4MS Sequence 1 New 2021

LEVEL :4MS
Sequence:1
ME . UNIVERSAL LANDMARKS AND OUTSTANDING FIGURES IN
HISTORY LITERATURE AND ARTS
Welcome TO Algeria
By Djamel Djamel
Before starting this sequence the teacher should check with the PPs
the following prerequisites and prepare some activities to review and
consolidate:
- Simple past (all forms). With regular and

irregular verbs
- Adjectives( long /short/syllables)
- Simple presents all forms
Level : MS4 School : Bormadia/Relizane Teacher: bendoubaba djamel
(djamel djamel)
ME . UNIVERSAL
Sequence: 01 Language focus : language Framework: PPu
LANDMARKS AND OUTSTANDING learning
FIGURES IN HISTORY LITERATURE
AND ARTS
Learning Objective (s): My PPs will be able to Compare landmarks using comparative of
superiority.
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W.

interpret – produce. Board/posters/course books
Target structure: -
Comparative of superiority/
adjectives(short and long)
Cross Curricular Competencies Core values
- Intel: Learner can understand verbal and  Valuing the universal landmarks.
non verbal messages .  Being proud of the national heritage.
 Openness to the world.
- He can use some strategies to deduce
rules.  Valuing tourism as a source of knowledge
- Meth: He can work in pairs or within the
whole class.
- Com: He can reinvest the learnt language
into the real life
- Per and soc: He socialises through oral
or written exchanges.
Time Framewo Procedure Focu Aims Material Vakt

rk s
Teacher greets his PPs .The PPs respond.
warmer The teacher sticks on the board some

flashcards of famous landmarks/monuments
in the world(eg: Tadj Mahal,Eiffel Tower,Big Brainstorm
Ben,Maquam Echahid,…….) and invites the ideas about V
learners to give their names and say where international
they are situated. , landmarks A
,…/
Presentati
monuments
on
Posters
+w
board
Present the
target
structure in
a context
T elicits some adjectives which describe these

monuments and towers like :
Beautiful, attractive, tall, old, modern,
historical, amazing, heavy… Giving the
opportunity to
The teacher invites his PPs to consider the
the learners
following chart ,discuss the facts ,then answer to guess and Course
some questions( teacher uses gestures to elicit the new
Book
guide his students’ attention to the new structure
structure)
Which one is taller?

Which one is older
Which one is more attractive? (according to
the number of tourists each year)
Height Date Visitors
each year
(TALL) (old)
324M 7 million Wboard
The Eiffel
1889
Tower
The 93m 3.5 million

Statue of
1886
liberty
The teacher writes on the board the answers

and tries to elicit the rules of Comparative:
A)The Eiffel Tower is taller than theStatue of
liberty
Short adjective+ er+ than
Teacher : Now look at this sentence(b) and

compare it to the sentence A
Wboard
B) Eiffel Tower is more attractive than Than
more+lg adj+than
Practice
statue of liberty. Highlighting
T highlights the rules of *The comparative of the rules
superiority ( short and long adjectives )
What are comparative adjectives?

A comparative adjective compares differences
between two nouns. For example, “The blue car
is faster than the red car”.
Comparatives take the following forms:
 the adj+er: in most cases, adjectives with 1 or 2
syllables take the “er” form (e.g. fast – faster /
heavy – heavier)
 the more + adj: in most cases, adjectives with 3
or more syllables take the “more ~” form (e.g.
expensive – more expensive / beautiful – more
beautiful)
 there are a few exceptions to the above rule (e.g.
modern – more modern)
NOTES:
To check how
Short adjectives: 1 syllable (eg: young) + 2- well the
syllable adjectives ending in -y (eg: pretty) learners have
Long adjectives: all the other adjectives grasped the
meaning and
COMPARATIVES: the form of
> If the adjective ends in "--y" the "y"
becomes "i" : heavy --> heavier the new
> If the adjective ends in "--e" only an "r" structure
Wboard
is needed: wise --> wiser
> If the adjective ends with "single vowel +
consonant" the consonant is doubled and
one adds "--er" : big --> bigger
> Some very common adjectives have
irregular comparatives: good --> better |
bad --> worse | far --> farther
Practice :
Task one : Give the comparative form
Adjective Comparative of
superiority
big Bigger than
beautiful
good
heavy
modern
amazing The Ls have
the
opportunity to
Task two : Work with your partner check the
use what they
rules again and correct each other
learnt
Task three : Give the correct form of the
adjectives between brackets
Use Everest mount is……………………….( high) than Tahat
mount.
The Nile RIVER is …………………….(long) than Amazon
RIVER
The Pyramids are …………..(ancient)Pisa tower.
Task three : Free use of the target Language

The PPs work in pairs and make three
examples using comparative superiority
describing some monuments and landmarks
they know
a
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Language focus : language learning Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ?
LITERATURE AND ARTS
Learning Objective (s): by the end of this lesson my learners will be able to : 1) compare between landmarks and famous
figures
2)describe the world around them and make comparisons of equality / inferiority.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/he student book
– produce.
Target structure: -
comparisons of equality / inferiority
as……..as……/ not as……………as
.

 Valuing the worldwide landmarks.
- Intel: Learner can understand verbal and non  Being proud of the national heritage.
verbal messages .  Openness to the world.
- He can use his critical thinking to deduce rules.
- Meth: He can work in pairs or within the whole
class.
- Com: He can reinvest the learnt language into the
real life
- Per and soc: He socialises through oral or
written exchanges.
-
Ti Frame ;Procedure Foc Aims Mater Va
me work us ial kt
The teacher greets his pps / the pps respond.
Warm Teacher invites 2students (different in height) to the front of
up the class. Then,asks the rest of the class a question :
Is x(pupil 1) as tall as x pupil 2 ?(using gestures) Brainstormin
Teacher : Now, Choose a student who has the same height g /using prior V/
as the first student who was chosen. Example: Knowledge A/
• Who is as tall as Karim? Invite the other student who was Paving the
chosen to be compared with the first student to the front of T/L way.
the class. The teacher constructs the sentence to show
comparison.
Example:• W
Rachid is as tall as Karim. board
Karim is as tall as Rachid.
The teacher writes the sentences on the board. Then ,
underlines the adjectives and ‘as … as’. W
The teacher writes the following chart on the board and asks board
some guiding questions to elicit the new target language. Introduce the
target
Landmarks Country Area Date of language in a
construction
context
Al Hambra spain 142,000 square 8th century
palace metres
Topkapi Turkey 80,000 14th
palace square century
metres
Present What is Alhambra ? Giving the
ation What is Topkapi ? opportunity to
Where are they situated ? the learners to
Is Al Hambra palace as famous as Topkapi palace ? T/L guess and
Practic Is Al Hambra palace as big as Topkapi palace ? elicit the new
Is Al Hambra palace as old as Topkapi palace ? structure
e
Highlighting rules.
See and discuss My grammar tools The
Highlighting
Comparative of equality and inferiority page 31) board
rules
Task 1 : ( task 1 page36) Pay attention to the information between

brackets and fill in each blank with ‘as’ or ‘not as’.
To check how
well the a/v
The teacher invites his PPs to work with partners .Check their learners have
answers and correct each other. grasped the
meaning and
Task 2 (Task 2 page 36) . the form of the
Compare and join each pair (‘a’ and ‘b’) using ‘’as….as’’ and ‘’not new structure
as…… as ‘’.
Task 3 ( The pp
T : Now ,choose two landmarks and two oustanding figures from V/
reinvests
Use your region , country or the world and compare between them The A/
what he
using ‘as..as’ or ‘Not as..as’. board K/T
learnt to
describe and
compare the
world around
them
 .
(djamel djamel)
ME . UNIVERSAL
Sequence: 01 Language focus : language Framework: PPu
LANDMARKS AND OUTSTANDING learning
FIGURES IN HISTORY ? LITERATURE
AND ARTS
Learning Objective (s): by the end of this lesso n my learners will be able to write a short paragraph
describing a famous monument using passive voice..
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/posters

interpret – produce.
Target Lexis: construct-
Target structure: -
build- paint- found- made-
Passive form in the past
- Intel: Learner can understand verbal and  Valuing the universal landmarks.
non verbal messages .  Being proud of the national heritage.
- He can use his critical thinking to deduce
rules.  Valuing tourism as a source of knowledge
- Meth: He can work in pairs or within
the whole class.
- Com: He can reinvest the learnt
language into the real life
- Per and soc: He socialises through oral
or written exchanges.

rk s
The teacher greets his PPs / PPs respond.

warmer A game :
I name a country / you give me a
famous monument in that country To pave the
The teacher shows his PPs a flash card of T/Ls way V
Eiffel tower and invites them to say what they Brainstorm A
know about it . ideas about
Presentati Teacher can ask some guiding questions: places ,
on What is it!?/why people from all over the landmarks ,…/
word come to visit it?............
using prior
knowledg
Posters
+w
board
Giving the
Teacher writes on the board the following opportunity to
sentences then invites his Ls to look at them , the learners
read them silently and find the difference to guess and
between them elicit the new
structure
A)Gustave Eiffel designed the Eiffel tower.
B)Eiffel tower was designed by Gustave Eiffel. T/Ls
T draws the Ls attention and asks some

guiding questions:
Underline the verbs in sentences a and b?

What is the difference?
Underline the subjects?
What happened to the subject and the verb in

sentence 2?
What about the object?
A)Gustave Eiffel designed the Eiffel tower

Practice
Course
B)Eiffel tower was designed by Gustave Eiffel
Book
So, sentence A is in active form ( the subject is

before the verb) .
Sentence b is in passive form (when the verb

comes after the object we call it passive form)
Grammar tool :
T highlights rules of passive voice (pages Wboard
30/31)
Task one Fill in the correct form of the

verb( task 5 page…):
a) . Timgad ……………(be found) by the
Romans.
b)Ketchaoua and Sultan Ahmed
mosques………… (be build)in the 17th century .
c) The Houses of Parliament…………… (be To check how
situate) along the river Thames in London.. T/Ls well the
d)Shakespeare’s house –……….. be locate in learners have
the small town in The Strafford-upon-Avon grasped the
meaning and
the form of
Task two : Tun into passive the new
Egyptians built the Great Pyramids structure
board
Use
Picasso painted Monalisa
The architect designed a good plan.
My father constructed a nice house.
Task three( The PPs work in pairs) The Ls have
Hello , my friend . In Algeria there are a lot of the
famous …………….. .One of them is Maquam opportunity to
Echahid . use what the
learnt
It ………………… Algiers.It …………………. by the
Canadians in 1980s to celebrate the sacrifice
of the unknown martyr.
Consolidate and reinforce

Task 1 Fill in the correct form of the verb:
The park ____ (reconstruct) last year year
The old currencies ____ (take) to the museum
This building ____ (design) 4years ago.
America …………. (discover) in 1492

Task 2 :Use the following information to write a short descriptive note about the Statue of
liberty using Passive VOICE
.Name: the Statue of Liberty
Location: New York harbor
Made of: bronze
Date of construction: 1886
Architect: Frederic BartholdiReason
made: to honour the independence
Number of visitors per year: 3.2 million people

(djamel djamel)
Sequence: 01 ME . UNIVERSAL Lesson: Listening and Framework: PDP

LANDMARKS AND OUTSTANDING speaking
FIGURES IN HISTORY
LITERATURE AND ARTS
Learning Objective (s): by the end of this lesson ,the learner will be able to narrate
using historical information about landmarks
Targeted competencies: interact Domain (s): Materials: W.

– interpret – produce. Oral/written(both) Board/posters/coursebooks
Target lexis: Lexis related to

greeting/tourism/
 Intel: Learner can interpret and use verbal Being polite

and non-verbal messages
 Meth: He can use listening strategies.  openness to the world
 Com: He can use the information he  valuing universal monuments and landmarks
gathered.  Valuing travelling as a source of knowledge
 Per and soc: socializing
Tim Framewor Procedure Focus Aims Materi Vak

e k al t
The teacher greets his PPs / PPs

respond.
The teacher asks a question and gives
Warmer his PPs 2 minutes to think and answer
this questions:
If you could go anywhere in the world, Brainstorm
where would you go?Why?(which ideas /bring V
country you like to see and why?
prior A
Teacher starts by writing the word knowledge
London on the board. Then ,asks his
students to say what they know about into surface
Before this city.(famous football players,
listen famous places , location, country
,language………)
Teacher shows his students some flash
Poste
cards about London’s most famous
landmarks and monuments( Big Ben rs
,Westminiter palace, Thames…...
landmarks and monuments( Big Ben
+w
,Westminster palace, Thames…... ) board
and checks if his PPs know these Guessing/
places.
thinking/
anticipating
W listening
T ; A group of Algerian middle school are

visiting London .They are riding an open-
top double decker –bus and their English
tourist guide is showing them London’s
most famous monuments and landmarks
during this sightseeing tour.
T; Guess how will the tourist guide start

his speech?
PPs: by greeting ………
T: How will the sightseers respond?
PPs: ………………. Cours
T:Then ,what will the tourist guide talk e
about?
The 1st listening : the tourist guide (Part
T: Now listen the tourist guide (Part 1)and To listen and Book
check your answers find the missing
words
The 2nd listening : the tourist guide (Part
Listen to the tourist guide talking to the
PPss and find the missing words (task 2
page11).
The third listening the tourist guide (Part
Listen again to the tourist guide (Part1)then Listen and
complete the table: transfer
Dates Events information
- The eleventh ……………………….
century
- On 16th October
1834 ……………………..
- Six years later ……………………….. Wboar
in 1987 d
……………………………
Task 4 : Discuss the information in the script

….. The PPs
The teacher asks some questions
personalise the
information
Why do tourists from all over the world
they got/
come to e visit westminster palace?
Post
listening Now, you got new information about
this universal monument. Can you
retell/sum up some of this information
(djamel djamel)
Sequence: 01 ME . UNIVERSAL Lesson: Listening and doing Framework: PDP

LANDMARKS AND OUTSTANDING
FIGURES IN HISTORY
LITERATURE AND ARTS
Learning Objective (s): -by the end of this lesson ,my learners will be able to :
a- listen and gather information.
b- Describe famous landmarks using specific information.
Targeted competencies: interact Domain (s): Materials: W.

– interpret – produce. Oral/written(both) Board/posters/course books
Target lexis: Lexis related to m

travelling, building,……….
Target structure : passive voice,

adjectives…..
 Intel: Learner can interpret and use verbal Being polite

and non-verbal messages
 Meth: He can use listening strategies.  openness to the world
 Com: He can use the information he  valuing universal monuments and landmarks
gathered.  Valuing travelling as a source of knowledge
 Per and soc: socializing
Tim Framewor Procedure Focus Aims Materi Vak

e k al t
The teacher greets his PPs / the PPs respond.
T/L
T starts by a quick review ( the most
Warmer famous landmarks in London and the
guided tour of the Algerian middle
school sightseers) ) Brainstorm
ideas /bring
Teacher shows his PPs a photo of Big prior V
Ben and let them share what they knowledge into
know about it.(Elicit the key words : surface A
Before chimed, designed,clock,tower,bell……)

listen
to help the Ls
understand the
T/L new words Poste
rs
+w
board
The 1st listening :
T ; Listen to The English tourist guide part
2 talking to the Algerian tourists about
London’s most famous monuments and
landmarks during this sightseeing tour and
do task 5 page12
The 2nd listening :

W listening
T : listen again to the English tourist
guide part 2and copy the correct Listen and fill in Course
answer into your copy book (task 6 atable(informat
page 12) The 3rd listening : book
ion transfer)
Listen to the tourist guide part 3 and

fill in the table( task
7 page 12)
The teacher explains some words like :
designer- chimed- diameter….)
T/L
The fourth listening : The PPs are

invited to listen again and check their
answers .
Teacher : Now use the information
from the table in the previous task Reinvest what
and write a paragraph about Big they heard to
Post Ben. Start like this : write a short
listening BigBen was designed by ……………….and descriptive
………….it chimed For the first time on paragraph
……………… It is ……………………..
Home work :
Name: Pisa tower To consolidate

and reinforce
Also known: the leaning tower
Location : Pisa /Italy

The
Designer : architect Bonanno board
Pisano
Height : 65m
Diameter : 55m
Number of stories: 8 stories
The shape : circular

Date of construction : 12th century
(took 2 centuries)
Date of inscription as world heritage

by (UNISCO) : 1987
Correction of the home work :

You can start like this :
The Tower of Pisa is a famous building in Pisa, Italy. It is a bell tower. It is also called
“the leaning tower”because it is not vertical.
It ……………………………….................................................................................................
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS I listen and do Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY Language focus : language
LITERATURE AND ARTS use/learning
Learning Objective (s): by the end of this lesson my learners will be able to write a short paragraph, using biographical
information , about outstanding figures.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - simple past (regular /
irregular verbs)
- Intel: Learner can understand verbal and non  Valuing art and artists.
verbal messages .  Valuing understanding figures
class.
- He can use strategies for listening and
interpreting oral discourse.
- .
- Com: He can select specific information
through listening
written exchanges.
Ti Frame ;Procedure Foc Aims Mater Vakt

me work us ial
Warm
up T starts by a quick review ( recall some information Flash
related to BigBen) Recall cards
previous V/A/
Pre Students work in small groups and make a list of four famous information
listening people they admire and discuss their choices with other students to build a
(teacher may help them with this graphic designer) new
……………… ……………… context
litterature Art
…………….
………..
sport
science
Their fields To prepare a/v

the learner
for the
listening
Famous people I admire phase and Sbook
explain the
key words
While
listening The 1st listening
Teacher invites his PPs to listen to the tourist guide part 4 To listen and
and complete the ID card of the famous English writer (task complete an
12 page 13) ID card
The 2nd listening TO
The learners listen again to the tourist guide part 4 and work encourage
with partners .They compare their ID cards them then correct the L to work
each other. with his
partner
Task 15 page 17:
T asks his PPs to write a caption for the portrait of the
famous English writer that includes his full name / date and
place of birth and death between brackets as in the following
example :
Abdelhamid Ibn-Badis(Constantine 1889- Constantine1940)
Task 16 page17: The

Teacher : Now , You work in pairs .Use the information in Sbook
The ID card(task 12) and ask each other some questions
related to this famous writer.You can ask about :
The name of this famous person / his date and place of birth/ The L
his occupation/his writings /……………… reinvests
what he V/A/
Task 18 page 18: learnt to ask K/T
Use the information from the ID card (task 12) and write a and answer
Post short paragragh about the famous writer. questions
listenin You can start like this : about an
g I (mention the full name of the famous writer) is an outstanding
outstanding figure in English literature. His writings known figure
worldwide. He was born on ……………in ………………………He
was ………………………….He wrote…………………………….
Home work :
Use the following ID card to write a short bibliographical note about Pablo
Picasso.
Full name : Pablo picasso

Date of birth : 25th October 1881
Place of birth: Malaga, Spain
Occupation : painter
Other passions: playwright,poet
Famous paintings: Guernika,, The Old Guitarist,The Weeping
woman
Date of death 1973(France)
YOU CAN START LIKE THIS :
Pablo Picasso is considered as one of the most famous painters
in the twentieth century.He…………………………………………………………..
djamel djamel
LITERATURE AND ARTS
Learning Objective (s): by the end of this lesson my learners will be able to organize a series of activities, actions , events…..
using discourse markers of chronology : first , the, next, ……
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/he
– produce. student book
Target language: -
discourse markers (linking words) of
chronology
 Valuing the wonderful Algerian landmarks.
class.
real life
written exchanges.
-
me work us ial kt
Warm  Teacher asks his students to describe their morning routine To pave the
up before coming to school. Two or three students share their way for the Flash
presentation cards
routines with the group.
V/
 Now ,the teacher tells his routine. As he is telling his To involve A/
Presenta students his routine, he should write one the board the everyone in
tion steps and writes the discourse markers in a different colour, T/L the process
"First, I wake up. Next, I go and brush my teeth. After that, I
go to the kitchen and drink some orange juice. Finally, I put
on my coat and come to school. Introduce the
target
Teacher : Why did I use these discourse markers (linking words) : structure in a W
First , then , after that and finally . context board
In which part of the sentence we can put them ? Giving the
opportunity to
Practic Which punctuation sign we have after these discourse markers? W
the learners to
e board
guess and
The teacher highlights rules of the discourse markers (linking elicit the new
words) of chronology page 34). structure
 Task one : Reoder the following tourist guide speach

Highlighting
Then, we’ll go to the zoo. T/L rules
Finally, we’ll visit the caves .

To check how
well the
First,we’ll see _____Lalla Setti. learners have
grasped the
meaning and
After that , we’ll see AlMansoura .
the form of the
new structure
Task two : fill in each blank with the appropriate
chronological markers (task 15 page 38) The s
book
Use Task three : Work with your partners. Read my grammar
tools 4.1 again and check your answers.
The pp
Task four : reinvests
what he
Write four sentences describing in a chronological order your after
learnt to talk
school routine . The
about real
life situation board
Start like this :
When I get home , first ,I …………………………………………

djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS I listen and do Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language use
LITERATURE AND ARTS
Learning Objective (s): by the end of this lesson my learners will be able to describe an itinerary and identify its components
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - simple past /
sequencers
.
- Intel: Learner can understand verbal and non  Valuing travelling.

class.
- He can use strategies for listening and
interpreting oral discourse.
- .
- Com: He can use role play to communicate
appropriately
written exchanges.

me work us ial kt
Warm
up The teacher asks his pps to work in small groups and list all Brainstormin Flash
means of transport they know .Then , say which one of them g/ using cards
they prefer and why? prior V/
Pre Teacher elicits some words related to travelling knowledge A/
listening To prepare
….. sail the learner
for the
listening W
travel
………cruise departure phase and board
explain the
stop over destination key words
Teacher: Nabila has just returned from a summer holiday To listen and
cruise in the Mediterranean .She has visited Italy ,Turkey and reorder
Spain. She is now chatting with her classmates about the TO Audio
places of interest (landmarks) she has visited in each of the encourage file
three countries. the L to work a
The 1st listening with his
Teacher invites his pps to listen to the conversation part 1 partner
While and reorder the names of the places according to the
listening itinerary of Nabila’s cruise.(task22page15)
The 2nd listening To listen and
find the right
The teacher invites his learners to listen again ,check their word
answers. Then work in pairs To correct each other. The pps
reinvest the The V/
The 3nd listening listening board A/
phase K/T
The students are invited to listen again the conversation describe an
part1 and fill in each blank with the corresponding word (task itinerary
Post 25page15)
listenin
g Teacher :Now, work with your partner. Play the role of To act out a
Nabila and choose other Mediterranean countries then tell role play
your partner about your cruise itinerary using the words:
first, then, afterthat, finally as in the example(task27page16)
I pronounce (20minutes)
The diphthongs (/ai/ and /ei/
1) Warm up :
The teacher invites his PPs to sing the alphabet song

Teacher asks some questions:
How many letters do we have in English alphabet?
How many vowels do we have?
What are they?
2) Presentation :
The teacher writes the following sentences on the board and invites his PPs to listen
and focus on the vowels highlighted in red andfind how they are pronounced
- Yesterday,Jane and Kate sailed to Spain at eight
- Simon and mike arrived on time
PPs : /ei/ and /ai/
Teacher; which letters make the sound /ei/?
PPs : a,,ai,ei:
Teacher: Which letters make the sounds /ai/ ?
PPs: i
The teacher invites his PPs to repeat chorally and individually
Jane /ei/ . Simon /ai/
Teacher : /ei/ and /ai/ are called “diphthongs”. The diphthong is a union of two vowel sounds
3) Practice :
Task one : I listen carefully and CHOOSE THE RIGHT sound
/ei/ /ai/
child
sail
made
age
high
weight
height
write
wide
paint
Task two : I work with my partner .We identify the sounds written in red
-stay—five- wait- hide- night- guide- later-famous-named- nicknamed- -face -island-great-place-
/ei./ /ai./ /./ /./ /./ /./ /./ /./ /./ /./ /./ /./ /./ /./
gate- inscribed-amazing-time-site-located-life-fly-play - sightseeing- playwright
/./ /./ /./ /./ /./ /./ /./ /./ /./ /./ /./ /./
/ei/ /ai/
4) Use:
I work with my partner and find other words that contain these two diphthongs
djamel djamel
LITERATURE AND ARTS
Learning Objective (s): by the end of this lesson my students will be able to identify cause and effect using discourse
markers. .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/he
– produce. student book
Target structure: -
Discourse markers of causes and effects
Because , as , since, so , therefore, as a
result.

 Valuing the wonderful Algerian landmarks.
class.
real life
written exchanges.
-
me work us ial kt
Warm Teacher writes on the board the following question and invites all
up the pps to answer frankly : The
Have you enjoyed your last weekend ( or last summer holidays) ? Brainstorm board
And explain why? /using prior V/
The teacher writes on the some pps’ answers ( the teacher helps
Knowledge A/
his pps to find the right words).
Examples :
Yes, I have enjoyed my weekend because I had a lot of fun. T/L
Yes, My weekend was wonderful because I bought a nice bicycle.
No, I haven’t enjoyed my weekend because I was ill.
The teacher using cause and effect graphic organizer elicits and W
introduces the new target language in a context. board
Effect 1 W
Effect 4
I didn’t go out board
side
cause
The Effect 2 Effect 5
Introduce the
presentat I didn’t use my I was ill target
ion bicycle
language in a
Effect 6 context
Effect 3
……………
As he was ill ,he didn’t go outside
T/L Giving the
| | | opportunity to
the learners to
Connector cause effect guess and
elicit the new
of reason target
The
language
board
Now find the cause the effect and the in the following sentence.
He was ill ,so he didn’t use his bicycle .
| | |
Cause connector of effects effect
Teacher : We often use as and because ,………..when we To check how

want to focus more on the causes and the reasons ... well the
We often use so and therefore ,………when we want to learners have
focus more onthe results ( consequences) grasped the
meaning and
the form of the
Highlighting rules ( my grammar tools page 35) expressing cause new language The S
and effect. T/L book
Task one : (task 18 page39)

a/v
Match each pair and write down the full sentences as in the
example
Task two : task 19 page39

Complete the sentences in a meaningful way
The teacher invites his pps to read my grammar tools again .Check
their answers then correct each other.
Task three : Write results to the following causes using the

appropriate connector.
T/L
Practic
e
Your father came from piligimage.

Use
You didn’t revise well.
You miss the bus. The pp The

reinvests board
You came late to school. what he
learnt to talk
You feel sick .
about a real
life situation
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS I read and do1 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language use
LITERATURE AND ARTS
Learning Objective (s): by the end of this lesson my learners will be able to read a text about an outstanding figure and
gather information.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: PPs’ books - PPs’
– produce. copybooks – video segment (the
Target structure: - simple past Algerian series l’incendie )
.


Intel: He can understand and interpret non Being proud of the national heritage.

verbal messages. Valuing great achievements.

Valuing reading and thinking in particular.
- He can show some degree of autonomy in all Valuing Algerian outstanding figures.
areas of learning Valuing art and artists.
class.
- He can mobilize his resources

.: He can develop effective reading
strategies
- Com: He can use drama communicate appropriately -

Per and soc: He socialises through oral or
written exchanges.

me work us ial kt
Warm
up The teacher invites his PPs to watch a short segment ( of 5 T helps their A
minutes ) of ‘’L’incendie “ the famous Algerian series then pps bring video
starts a discussion : their segme V/
prior nt A/
Have you seen this episode before? knowledge
to
Is it based on fiction /true story ? the surface
When / and where did this story take place?
W
Which period? Before or after the independence? board
Pre read
Were Algerian people live in good conditions?
Were they repressed by French colonial?

To prepare
Who wrote this series?
the learner A/
for the next V
Do you know some other famous Algerian writers?
phase and
elicits the key
What is the difference between : a novelist, an author, a poet
words
a playwright ‘the PPs use their dictionaries)
checking
While the teacher invites his PPs to read the text about the Algerian comprehensi
read outstanding novelist Mohamed Dib ( page 40) and complete on in terms
of ideas and
The bibliographical note (task 1 page 40) lexis.
the teacher invites his PPs to read the text again and V/
answer the questions ( task 2 pages 40/41). A/
K/T
The PPs are invited to do tasks 4 and 5 pages 41 The
board
The learner
Post uses his
read T invites his PPs to work in small groups and discuss the critical
following points : thinking and
Do you think what this great man did was important ? shares his
Why ? opinion
(djamel djamel)
Sequence: 01 ME . UNIVERSAL I read and do 2 Framework: PDP

LANDMARKS AND OUTSTANDING
FIGURES IN HISTORY LITERATURE
AND ARTS
Learning Objective (s): by the end of this lesson my learners will be able to read a text about famous
landmarks in history and gather information.
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/book

interpret – produce.
Target Lexis: -
Lexis related to :history,/location
Intel: He can understand and interpret non  Valuing the universal landmarks.
verbal messages. - He can show some degree  Being proud of the national heritage.
of autonomy in all areas of learning –  Openness to the world.
 Valuing tourism as a source of knowledge
Meth: He can work in pairs or within the
whole class. - He can mobilize his resources 
.: He can develop effective reading strategies –
Com: He can use drama communicate
appropriately - 
Per and soc: He socialises through oral or

written exchanges.

rk s
The teacher greets his PPs / PPs respond. r

The teacher writes the word Tlemcen on the
board and invites his Ls to think and say what
warmer they know about this wilaya(situation, history T helps their
,famous places,……….) pps bring their
The teacher writes on the board the title of prior
knowledge to V
The reading text” The Great mosque of
the surface To
Tlemcen” and asks the Ls to work in groups of A
prepare the
threes and guess the text is going to talk learner for the
Pre read about what : next phase
The teacher tries to elicit from them some key
words:
boundaries, foundation,area,history………. and elicits the
key words
Posters
+w
board
The teacher invites his PPs to read and check .

The teacher asks the learners to read
the text about "The Great Mosque of
Tlemcen" again page 41 the
"Bibliographical Notes" Task 3 page 41
Then, the PPs are invited to work in pair
and check their answers
Bibliographical Notes (
While
 Title: The Great Mosque of Tlemcen 
read
Author: Foundation for Science Technology
and Civilisation  Course
Source: www.muslimheritage.com  Book

Date of publication: / 
Type of document:
a. Blog article
b. press article
c. web article
checking
comprehen
The teacher asks his PPs to read again
si on in
and fill in the "Fact File" Task 4 page 41
terms of
The Ls are invited to read the text again and ideas and
answer questions Task 5 page 41 lexis. for
further
Wboar
Post Class discussion : comprehen
read Discuss the information in the text. The si on of the board
PPs relate the most important points i tex
they learned today about The Great
mosque of Tlemcen
a
djamel djamel
Sequence: ME . UNIVERSAL LANDMARKS I learn to integrate Framework: PPP
AND OUTSTANDING FIGURES IN HISTORY
LITERATURE AND ARTS
Learning Objective : By the end of the lesson, my learners will be able to work in small groups and write a report about a tour
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ a map
– produce.
lexis : Some lexis related to the topic of
the sequence : tour , sightseeing,
interesting places, landmarks,……….-
structure : passive voice , comparative ,
adjectives………
 Intel: The learner can understand verbal and  Valuing work in groups.
nonverbal messages .  Valuing world heritage.
 Meth:  Openness to other cultures.
He can work in groups.  Valuing travelling
- Com:
He can use information and
communication technology
such as blogs, website pages,
forums of discussion, to interact
with learners of other cultures.
- He can process digital data in English.
 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 splits the class into groups and helps the PPs to To collect
list the most famous landmarks in Algeria and where are they information/
situated Then list some famous figures in history ,arts…….. Presenting the V/
Teacher writes the “ situation” on the board.He reads it.Then topic by A/
presenta helps his pps to interpret it eliciting from
tion T/L the PPs and
engaging them
Initial situation : You have just returned from a in the process
three-day tour around Algeria .
Your want to post on your facebook the report of

this trip to make people around the world aware of
the cultural and historical richness of your country
Algeriato know about the interesting places you
visited.
Describe your itinerary and give information

about the places you visited ( universal
landmarks ; old medinas , monuments, present the
W a/v
souks fortresses..)and outstanding ,famous figures situation
board
you
in history with met
a detailed map.
To write this report the teacher helps his pps to remember what
they have seen, as resources, in this sequence
Using spider graphic organizer , the teacher starts a discussion
T/L
name some Pronounce

niversal
landmarks
practice
Sequencers/
Describe What I have seen in
markers this sequence
them
Locate
/comparing places on
between
a map
them/ use
strong
adjectives
connectors
Summerizin
g/ narrating
Writing Passive and

active to W
biographies board
/narrating describe
A/
V/
K
Then , the teacher provides his pupils with the lay out (page43). L/L
The teacher invites his pps to check some tasks done before.
PPs’
The teacher helps his PPs to engage in the task by controlling and copy
monitoring books
The teacher invites his PPs to check their mistakes before posting The PPs start
drafting
producti Each group will present their work on the wall in order to be
on assessed by the other group members. Involve PPs in
self and group
- correction
Level : MS4 School : Teacher: bendoubaba djamel
Djamel Djamel
Sequence: 1 ME . UNIVERSAL Situation four Framework: writing process
PDP
LANDMARKS AND OUTSTANDING FIGURES I think and
IN HISTORY LITERATURE AND ARTS write(situation for
assessment)
Learning Objective (s):

By the end of the lesson, my learners will be able to:
a) Write an email to give bibliographical information about an outstanding figure.
b) Write ashort description of a historic Algerian landmark
Targeted competencies :interact – interpret – produce Domain (s): Oral/written/both Materials: student manual /
Target Structures: simple past/ simple present/ W.Board/f
passive voice/ adjectives/ comparative of
superiority and equality/….
 Intellectual competence: - The learner can use his critical
thinking skills when gathering information for learning and - Valuing tourism .
research. - He can reinvest prior knowledge. - Preserving national heritage.
 2. Methodological competence: - He can work - Openness to the world (sharing information
and respecting people of other cultures).
individually, in pairs or within small groups. - He can - Valuing outstanding figures
mobilise his resources. - He can assess himself
 3.Communicative competence: - He can use ICT to connect
with others
 4. Personal and social competencies: - He can show some
degree of autonomy in all areas of learning. - He is aware
of his role and others' role in collaborative work. - He
develops attitudes of sharing data about Algerian
outstanding figures. - He is honest and accountable for his
work and respects others͛ work
Time Frame Procedure Focus Aims Material VAKT

work
T greets his PPs .The PPs respond. A
T starts a discussion about how can people
communicate with each other and which is Course
Warm up better (a letter – an email – SMS ,….) book
Pave the ground +BOARD
T. presents situation1 .(task 3page 45)
T/L
and interacts with his pupils about What
they are going to write, the audience and
Pre-writing What they need as grammar points and
process suitable lexis.
The teacher provides his PPS with the V+A

layout (page 45) and the Bio card to write a
correct email about Kateb Yacine .
Task one
L/L
Your English web pal Richard has
asked you about famous Algerian
writers .You have decided to write
him an e-mail in which you will give
him some biographical information
about Kateb Yacine an outstanding
modern Algerian writer
In- writing
process V/a
Task two :
Our English teacher has asked us to write T/L
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.
Scan /identify
T. presents situation2 the resources
Write a short description about
Timgad (The teacher helps his PPs to interpret
the situation (know what to do, what they write,
for whom , how they write by providing them with
the layout and the fact file of Timgad page 47)
T. asks his Ls to choose one task to do.(The PPs are identify dif
free to select which problem situation they solve ) parts of the
email
T. invites his PPs to start drafting

individually, check their mistakes, correct
them and ask for more pieces of advice and Produce a
meaningful
ideas. email
The pupils are invited to write the final
draft, after correcting mistakes and
comparing it with the provided layouts. –
T. collects the PPS work to be assessed

4MS Sequence 1 New 2021

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LEVEL :4MS

- Simple past (all forms). With regular and

Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W.

Cross Curricular Competencies Core values

Time Framewo Procedure Focu Aims Material Vakt

Teacher greets his PPs .The PPs respond.

warmer The teacher sticks on the board some

T elicits some adjectives which describe these

Which one is taller?

The 93m 3.5 million

The teacher writes on the board the answers

Short adjective+ er+ than

Teacher : Now look at this sentence(b) and

What are comparative adjectives?

Task three : Free use of the target Language

Cross Curricular Competencies Core values

Task 1 : ( task 1 page36) Pay attention to the information between

Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/posters

Cross Curricular Competencies Core values

Time Framewo Procedure Focu Aims Material Vakt

The teacher greets his PPs / PPs respond.

B)Eiffel tower was designed by Gustave Eiffel. T/Ls

T draws the Ls attention and asks some

Underline the verbs in sentences a and b?

Underline the subjects?

What happened to the subject and the verb in

What about the object?

A)Gustave Eiffel designed the Eiffel tower

So, sentence A is in active form ( the subject is

Sentence b is in passive form (when the verb

Task one Fill in the correct form of the

Consolidate and reinforce

The park ____ (reconstruct) last year year

The old currencies ____ (take) to the museum

This building ____ (design) 4years ago.

America …………. (discover) in 1492

.Name: the Statue of Liberty

Location: New York harbor

Made of: bronze

Date of construction: 1886

Architect: Frederic BartholdiReason

made: to honour the independence

Number of visitors per year: 3.2 million people

Sequence: 01 ME . UNIVERSAL Lesson: Listening and Framework: PDP

Targeted competencies: interact Domain (s): Materials: W.

Target lexis: Lexis related to

Cross Curricular Competencies Core values

 Intel: Learner can interpret and use verbal Being polite

Tim Framewor Procedure Focus Aims Materi Vak

The teacher greets his PPs / PPs

T ; A group of Algerian middle school are

T; Guess how will the tourist guide start

Task 4 : Discuss the information in the script

Sequence: 01 ME . UNIVERSAL Lesson: Listening and doing Framework: PDP

a- listen and gather information.

b- Describe famous landmarks using specific information.

Targeted competencies: interact Domain (s): Materials: W.

Target lexis: Lexis related to m

Target structure : passive voice,

Cross Curricular Competencies Core values

 Intel: Learner can interpret and use verbal Being polite

Tim Framewor Procedure Focus Aims Materi Vak

The teacher greets his PPs / the PPs respond.