the famous artist in my copybook).
Example:
Michelangelo is an outstanding figure in European Arts and science. His works are
known worldwide. He was a talented artist and scientific genius. He was
born on March 6th, 1475 in Florentine village called Caprese, Italy. He
was a sculptor, a painter, architect and poet. He learned some of the
basic painting techniques and also taught himself new skills such as
sculpting. A number of Michelangelo's works of painting, sculpture
and architecture rank among the most famous in existence such as
"Madonna and Child" (1504), "The Creation of Adam" (1510), "The
Libyan Sibyl" (1511) and "The Last Judgment" (1541).
Michelangelo died in Rome in February 18th, 1564, at the age of
88 (three weeks before his 89th birthday). His body was taken from
Rome for interment at the Basilica of Santa Croce, fulfilling the maestro's last request to be
buried in his beloved Florence.

Learning objectives: To enable the learners to listen carefully to conversations and gather
information to use them to write a descriptive report comparing two landmarks.
Target structure: The Passive Voice/ Simple Past/ Domains: Oral/ Written/ Both.
comparative of inferiority.
Core values: Valuing travelling as a resource of learning. Materials: Board/ Flashcards.
interpret verbal and nonverbal messages. listening and interpreting oral discourse and
Communicative: They can play roles to Social and Personal: They can socialize
communicate appropriately. through oral and written exchanges and
promoting the work of his peers.
session. Then, he/ she asks them to give some famous artist in the world for example (Pablo
Picasso – Leonardo da Vinci – Michelangelo).
Pre-Listening: The teacher shows the learners some flash cards about famous Turkish
landmarks, historic sites and outstanding figures: (Istanbul/ Marmara/ Topkapi Palace/
Mimar Sinan/ The Suleymaniye Mosque/ Sultan Suleyman).
conversation between Nabila and her classmates (Part 5) Listening Scripts page 5/ 6. Then,
he/ she asks them to do Task 54 page 21. He/ She may explain the new words: (Divided,
Situated, Located, Residence, Sultans, Complex, Quarters, Stables).

Task 54 page 21: (I listen now to "Part 5" of the conversation and write down the missing
words in my copybook).
Nadia: Your cruise makes me dream, Nabila! Now, tell us about Istanbul!
Nabila: It’s an amazing city! It’s … (1) divided … into two parts by the Sea of
Marmara. Half of the city is … (2) situated … in Europe and the other half in Asia. Many
of the famous landmarks and historic sites are … (3) located … in the European part. So, I
first visited Topkapi Palace. It used to be the residence of the Ottoman sultans between the
15th and the 19th centuries.
Karim: Is Topkapi … (4) Palace … as big as Alhambra?
Nabila: No, it’s not as big … (5) as … the Andalusian palace; Topkapi is … (6) smaller
…. The guide told us that its area was about 80,000 square metres. It’s a huge complex with
many different quarters, halls, rooms, kitchens, baths, stables for horses, etc. Today, the
palace is a museum, which was … (7) added … to the UNESCO list of World Heritage
Sites in 1985.
The 2nd Listening: The teacher invites the learners to listen to the conversation between Nabila
and her classmate (Part 6) Listening Scripts page 6. He/ She may explain the new words:
(Marvel, Contributed, Designed, Buried).Then, he/ she asks them to fill the "ID Card" of the
outstanding Ottoman figure mentioned by Nabila. Task 56 page 22.
Task 56 page 22: (I listen now to "Part 6" of the conversation and complete in my copybook
the "ID Card" of the outstanding Ottoman figure mentioned by Nabila).
ID CARD (4)
 First Name: Mimar
 Surname: Sinan
 Date of Birth: 1490
 Date of Death: July 17th, 1588
 Place of Burial (tomb): Next to Sultan Suleiman
 Nationality: Turkish
 Occupations: Architect
 Famous Works: Many larges mosques in Istanbul
 The 3rd Listening: The teacher invites the learners to listen again to the conversation
between Nabila and her classmate (Part 6) Listening Scripts page 6. Then, he/ she asks
them to do Task 58 page 22.
Task 58 page 22: (I listen again to "Part 6" of the conversation and reorder the jumbled
exchanges in my copybook).
A D
I’d love to but it’s not as easy as you think!. I
Me, too! visited his family house and birthplace, which is
now a museum.
4 5

B You’ve seen and learnt lots of E Many architects contributed to its building but
interesting things, Nabila. Please, take the most outstanding of them all was Mimar
3 me with you on your next cruise! Sinan, born around 1490. He designed many of
C the largest mosques in Istanbul such as the
Who built this marvel? Did you Suleymaniye Mosque, where he is buried next
know, Nabila? to Sultan Suleyman and his wife. He died on
1 6 17th July 1588, if my memory serves me right.
Post-Listening: The teacher asks the learners to gather all the information about
"Alhambra" and "Topkapi" palaces learnt in the previous tasks and fill in the table Task 60
page 23. After that, he/ she asks them to write a descriptive report comparing the two palaces
(as a homework).
Task 60 page 23: (I complete the table in my copybook, using all the information I have learnt
in the previous tasks about "Alhambra" and "Topkapi" palaces).
ALHAMBRA TOPKAPI
It is 100,000 square It is 80,000 square
What's the area of each palace?
metres (m²) metres (m²)
"Topkapi" is smaller
Which palace is smaller? /
than "Alhambra".
"Alhambra" is larger
Which palace is larger? /
than "Topkapi".
When was each palace used as a royal It used as a royal It used as a royal
residence? residence. residence.
The emirs of Granada
Who built each palace? Mimar Sinan did.
did.
You can see towers, You can see different
gates, halls, courtyards, quarters, halls, rooms,
What can you see or visit in each palace?
gardens and fountains, kitchens, baths, stables
etc. for horses, etc.
It was listed by It was listed by
When was each palace listed by UNESCO
UNESCO as World UNESCO as World
as World Heritage Site?
Heritage Site in 1984. Heritage Site in 1985.

Sequence: 01 Lesson: 09 (I Pronounce) Framework: P.P.U
Learning objectives: To enable the learners to produce and present an oral piece of writing,
using the right pronunciation of diphthongs and consonant clusters correctly.
Target structure: Diphthongs / Consonant Clusters.
Core values: Praising the Algerian landmarks. Materials: Board/ Flashcards.
I pronounce: The pronunciation of
diphthongs and consonant clusters.
Intellectual: They can use their critical Methodological: They can assess their work,
thinking skills when identifying sounds and their classmates work and work in pairs or in
showing creativity when producing oral and groups.
written messages.
Communicative: They can information and Social and Personal: They can socialize
communication technology to interact with through oral and written exchanges.
others.
Warming Up: The teacher greets the learners and asks them the following questions:
 How many letters do we have in English alphabet?
 Name the vowels and the consonant.
Icebreaking: The teacher provides the following picture on the board to activate the learners
prior knowledge and to attract their interest. After that, he/ she asks the learners to find words
and pay attention to the pronunciation.
Boy /ɔɪ/ Eye /aɪ/ Nose /əʊ/ Mouth /aʊ/
Face /eɪ/ Ear /ɪə/ Hair /eə/ Tourist /ʊə/

Presentation: The teacher writes the following sentences from the listening scripts "Part 4"
on the board and invites the learners to read it. Then, he/ she sorts out words that contain
diphthongs and consonant clusters. Then, he/ she asks them to read it correctly. After that, he/
she highlights the rules "My Pronunciation Tools page 26/ 27 and 28".

Tourist guide: Now, here we are in Stratford-upon-Avon. Our coach is heading
towards Shakespeare’s house where he was born on 23rd, April 1564 and where he also
died on the 26th, day of the same month in 1616.
MY PRONUNCIATION TOOLS
1. Diphthongs
What is a diphthong?
 The word "diphthong" has a Greek origin. It is composed of two words: "di" (which
means: "two") and "phthongos" (which means: "sounds").
 So, a "diphthong" is a combination of two successive "vowel sounds": /e + ɪ/, /a + ɪ/,
/ɔ + ɪ/, /ə + ʊ/, /a + ʊ/, /ɪ + ə/, /e + ə/, /ʊ + ə/.
 There are eight diphthongs in English: /eɪ/, /aɪ/, /ɔɪ/, /əʊ/, /aʊ/, /ɪə/, /eə/, /ʊə/
DIPHTONGS
Cantering Closing
Ending in "ə" Ending in "ɪ" Ending in "ʊ"
/ɪə/ /eə/ /ʊə/ /eɪ/ /aɪ/ /ɔɪ/ /aʊ/ /əʊ/
Usual spelling in: Usual spelling in: Usual spelling in:
a – ay – i – y – ie
o – oa –
ea – ee – ai – ea – oor – ea – ey – – eye –
ou – ow oe – ow
ie – ere are – eir our – a*e – i*e – y*e oi – oy
– ou*e – o*e –
– ier – ere ure aigh – – eigh –
ough
eigh igh
EXAMPLES EXAMPLES EXAMPLES
late hi
found go
ear hair day by point
coat
deer wear poor great die
how toe
tier care tour they eye
snow
here their cure age like
house home
fierce where straight type boy
although
eight height
night
2. Consonant Clusters
What is a consonant cluster?
 The word "cluster" means: a group of similar things that are close together.
(Cambridge Dictionary)
 So, a "consonant cluster" is a group of two or more successive "consonant sound"
that are together and have no "vowel sound" between them. (Cambridge Dictionary)
 Consonant clusters in English my occur in "initial position" (beginning of the word)
or in "final position" (end of the word).
Examples:
1. Initial Position: /pr/ and /br/, /tr/ and /dr/ as in: print/ brick, tree/ drive.
2. Final Position: /nt/ and /nd/, /ft/ and /kt/ as in: mint/ mend, left/ fact.
 NOTES:
1. Consonant clusters may also occur in "mid position" (in the middle of the word):
apricot; umbrella; dentist; active.
2. A word may contain two or more consonant clusters in various positions: print;
trend; brand; dentist.
3. Final "ed" in the past and past participle forms of "regular verbs" may also form a
"final" consonant cluster when pronounced /t/ or /d/ after a consonant: robbed
(/bd/); stopped (/pt/); moved (/vd/); missed (/st/).
4. The suffix "est" in the superlative form of short adjectives also forms a "final"
consonant cluster: (/st/) tallest; greatest; smallest.
.
5. There are a lot of consonant clusters in English; you can't study them all in this
year. You will learn more about them in secondary school.
Practice: The teacher asks the learners to do Task 1 and 4 page 29/ Task 12 page 30.
Task 1 page 29: (I listen and identify the intruder diphthong in each list).
 /eɪ/: take – stay – make – tray – try – sailor. (The intruder is "try" /aɪ/)
 /aɪ/ : life – height – classmate – kind – pilot – writer. (The intruder is "classmate" /eɪ/)
 /ɔɪ/ : noise – voice – vice – soil – coin – point. (The intruder is "vice" /aɪ/)
 /eə/ : hair – fair – air – ear – share – stair. (The intruder is "ear" /ɪə/)
 /ʊə/ : cure – pure – tour – tear – mature – endure. (The intruder is "tear" noun /ɪə/; verb /eə/)
 /ɪə/ : clear – here – fear – dear – dare – engineer. (The intruder is "dare" /eə/)
 /əʊ/ : throw – show – shout – close – post – poet. (The intruder is "shout" /aʊ/)
 /aʊ/ : down – town – counting – accountant – load – loud. (The intruder is "load" /aʊ/)
Task 4 page 29: (I listen carefully to the pronunciation of the letters in bold type in each
sentence and identify the correct diphthong).
 /eɪ/, /aɪ/ or /ɔɪ/?

Picasso was a great painter; he started painting at the age of eight.
 /eə/, /ʊə/ or /ɪə/?
When I was ten years old, my dream career was engineering.
 /əʊ/, or /aʊ/?
Childhood memories remain the most important moments in our lives even when we grow old.
Task 12 page 30: (I listen and identify the consonant cluster "/pr/; /br/ - /tr/; /dr/ - /nt/; /nd/
- /ft/; /kt/" in each word in the following list).

drum (/dr/) – rent (/nt/) – shift (/ft/) – prize (/pr/) – sand (/nd/) – brake (/br/) – trousers (/tr/) –
rocked (/kt/) – prune (/pr/) – find (/nd/) – tramway (/tr/) – drown (/dr/) – hand (/nd/) – soaked
(/kt/)– brave (/br/) – land (/nd/).
Use: The teacher asks the learners to do Task 8 and 16 page 30.
Task 8 page 30: (I listen carefully to the pronunciation of the letters in bold type in each word
and choose the corresponding diphthong between brackets).
“My name’s (/eɪ/ – /aɪ/) Omar. I’m from Algeria (/ɪə/ – /eə/). When I grow up (/əʊ/ – /aʊ/), I
want to become a humanitarian (/ɪə/ – /eə/) worker. I am a very humane (/eɪ/ – /aɪ/) person: I’ve
always shown (/əʊ/ – /aʊ/) great (/eɪ/ – /aɪ/) compassion, love and care (/eɪ/ – /aɪ/) for people in
need. I want to help children who are suffering from war and poverty all over (/əʊ/ – /aʊ/) the
world, especially the children in Palestine (/eɪ/ – /aɪ/). I’m now (/əʊ/ – /aʊ/) mature (/eə/ – /ʊə/)
enough to know (/əʊ/ – /aʊ/) that this is the career (/ɪə/ – /eə/) I really (/ɪə/ – /eə/) dream of. I
want to join (/aɪ/ – /ɔɪ/) the UNICEF or any other humanitarian organisation (/eɪ/ – /aɪ/) to realise
(/eɪ/ – /aɪ/) my (/eɪ/ – /aɪ/) dream.”
Task 16 page 30: (I listen and complete in my copybook the missing letters in each word
between brackets "each dot stands for one missing letter").
(Preparing) for a (trip) has never been a (dreary) (event) for me. I am not a (brilliant)
organiser, but I always do things with the (greatest) (excitement). First, I get my suitcase
(packed) as (best) as I can. Then, I start planning. Which (train) to take? Which (monument) to
see? Which (restaurant) to go to? I (drink) only mineral water when I (travel) and never chat
with taxi (drivers) since they are the (most) talkative people in the world.

Sequence: 01 Lesson: 10 (I read and do 1) Framework: P.D.P
Learning objectives: To enable the learners to read the text an outstanding figure and gather
information to write a short biography of an outstanding Algerian freedom fighter.
Target structure: The Simple Past/ The Passive Voice/ Domains: Oral/ Written/ Both.
Chronological Markers.
Core values: Valuing and respecting Algerian
outstanding figures (martyrs, writers, painter, …etc).
Intellectual: They can interpret and Methodological: They can work in pairs or in
understand nonverbal messages and show groups and develop their reading strategies
creativity when writing about national leaders. and interpret written discourse/ Mobilize their
resources effectively and manage time
rationally .
Communicative: They can mobilise their Social and Personal: They respect our
knowledge and English to introduce national national leaders and behaves consistently.
leaders and use the new ICT to introduce
Algerian outstanding figures.
Warming Up: The teacher greets the learners and asks them to name and give brief
information about some famous novelist, writers or poet they know in Algeria.
Pre-Reading: The teacher sticks on the board some flashcards of "Mohammed Dib" and his
novels. Then, he/ she asks them about: (name, place of birth, novels, …etc). He/ She may give
them brief information about this famous novelist and novels.

While-Reading: The teacher asks the learners to read the text about "Mohammed Dib"
page 40 and asks them to fill in the "Bibliographical Notes" Task 1 page 40 and answer the
questions Task 2 page 40. The teacher may explain the new words: (fiction trilogy,
awakening, struggle, trilogy, authentic, plight, optimism, etc,…)
Task 1 page 40: (I read "Text 1" and complete the bibliographical notes).
Bibliographical Notes
(Text 1)
 Title: Mohammed Dib
 Author: Thinley Kalsang Bhutia
 Source: Encyclopedia Britannica
 Date of publication: Feb.25.2016
 Type of document:
a. Blog article 
b. press article
c. web article
Task 2 page 40: (I read "Text 1" again and answer the questions in my copybook).
1. Answer by "True" or "False".
a. Dib was a playwright, like Shakespeare. (True)
b. A "fiction trilogy" is a series continuous story. (True)
c. "Run on the Wild Shore", " Habel" and "The Loom" are three novels which from
Dib's trilogy. (False)
d. The trilogy tells about Algeria during the period 1954 – 1962. (False)
e. The trilogy showed how the Algerian people became aware of the necessity to fight
for freedom. (True)
f. Dib wrote for the rich, not for the poor. (False)
2. Who or what do the words in bold type in the text refer to? The 1st Paragraph (§ 1): (his)
Mohammed Dib, (Which) his early fiction trilogy, (trilogy) "La Grande
Maison"(1952;"The Big House"), "L'Incendie" (1954; "The Fire"), and "Le Métier
à tisser" (1957; "The Loom". The 2nd Paragraph (§ 2): (its) The war for
independence, (He) Mohammed Dib. The 3rd Paragraph (§ 3): (He) Mohammed Dib.
3. Look up the word "plight" (§ 2) and copy out its meaning. "plight" = difficult/
dangerous/ bad situation.
4. Which tenses are used in the text? Can you justify why the writer has used them? The
writer uses the present simple tense to describe the contents of Mohammed Dib's works
because these novels is timeless and never changes. But, the use of the past simple
deals with the novelist itself who is now dead: What he did? How he viewed himself?
What message he wanted to convey in his novels? etc…
5. Find in (paragraph 2) the opposite of "early" (paragraph 2). early ≠ late
6. Find in the text the words that are closest in the meaning to the following:
a dramatist (§ 1) – tells a story (§ 1) – the fight (§ 1) – describe (§ 2) –
the human race (§ 2) – considered (§ 3) – writer (§ 3) – many (§ 3)
a dramatist = a playwright – tells a story = recounts – the fight = the struggle –
describe = portray – the human race = mankind – considered = viewed –
writer = author – many = several
7. What type is the text? a. descriptive b. narrative c. prescriptive d. argumentative
e. a combination of different types. If yes, which ones? Explain and justify your answer.
The text is a combination of different type (e). Narrative because it tells biographical
information about Mohammed Dib (date and place of birth/ death, nationality,
occupations, titles and dates of his novels, …etc) and key facts and events related to
him. descriptive because it describes the contents and the themes and topics developed
by Mohammed Dib's novels.
8. Which paragraph mentions a list of the themes or topics deals with by Dib in his novels?
Paragraph two (§ 2)
9. Which of Dib's novels was made into a famous Algerian TV series in 1974? I search the
Internet if I don't know the answer. "La Grande Maison"(The Big House) was made
into a famous Algerian TV series by the director "Mostapha Badie" in 1974.
Post Reading: The teacher sets the following task on the board and asks the learners to do it.
Task: (I write a short biography about the great leader "Mostapha Ben-Boulaid" ).
You went for a trip with your schoolmates to "Arris" in Batna. You were attracted and
fascinated by the statue of the great leader of the (Algerian Independence War)
"Mostapha Ben-Boulaid" The mayor of the town made an announcement for schools to
write his biography in English under the statue to help the tourists who will visit "Arris" to
know more about this great leader. Write a short biography about this great leader.
Example:
Mostapha Ben-Boulaid was born in February 5th, 1917 in (Arris), Batna Province. In
1939, he underwent mandatory military service and was mobilized to fight for the allies
during the "Second World War". In 1944, during the Italian campaign, Ben-Boulaid
exhibited courage, which earned him the "Military Medal". In 1945, he joined the "Algerian
People's Party" (PPA). Ben-Boulaid became an important political
and military figure in the "Special Organization" (OS). He bought
weapons with his own funds, supported militants being pursued by
the French authorities and distributed arms. He was a founding
member of the "Revolutionary Committee of Unity and Action"
(CRUA). From 22–25 June 1954, he chaired a crucial meeting
which aimed to unite the revolutionary forces. He became a
member of the "Committee of the Six". During the Algerian war,
Ben-Boulaid was responsible for Area I (Aurès). He engaged
heavily armed French forces and suffered heavy losses. In 1955, he
travelled to Libya to purchase arms. He participated in the battle of "Ifri El Blah" and the
battle of "Ahmar Khaddou" near Batna. On 11 February 1955, he was arrested in Tunisia
and he was imprisoned at "Coudiat" the "Central Prison in Constantine" and was sentenced
to death. In November 1955, he escaped, along with other prisoners. On 22 March 1956,
Ben-Boulaid died in the blast of a parachuted French radio. bomb.

Sequence: 01 Lesson: 11 (I read and do 2) Framework: P.D.P
Learning objectives: To enable the learners to read the text about the great mosque of
Tlemcen and gather information to write an article about a famous or oldest building or
landmark in their region.
Target structure: The Simple Past/ The Passive Voice/ Domains: Oral/ Written/ Both.
Chronological Markers.
Core values: Valuing the Islamic buildings and
landmarks.
Intellectual: They can interpret and Methodological: They can work in pairs or in
understand nonverbal messages and show groups and develop their reading strategies
creativity when writing about national and interpret written discourse/ Mobilize their
landmarks. resources effectively and manage time
rationally .
Communicative: They can mobilise their Social and Personal: They respect our
knowledge and English to introduce national national landmarks
landmarks and use the new ICT to introduce values national landmarks.
Algerian landmarks and network with friends
from other countries.
Warming Up: The teacher greets the learners and asks them to name and give brief
information about some famous landmarks in Algeria (mosques, old buildings, historical
places, Islamic landmarks, …etc).
Pre-Reading: The teacher sticks on the board some flashcards about "Tlemcen" and its
famous outstanding figures and landmarks: (El Mechouar Palace, Mansourah Mosque,
Yaghmurasen Ibn Zyan, Abu Madyan Shuayb). Then, he/ she may ask them the following
questions:
 What do the pictures represent?  Do you Know them?  Have you seen them before?
While-Reading: The teacher asks the learners to read the text about "The Great Mosque of
Tlemcen" page 41 and asks them to complete the "Bibliographical Notes" Task 3 page 41
and the "Fact File" Task 4 page 41 and answer the questions Task 5 page 41. The teacher
may explain the new words: (Almoravids, Established, Extending, Leader, Tagrat,
Artisans, masterpiece, etc,…)

Task 3 page 41: (I read "Text 2" and complete the bibliographical notes).
Bibliographical Notes
(Text 2)
 Title: The Great Mosque of Tlemcen
 Author: Foundation for Science Technology and Civilisation
 Source: www.muslimheritage.com
 Date of publication: /
 Type of document:
a. Blog article
b. press article
c. web article 
Task 4 page 41: (I read "Text 2" again and complete the fact file).
FACT FILE
 Ruling period of the Almoravids? The ruling period began before the 1080's and
ended in the 1140's (In the 11th and 12th century). Source: The Internet.
 Geographical boundaries of the Almoravid dynasty? A region extending from low
Senegal in Western Africa to the Mediterranean in the North, crossing later to
Andalusia; then, extending towards the East, into Algeria as far as Algiers.
 Date of the foundation of Tlemcen? Who founded it? "Tagrat" or Tlemcen was
founded in 1082 by the Almoravid leader Yusuf Ibn Tashfin.
 Date of the construction of the Great Mosque of Tlemcen? The Great Mosque of
Tlemcen was built in 1082 under Yusuf Ibn Tashfin but much of existing
structure belongs to the works undertaken by his son Ali in 1136.
Task 5 page 41: (I read "Text 2" again and answer the questions in my copybook).
1. Who or what do the words in bold type in the text refer to? The 1st Paragraph (§ 1):
(their) The Almoravids "Almurabitun". The 2nd Paragraph (§ 2): (Their) The
Almoravids "Almurabitun", (which) The city of Tagrat "Tlemcen", (this new city)
The city of Tagrat "Tlemcen", (which) The main mosque, (his) Yusuf Ibn Tashfin.
The 3rd Paragraph (§ 3): (it) The Great Mosque of Tlemcen.
2. In which paragraph is it mentioned that The Great Mosque is a landmark of Tlemcen as
well as of Algeria. It is mentioned in the last paragraph./ In the 3rd paragraph (§ 3).
3. Find two superlatives in the text. In the last paragraph (§ 3): "…, it is one of the oldest
and best preserved Almoravid building in Algeria".
4. Where did the artisans and architects come from? Why were they chosen? The artisans
and architects come from Cordoba, Andalusia. They were chosen because they
certainly belonged to the group of artisans and architects who built the Great Mosque
of Cordoba.
5. Find in your dictionary the meaning of the abbreviations: "CE" (§ 2) and "BCE".
"CE" = Common Era "‫"الحقبة العامة‬
"BCE" = Before the Common Era"‫"الحقبة قبل العامة‬
6. What type is the text? Justify your answer. The text is a combination of different type
a- Narrative because it tells about historical facts dealing with the Almoravids, like
the foundation of the city Tagrat "Tlemcen" and the construction of its great
mosque. It also gives historical information about The Great Mosque of Tlemcen.
b- Descriptive because it describes the geographical situation of the Almoravids'
empire and shows Where and when the Great Mosque of Tlemcen was built and
highlights its features.
7. Give a different title to the text. "The Architectural Masterpiece of Tlemcen"
Post Reading: The teacher sets the following task on the board and asks the learners to do it.
Task: (I write a short article about landmark in my area "Mostapha Ben-Boulaid" ).
As you are an active citizen, you want people around the world know about a famous
landmark in your area. Choose one and write an article and post it on your school blog.
Example:
The most prominent historical monuments in the city of El-Oued Souf is the old urban
gypsum in addition to mosques like the Great Mosque of Sidi Massoud Echebbi, which is the
oldest mosque in the city. It was founded by Sheikh
Sidi Massoud Echebbi around 1010 AH (1600 AD),
and was renewed several times after that, and its
current construction dates back to 1350 AH (1930
AD). It is the only mosque that was built by all the
inhabitants of the city without exception and does
not belong to a particular tribe. Omar Gaga from
Guemar who was known by the art of engraving on
gypsum and became a sign of admiration until he
became famous throughout the country, has
contributed to the inscription of the Central Post in
Algiers, and also taught this art to some of his
assistants, emerged from his students Tedjani Gaga,
who contributed In the inscription and decoration
of most mosques of Souf among them the Great Mosque of Sidi Massoud Echebbi. What is
unique about this mosque is the four minarets that differ in shapes.

Sequence: 01 Lesson: 12 (I Learn to Integrate) Framework: P.P.P
Learning objectives: To enable the learners to integrate their resources and write a report
about their itinerary using the simple past, the comparative of equality and inferiority.
Target structure: The Simple Past Tense/ The
Comparative of Equality and Inferiority/ Cause and Effect
Connectors/ The Passive Voice.
Core values: Work cooperatively with their classmates and
respect their opinions.
Intellectual: They can reinvest prior Methodological: They can use their strategies
knowledge and use their critical thinking to interpret oral and written messages./
skills when gathering information for learning Mobilize resources effectively, manage time
and research. rationally, assess themselves and their peers
and work individually, in pairs or within small
groups.
Communicative: They can use ICTs to Social and Personal: They can show some
communicate with others and make a quick degree of autonomy in all areas of learning
research. and develop attitudes of sharing data about
Algerian outstanding figures and landmarks./
Be honest, accountable for their work and
respects others’ work./ Be aware of their role
and others' role in collaborative work.
Warming Up: The teacher greets the learners and makes a quick review about the most
famous landmarks in Algeria and where are they situated. Then, he/ she asks them to list some
famous figures in history, literature, social sciences or Arts).
Pre-Writing Process: The teacher writes the situation on the board, reads it and explains
the task. Then, splits the groups and helps the learners to remember what they learnt in this
sequence. After that, he/ she asks them to follow the "Layout" page 43 and do Task 3 page 43.
Setting up the Situation: (I learn to integrate).
You have just come back from a trip around Algeria with a group of friends.
You want to post on your Facebook page the report of this trip to make people
around the world aware of the cultural richness of your country. Describe your
itinerary and talk about the landmarks you visited and the outstanding figures in
history, literature or Arts that you learnt about during this trip.

Planning:
Knowledge Skills Attitudes

 Lexis related to the  Describing landmarks  Valuing travelling as a
description of landmarks: using specific source of knowledge
(1) Date of construction, information
location, height, date of (architectural, cultural,
their listing by the geographical, etc.)
UNESCO as a World
Heritage Site, …etc.
 Biographical lexis related  Narrating using  Sharing universal
to outstanding figures: historical information landmarks as a world
(2) The person's name, date about landmarks heritage
of birth, nationality, his/ her
works, titles of plays/
novels/ paintings, …etc.
 Narrating using
 Lexis related to specific
occupations in Arts,
biographical  Raising awareness of
information about the importance of
literature or social outstanding figures
sciences: landmarks as a vehicle
(3) Painter, playwright for cultural identity
novelist, scientific genius,
poet, …etc.  Comparing landmarks
 Comparative of equality
and inferiority:
(4) as (adjective) as/ not as
 Locating landmarks on  Raising awareness of
(adjective) as. the importance of
a map
 Active and passive forms: outstanding figures in
(5) Active form: Subject + history, literature and
Verb + Direct object Arts as the custodians of
Passive form: Subject + To  Describing an itinerary cultural identity and
be + Past participle of the and identifying its values
verb + by + Agent components
(departure; stopovers;
 Strong adjectives: final destination)
(6) excellent, exhausted,
tiny, terrible, …etc.
 Discourse markers and  Organising discourse
connectors: in chronological order
(7) First, Then, After that,
Next, Finally, After, Before,
Shortly, Afterwards, …etc.
In-Writing Process:
Drafting: With the help of their teacher, the learners start drafting.

Editing: Teacher helps the learners to examine the text carefully to find and correct
typographical errors and mistakes in grammar, style and spelling.
Publishing: The learners read their work in front of their classmates. They may correct their
Task 3 page 43: (Now I can write my report in my copybook and draw the itinerary on a map
that will accompany my report on the post)
Example:
First, we started our trip from El-Oued to Oued Righ by car. Then, we took
the coach to Batna with a stopover of one night in Biskra. Next, we drove to M'Sila
with a stopover of one night in Batna. After that, we took a taxi to Setif and then to
Tipaza. Finally, we flew to El-Oued after spending two exciting days in Algiers.
Before driving from El-Oued "The City of Thousand Domes" to Biskra, we
visited Oued Righ "The Valley of Righ" which is in the north west of El-Oued
about 120 km and it was built 9000 and 3000 years B.C. Then, we spent the night
in Biskra and explored "The Capital of Ziban" which has a long history marked by
Berbers, Romans, Arabs, Turks and French. The old souk is famous for its spice
shops and tourists can still see traditional mud-brick houses with small doors and
windows, scattered in the middle of palm groves in Old Biskra. Next, we drove to
Batna and visited "Timgad" a UNESCO World Heritage Site since 1982. Timgad
lies on the northern slopes of the Aurès mountains and was created ex nihilo as a
military colony by the "Emperor Trajan" in AD 100. After having the night in
Batna, we travelled to M'Sila and visited "Al Qal'a of Beni Hammad" a UNESCO
World Heritage Site since 1980. It is in a mountainous site of extraordinary beauty,
the ruins of the first capital of the "Hammadid Emirs", founded in 1007 and
demolished in 1152, provide an authentic picture of a fortified Muslim city. The
mosque, whose prayer room has 13 aisles with eight bays, is one of the largest in
Algeria. Then, we took a taxi to Setif and visited "Djémila" a UNESCO World
Heritage Site since 1982. It is situated 900 m above sea-level, "Djémila", or
"Cuicul", with its forum, temples, basilicas, triumphal arches and houses, is an
interesting example of Roman town planning adapted to a mountain location. After
that, we took the coach to Algiers and spent the night there. The first day in
Algiers, we visited the "Casbah of Algiers" a UNESCO World Heritage Site since
1991.The "Casbah" is a unique kind of medina, or Islamic city. It stands in one of
the finest coastal sites on the Mediterranean, overlooking the islands where a
Carthaginian trading-post was established in the 4th century BC. We went through
its narrow streets and discovered wonderful noteworthy sites such as mosques,
palaces which were built during the Ottoman period architecture and the ruins of
the old citadel. The "Casbah" is the birthplace of the (Master of Algerian Chaâbi
Music) "El-Hadj Mohammed El-Anka". The next day, we drove to "Tipasa" a
UNESCO World Heritage Site since 1982. "Tipasa" is on the shores of the
Mediterranean and it was an ancient Punic trading-post conquered by Rome and
turned into a strategic base for the conquest of the kingdoms of Mauritania. It
comprises a unique group of Phoenician, Roman, palaeochristian and Byzantine
ruins alongside indigenous monuments such as the "Kbor er Roumia", the great
"Royal Mausoleum of Mauretania". Finally, we flew back to El-Oued and our
brains are full of unforgettable memories.

ITINERARY
El-Oued  Oued Righ  Biskra  Batna  M'Sila  Setif  Algiers  Tipasa  El-Oued
 The teacher invites the learns to copy down in their copybooks..

Sequence: 01 Lesson: 13 (I Think and Write) Framework: P.D.P
Learning objectives: To enable the learners to write an email to give bibliographical
information about an outstanding writer and write a short description about historic Algerian
landmarks.
Target structure: The Simple Past Tense/ The Passive Domains: Oral/ Written/ Both.
Voice/ The Cause and Effect Connectors.
Core values: Valuing Algerian outstanding figures and Materials: Board/ A layout of
landmarks. an email.
Intellectual: They can use their critical Methodological: They can mobilize
thinking skills when gathering information resources efficiently to produce a written
and show creativity when writing. message and shows creativity in writing and
assess their work and partner’s work.
Communicative: They can use information Social and Personal: They are keen on
and communication technology to interact promoting the work of their peers./ Be aware
with learners from other countries about of their roles towards national outstanding
landmarks and outstanding figures. figures and landmarks.
Warming Up: The teacher greets the learners and makes a quick review about the previous
lesson.
 The teacher sticks on the board some flashcards about "Means of communication" and
asks the learners to show the differences between them : (Chat, email, letter, and SMS).
Pre-Writing: The teacher presents the two situations Page 44/ 46 and asks the learners to
work in groups. He/ She explains to them: (What are they going to write? About whom/
what are they go ing to write? For whom are they going to write? What do they need to
write the biography/ the short description? What do they need as grammar points and
lexis to write them? Where are they going to publish them?). After that he divides the class
into two groups.
Task 1: (For Group One)
My English web pal "Richard" asked me about famous Algerian writers. I have
decided to write him an e-mail in which I will give him some biographical
information about "Kateb Yacine", an outstanding modern Algerian writer.

Task 2: (For Group Two)
Our English teacher has asked us to write a short description of a historic Algerian
landmark. The best text will be published by our school website. I have decided to
write about the Roman town of "Timgad", which is a worldwide known UNESCO
World Heritage Site.
While-Writing: The teacher asks the learners to start gathering information for their work.
Group one should use the "Layout" of the email page 45 and the "Bio Card" of "Kateb
Yacine" page 44 to write the email to the English web pal "Richard" Task 3 page 45. Group
two should use the "Layout" page 47 and the "Fact File" about "Timgad" page 46 to write the
short description which will be published in the school website Task 3 page 47. Then, the
teacher invites the learners with the same topic to share their first draft, check mistakes, correct
them and to ask for more pieces of advice and ideas, take their partners’ advice into
consideration and start writing the second draft. After that, they should write the final draft,
after correcting mistakes and comparing it with the provided layouts.
Post-Writing: The teacher asks the learners with the different topics, to work in pairs, read,
improve and assess each one’s work.
 The learners produce their own works.
 The teacher collects the learners work to be corrected at home.
Examples:
Task 3 page 45: (I can now write my email to my English friend in my copybook).
To: richardpaxton@sendmail.edu.uk
From: Ahmedbay@gmail.com
Subject: Famous Algerian writers
Hello, Richard!
Last time, you asked me about outstanding Algerian writers. So, here's one of them.
His name is Kateb Yacine.
He was born on August 2nd, 1929 in Smendou, near Constantine. During the French
colonial period, he struggled to bring consciousness to the Algerian people.
Kateb Yacine was a schoolboy at the Setif High School when the demonstrations of
Setif, Guelma and Kherrata broke out on May 8th, 1945. Two days later, he was arrested
and imprisoned for two months, because he took part in these demonstrations. As a
result, he was expelled from school and his life became a long wandering around the
world. In 1956, he published "Nedjma", a novel which represents Algeria, the
motherland. Three years later, he created an Algerian theatre with "Le Cercle des
Représailles".
Kateb Yacine died on October 28th, 1989 in Grenoble, France. This talented writer is
one of the most important and respected figures in the Algerian literature.
This a brief biography about this great writer. If you need more information, please
let me know.
Bye for now,
Ahmed

Task 3 page 47: (I can now write my text about Timgad in my copybook).
Timgad is located in the Aures mountain, about 35 km southeast of Batna. It was

founded in AD 100 by the Roman Emperor "Trajan" to serve as an encampment for the
"3rd Augustan Legion" and military colony. It was built in Roman style with gates and
arches. The eastern and western gates were the principal ones with the "Trajan Arch" as
the main entrance of the city.
By the middle of the 2nd century, new public building were built: temples, markets,
baths, and immense private residences. In the 5 th century (AD 430), after the Vandal
invasion, Timgad was destroyed by the Aures mountain-dwellers. Finally, it ceased to be
inhabited after the 8th century.
Timgad was one of the most important North African cities in the Roman Empire.
Most of it has been preserved until now. Therefore, it has become touristic attraction.
This UNESCO World Heritage Site since 1982 is also a place where an important
international music festival is held every year in July.

4+MS Sequence+One By+khelil+2019 2020

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Sequence One

Universal Landmarks and Outstanding Figures in

New York London Paris Egypt

M.S 4 1 Teacher: Moudjib Arrahmane Khelil

In the "International Travel Forum" of "tripadvisor.com" website, you read a message of

M.S 4 2 Teacher: Moudjib Arrahmane Khelil

M.S 4 3 Teacher: Moudjib Arrahmane Khelil

1. Our Universal Landmarks Brochure

M.S 4 4 Teacher: Moudjib Arrahmane Khelil

Outstanding Figure Information Card

M.S 4 5 Teacher: Moudjib Arrahmane Khelil

M.S 4 6 Teacher: Moudjib Arrahmane Khelil

Pisa Tower is as famous as Big Ben

The Statue of Liberty is not as big as the Eiffel Tower

Comparative of Equality and Inferiority

M.S 4 7 Teacher: Moudjib Arrahmane Khelil

Ahmed Tewfik El-Madani Abou El-Kacem Saâdallah

Date of Birth November 1st, 1899 July 1st, 1930

M.S 4 9 Teacher: Moudjib Arrahmane Khelil

M.S 4 11 Teacher: Moudjib Arrahmane Khelil

Gustave Eiffel designed the Eiffel Tower

The Eiffel Tower was designed by Gustave Eiffel

Active and Passive Forms/ Voices

M.S 4 11 Teacher: Moudjib Arrahmane Khelil

M.S 4 12 Teacher: Moudjib Arrahmane Khelil

M.S 4 13 Teacher: Moudjib Arrahmane Khelil

M.S 4 14 Teacher: Moudjib Arrahmane Khelil

M.S 4 16 Teacher: Moudjib Arrahmane Khelil

M.S 4 17 Teacher: Moudjib Arrahmane Khelil

 Who is the man on this portrait?

M.S 4 18 Teacher: Moudjib Arrahmane Khelil

M.S 4 19 Teacher: Moudjib Arrahmane Khelil

M.S 4 21 Teacher: Moudjib Arrahmane Khelil

 What do these pictures represent?  Which one do you like? Why?

5 Mykonos 2 Spain 1/ 6 Algiers 4 Istanbul 1/ 6 Algiers 3 Italy

M.S 4 21 Teacher: Moudjib Arrahmane Khelil

Nadia: Welcome back, Nabila. How was your cruise?

My partner: Welcome back, (Ahmed). How was your

M.S 4 22 Teacher: Moudjib Arrahmane Khelil

M.S 4 23 Teacher: Moudjib Arrahmane Khelil

ALHAMBRA: FACT FILE (1)

ALHAMBRA: FACT FILE (2)

M.S 4 25 Teacher: Moudjib Arrahmane Khelil

M.S 4 27 Teacher: Moudjib Arrahmane Khelil

M.S 4 28 Teacher: Moudjib Arrahmane Khelil

M.S 4 29 Teacher: Moudjib Arrahmane Khelil

M.S 4 31 Teacher: Moudjib Arrahmane Khelil

Boy /ɔɪ/ Eye /aɪ/ Nose /əʊ/ Mouth /aʊ/

Face /eɪ/ Ear /ɪə/ Hair /eə/ Tourist /ʊə/

M.S 4 31 Teacher: Moudjib Arrahmane Khelil

 /eɪ/, /aɪ/ or /ɔɪ/?

M.S 4 33 Teacher: Moudjib Arrahmane Khelil

M.S 4 34 Teacher: Moudjib Arrahmane Khelil

M.S 4 35 Teacher: Moudjib Arrahmane Khelil

M.S 4 37 Teacher: Moudjib Arrahmane Khelil

M.S 4 38 Teacher: Moudjib Arrahmane Khelil

M.S 4 41 Teacher: Moudjib Arrahmane Khelil

M.S 4 41 Teacher: Moudjib Arrahmane Khelil

Knowledge Skills Attitudes

M.S 4 42 Teacher: Moudjib Arrahmane Khelil

M.S 4 43 Teacher: Moudjib Arrahmane Khelil

 The teacher invites the learns to copy down in their copybooks..

M.S 4 44 Teacher: Moudjib Arrahmane Khelil