Professional Documents
Culture Documents
by Mr djamel
REVISED Bloom’s Taxonomy Action Verbs
Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
Bloom’s Exhibit memory Demonstrate Solve problems to Examine and break Present and Compile
Definition of previously understanding of new situations by information into defend opinions information
learned material facts and ideas by applying acquired parts by identifying by making together in a
by recalling facts, organizing, knowledge, facts, motives or causes. judgments about different way by
terms, basic comparing, techniques and Make inferences information, combining
concepts, and translating, rules in a different and find evidence validity of ideas, elements in a
answers. interpreting, giving way. to support or quality of work new pattern or
descriptions, and generalizations. based on a set of proposing
stating main ideas. criteria. alternative
solutions.
Verbs • Choose • Classify • Apply • Analyze • Agree • Adapt
• Define • Compare • Build • Assume • Appraise • Build
• Find • Contrast • Choose • Categorize • Assess • Change
• How • Demonstrate • Construct • Classify • Award • Choose
• Label • Explain • Develop • Compare • Choose • Combine
• List • Extend • Experiment with • Conclusion • Compare • Compile
• Match • Illustrate • Identify • Contrast • Conclude • Compose
• Name • Infer • Interview • Discover • Criteria • Construct
• Omit • Interpret • Make use of • Dissect • Criticize • Create
• Recall • Outline • Model • Distinguish • Decide • Delete
• Relate • Relate • Organize • Divide • Deduct • Design
• Select • Rephrase • Plan • Examine • Defend • Develop
• Show • Show • Select • Function • Determine • Discuss
• Spell • Summarize • Solve • Inference • Disprove • Elaborate
• Tell • Translate • Utilize • Inspect • Estimate • Estimate
• What • List • Evaluate • Formulate
• When • Motive • Explain • Happen
• Where • Relationships • Importance • Imagine
• Which • Simplify • Influence • Improve
• Who • Survey • Interpret • Invent
• Why • Take part in • Judge • Make up
• Test for • Justify • Maximize
• Theme • Mark • Minimize
• Measure • Modify
• Opinion • Original
• Perceive • Originate
• Prioritize • Plan
• Prove • Predict
• Rate • Propose
• Recommend • Solution
• Rule on • Solve
• Select • Suppose
• Support • Test
• Value • Theory
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Level :3ms
SEQUENCE :ONE
ME MY ABILITIES MY INTERESTS AND MY PERSONALITY
BY DJAMEL DJAMEL
You are entering a national competition organised by the Algerian Ministry of National Education for middle school students abou
Profile” written in English. Competitors are required to upload their profiles to the website of the Algerian Ministry of National Ed
The first three winners will be offered a four-week English language course in London next summer
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES Lesson: I listen and do 1 Framework: PDP
MY INTERESTS AND MY Language focus : language
PERSONALITY learning.
Learning Objective (s): by the end of this lesson my learners will be able to talk about their interests using adverbs
of frequency(always / never).
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - what …./how
often….?
Adverbs of frequency: always , never
Cross Curricular Competencies Core values
Intel: Learner can talk about his interests. Respecting the others’ interests
He can interpret verbal and non-verbal messages. Valuing time and being positive
Meth: he can use strategies for listening and
interpreting oral discourse.
he can work in pairs or in groups
Com: He can use a role play to communicate
appropriately.
Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt
Warm up T shows his Ls a picture of Sudoku or any other Brainstorm ideas Pictures
fame game then asks a variety of questions : T/L about interests
what is it ? Are you fond of playing it ? to introduce the A/V
Pre listen when do you play it ? new topical lexis Text
The teacher pins on the board other pictures books
about interests and sports( Chess, Billiard , L/L
Crosswords, Sudoku , video games ,famous films, V
animated cartoons , reading cookery books Encourage the
,famous stories for kids ,then invites his learners T/L learners to work
to work in pairs or in small groups and tell which in pairs and help Audio
one among the given list they are interested in? each other script
While listen T invites his learners to open their books on page T/L Au
11 and do tasks 1 and 2 page 11. To listen and fill
in the profile T books
T asks his students to focus on the picture(page
11) and answer the following questions: L/L
Is the boy playing computer games?
So , what is doing? Audio
Where is he ? script
T invites his learners to listen to this Japanese
boy introducing himself and fill in the profile task T books A/V
4 page 11 T/L
T invites his students to listen to the interview
and tick the answer which suits them (task 6
page 12)
The teacher asks his pps to listen to the W board
interviewer and write the questions in task 6. To listen and
What do you like reading? identify the
How often do you read? question Audio
What kind of music do you listen to? script
What kind of games do you like?
T asks his pps to compare their answers and
correct each other.
*Note : Teacher devotes time to show the
learners how to talk about something they
are interested in /not interested in : L/L A/V
Learning Objective (s): by the end of this lesson my learner will be able to ask and answer questions about
abilities and inabilities using can and can’t.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. I pronounce: weak / strong audio scripts/textbooks- handouts
Target structure: - can / can’t forms of can /kən//kæn//ka:nt/
Affirm/ negative/ interrogative forms
Cross Curricular Competencies Core values
Intel: Learner can talk about his abilities Raising awareness among teens and encourage them
learner can interpret verbal and non-verbal to reflect on their talents.
messages. Valuing time and being positive
Meth: He can use listening strategies
He can work with his partner.
Com: He can interview his partner
Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt
The teacher uses pictures or mimes to elicit
Warm up some activities eg: : swim ,cook , ride a flashcar
bicycle, sing , climb a mountain..............etc. Brainstorm ds
The teacher shows the learners a picture of a about
actions(abilities) Wboard V
boy with a tablet and asks the following
T/L A
questions :
T show his pps a tablet and writes some
questions on the board : To get all the
presentation Who has a tablet at home ? learners involved
What can we do with tablets? Flash V
Can you write an email in card A
Arabic?
Can you write an email in English?
Can you write an email in Chinese ? T/L To elicit the Wboard
Why ? target structure
T highlights the rules
Last Name
………………………………………………………
Gender
……………………………………………………
Level ……..………………………………………………………………
Country …….………………………………………………………………………
Address ……………………………………………………..
Telephone N …………………………………………………………………………………
Learning Objective (s): by the end of this lesson my learner will be able to ask and answer other people questions
about their personal information and interests.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. I pronounce: weak / strong audio scripts/textbooks
Target structure: - ask/answer forms /kən//kæn//ka:nt/
questions about interests
Cross Curricular Competencies Core values
Intel: Learner can talk about his abilities Raising awareness among teens and encourage them.
learner can interpret verbal and non-verbal to reflect on their talents.
messages. Valuing time and being positive
Meth: He can use listening strategies Being interested in nature
He can work with his partner.
Com: He can interview his partner
Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt
Warm up A quick revision of the previous lesson (talk To pave the way
about the personal information that the previous T/L
ID form contain : name, age , gender, interest , Wboard
Before hobby ….) V
listening T introduces the new topical lexis to prepare the To elicit A
Ls for the listening phase /introduce the
Who is interested in maths? new topical lexis
Who is interested in history
Are you fond of botany ( plants) T/L
Do you have plants at home? A/V
Are you keen on birds ?
Do you have birds at home?
While The 1st listening:
listening Audio
T invites the Ls to listen to the BBC radio
To listen and script
interview part 1 and answer the following
T/L answer questions
questions :
How many persons are speaking?
To encourage
Who are they ?
the Wboard
Ls discuss their answers with their partners. Peer correction / audio
The 2nd listening : script/ A/V
Ls listen to the BBC radio interview part 1 again To listen and fill Student
Fill in the first part of each teenager profile in a profile book
The 3rd listening:
Ls Listen to BBC interview part 2 and do tasks 13 To listen and find
Post listening and 14 page 14. T/L the wrong
A)T invites the learners to work in pairs and ask information W board
each other about their personal information and
interests .
Example : L/L
What is your name? to ask others a
How old are you? and write
Where do you live? about their
What are you most interested in learning about ?
Are you keen on reading about……………………… personal
B) The pps report their findings information V/A
Example : and interests
My friend Halima is 14. She is from Relizane. She
is a middle school student . She is interested in
cooking .She loves watching Samira Tv and
reading cookery books.
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES Lesson: 4 Framework: PPU
MY INTERESTS AND MY Language focus : language
PERSONALITY learning / use .
Learning Objective (s): by the end of this lesson my learner will be able to describe his personality / ask and talk
about other’s people personality using different adjectives.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. textbooks
Target structure: - adjectives
representing personality features
Cross Curricular Competencies Core values
To differenciate V/A
between
physical
appearance and
Teacher presents (very quickly) the rules from personality Course
my grammar tools page 23 : features ( traits) book
Learning Objective (s): by the end of this lesson my learner will be able to write a report about his peer’s interests
with the right pronunciation of the final “s”.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/ /textbooks
interpret – produce. I pronounce: the pronunciation
Target structure: - ask and answer of the final “s”
questions about interests
Cross Curricular Competencies Core values
Intel: Learner can talk about his interests Raising awareness among teens and encourage them.
He can use his critical thinking skills to reflect on their talents.
learner can interpret verbal and non-verbal messages. Valuing time and being positive
Meth: He can use listening strategies
He can work with his partner.
Com: He can interview his partner
He can transform an interview into a piece of writing
Per and soc: He can socialize through oral exchanges
Tim Framework Procedure Focus Aims Material VAKT
e
Warm up
Game : T invites his learners to move in the class T/L Brainstorm ideas
find who is fond of nature: birdwatching , about interests Wboard
flowers, plants , whalewatching , picnics ………. and pave the way V
T invites his learners to work in small groups or A
Presentation in pairs to read the following short text and fill in To encourage the
the gaps with : flowers – goes- loves- books - Ls to work in K
places groups or in pairs Wboard T
My brother Hamid.............hiking . He always
…………. for a Long walk to discover new ……………
but my sister Samira is fond of botany .She T/L
sometimes reads.................about plants and to introduce the V
…………. at weekends. different A
T asks his learners to classify the missing words sounds of the
according to the pronunciation of the final final “s”
« s » :flowers – goes- loves- books –places
according to the pronunciation of their final s.
/s/ /z/ /iz/
A
T presents the rules from my pronunciation V
tools page 18. Course
“ s” is /s/ pronounced in words that end in the book
following consonant sounds :/f/ , /k/ , /p/ , /t/ To present the
,/θ/. rules related to
‘s’ is pronounced /z/in words that end in the T/L the
following vowel sounds (a, e, i, o, u ) or pronunciation
consonant sounds: /b/ , /d/ , /g/ , /l/ , /m/ , /n/ , of the ending
/r/ , /v/, / t∫ / “s”
‘s’ is pronounced /iz/in words that end in the
sounds : / t ∫ / , /s/ , /d / , /z/ , /∫ /
plurals and verbs that end in :( -ches, -ces, -ges, -
ses, -shes, -sses, -xes, -zes)
After discussing the rules ,T invites his learners to
practice check their answers and correct their mistakes . T/L V
T invites his pps to listen and tick the right A
pronunciation of the final”s”. task 7 page 20.
the teacher invites his learners to read again my To check and
pronunciation tools 2 and correct each other. reinforce Course
T invites his learners to do task 9 page20 : Book
they listen and match each word with the
corresponding pronunciation of its final “s”.
T invites his learners to work in pairs and ask
each other The following questions then
Use transform the information into a short piece of L/L To conduct an
writing. interview with A
Are you interested in ………(nature , sports, music peers V
video games ,watching films........)?
Are you fond of reading books?
What do you read ? Wboard
Do you watch documentaries about ….( nature…) To write about
What do you do at weekends? L/L peer’s interests
T invites his Ls to read their reports about their focusing on the
partners’ interests focussing on the correct right
pronunciation of the final “s” pronunciation of
Example : the ending “s”
My friend X is interested in.............He always
reads books about.................At week ends, He
………………………
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 6 I read and do 1 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language use.
Learning Objective (s): by the end of this lesson my learner will be able to read a text and gather information
about famous people
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/ /textbooks
interpret – produce.
Target structure: - ask and answer
questions about interests
Cross Curricular Competencies Core values
Intel: He can use his critical thinking skills He is keen on communicating about outstanding Algerian
learner can interpret verbal and non-verbal messages. figures
Meth: he can develop effective study methods. Raising awareness among teens and encourage them.
mobilise his resources efficiently and manage his time to reflect on their dreams.
rationally Valuing time and being positive
He can work with his partner.
Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
Per and soc: He can socialize through oral exchanges
he respects our national values and behaves
consistently
Tim Framework Procedure Focus Aims Material Vakt
e
Learning Objective (s): by the end of this lesson my learner will be able to read a text and gather information
about Imzad culture and Touereg
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/
interpret – produce. /textbooks/video segment
Target structure: lexis related to the
national culture
Cross Curricular Competencies Core values
Intel: He can use his critical thinking skills -Valuing Algerian cultural heritage and its preservation
learner can interpret verbal and non-verbal messages. -Understanding that Algerian culture and history are
Meth: he can develop effective study methods. also parts of this universal cultural heritage
mobilise his resources efficiently and manage his time -Valuing the past: traditional culture
rationally
He can work with his partner.
Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
Per and soc: He can socialize through oral exchanges
he respects our national culture and behaves
consistently
Time Framework Procedure Focus Aims Material Vakt
While read The teacher invites his learners to read text The
4(page 34 and filling the bibliographical notes). Text
T invites his learners to read the text again and To read and Boo
answer the questions (task 13 page34) then work gather k
in pairs and correct he answers of each other. T/PPS information V/A
T invites his pps to read text 5 (page 35) and fill in
the bibliographical notes and the reading notes PP/PPS
page 35.
Learning Objective (s): by the end of this lesson my learner will be able to work in groups to write Mohamed
Farah ‘s profile
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/
interpret – produce. /textbooks/poster
Target structure: lexis related to profile
Cross Curricular Competencies Core values
Intel: He can use his critical thinking skills Valuing knowledge and learning in general
learner can interpret verbal and non-verbal messages. Being honest when writing about other’s profile
He can show creativity when producing oral and written
messages.
He can solve problems
Meth: he can develop effective study methods.
mobilise his resources efficiently and manage his time
rationally
He can work in small groups.
Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
Per and soc: He can socialize through oral exchanges
he respects our national culture and behaves
consistently
Time Frame Procedure Focus Objectives Materials VAKT
work MI
Warm up: T splits his learners into groups and T/L
helps them to remember some information Consolidate and W A
related to Mohamed Farah profile : reinforce board
1)Perosnal information ; name ,age ……,… etc
2) interests ;( ………………………….. To prepare the pps
3) personality features ( traits) : ,………………,…….. for the writing
phase
T sets up the situation and invites T/L V
A
the development of
individuals and nations.
V/A
L/L
REVISED Bloom’s Taxonomy Action Verbs
Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
Bloom’s Exhibit memory Demonstrate Solve problems to Examine and break Present and Compile
Definition of previously understanding of new situations by information into defend opinions information
learned material facts and ideas by applying acquired parts by identifying by making together in a
by recalling facts, organizing, knowledge, facts, motives or causes. judgments about different way by
terms, basic comparing, techniques and Make inferences information, combining
concepts, and translating, rules in a different and find evidence validity of ideas, elements in a
answers. interpreting, giving way. to support or quality of work new pattern or
descriptions, and generalizations. based on a set of proposing
stating main ideas. criteria. alternative
solutions.
Verbs • Choose • Classify • Apply • Analyze • Agree • Adapt
• Define • Compare • Build • Assume • Appraise • Build
• Find • Contrast • Choose • Categorize • Assess • Change
• How • Demonstrate • Construct • Classify • Award • Choose
• Label • Explain • Develop • Compare • Choose • Combine
• List • Extend • Experiment with • Conclusion • Compare • Compile
• Match • Illustrate • Identify • Contrast • Conclude • Compose
• Name • Infer • Interview • Discover • Criteria • Construct
• Omit • Interpret • Make use of • Dissect • Criticize • Create
• Recall • Outline • Model • Distinguish • Decide • Delete
• Relate • Relate • Organize • Divide • Deduct • Design
• Select • Rephrase • Plan • Examine • Defend • Develop
• Show • Show • Select • Function • Determine • Discuss
• Spell • Summarize • Solve • Inference • Disprove • Elaborate
• Tell • Translate • Utilize • Inspect • Estimate • Estimate
• What • List • Evaluate • Formulate
• When • Motive • Explain • Happen
• Where • Relationships • Importance • Imagine
• Which • Simplify • Influence • Improve
• Who • Survey • Interpret • Invent
• Why • Take part in • Judge • Make up
• Test for • Justify • Maximize
• Theme • Mark • Minimize
• Measure • Modify
• Opinion • Original
• Perceive • Originate
• Prioritize • Plan
• Prove • Predict
• Rate • Propose
• Recommend • Solution
• Rule on • Solve
• Select • Suppose
• Support • Test
• Value • Theory
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
LIFESTYLES
BY DJAMEL DJAMEL
In an international blog for fun. Members of the group posted snapshots from their childhood memories and their life styles in the past
Write about your memories to be published in the blog
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: 1 Framework: PPU
Language focus : language use.
Learning Objective (s): by the end of this lesson my learners will be able to talk and ask questions past events ,
memories and experiences or things which no longer exist in the present using the semi model verb used to
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. /textbooks
Target structure: - used to ( the three
forms)
Cross Curricular Competencies Core values
Learning Objective (s): by the end of this lesson my learners will be able to talk about his grandparents old days
lifestyles.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - simple past /
/question words / lexis related to table
manners
Adverbs of frequency: always , never
Cross Curricular Competencies Core values
V/A
Flash
cards
Learning Objective (s): by the end of this lesson my learners will be able to ask and talk about clothing related to
past and present daily and special wear and school uniform (teenage and traditional lifestyles)
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - /simple present /
simple past /used
Adverbs of frequency: always , never …..
Cross Curricular Competencies Core values
Learning Objective (s): by the end of this lesson my learners will be able to ask and talk about past and present
children games using the semi model used to .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - simple past /used to
Adverbs of frequency: always , never ..
Cross Curricular Competencies Core values
Intel: Valuing the past to build better future for the one’s community.
learner can interpret verbal and non-verbal Raising teenagers awareness about the importance of
messages. past games to preserve the national heritage
Meth: He can use listening strategies.
Com: He can use a role play to communicate
appropriately.
Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt
After greeting his students the teacher asks them
Warm up about which games they used to play when they
were younger. To brainstorm W board
*The pps may answer in their 1st language T/L ideas about
because they don’t know how to call these games children games Au
in English .So , the teacher should help them .
L Listens and
circles the word A/V
W listening Pps listen to part 4 of the interview between which he hears
Jenny and her grandmother and do Task 12 page T/L
51. Reinforce
Ls listen again and work in pairs to correct the co learning Text
answers of each other book/
T asks his pps to do Task 14 page 51 L/L L reinvests what W
T asks his students to do task 15 page 52 I he learnt to Board A/V
answer my partner’s questions about my answer an
childhood . T/L interview about /AV/
After listening Task 28 page : the pps work together to complete L/L his childhood K
the interview card about “Grand ma childhood” games
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: 5 Framework: PPU
Language focus : language use.
Learning Objective (s): by the end of this lesson my learners will be able to ask and talk about actions/activities
and events that happened in a specific period in the past using simple past tense with ago.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ /textbooks
interpret – produce.
Target structure: - simple past (all
forms) , ago , how long ago….......?
Intel: Valuing the past to build better future for the one’s community.
learner can interpret verbal and non-verbal
messages.
Meth: He can work I pairs or in small groups
Com: He can use a role play to communicate
appropriately./ he can conduct an interview
Per and soc: He can socialize through oral /written
exchanges
Time Framework Procedure Focus Aims Material Vakt
Presentation The teacher invites his learners to work in pairs To elicit the
read the bubble and do the following Task : T/L target structure
a) I read and sort out a time marker. L/L W V/A
b) I read and sort out 4 verbs Board
c) I find in which tense these verbs are.
d)I give their infinitive.
1. copy
2. revise
3. cycle
4. listen
5. practice
6. play
7. like
8. move
Example :
_3)Fill in the blanks with a verb from the box in the SIMPLE PAST:
4) Fill in the blanks with the SIMPLE PAST of the verbs in brackets:
Last Saturday my father …. took…. (take) my friends and me to the circus. We.........(see)
a wonderful time.
Learning Objective (s): by the end of this lesson my learners will be able to say and ask questions about how often
actions/activities and events are repeated using adverbs of frequency.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ /textbooks
interpret – produce.
Target structure: - adverbs of
frequency
T/L
Practice Task 1 : I Put the words in the correct order. Check and
reinforce W
- have dinner sometimes pizza for We L/L Board
- never I to talk strangers V/A
- TV rarely English They watch in Encourage
cooperation
Task 2 : T invites his learners to check the
answers of each other and correct them. L reinvest what
Task 3 task 10 page 70 T/L he learnt to Text
conduct an books
Use Task 4 ; I write true personal answers to my Interview about V/A
partner’s questions .(the pps can add more L/L how often his
questions) actions/activitie
s and events
are repeated
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I pronounce (1-2-3) Framework: PPU
Language focus : language
learning and use.
Learning Objective (s): by the end of this lesson my learners will be able to talk about their memories using a
correct pronunciation of the vowel sounds /u://u//3://ə/ / æ // ᴧ // e/ and identify the silent letters T and W.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/tongue twisters
Target structure: Words contain these
sounds /u://u//3://ə/ / æ // ᴧ // e/
Words contain silent letters : T and W
Intel: The leaner can interpret and identify sounds Valuing the past to build better future for the one’s community.
learner can interpret verbal and non-verbal
messages. He is aware of his role in promoting a group work
Meth: He can work in pairs or in small groups. Valuing group work
He can evaluate his peer.
Com :He can face an audience .
He can use role-play to communicate appropriately
Per and soc: He can socialize through oral /written
exchanges
To highlight the
After presenting the rules from : rules related to
the
my pronunciation tools 1 and 2 :Pages 56 and 57 pronunciation of Course
,T invites his learners to correct their answers. the sounds Book
Practice /u://u//3://ə/
Task 1 page 60 :I listen and tick the correct
pronunciation of the sounds in bold. Check and
Task 2 page60 :T invites his learners to listen reinforce
again and read my pronunciation tools 1 and 2 T/L
and correct the answers of each other. Encourage peer v/a
assessment
T asks his pps to do tasks 3 and 4 page 60 .
Use T invites his learners to act out the dialogue L/L Course
above focussing on the correct pronunciation of To act out a book/w
the target sounds. dialogue focusing board v/a/
on the right
pronunciation of
the target
sounds
Time Framework Procedure Focus Aims Material Vakt
A brief recap of the last sounds (/u://u//3:// ə/) Remind the pps
T/L of the last sounds
to reinforce and W
After reviewing vowels and consonants the T pave the way Board V
invites his pps to work in small groups to find the A
hidden vowels in the following message.
To recognize and
identify the
The teacher presents the rules from my target sounds
pronunciation tools 3 page58 and asks the pps to T
check their answers .
To highlight the
Task 5 page 61 : I listen and tick the correct rules related to Course
pronunciation of the letters in bold. the Book
T invites his pps to work in pairs , check their T/L pronunciation of v/a
answers and correct each other . Te sounds
Task 7 page 61 : I listen and write each of the / æ // ᴧ // e/
following words in its corresponding column Encourage peer
assessment
Tongue twisters : L
T invites his learners to Practice the following W
tongue Twisters : board
1. I beg my pet bird, Rex, to make to consolidate v/a
a nest. and reinforce
Rex pecks insects and makes
a mess on the bed. for further
2. The band has fans from practice
faraway lands.
They pack their bags and roam
by van on the sand.
Time Framework Procedure Focus Aims Material Vakt
Learning Objective (s): by the end of this lesson my learners will be able to : a)Describe some clothes and
costumes, the material they are made of and the place where they made , b) Describe traditional dishes and the
ingredients which they are made with..
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/flash cards
Target structure: made of / made in/
made with .
Intel: Valuing the past to build better future for the one’s community.
learner can interpret verbal and non-verbal Being proud of traditional and ancestral clothing and dishes
messages.
Meth: He can work in pairs or in small groups
He uses ICT
Com: he can use information and communication
technology such as blogs , websites page , discussion
forums
Per and soc: He can socialize through oral /written
exchanges
Time Framework Procedure Focus Aims Material Vakt
Traditional dishes
Traditional clothes
Presentation
The teacher pins on the board a picture of a
traditional clothing then invites his learners to
focus on the information (label) and answer the
questions :
To elicit the Flash
Example : Target structure cards
and introduce a
new topical lexis V/A
Item : burnous
Colour : white
Made of Wool
Made in Djelfa
Weight :2.5 kg
Price :9000 dinars
What is it ?
What colour is it ?
Is it made of cotton?
What is it made of ?
Is it made in Algeria ?
Where is it made ?
V/A
How much is it ?
Task 14 page 72
Use
T invites his learners to work in groups to make a
poster where he describes a traditional dish or a Make a poster to
costume which are famous and popular in this save traditional
region . clothes , V/A/
Example 1: This dish is called ………………………….. costumes and K/T
It is made with.............................it is very well dishes
known in my region .
Example 2 : x is a traditional costume . it is
made of..........................it is very famous in my
region .
Learning Objective (s): by the end of this lesson my learners will be able to read a text about Setif in the past and
gather information.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/video about the history
Target structure: simple past – used to of Algeria
Cross Curricular Competencies Core values
Intel: He can understand and interpret non-verbal Valuing the past to build better future for the one’s community.
messages.
Meth: He can work in pairs or in small groups. Valuing and sharing national cultural diversity with its
He can evaluate his peer. regional cultural differences.
Com : he can develop effective reading strategies Valuing travelling as a source for knowledge and
Per and soc: He can socialize through oral /written learning
exchanges
Warm up The teacher invites his learners to watch the To motivate and
following video(1.55 m): www.youtube.com/watch? pave the way Video
v=SpevE_XxwM8 about the history of Algeria and T/L strip
start a discussion about people and civilisations V
who came to Algeria and left their mark . (pps A
complete the time line by choosing one of the
following words)
w/board
(French - Roman – Turkish)
V/A/
T/
42 BC 1518 1830 today
…………. …………… ……
Learning Objective (s): by the end of this lesson my learners will be able to read a text and gather information
about Constantine in the past .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/pictures
Target structure: simple past / made of
Cross Curricular Competencies Core values
Intel: He can understand and interpret non-verbal Valuing the past to build better future for the one’s community.
messages.
Meth: He can work in pairs or in small groups. Valuing and sharing national cultural diversity with its
He can evaluate his peer. regional cultural differences.
Com : he can develop effective reading strategies Valuing travelling as a source for knowledge and
Per and soc: He can socialize through oral /written learning
exchanges
Warm up After greeting his pps the teacher pins three To brainstorm
or four pictures of some Algerian towns or T/L ideas about life
districts taken in the past ( example : Casbah , in cities in the Pictures
Constantine , Ghardaia) and invites the learners past V/A
to answer the following questions :
Do you know these cities (or districts)
Were the streets large or narrow? To introduce the
What clothes did women/men use to wear ,then? key words
Can you name some handicrafts people used to
do at that period of time ?
Learning Objective (s): by the end of this lesson my learners will be able to work in pairs and make a video
interview about Grandparents Day and act it out .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/KSA table
Target structure: simple past / used to/
daily routine / adverbs of time / dishes/
made of / made in / made with …….
Cross Curricular Competencies Core values
Intel: He can understand and interpret non-verbal Being proud of belonging to Algeria with its varied cultural and
messages. historical heritage .
Raising teenagers awareness of the importance of the elderly
The learner can use his critical thinking skills
as a source of the transmission of valuable cultural and historical
when gathering information for learning and heritage .
research
He can show creativity when producing written
being proud of his ancestral way of life
messages
Meth: He can work in pairs or in small groups.
He can evaluate his peers.
Com : He can solve problem situations using a
variety of communication means
Per and soc: He can socialize through oral
/written exchanges
SEQUENCE :three
Me and my scientific
world
T eacher M r bendoubaba djamel (djamel djamel)
:
Initial situation :We will celebrate the 16 th of April soon .It is the science day in Algeria. Your teacher of English asked you to write biographical infor
published in your school magazine.
Narrating
*Describing
*Organising/sequencing biographical
information in chronological order
*Selecting relevant biographical information
*Transferring biographical information from one format (ID card) to another (plain text with
specific writing rules and mechanics)
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: I listen and do Framework: PDP
Learning Objective (s): by the end of this lesson my learners will be able transform bibliographical information from an ID
card format to a dialogue format .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards / W. Board/the
– produce. student book /audio file
Target structure: -wh questions
Use simple past to narrate.
Intel: Learner can understand verbal and non Valuing learning and thinking
verbal messages . Being proud of belonging to Algeria
Meth: He can use listening strategies. Valuing hard work and great achievements.
Com: He can use a role play to communicate Supporting successful people
appropriately.
Per and soc: He can socialize through oral
exchanges
While Audio
listening T/L file
T invites his pps to listen to the audio file and check their To listen and
predictions. fill in ID card
Learning Objective (s): by the end of this lesson my learners will be able transform bibliographical information from an ID
card format to a plain text. .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards / W. Board/the
– produce. student book /audio file
Target structure: -
Use simple past to narrate.
Intel: Learner can understand verbal and non Valuing learning and sciences
verbal messages . Being proud of belonging to Algeria
Meth: He can use listening strategies. Valuing hard work and great achievements.
He can work in pairs or in small groups. Supporting successful people
T shows his pps some logos of the most famous companies Activate the Flash
In the fields of electronics and miniaturisation (T explains the Ls prior
knowledge cards
word miniaturisation ) and starts a short discussion about V/
Warm what do these companies produce for us. A/
up to involve the
T/L L The
cours
To prepare e
the learner book
for the
listening
phase and
Pre explain the
key words
listening
T invents his pps to work in small groups to match pictures to
their appropriate names.(Task11 P87) Audio a/v
file
T : Now, you are going to listen to an Algerian scientist and
inventor Professor Belgacem Haba. He is interviewed by Dr.
Riyadh Baghdadi .Professor Belkacem Haba is an Algerian
researcher in the Computer Science and Artificial Intelligence To listen and
Laboratory at MIT (Massachusetts Institute of Technology), fill in ID card
USA .
1st listening : T/L
You listen to the interview part 1 and complete his ID.
Cours
e
While book
listening
Family name : Haba
First name : Belgacem
Date of birth :
Place of birth:.
Nationality ;
High school :
Undergraduate studies:
University ; …………………. Field;………………
Post L/L
To listen and
listenin nd complete Cours
g 2 listening :
You listen again to the interview part 1 , you check your e
To listen and book
answers then you work with your partner and correct each
select the
other.
right answer
The 3rd listening The
You Listen to the interview part 1 again and complete the To transform board
bubbles page 85. an
The 4th listening information
You listen to part 3 and do task 8 page86. from an ID
Card format
You use the information in the Id CARD TO complete the
To a plain
following biography of Professor Belkacem Haba.
text
Professor Belkacem Haba is an Algerian....................and
….. ……He was born .in …… in. He went to…………
High School in Touggourt before joining the................of
Bab Ezzouar in Algiers, where he completed a DES
(Diploma of Higher Education) in..................He. did
a
master’s degree in applied physics then …… did another
master’s degree and a PhD in this field. After graduating
from Stanford, He …………….. IBM’s research labs .
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: Framework: PPU
language use
Learning Objective (s): by the end of this lesson my learners will be able to talk about past actions using past continuous
tense.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/the student
– produce. book
Target structure: -
Use simple past to narrate.
The past continuous tense
The past continuous and simultaneous actions
The connector while
Intel: Learner can understand verbal and non Valuing learning and sciences
verbal messages . Being proud of belonging to Algeria
He can deduce meaning from contexts. Valuing hard work and great achievements.
Meth: Supporting successful people
He can work in pairs or in small groups.
T helps his learners to sum up the most important events Refresh prior
in Dr Belkacem Haba ‘s life.. knowledge V/
Warm and pave the The A/
up T invites his pps to complete the following sentence. T/L way cours
e
T draws two bubbles on the board and invites his pps to book
complete them using thses words. : were working –
returned- were doing - joined
To introduce
Presenta the target
tion When I ……….. to the US, I structure in a
……….. Tessera company context a/v
We...............other things
Cours
while we................on the e
miniaturisation of cameras. book
T/L
Practice
,
Sort out two past actions which took short time. ? To elicit the
Did the actions happened at the same time ? Or one rules about
L/L the past
competed action followed an other complete event ?
Sort out tow past actions which took long time ? continuous
Did the actions take short time or long time time to happen ?
Did they happen at the same time ? Or one even after an
other ?
How are the actions joind ?
Look at the verbs of these actions and write them on the Cours
board ? e
How are they formed ? book
T highlights rules Highlights
My grammar rules (talking about the past using past rules
continuous) page 93
Write the correct form of the verb then join each 2 clauses using while..
A) We (to go) to the mall last night.
A) She (to talk) to the police officer
BI (to buy) a new bicycle
B) John (SELL) his .
C) My mom (to rock) the baby to sleep.
C ) She (to sing).
Task 2 :
Task 3
Write questions.
you / watch him – Were you watching him?
1 you / talk
______________________________________________________
2 they / laugh
______________________________________________________
3 she / take photos
______________________________________________________
4 you / shop
______________________________________________________
5 he / run
Task 4
Task 5 : Now, work with your partner and make your own sentences using past continous.
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: I pronounce Framework: PPU
Language focus : language
learning/use
Learning Objective (s): by the end of this lesson my learners will be able to talk about famous people using correct
pronunciation of sounds( f and v)
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/the student book
– produce. /
Target sounds: - /f/ /v/
3.Communicative competency:
He can face an audience
4. Personal and social competencies: He socialises
through oral or written exchanges.
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
T greets his pps / the pps respond.
Warm T invites his pps to say the consonants in English
up T invites his pps to say the alphabets. To pave the Flash
way cards
T invites his pps to find the common sound(repeated V/
sound in the following group .: To introduce A/
presenta the sounds
tion T/L
Laugh – life- off- physics- To identify
the sounds
telephone- cough- father-
Pps : /f/
T : How is written in these words ? W
PPs : gh- f-ff-ph board
T what is the common sound in the following group of
words ?
Familiarize
the learners
with these
L/L sounds
To listen and
compare
Tasks a and b page 91 : I listen and repeat between the
Task 1 page 92 : I listen and tick the correct sound sounds
T invits his pps to work in pairs, check the pronunciation
tools agai and correct each other. Check Cours
reinforce e
Task 3 page 93 : I listen and tick the correct
And reinvest book V/
pronunciation of the sounds.
what they A/
Task 5 page 93 : I listen and write the phonetic symbol /f
learnt in a board K/T
/v/
Use meaningful
T invites his pps to read the text about al farabi aloud .
text
Tongue twister relax)
Five very funny flies in velvet vests flew from France on
Friday evening.
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: Framework: PPU
Language focus : language learning
Learning Objective (s): by the end of this lesson my learners will be able to make a polite request
Targeted competencies: interact – interpret Domain (s): Oral/written/both MaterialsW. Board/the student book
– produce.
Target structure: -
The models can and may
Making requests
Learning Objective (s): by the end of this lesson my learners will be able to organise biographical information in
chronological order.
The pp will be able to ask and answer questions about famous people.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards / W. Board/the
– produce. student book /audio file
Target structure: -
Use simple past to narrate.
Intel: Learner can understand verbal and non Valuing learning and sciences
verbal messages . Being proud of belonging to Algeria
Meth: He can use listening strategies. Valuing hard work and great achievements.
He can work in pairs or in small groups. Supporting successful people
T/L Cours
e
book
To listen and
complete
V/
A/
L/L The learner K/T
reinvests a
time table
To ask and
Post answer
listenin questions
g
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: Framework: PPU
Language focus : language learning
Learning Objective (s): by the end of this lesson my learners will be able to talk about famous people achievements
using relative pronouns who and which .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards / W. Board/the
– produce. student book /audio file
Target structure: -
Relative pronouns : who /which
Intel: Learner can understand verbal and non Valuing learning and sciences
verbal messages . Valuing hard work and great achievements.
Meth: He can work in pairs or in small groups. Supporting successful people
a lot of theories.
Task 11page 98 Check and
I fill inthe gap with the appropriate relative pronouns : who reinforce
or which.
I work with my partner .We read my grammar tools 2 again L/L
and check our answers.
Task 12 page 98 : I join each pair of sentences using the
appropriate relative pronoun. Reinvest
Task 13 page 98 : I spot the mistake and correct it . what they
learnt to talk Cours
T ; work in groups of four .Read the grammar tools part 2 about e V/
Use again .write one sentence about a famous person you famous book A/
know using a relative pronoun as we did in the task 13 people K/T
page98. achievement board
3ms sequence 3 I read and do
Text 1 Text 2
Ibn Sina was born in
Al-Ḥasan ibn al-Ḥaytham was born in 980 in Central Asia. As a young
965, in Basra, Iraq .He was an Arab boy, he learnt the Koran by
physicist , mathematician, and heart thanks to his father who
astronomer. gave him a good education.
Ibn al-Ḥaytham did many works in the At about 13 of age ,he
field of optics , astronomy, studied medicine with a
mathematics , meteorology, visual number of teachers. He also dedicated much of
perception and the scientific method. his time to the study of physics, natural
Ibn al-Haytham wrote “The Book of Optics” ,which is
sciences and Arabic .
survived in Latin edition, and explained how light enters
Before he was 20, Ibn Sina was a well-
the eye. He was the first to study the phenomenon of
known doctor. One of his patients was the Sultan
the pinhole camera .He worked out and set a camera
obscura (from the arab word gamara) hundreds of years
of Bukhara. He treated him for a serious
ago, before the modern development of photography as disease. When he was cured, the grateful Sultan
we know it. Al hasan showed through experiment that light allowed Ibn Sina to use his private library in the
travels in straight lines.He studied the process of sight, the palace.lbn Sina improved his knowledge of
structure of the eye and the image formation in the eye..He medicine by reading books written by the
died in 1040 . Greeck, the Chinese, the Arab doctors and
http://www.newworldencyclopedia.org/entry/Ibn_al- philosophers. He wrote one of the most
Haytham significant book in the history of medicine called
"Canon of Medicine" which was printed in Europe
at least 60 times between 1516 and 1574 and
studied in many universities around the world.
He died at the age 51
https://en.wikipedia.org/wiki/Avicenna
Figure 2
Figure 1
By djamel djamel
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: I read and do Framework: PDP
language use
Learning Objective (s): by the end of this lesson my learners will be able to read texts about famous people and gather
information.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ free texts
– produce.
Target structure: -
Simple past . simple present . relative
pronouns.
Intel: Learner can understand verbal and non Valuing learning and thinking
verbal messages . Being proud of belonging to Algeria
Meth: Valuing hard work and great achievements.
He can work in pairs or in small groups. Supporting successful people
To interpret
different
texts in
terms of
lexis
comprehensi
on
Text 1 Text 2
While Tiltle
read Source
Type of a/v
documents
- Blog page W
- Excerpt board
from a
book
- Press
article
T/L
L/L
W
Names Date of Place of Date of Their The learner board
birth birth death achievem uses his
ents critical
thinking and
gives his
opinion V/
Post A/
read K/T
Task 2 :
Read the texts 1 and 2 and answer the questions
T : Work in pairs read the text again, check your answers and
correct each other.
Task 3 Read the texts and complete the table.
SEQUENCE :four
Me And My
Environment
The learning objectives
*Expressing obligation
*Expressing prohibition
*Makingrecommendations Comparing and *evaluating
Learning Objective By the end of the session, the learners will be able to ;A)interact orally to suggest solutions to solve
a given problem situation.
b) To be familiar with the topics of the new sequence.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ flash cards
– produce.
lexis : Some lexis related to the
environment: -
Intel: Learner can understand verbal and non Valuing work in groups.
verbal messages . Valuing good attitudes towards the environment
Meth:
He can work in groups.
Com: He can lead a discussion
He can communicate appropriately
he can generate solutions to a problem
Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
T greets his pps .The pps respond.
Warm
up The teacher shows his pps some pictures ( or powerpoint file) Brainstormi
and starts a short discussion ( to lead them to the situation) n g ideas
Pre Task .Example : about the flash V/
What is the man doing ? Where is he ? Is it a good thing ? environmen cards A/
look at this animal ? Do you know its name ? what happened to his corn ? t
What about pic3 ? And what about pic4 ?
T/L
a/v
flash
card
W
lead the pps board
Discuss in pairs what are these people doing ? What do they wear ? to
Who are they? understand
the situation
T/L
Task
cycle
s
HELP animals
,seas, plants, environment ……….
brainstormin
trees. g ideas as
much as
possible
rubbish Where I
live and study
Me as a
pupil
announce
the topics of
How to give sequence 4
Laws and rules
advice
Learning Objective (s): by the end of this lesson my learners will be able to listen to a text and do tasks and use some lexis
related to the environment and Algerian fauna and flora
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ s books/ audio
– produce. file
Target structure: -
simple present – adverbs of location
Intel: Learner can understand verbal and non Being proud of belonging to Algeria
verbal messages . Valuing the wonderful Algerian heritage.
Meth: Being proud of the national heritage.
He can work in pairs or in small groups. Valuing good attitudes towards the environment
a/v
flash
To introduce card
the topic
and the key W
lexical items board
T/L
The 4th listening T he teacher invites his pps to listen to the for further V/
UNESCO representative part 2 and do task 6 page 114 comprehensi A/
on of the K/T
The teacher invites his pps to work in pairs compare their listening
answers and correct each other. phase
post W
listen Discussion – Ask students to work in small groups to compose 2 board
discussion questions based on the topics that came up during the
listening.
Listening scripts : 3ms sequence 4 I listen and do 2
Tasks 27 and 28: Eco-Schools (Part 1) “Eco-Schools” is an international programme that has involved
millions of schoolchildrenin environmental issues around the world for more than twenty years. I listen to
the BBCinterview of the UK Eco-School representative.
BBC Journalist: Thank you for sparing some of your time for this interview. My first
question is: What is litter ?
Learning Objective (s): After completing this lesson, pupils will have discussed, explored and reflected on the causes and
effects the problem of litter in their community. And give solution to this problem
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ s books/ audio
– produce. file/ flash cards
Target LEXIS: - lexis related to litter and
pollution ( causes and effects)
Intel: Learner can understand verbal and non Valuing a clean and healthy environment
verbal messages . Raising teenagers awareness of environmental
Meth: issues and seeking a change in their attitudes.
He can work in pairs or in small groups.
To introduce
the topic
and the key
lexical items
a/v
flash
card
W
board
T/L
While
listen
1-Have you seen litter in your neighbourhood ?
2-Is it a problem ?
3-Which objects can we find in a litter?
4-What types of litter have harmful effects (dangerous) ? L/L
Objective : A) My pps will be able to use dictionaries to look up the meaning of an English word in a
correct way.
Task one : Task 22 pahe 138 I match each word with its definition adapted from oxford defintion
( group work).
Learning Objective (s): by the end of this lesson my learners will be able to identify some endangered animals in Algeria and
make a poster to save them .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ power point
– produce. file/ book
Target lexis
lexis related to
Intel: Learner can understand verbal and Being proud of belonging to Algeria
non verbal messages . Valuing the wonderful Algerian heritage.
Meth: Being proud of the national heritage.
He can work in pairs or in small groups. Valuing good attitudes towards the environment
Many Algerian plants, trees and animals have been inscribed on the
red list of our organization – the International Union for Conservation
of Nature (IUCN) – as vulnerableor endangered species. Therefore, the
country’s environmental authorities and Algerian people themselves
must protect all these species.The Atlas cedar has been registered as
a/v
an endangered species on the IUCN red list since2013. Barbary sheep
has been listed as a vulnerable species on the same list since
1986.Barbary macaques have been inscribed on the IUCN red list of W
endangered species since 2008. The Algerian nuthatch has been board
classified as an endangered species since 1994.Dorcas gazelles have
been considered as vulnerable species since 1988, and Cuvier’sones
since 2016. The Saharan cheetah, which lives in the Hoggar Mountains,
has not been evaluated and classified but it is considered as a rare
species. The Atlas or Barbary lion became extinct in the wild around
1942 but there are some descendants still living in captivity in many
zoos around the world. T/L to listen and
and do tasks
The 1st listening :
The teacher invites his pps to listen to the IUCN
While representative talking to Algerian journalists about
listen protectedanimal and plant species in Algeria, and
complete the fact file (Task 16 page 117)
The 2nd listening L/L
The teacher invites his pps to listen again , check their
answers then work with their partners to correct each other.
T invites his pps to do Task 19 page 119
post
listen Group work : Discuss in groups and answer ( oral) for further
Animals are classified into levels of vulnerability by IUCN. What are
these?
comprehensi
Do you know any other animals that are extinct, endangered,vulnerable on of the
or rare? listening
Tell the class about one. phase . the V/
Choose an animal as a symbol and create a poster with one of ppsmake a A/
these slogans : poster about K/T
a) Help this animal to survive
an
b) Save it .
endangered
c) Proect it .
d) SOS animal
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson: language learning /use Framework: PPU
Learning Objective (s): by the end of this lesson my learners will be able to talk about their present activities using present
perfect
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/Sbook/ listening
– produce. file / list of irregular verbs
Target language : present perfect/ since /
for/ how long/ past participle
2 Methodological competency:
- He can work in pairs or within the whole class.
3.Communicative competency:
He can talk about his present activities.
1 do
2 live 6 eat
3 give 7 ask
4 write 8 wear
5- be ……………………. 9 buy
Present perfect :(has/have + past participle): For something which happened in the past, but we
don’t knnow exactly when, and for something which happened in the past but which is connected to the
present
Affirmative Negative
I have/’ve bought a new book. I have not/haven’t bought a new book.
He/She/It has/’s finished. He/She/It has not/hasn’t finished.
You/We/They have/’ve made efforts. You/We/They have not/haven’t made efforts
Questions Short answers
Have you bought a new book? Yes, I have. / No, I haven’t.
Has he/she/it helped you ? Yes, he/she/it has. / No, he/she/it hasn’t.
Have you/we/they listened to you ? Yes, I/you/we/they have. / No, I/you/we/they haven’t.
Wh- questions
I've had a car for two years. (= You had it two years ago and still have it now.)
I had a car. (= You don't have it now.)
Task 1 : I make present perfect sentences
I / send/ him an invitation
Karim/reorder/the sentences
The pupils /buy/a gift
I/be/ a teacher for a long time
TASK 2 : I match
1 Why didn’t you call me today? a Me. I’ve been in the kitchen all day!
2 Where has Tom put the dictionary? b Well, I’ve corrected the mistakes
3 What have you done? c At eight o’clock this morning. I’ve been here all day
4 Who made all this food? d Not yet .
5 have you bought a school bag ? e) Sorry, I’ve been very busy.
1 have
2 turn 6 drink
3 sell 7 ask
4 dance 8 wear
5- be ……………………. 9 answer
Position Example
for before a time period He hasn't been a teacher for years.
(a year, three days, two hours)
since before a point in time I have been abroad since 2003.
(2010, 5 o’clock, this morning)
How long…? at the beginning of a question How long have you known Paul?
Task 2 : Complete what Hamid says. Use the PastParticipleT and for or since.
a) I’m from Algeria, but I live in London now. I (live) here 1992.
b) I’m a journalist. I work for a sports magazine in London. I (work) there two years.
c) I’m married. My wife’s name is Ahlem.We (be) married 1993.
d) She works in a bank. SHe (work) there three years.
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson I practice Framework: PPU
Lesson focus: language
learning/use
Learning Objective (s): by the end of this lesson my learners will identify the keys to protect the environment ,express
strong obligation and prohibition using must and mustn’t and mild obligation using should and shouldn’t
Target competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ free
produce. texts/Sbook
Target structure: -
Must / mustn’t / should /shouldn’t
Intel: Learner can understand verbal and Valuing a clean and healthy environment
non verbal messages . Raising teenagers awareness of environmental
Meth: issues and seeking a change in their attitudes
He can work in pairs or in small groups.
Task 1 page 133: I match each sign with its corresponding Check and
Practice text . reinforce
Task 2page 133 :What do all the preceding signs (task 1)
express ?I tick the box next to the right answer.
obligation or prohibition
Task 3 page 133 : I rewrite each of the preceding text (Task1 )
using mustn’t or shouldn’t as in the example.
Task 4 page W
READ THE SENTENCES AND WRITE SHOULD OR SHOULDN’T board
Learning Objective (s): by the end of this lesson my learners will able to give recommendations and make a school eco-
charter using imperative.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/Sbook
– produce.
Target structure: -
imperative
Intel: Learner can understand verbal and Valuing a clean and healthy environment
non verbal messages . Raising teenagers awareness of environmental
Meth: issues and seeking a change in their attitudes
He can work in pairs or in small groups.
Warm
up Teacher greets his pps / the pps respond Refresh prior
knowledge
A quick review to connect the previous lesson with and pave the w V/
the current one by asking some questions : way board A/
What should people do to live in a healthy
environment ? What must they do to help animals , T/L
plants and trees live longer ?
Presenta Flash
tion cards
a/v
T/L
Giving the
You must slow down opportunity to
You mustn’t throw butts in the rubbish (or litter)bin . the learners to
guess and
T : What do these sentences express ? elicit
PPS : recommendations , advice , obligations. the new
structure
T : consider the following sentences .
Practic
e -Slow down.
- Don’t throw butts here .
T : What do they express ?
T : How do they start ?
T : How to call this mode .
Teacher elicits and highlights rules (see grammar tools 2
page130)
Task one :((TASK 12 PAGE 135) : highlighting
I rewrite each of the following sentences using imperative. rules
The first one is given. giving advice Sbook
- T invites his pps to work in pairs , read my grammar and
tools again and check their answers then correct each recommendati
other. ons using
imperative
Task two : I rewrite each of the following texts using
imperative (The texts mentioned in Task 1 page 130).
to check and
onsolidate
Task three :( Task 13 page 135).
The Teacher invites his pps to work in small groups to write
five recommendations using imperative that will be included
The pps
in my school eco charter.
reinvest what
DO s DONT’ s they learnt to
make school
Use eco- charter
LEVEL : 3ms
Project : 03
Teacher : Mr B .Djamel
Tutorial session
Objective : My pps will use what they learnt before to work in groups to make an Environment Day poster .
Steps :
Before poster :
- The teacher presents the task : It is “ The environment Day” in Algeria. To celebrate the event , your teacher of English
asked you to make a poster about protecting the environment and reducing litter to make your school mates aware of the causes
and the effects of the problem. The best posters will be displayed on the walls
Presentation :
The pps present their posters to the classroom before they are displayed on the walls.
Post Poster : The posters can be judged or voted on by other students or teachers.
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson I practice Framework: PPU
Lesson focus: language
learning/use
Learning Objective (s): by the end of this lesson my learners will identify the keys to protect the environment ,express
strong obligation and prohibition using must and mustn’t and mild obligation using should and shouldn’t
Target competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ free
produce. texts/Sbook
Target structure: -
Must / mustn’t / should /shouldn’t
Intel: Learner can understand verbal and Valuing a clean and healthy environment
non verbal messages . Raising teenagers awareness of environmental
Meth: issues and seeking a change in their attitudes
He can work in pairs or in small groups.
Task 1 page 133: I match each sign with its corresponding Check and
Practice text . reinforce
Task 2page 133 :What do all the preceding signs (task 1)
express ?I tick the box next to the right answer.
obligation or prohibition
Task 3 page 133 : I rewrite each of the preceding text (Task1 )
using mustn’t or shouldn’t as in the example.
Task 4 page W
READ THE SENTENCES AND WRITE SHOULD OR SHOULDN’T board
1-WE.....................TAKE CARE OF THE ENVIRONMENT
2-WE...................USE PLASTIC BAGS
4-................................WE use.PAPER BAGS
5-................................WE USE RECYCLED PAPER
6- We …….stop testing medicine on animals -
Task 5 : Match
Questions answers
1-Should people use a)They should make
paper bags? litter patrols
2-What should pupils b) Yes, we must.
do.to keep their school c) No, we shouldn’t
clean?
3-Must we punish the litter d) Yes, they should
louts The pps use
4-Should we throw what they
rubbish anywhere? learnt to
Group work show the
Use others how
A- T : Write five keys ( The most important ones in your
opinion) to to live in a better environment. Use must can we make
, mustn’t , should and shouldn’t starting like this : our
To live in a better environment , environment
feel better V/
A/
K/T
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson : I practice Framework: PPU
Lesson focus: language learning /
use
Learning Objective (s): by the end of this lesson my learners will able to give recommendations and make a school eco-
charter using imperative.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/Sbook
– produce.
Target structure: -
imperative
Intel: Learner can understand verbal and Valuing a clean and healthy environment
non verbal messages . Raising teenagers awareness of environmental
Meth: issues and seeking a change in their attitudes
He can work in pairs or in small groups.
Warm
up Teacher greets his pps / the pps respond Refresh prior
knowledge
A quick review to connect the previous lesson with and pave the w V/
the current one by asking some questions : way board A/
What should people do to live in a healthy
environment ? What must they do to help animals , T/L
plants and trees live longer ?
Presenta Flash
tion cards
a/v
T/L
Giving the
opportunity to
the learners to
You must slow down guess and
You mustn’t throw butts in the rubbish (or litter)bin . elicit
the new
T : What do these sentences express ? structure
PPS : recommendations , advice , obligations.
Practic
e T : consider the following sentences .
-Slow down.
- Don’t throw butts here .
T : What do they express ?
T : How do they start ?
T : How to call this mode .
Teacher elicits and highlights rules (see grammar tools 2 highlighting
page130) rules
Task one :((TASK 12 PAGE 135) : giving advice Sbook
I rewrite each of the following sentences using imperative. and
The first one is given. recommendati
- T invites his pps to work in pairs , read my grammar ons using
imperative
tools again and check their answers then correct each
other.
to check and
Task two : I rewrite each of the following texts using
onsolidate
imperative (The texts mentioned in Task 1 page 130).
Project : 03
Teacher : Mr B .Djamel
Tutorial session
Objective : My pps will use what they learnt before to work in groups to make an Environment Day poster .
Steps :
Before poster :
- The teacher presents the task : ‘ It is “ The environment Day” in Algeria. To celebrate the event , your teacher of English
asked you to make a poster about protecting the environment and reducing litter to make your school mates aware of the causes
and the effects of the problem. The best posters will be displayed on the wall.
Presentation :
The pps present their posters to the classroom before they are displayed on the walls.
Post Poster : The posters can be judged or voted on by other students or teachers.
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson: I practise Framework: PPU
Lesson focus :Language learning
/use
Learning Objective (s): by the end of this lesson my learners will be able to talk and write about causes and consequences of
litter using connectors as/ because , so/therefore.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/Sbook
– produce.
Target language : discourse markers
So, therefore, as, because
3. Communicative competency:
He can differentiate between reasons and results.
T/L
presenta
tion
a/v
W
board
T/L
Giving the
opportunity to
the learners to
guess and elicit
the new
practice structure
T/L
T : Why rheneceros is concidered as an endangered animal ?
T : Why the fish is dead ?
T : Why this place is not clean and tidy ?
T : Why we have these plastic bags here in this area ?
T invites his pps to concider the following sentences and answer the
questions :
1- As there are not severe rules against litter louts, our streets
and pubic places will remain untidy .
2- Some animas went extincted because of illigal hunting and
smuggling.
T : Underline the causes in the 2 sentences .
T : Which connectors are used to show us the causes ? highlighting
T : Consider the following sentences and answer the questions/ rules of using
1- Alot of plants and trees are cut everyday. So , the Algerian discourse
authorities must protect them. markers to talk
BB
2- Plastic bags are thrown everywhere .Therefore ,people should or write about
use durable ones’ bags for life ‘. causes and
consequences
T : Underline the consequences in the 2sentences.
T : Which connectors are used to show us the consequences?
Highlighting rules :
T/L To check how
1- We often use as and because when we want to focus more on
well the
the causes and the reasons ...
learners have
grasped the
2- We often use so and therefore when we want to focus more on
meaning and
the results ( consequences)..
the use of the V/
new structure A/
Task 1 (5 page 134)
Task 2 : complete with as/because or therefore/so T/L K/T
the pps use
what they BB
1....................there are not enough dustbins ,people should reduce their
learnt to talk
food waste.
about the
2. Some animals are vulnerable.........................their habitats are
use L/L causes and
destructed.
consequence of
3. The number of national parks are not enough..........................we
litter in the
should have more parks.
neighborhoods
4. Alot of animals are threatened.............................we can't leave them
alone.
5. This animal is looking for water...................he is thirsty
Task 3 :
Discuss in groups causes and results of litter in the neighborhoods
and make sentences using as/because or therefore/so.
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson: I practice Framework: PPU
Lesson focus : language learning
/use
Learning Objective (s): by the end of this lesson my learners will be able to compare the danger facing the Algerian fauna and
flora using the comparative of superiority
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/Sbook/ flash
– produce. cards
Target language : the comparative of
superiority
Irregular adjectives/short adjectives/ long
agectives
3.Communicative competency:
He can compare .
Learning Objective (s): At the end ,my learners will be able to;
- Pronounce words contain the sounds (/ʒ/ & /dʒ/) in a correct way
- Identify the silent letters : w- h- k- t
- Ask different questions using a correct intonation.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/S book
– produce.
Target language : wh question- yes no
questions intonation
The teacher invites his pps to do tasks 1,2,3,4 page127. To check and a/v
reinforce
The teacher writes some words on the board and invites his
students to work in groups and identify the sounds (/ʒ/ & Encourage W
The group work
/dʒ/) then each group should choose one of them to read board
The pps
these words focussing on (/ʒ/ & /dʒ/)
reinvest what
they learnt to
use dangerous read some
pleasure English words VA
garbage in a correct KT
treasure L/L words
education s
vision
Algerian
equation
Larger
Ecology
Confusion
Region
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
Learning Objective (s): by the end of this lesson my pps will be able to read a text and sort out information
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials Student book / W. Board/
– produce.
Target structure: -
Should. Pronouns
Cross Curricular Competencies Core values
Valuing the wonderful Algerian heritage.
-
Intel: He can understand and interpret non- Being proud of the national heritage.
Valuing good attitudes towards the environment
verbal messages. Valuing a clean and healthy environment
- He can show some degree of autonomy in all Raising teenagers awareness of environmental
areas of learning issues and seeking a change in their attitudes
.
- Meth: He can work in pairs or within the whole
class.
- He can mobilize his resources
.
- Com: he can develop effective
reading strategies
-
Per and soc: He socialises through oral or
written exchanges.
While
reading
Butts
Presenting the
T invites his pps to read only the 1st paragraph of the text topic by S
(page139 )and guess the topic of the text and which vocabularies eliciting from books
they are going to face.( the teacher elicits and explain the key the PPs and
words) engaging them
in the process
T invites his pps to read the text and fill in the bibliographical notes
(TASK 1 PAGE 139) checking
T/L a/v
comprehensi
T invites his pps to read the text again and answer the questions on in terms
post In the reading notes. The
read of ideas and board
T invites his pps to work with partners , compare their answers and
lexis.
correct each other.
The learner
The teacher asks his pps to work in small groups and find some uses his
similarities and differences between Scottish and Algerian critical
students’ attitudes toward the environments. L/L thinking and
shares his
differences similarities opinion
V/
A/
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MT ENVIRONMENT Lesson: I read and do 2 Framework: PDP
language use
Learning Objective (s): by the end of this lesson my pps will be able to read a text and sort out information
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials Student book / W. Board/
– produce.
Target structure: -
Should. Pronouns
Cross Curricular Competencies Core values
Valuing the wonderful Algerian heritage.
-
Intel: He can understand and interpret non- Being proud of the national heritage.
Valuing good attitudes towards the environment
verbal messages. Valuing a clean and healthy environment
- He can show some degree of autonomy in all Raising teenagers awareness of environmental
areas of learning issues and seeking a change in their attitudes
.
- Meth: He can work in pairs or within the whole
class.
- He can mobilize his resources
.
- Com: he can develop effective
reading strategies
-
Per and soc: He socialises through oral or
written exchanges.
While
reading
Butts
Presenting the
T invites his pps to read only the 1st paragraph of the text topic by S
(page139 )and guess the topic of the text and which vocabularies eliciting from books
they are going to face.( the teacher elicits and explain the key the PPs and
words) engaging them
in the process
T invites his pps to read the text and fill in the bibliographical notes
(TASK 1 PAGE 139) T/L checking a/v
comprehensi
T invites his pps to read the text again and answer the questions on in terms
post The
In the reading notes.
read of ideas and board
T invites his pps to work with partners , compare their answers and
lexis.
correct each other.
The learner
The teacher asks his pps to work in small groups and find some uses his
similarities and differences between Scottish and Algerian critical
students’ attitudes toward the environments. L/L thinking and
shares his
differences similarities opinion
V/
A/