4ms Seq 3

Teacher : Ait Medjeber Nawel
Listening scripts
Reading Texts
Pictures and Flashcards
homeworks and
worksheets
Sequence Three Map
Me, My Community and Citizenship
Lesson Objective Grammar Lexis Pronunciatio
n
TBL: 01 Starting – off situation:
Announcement of the third project launching the initial situation to be explained, analyzed and thought about.
To involve and put the Ls into problematic situations and to declare the communicated tasks to be dealt into learning
objectives and lessons in the sequence.
Objective: SWBAT demonstrate their ability to write an argumentative letter where they give their opinions and defend
them, citing some arguments and proofs.
Installing Resources Situation
L:02 PDP Objective: SWBAT interpret an oral passage and reinvest it to Imperative Basic lexis related to a
Listening01 give advice and recommendation with arguments. good citizen.
L:04 PPU Objective: SWBAT make recommendation and give advice to Imperative Basic lexis related to a
someone using the imperative. good citizen.
Practice 01
L:05 PDP Objective: SWBAT write a report in which they defend their Basic lexis related to
Listening02 opinions. defending opinions
L:06 PPU Objective: SWBAT make recommendation and give advice to If+ s pre+ futu s Basic lexis related to
someone using the conditional.
Practice 02
L:07 PDP Objective: SWBAT interpret an oral passage and reinvest it to Basic lexis related to
Listening03 talk about their charity work. charity and citizenship
L:8 PPU Objective: SWBAT express likes and dislikes using (like/dislike)+ Basic lexis related to
(like/dislike)+ Stem + ing, identifying the /ŋ/ sound. Stem + ing likes and dislikes.
Practice 04
L: 9 PDP Objective: SWBAT Basic lexis related to
Reading 01 - Interpret a text about globalization. globalization.
- Express their point of view in a certain matter and defends it,
using arguments
L: 10 PDP Objective: SWBAT Basic lexis related to
Reading02 - Interpret a text about charity and citizenship charity and citizenship
- Talk about their solidarity issues.
Situation of integration
L:11 Objective: SWBAT mobilise their resources to write an Basic lexis related
argumentative letter where they give their opinions and defend to the topic.
PDP
them, citing some arguments and proofs.
Situation of Assessment
L:12 Objective: SWBAT mobilise their resources to write a Basic lexis related
short essay to convince their fellow to participate in charity to charity and
PDP citizenship
campaigns.
T: Djellad Mohammed S- Mostaganem Middle School Level: 4MS
Sequence: 03 Me, my Community Lesson: *Announcement the project Framework :TBL
and Citizenship. *Launching the initial situation
Learning Objective(s): By the end of the sequence my Ls will be involved and put into problematic situations and declare the
communicated tasks to be dealt into learning objectives and lessons in the sequence.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce
Target Structures: lexis and expressions related to of charity, good citizen and freedom of expressing opinions.
Cross Curricular Competencies Core values
* Intel: L can use his critical thinking skills when gathering information for *Raising awareness of the importance of charity.-
learning and project work. *Promoting a world culture based on mutual respect
-L can understand, interpret verbal texts. between people and nations.
-L can solve problem situations using a variety of communication ways. *valuing critical thinking
*valuing freedom of speech
* Meth: -L can work in pairs or in groups.
*valuing wise, helpful advice and recommendations.
*Com: -L can use a role play to communicate appropriately
* Per and Soc: -L can show responsibility towards team work.
Time Framewor Procedure Focu Objectives Aids VA
k s KT
Warming T: Greets his Ls, they respond .
up T⤑L Leading A
-T-Shows some pictures to his Ls, then he asks them some questions. in
Pre
presenting Setting a
good a
T⤑L atmospher
-T-* what do these pictures represent for you? e
* What’s the relationship between these pictures?
T explains the words “ Charity / Campaigns / society “ WB-
*Did you participate in a charity campaigns before? To Ls’
introduce Copyb
-T-writes the situation on the board then asks his Ls to read it the ook
and try to complete the diagram below. problem +book AV
and +
expose Picture
You are a member of a humanitarian solidarity Ls to it s
association. You want to convince your schoolmates to T⤑L
engage in. Write an article for your school magazine to L⤑T
show your schoolmates the importance of being
charitable person and what a true citizenship requires.
V
activate A
their WB- K
Imaginati Ls’
T: Asks Ls to read and underline the key words;
on and Copyb
member- humanitarian solidarity- association- citizenship. prior ook
T: Splits the class into groups Ls starts to collect ideas Knowledg +book
T: Invites his Ls to fill in the give diagram. e +
Picture
Presenting s
Defend opinions Give advice

To
generate WB- V
L⤑T solve the Ls’ A
Sequence Three
problem Copyb K
Post and find ook
presenting solutions +book
+
Picture
Make recommendations likes and dislikes s
-T-Asks Ls to copy down the situation on their copybooks.

Sequence: 03 Me, my Community and Lesson: I listen and do I Framework :PDP
Citizenship.
Learning Objective(s): By the end of the lesson my Ls will be able to interpret an oral passage and reinvest it to give
advice and recommendation with arguments
Target Structures: lexis and expressions related to advice and freedom of expressing opinions./ imperative
* Intel: L can understand, interpret verbal and non verbal texts. *Raising awareness of the importance of charity.-
L can show creativity when producing written messages. *Promoting a world culture based on mutual respect
* Meth: -L can work in pairs or in groups. between people and nations.
*Com: -L can use a role play to communicate appropriately. *valuing critical thinking
-L can give advice and make recommendation using arguments.. *valuing freedom of speech
*valuing wise, helpful advice and
* Per and Soc: -L can socialize through oral and written messages.
recommendations.
*being positive.
Time Framew Procedure Focu Objectives Aids VA
ork s KT
Warmin -T-Greets his Ls and welcomes them, they respond.
10o g up -T- Asks his Ls these question T→L Establish A
Do you love your parents? a good
Do you listen carefully to their pieces of advice? classroom
Can you share with us some pieces of advice your parents always give atmospher
05o Pre you? T→L e
listening L→T To lead in WB- AV
-T-Invites his Ls to listen to the script and do the given tasks.
Task 01 (Oral) I listen and answer by "True" or "False"
1-The mother is talking about her memories. False To

2- Jana’s mother advises her not to fight life. False Interpret
verbal
3- Jana’s mother advises Jana to keep learning after school. messages
True and collect
4- The mother advises her daughter to avoid people. False more data
TPS Think-Pair-Share)
Task 02 (Oral) I listen again and answer these question Interactin

1- How does the mother describe ‘life’ to her daughter? g and
⤑……………………………………………. interpreti
ng audio
2- Why does the mother advise Jana to study languages? script
⤑…………………………………………….
3- Is Jana’s mother a good parent ?
……………………………………………………………
Task 3 : I listen again and choose the right answer :
*The mother wants her daughter to be :

a. fearful b. courageous c. perseverant d. determined To
reinforce
e. selfish f. caring g. unselfish h. frightened
peer
correction
*She is teaching to her daughter : and
cooperativ
a. to love work b. to travel c. to learn d. to study e. to study e learning
WB-
moths f. to study languages g. to leave school h. to read Ls’
TPS Think-Pair-Share) Copy V
25o During L→T book A
listening T→L + K
Task 4: (Written) Lexis To listen book
a-I match each word with its appropriate meaning. deeply for s
Word Meaning more data
1. Goals. a. Suffering.
2. Pains. b-Mankind; humanity
3. Interests. c. Aims; purposes.
4. Human society. d. Needs.
b-I match each word with its appropriate meaning.

Word Antonym
1. Hard a. Fail
2. Succeed b. Give up; surrender
3. Fight c. Easy
4- Love d- Hate. To listen
TPS Think-Pair-Share) for more
lexis
Task 04 (Written) : One of the most important piece of advice that the
mother has given to Jana is ‘Read much, and study languages’
Write a short letter in which you invites your fellow to learn
languages especially English, trying to convince them using
your own arguments.
1- It will broaden your mind and multiply its content

2- It’s like a passport because you can use it all over the over
the world. To explore
previous
20o Post 3- You can chat with and contact new friend from different knowledge
listening countries…. and
transform V
L→T it into WB- A
piece of Ls’ k
writing. Copy
Writing book
an
argument
ative letter
in order to
TPS Think-Pair-Share) convince
-T-Asks Ls to copy down the topic in their copybooks. others.
The Teacher’s comments
What Worked What hindered Action Points
-……………………………………………. -……………………………………………. -…………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-…………………………………………… -…………………………………………… -……………………………………………
Listening script :
On the night before her death, a mother wrote a letter to her 16-year-old daughter.
My only little girl Jana,
Don’t be frightened and sad because I am going to die. Learn, my child, to look at life as a serious matter. Life is
hard, but don’t let it defeat you. Decide to fight. Have courage and clear goals and you will win over life. Go
through the world with open eyes, and listen not only to your own pains and interests, but also to the pains and
interests of others. If you do that, you will succeed in contributing to the common goals of human society.
Another value is work. Learn to love work! But even if you have to leave school one day, don’t stop learning and
studying. Read much, and study languages because it will broaden your mind and multiply its content. Just one
more thing: Choose your friends carefully and listen to the opinions of others. Jana, please take good care of your
grandpa and grandma
Your loving mum
Sequence: 03 Me, my Community and Lesson: I practice I Framework :PPU

Citizenship.
Learning Objective(s): By the end of the lesson my Ls will be able to make recommendation and give advice to someone using the
imperative.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook
Interact .Interpret .Produce +flashcards
Target Structures: lexis and expressions related to advice and freedom of expressing opinions/ imperative (v stem/ don’t
+v stem)
* Intel: L can understand, interpret verbal and non verbal texts. *Raising awareness of the importance of
* Meth: -L can work in pairs or in groups. charity.- *Promoting a world culture based on
*Com: -L can use a role play to communicate appropriately. mutual respect between people and nations.
-L can make recommendation and give advice to someone using the imperative. *valuing critical thinking
* Per and Soc: -L can show responsibility towards team work. *valuing freedom of speech
-L can socialize through oral and written messages.
recommendations.
*being positive.
Time Frame Procedure Focus Objectives Aids V
work A
K
T
050 Warm -T-Greets his Ls, they respond. T⤑L Establish a A
up good V
-T- Gives his Ls this passage then he asks some comprehensive questions classroom
Dear son, Atmospher
Do your best to help needy people. Be happy, patient and kind, Put e
hand in hand to be powerful. Help the orphans and the widows. Be
by their side and encourage them. Enjoy every moment and do not
forget that you are doing something good for your community.
Your lovely parent
Q- What are the main pieces of advice that the father gave to his
son?
State two one affirmative and the second negative?
To lead in
⤑ Help the orphans and the widows Affirmative +
Do not forget …….. Negative - To
familiarize
Ls with
T invites his lrs to read the sentences and focus on the highlighted new
words to be considered and notice the differences between the vocabulary
sentences. related to
the topic .
Presen Teacher deduces the rule with his learners : T⤑L WB- A
150 tation Hando V
Interacting uts+
to elicit the Ls’
target books
structure
To state the
rule
To focus on
the order of
the
statements
Teacher invites his learners to give more examples from the passage.
WB- V
to reinforce Ls’ A
T invites his learners to do the following tasks peer Copyb T
250 Practic T⤑L correction ook+
e L⤑T and books
cooperative
Task 01:I put the words in the right order. learning
1-/your/ lesson/ revise/
………………………………
2-/the orders/ respect/
………………………………….
Focus on
3- /disturb/ don’t/ others/ The form
………………………………….
4- /waste/ don’t/ energy/
…………………………………..
(TPS) Think Pair Share)
Task 02 :I Fill in the gaps with the imperative form of the verbs WB- V
given (Fight -Listen- Choose- keep- Go - Don’t ignore- Respect-Be) Ls’ A
150 a. ------ to what your parents say. They give good advice L⤑T Copyb T
b. ------ others’ opinions! ook
c. ------ working to achieve your dream.
d. ------ the others. You are a humane being!
e. ------your friends carefully!
f. ----- through the world with open eyes! to train on
g. Life is hard. ----- and----- courageous in order to win! the use of
(TPS) Think Pair Share) imperative
Use Task 02: (Written): I use the above filled sentences and write a
passage giving my friend some recommendations
((TPS) Think Pair Share)
-T-Asks Ls to copy down the task in their copybooks.
To explore
previous
knowledge
to give
advice and
recommend
tion to
others.


Sequence: 03 Me, my Community and Lesson: I listen and do II Framework :PDP
Citizenship.
Learning Objective(s): By the end of the lesson my Ls will be able to interpret an oral passage and reinvest it to write a report in
which they defend their opinions.
Target Structures: lexis and expressions related to advice and freedom of expressing opinions./ imperative
-L can write a report in which they defend their opinions. *valuing freedom of speech
* Per and Soc: -L can socialize through oral and written messages.
recommendations.
*being positive.
ork s KT
10o g up T→L Establish A
-T- Asks his Ls these question : a good
classroom
Mention two or three pieces of advice of Jane’s mother? atmospher
05 o Pre T→L e
listening -T-Invites his Ls to listen to the script and do the given tasks. L→T To lead in WB- AV
Task 01 (Oral) 18 p 99 I listen to the mother letter "Part 2" then I To

copy out the three imperative verbs that I hear right at the beginning. Interpret
verbal
examine, think, criticise messages
and collect
TPS Think-Pair-Share) more data
Task 02 (Oral) 19 p 99 Lexis I listen again and match each of the 3 Interactin
verbs with its corresponding definition below g and
a. to use the mind or brain to solve a problem, understand a situation, etc. interpreti
think. ng audio
b. to give an opinion or judgment (: to say what is bad or wrong) about script
someone or something. Criticize.
c. to look at or consider a person or thing carefully and in detail in order to
discover something about them. Examine.
Task 03 (Oral) 24p 100 Which of these three types of people will you To
become friends with: I choose the answer I agree with and explain to reinforce WB-
During my classmates the reasons why I think this is the right answer to peer Ls’ V
25 o
listening choose. L→T correction Copy A
a. a person who criticizes himself/ herself and acknowledge his/ her fault T→L and book K
and admits his/ her mistakes in public? cooperativ +
b. a person who knows he/ she is wrong, but never acknowledges his/ her e learning book
fault and admits his/ her mistakes in public because he/ she is ashamed or s
embarrassed?
c. a person who firmly believes he/ she is always right and never makes
mistakes?
To listen
Task 04 (Written) 29/30p 100 : deeply for
The teacher asks the learners to start a class debate about the mother more data
advice to her daughter, who are "for" and who are "against" .After that,
he/ she splits the class into groups and asks them to do Task 30 page 100.
I work with a group of partners and write a short report to To explore
summarize my classmates' opinions and arguments. previous
(listening scripts part 01 and 02) knowledge
and
20o
Post Those of our classmates who agree with Jana's mother put forward the transform
listening following arguments: firstly, they think that …….Secondly, ….Thirdly, L→T it into V
th……... etc… piece of A
Those who disagree argue that…….. Firstly,…….. Secondly, writing. WB- k
…….Thirdly, …….. etc… Writing Ls’
In conclusion, the number/ percentage of those who are for an Copy
……..whereas that of those who ….. …. argument book
TPS Think-Pair-Share) ative letter
in order to
convince
-T-Asks Ls to copy down the topic in their copybooks. others.
-……………………………………………. -……………………………………………. -…………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-…………………………………………… -…………………………………………… -……………………………………………
Listening script :
On the night before her death, a mother wrote a letter to her 16-year-old daughter. part 02
Examine, think, criticize, yes, mainly criticize yourself and don’t be ashamed to admit a truth you have come to
realize, even if you proclaimed the opposite a little while ago; don’t become obstinate about your opinions, but
when you come to consider something right, then be so definite that you can fight and die for it. Just don’t go on a
road which is wrong and dishonest.
Sequence: 03 Me, my Community and Lesson: I practice II Framework :PPU
Citizenship.
Learning Objective(s): By the end of the lesson my Ls will be able to make recommendation and give advice to someone using the
conditional (type 01).
Target Structures: lexis and expressions related to advice and freedom of expressing opinions/ If type 01
-L can make recommendation and give advice to someone using the conditional (type *valuing critical thinking
01). *valuing freedom of speech
recommendations.
-L can socialize through oral and written messages. *being positive.
work A
K
T
Warm -T-Greets his Ls, they respond. T⤑L Establish a A
050 up good V
-T- Gives his Ls this passage then he asks some comprehensive questions classroom
Dear Rami, Atmospher
Here are some recommendations and pieces of advice, you should e
stick in your mind. First, if you want to defeat life, take it seriously.
Then, if you look to the world with an open eyes, you will succeed.
Next, don’t stop learning if you leave school one day. Finally, you will To lead in
broaden your mind if you learn languages.
Ahmed. To
familiarize
Ls with
Q- What was Ahmed’s advise to Rami if he wants to defeat life? new WB-
⤑ ‘if you want to defeat life, take it seriously’ T⤑L vocabulary Hando A
related to uts+ V
150 Presen Q- What was Ahmed’s advise to Rami if he leaves school? the topic . Ls’
tation ⤑ ‘Don’t stop learning if you leave school’ books
Q- What will happen if Rami studies language?
Interacting
⤑ If Rami studies language, he will broaden his mind.
to elicit the
target
-T- Invites his Ls to notice these sentences. structure
⤑ ‘if you want to defeat life, take it seriously’
⤑ ‘Don’t stop learning if you leave school’.
⤑ If Rami studies language, he will broaden his mind.
To state the
rule
Ls: Two short sentences linked by if.
if you want to defeat life⤑ the conditional clause / if-clause
take it seriously’ ⤑the main clause / result clause.
To focus on
If+ s present+, + imperative. / If+ s present+, + future. the order of
the
We put comma’,) if we start with the if clause. statements
Task 01(Written):09 p 115 I match each "imagined future situation"

with its corresponding "future result".
T⤑L
WB-
L⤑T to reinforce Ls’
peer Copyb V
"imagined future situation" "future result" correction ook+ A
250 a. Citizens will donate more 1. Charities will provide more help and books T
money. for the poor. cooperative
b. We'll accept our 2. Humanity will progress. learning
differences. 3. Children will grow into
c. They'll listen to family
responsible adults.
Practic advice.
d. Governments will act
4. Many wars will be avoided.
e
responsibly.
Task 02: 10 p 115 I combine each pair of clauses "condition and

result/ main clause" in "Task 9"
a. If we accept our differences, humanity will progress.
b. Children will grow into responsible adults If they listen to family
advice WB- V
Ls’ A
150 c. If citizens donate more money, charities will provide more help for Copyb T
L⤑T to train on ook
the poor.
the use of if
d. Many wars will be avoided If governments act responsibly. clauses.
Use
Task 03: (Written):

I write the correct form of the verbs in
brackets: present or future.
1. If he (follow) his parents' advice, he (not have) any problems

with his friends.
2. She (be) an accomplished citizen if she (not fail) her duties to
her community.
Make use
3. If we (eat) healthy food, we (keep) fit and (live) longer. Of “ if
clause”
4. Family ties (strengthen) if people (gather) more often around In
meaningful
meals at home. Sentences .
5. If you (have) well-advised plans for your future, you (succeed)
in life.
6. There (be) more justice in the world if the rich (give) more to
the poor.
-T-Asks Ls to copy down the task in their copybooks.

-……………………………………………. -……………………………………………. -…………………………………………
-……………………………………………. -……………………………………………. -………………………………………….
-……………………………………………. -……………………………………………. -………………………………………….
-…………………………………………… -…………………………………………… -…………………………………………

Sequence: 03 Me, my Community and Lesson: I listen and do III Framework :PDP
Citizenship.
Learning Objective(s): By the end of the lesson my Ls will be able to interpret an oral passage and reinvest it to talk about their
charity work in their free times.
Target Structures: lexis and expressions related to charity works
-L can talk about their charity work in their free times.
* Per and Soc: -L can socialize through oral and written messages. recommendations.
*being positive.
ork s KT
10o g up T→L Establish A
-T- Asks his Ls these question a good
How do you have your meals at home? classroom
atmospher
05o Pre Do you eat alone or together? T→L e
listening L→T To lead in WB- AV
Do you eat on high tables with chairs or on low round one ?
-T-Invites his Ls to listen to the script and do the given tasks. To

Interpret
Task 01 : I listen to "Part 2&3" of Mrs Drif's interview and write verbal
‘True’, ‘False’ or ‘Not mentioned’ messages
and collect
more data
a. There were a few number of the orphans.
Interactin
b. Mrs Drif set up the organization with her friends. g and
interpreti
c. The organization work in Algiers territory only. ng audio
d. Mrs Drif invited people to involve in charity works. script
e- She declared that only young people participate in WB-

To Ls’ V
solidarity works. reinforce Copy A
peer book K
TPS Think-Pair-Share) correction +
During and book
listening Task 02 : I listen again and answer these question cooperativ s
L→T e learning
T→L
1- What did Zohra Drif do to help orphans?
25o
⤑…………………………………………….
To listen
2- What was the name of this organisation? deeply for
more data
⤑…………………………………………….
3- Did she create it alone?
⤑…………………………………………….
4- Who helped her to set up it? V
WB- A
⤑……………………………………………. Ls’ k
4- What was Mrs. Drif’s advice to the new generation? Copy
book
⤑…………………………………………….
TPS Think-Pair-Share) L→T
Task 04 (Written):You and your friend play the role of a journalist

and a member of an organization and answer these questions
Me ( journalist): Have you ever been involved in charity

work?
My partner (organization member): ⤑………………
Me ( journalist): What is the name of oraganisation?
My partner (organization member): ⤑…………… Practice
The target
Me ( journalist): When did you create it? Lge in
My partner (organization member): ⤑……………… a
Me ( journalist): Who helped you in its creation? communic
ative way
Post Me ( journalist): What are the main charity works did you do
listening in ?
Me ( journalist): Do people help you?
Me ( journalist): What are pieces of advise you want to
20o dedicate for the Algerian?
My partner (organization member): ⤑………
-T-Asks Ls to copy down the topic in their copybooks.

-……………………………………………. -……………………………………………. -…………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-…………………………………………… -…………………………………………… -……………………………………………
Listening script Zohra Drif (parts 02/03) :
Question 2: Have you ever been involved in Question 3: Do you think Algerian youth
charity work before or after the independence should dedicate themselves to charity work in
of Algeria? If yes, when and how? their free time, and create their own
Mrs Drif: Before independence, I was so young organisations to help those in need in their
and busy with my studies. After our community?
independence, there were many orphans who lost Mrs Drif: It is their duty. I think that all citizens,
their parents during the war of liberation. You can whatever their age and conditions, and wherever
never imagine their number. With Djamila they are, should be involved in charity work. We
Bouhired, Abderrahmane... (Oh! I can’t should bring comfort and assistance to those who
remember his family name...) and a group of are deprived of the basic means of life. If we want
young freedom fighters, we set up an organization to build a country, there should be solidarity
called “Jil Jadid”. We made a list of those orphans within our society.
and opened homes in every big city to take them
in. Many young people were fully dedicated to
help these orphans and make them feel at home
by showing love and affection.

Sequence: 03 Me, my Community and Lesson: I practice III Framework :PPU
Citizenship.
Learning Objective(s): By the end of the lesson my Ls will be able to express likes and dislikes using (like/dislike)+ Stem + ing and
identifying the /ŋ/ sound.
Target Structures: lexis and expressions related to like and dislike / like, dislike+ v+ ing/ the sound /ŋ/
-L can express likes and dislikes using (like/dislike)+ Stem + ing and identifying *valuing critical thinking
the /ŋ/ sound.
* Per and Soc: -L can show responsibility towards team work. recommendations.
work A
K
T
Warm -T-Greets his Ls, they respond. T⤑L Establish a A
050 up -T- Gives his Ls this passage then he asks some comprehensive questions good V
classroom
Karim is good guy,he likes helping people. He prefers Atmospher
working in organization which cares of old people. He dislikes e
insulting or disrespecting them. He enjoys listening to old
people stories. To lead in
To
familiarize
Ls with
Q- What does Karim like? new WB- A
⤑ he likes helping people vocabulary Hando V
150 Presen Q- What does he dislike ? related to uts+
tation ⤑ He dislikes insulting or disrespecting old people. T⤑L the topic . Ls’
books
Interacting
-T- Invites his Ls to notice these sentences. to elicit the
target
He likes helping people. structure
He prefers working in …….

He dislikes insulting or disrespecting them.
He enjoys listening to old people stories.
To express likes or dislikes, I can use: the verb (like,

dislike, love, hate, enjoy, prefer) + V Stem + ing".
To state the
rule
Task 01: I order these words to get correct sentences.
WB-
T⤑L Ls’ V
L⤑T Copyb A
1-/ cooking./ likes/ She ook+ T
250 books
………………………………………..
2-/criticizing /people/ / He/ dislikes/
……………………………………….. To focus on
the order of
3-/ love/ others/ I/ helping/ the
statements
………………………………………..
Practic
e
4-/ as volunteers in a charity./ they/ working/ enjoy/
……………………………………………………… WB- V
Ls’ A
(TPS) Think Pair Share) L⤑T Copyb T
ook
. Task 02: I fill in the gaps with ( like, dislike, love, hate, enjoy,
prefer )an I put the verbs in brackets in the correct form:
I ______ (go) out with friends. to reinforce

She ______ (play) any sport. peer
correction
150 He _______ (cook). and
She ________ (swim). cooperative
I ______ (help) old people. learning
My mother ______ (participate) in charity work.

He ________ (cheat).
I _______ (read) books.
They ______ (play) games.
He ______ (run).
Task 03 : 22 p 117: I complete each of the sentences below with

an "-ing" form to express likes and dislikes regarding people's
opinions/ attitudes/ behavior; friends; studies; entertainment;
food; hobbies.)
Use a. I like …
b. I dislike …
c. I love …
d. I hate
e. I enjoy …
f. I prefer …

To explore
-T-Asks Ls to copy down the task in their copybooks. previous
knowledge
to express
their likes
and dislikes

-……………………………………………. -……………………………………………. -…………………………………………
-……………………………………………. -……………………………………………. -………………………………………….
-……………………………………………. -……………………………………………. -………………………………………….
-…………………………………………… -…………………………………………… -…………………………………………

Sequence: 03 Me, my Community and Lesson: I read and do I Framework :PDP
Citizenship.
Learning Objective(s): By the end of the lesson my Ls will be able to Interpret a text about globalization and express their
point of view in a certain matter opinions and defends it, using arguments
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook flashcards-Video+
Target Structures: lexis and expressions related to globalization
* Intel: L can understand and interpret verbal and non verbal texts. *Raising awareness of the importance of
-L can express their point of view in a certain matter opinions and defends it, *valuing critical thinking
using arguments. *valuing freedom of speech
recommendations.
Time Frame Procedure Focu Objectives Aids VA
work s KT
050 Warm --T-Greets his Ls, they respond. Establish A
up -T- Asks his Ls these questions: a good V
classroom
-T- * Do you use internet in your daily life? Atmosphe
L: Yes, we do. re
100 Pre- -T- * Can you mention two positive and negative points of this
readin T→L
net ?
g To lead in
-T- Invites his Ls to read the text p 118 than try to do these tasks. WB+ A
Photos V
Task 01(Oral): 01 p 118 II read "Text 1" and complete the To read
bibliographical notes). and fill in
Bibliographical Notes bibliograp
* Author: ………… * Type of * Type of text hical
* Source: ………… document: a. Descriptive. notes
* Number of paragraphs: .. a. Blog article b. Narrative.
………… b. Press article. c.Argumentative
c. Web article. .d.Presciptive. skimming
d.Essay. to get
TPS) Think Pair Share general
informatio
Task 02: (Oral): Who or what do the words in bold type in the text n
refer to: Q01 to
Paragraph (§ 1): (My). …………., (I) …………. reinforce
peer
Paragraph (§ 2): (these) …………., (it) …………., (they) …….
correction
Paragraph (§ 3): (we) …………. (these) …………., (their) …… and
cooperativ
Paragraph (§ 4): (I) …………. (it) …………., (it) ………….. e learning
TPS) Think Pair Share
Task 03(written) Lexis
a- I match each word from the text with its synonym or equivalent
phrase Q05
Word Synonym/ Equivalent. To collect
1. a brand (§ 1) a. an unfair, unreasonable opinion formed without more lexis
2. outweigh (§ 1) enough thought.
3. essay (§ 1) b. negative aspects of something regarded as good.
4. downsides (§ 2)
c. a type of product made by a particular company.
d. a short piece of writing on a particular subject.
5. prejudice (§ 3)
e. be greater or more important than something else
300 b-Find in the text the words that are closest in the meaning to the L→T WB+ V
During following: L→T Ls’ A
readin Copyb T
g obvious, clear (§ 1) – way of life (§ 2) – in support (§ 3) – limited (§ 3) – ook
products (§ 3) Scanning
to get
Specific
C-Find in the text the words that are opposite in the meaning to the informatio
following: n
decreasingly (§ 1) – major (§ 2) – strengthen (§ 2) – against (§ 3) – to

negative (§ 4) reinforce
peer
(TPS Think-Pair-Share) correction
and
Task 04 : I read the text again and answer the following questions : cooperativ
e learning
4- In which paragraph(s) does the writer express his opinion on
cultural globalization? Justify your answer with one sentence from
the text?
Paragraph : …………………..
Justification : …………………………………………………………… WB- V
150 Ls’ A
(TPS Think-Pair-Share) L→T Copyb T
Post ook
readin Task 05: (written) To explore
g previous
Unlike Dominic Cole, many people believe that cultural knowledge
globalization is a new kind of colonialism or imperialism, and
which represents a real threat to national identities and express
cultures across the world. The first victims are young his
people. opinions
defend.
You will write an open letter to the Algerian youth in
which you will weigh up the pros and cons of cultural
globalization and express your point of view. Whatever your
opinion, you will give advice and make recommendations to
your young fellow citizens on how/ why to protect your
national identity and culture.
(TPS Think-Pair-Share)
-T-Asks Ls to copy down the task on their copybooks.

-…………………………………………. -…………………………………………. -………………………………………….
-…………………………………………. ……………………………………………. -………………………………………….
-…………………………………………. -……………………………………………. -………………………………………….
-………………………………………… -…………………………………………… -…………………………………………

Sequence: 03 Me, my Community and Lesson: I read and do II Framework :PDP
Citizenship.
Learning Objective(s): By the end of the lesson my Ls will be able to Interpret a text about charity and citizenship and
talk about their solidarity issues.
Target Structures: lexis and expressions related to charity and citizenship
* Intel: L can understand and interpret verbal and non verbal texts. *Raising awareness of the importance of
-L can talk about their solidarity issues. *valuing critical thinking
* Per and Soc: -L can show responsibility towards team work. *valuing freedom of speech
recommendations.
*being positive.
work s KT
050 Warm --T-Greets his Ls, they respond. Establish A
up a good V
-T- Asks his Ls these questions: classroom
-T- * Have you been in a solidarity works? Atmosphe
L: Yes, we have. /No, we have not. re
100 Pre- -T- * Can you name some organization? WB+ A

readin T→L To lead in Photos V
g -T-Invites his Ls to read the text p 120 than try to do these tasks
Task 01: 04 p 121 I read the text then complete the

bibliographical notes.
Bibliographical Notes
* Title: ………..
* Author: ………..
* Source: ………..
* Date of publication: ……….. To read
*Publisher: ……….. and fill in
* Type of document: bibliograp
a. play hical
notes
b. magazine article
c. web article
d. interview
TPS) Think Pair Share
Task 02: To collect

1-I read the text again and match each paragraph with its title. more lexis
Words Definitions. WB+ V

a. to break the fast. 1. the amount of money needed to do something L→T Ls’ A
300 During b. an orphan. 2. a place where old people live and are cared for L→T Scanning Copyb T
readin c. a budget. 3. Start eating and drinking at sunset in Ramadan to get ook
g d. a rest home. 4. a home for children whose parents are dead Specific
e. an orphanage 5. a child whose parents are dead informatio
(TPS Think-Pair-Share) n
2. Which of the following charity activities are not carried out by to
"Ness El Khir"? reinforce
peer
a. Caring for orphans and the elderly.
correction
b. Selling used clothes in charity shops and
c. Getting involved in environment issues… cooperativ
d. Planning a charity activity e learnin
To explore WB- V
e. Helping poor schoolchildren. previous Ls’ A
150 f. Organising football matches to raise funds L→T knowledge Copyb T
g. Bringing happiness to sick children… and talk ook
h. Taking care of the homeless…….. about
charity
events
Task 03: (written) Imagine one of the charity group ‘ Ness

El Khir’ founder was your guest. So you profited the
occasion to ask him some question. Report the interview
Post that happen between you and him.
readin This cues may help you.
g
(Name of Charity-Year of Foundation- Place of Foundation-

Status of Charity- Founders- Charity activty or events- )
Me: ……………………………………….
‘ Ness El Khir’ member: ……………………………………….
(TPS Think-Pair-Share)

-…………………………………………. -…………………………………………. -………………………………………….
-…………………………………………. ……………………………………………. -………………………………………….
-…………………………………………. -……………………………………………. -………………………………………….
-………………………………………… -…………………………………………… -…………………………………………

Sequence: 03 Me, my Community and Lesson: I learn to Integrate Framework :PDP
Citizenship.
Learning Objective(s): By the end of the lesson my Ls will be able to write an argumentative letter where they give their
opinions and defend them, citing some arguments and proofs.
Target Structures: lexis and expressions related to charity works and solidarity events
* Meth: -L can work in pairs or in groups. *Promoting a world culture based on mutual respect
*Com: -L can use a role play to communicate appropriately. between people and nations.
* Per and Soc: -L can show responsibility towards team work. *valuing critical thinking
*being positive.
work s KT
050 Warm -T-Greets his Ls, they respond . Establish A
up a good V
-T- Writes the situation on the WB. classroom
Atmosphe
There are many people believe that helping needy people is a re
who ask people in the street on the doors of mosques is a wrong WB- A
issue because they are pretending their poverty and this type of To review V
Pre people do it as a job. T→ prior
100 Writin Write an open letter to the Algerian youth in which you will L knowledge
g weigh up the pros and cons of this phenomena and express your .
point of view. Whatever your opinion, you will give advice and
make recommendations to your young fellow citizens on how/ To collect
why to help those people. informatio
n
-T- Asks his Ls to open the books on to fill in the KSA chart on page 122
-T- Splits the class into small groups and asks the Ls to gather information To involve
as much as possible about ‘ Charity groups and their events’ from the Ls in
I Listen and do tasks peer and
Grammar Tools group
correction. WB- A
I practice tasks
300 Ls’ V
While I read and do texts & tasks To write Copyb K
Writin -T- Asks his Ls to read the layout on P123 then start writing L→ an ook
g T argument +book
Drafting: ative letter
-T- invites Ls to start their sample
-T- helps, guides….
WB- V
To write Ls’ A
an Copyb K
150 Redrafting: argumenta ook +b
Post -T-Asks Ls to check their works in peers tive letter
Writin with taking teachers advice into consideration present it
g and share
informatio
L→T n with the
Editing: whole
-T-Asks Ls to report their final work class
-T-Chooses the best one and write it on the board.

Sequence: 03 Me, my Community and Lesson: I think and write Framework :PDP
Citizenship.
Learning Objective(s): By the end ofthe lesson my Ls will be able to use their resources to write a short essay to
convince their fellow to participate in charity campaigns.
Targeted Competences: Domain (s): Oral-Written (Both) Targeted Competences:
Interact .Interpret .Produce Interact .Interpret .Produce
Target Structures: lexis and expressions related to past memories and experiences.
* Intel: L can show creativity while producing oral or written messages. *Raising awareness of the importance of charity.-
* Meth: -L can use reading strategies to collect data. *Promoting a world culture based on mutual respect
-L can mobilise his resources to produce a written message between people and nations.
*valuing critical thinking
-L can work alone, in pairs or in small groups.
*Com: -L can use a role play to communicate appropriately.
* Per and Soc: L can show some degree of autonomy while learning. *being positive.
Time Framewor Procedure Focu Objectives Aids VA
k s KT
050 Warm up -T-Greets his Ls, they respond. Establish A
a good V
-T-Show his Ls theses photos. classroom
atmospher
e
To review A
100 Pre
T→L prior WB- V
knowledge
Writing *What do they represent theses photos ? .
*Do you like charity groups?
WB- V
*What are their events? To collect Ls’ A
informatio Copy K
-T- Writes the situation on the WB. T→L n book
You are a member of a humanitarian solidarity association. L→T +boo
While You want to convince your schoolmates to engage in. Write k
300 To write
Writing an article for your school magazine giving your schoolmates an
friends some pieces of advice and recommendations to show argument
them the importance of being charitable person and what a ative essay
true citizenship requires. Also to shown the importance of
charity, help and donation for our community!
Post WB- V
150 Writing L→T To present Ls’ A
-T-Explains hard words and clarify dark points.
an Copy K
-T- Asks his Ls to read the layout on P124
argumenta book
-T- Invites his Ls to choose one of both layout tyo work on. tive essay +b
-T-Simplify and clarify the steps which faced the Ls and share
informatio
Ls start writing using information from the previous tasks and lessons n with the
Drafting: With the help of the teacher, learners start drafting. whole
class
Editing: -T-Simplify and clarify the steps which faced the Ls
Publishing: -T-Invites Ls to present their works to the whole class and

try to correct together.
-T-Selects the best one and writes it on the board.
-T-Invites his Ls to copy down On their copybooks.
-…………………………………………. -……………………………………………………………………….. -………………………………………….
-…………………………………………. -……………………………………………………………………….. -………………………………………….
-……………………………………………. -……………………………………………………………………….. -…………………………………………….
-………………………………………… -……………………………………………………………………….. -……………………………………………

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Teacher : Ait Medjeber Nawel

Pictures and Flashcards

Defend opinions Give advice

-T-Asks Ls to copy down the situation on their copybooks.

Task 01 (Oral) I listen and answer by "True" or "False"

1-The mother is talking about her memories. False To

Task 02 (Oral) I listen again and answer these question Interactin

Task 3 : I listen again and choose the right answer :

*The mother wants her daughter to be :

b-I match each word with its appropriate meaning.

1- It will broaden your mind and multiply its content

-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

T: Djellad Mohammed S- Mostaganem Middle School Level: 4MS

Sequence: 03 Me, my Community and Lesson: I practice I Framework :PPU

((TPS) Think Pair Share)

-T-Asks Ls to copy down the task in their copybooks.

The Teacher’s comments

T: Djellad Mohammed S- Mostaganem Middle School Level: 4MS

Task 01 (Oral) 18 p 99 I listen to the mother letter "Part 2" then I To

-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Task 01(Written):09 p 115 I match each "imagined future situation"

(TPS) Think Pair Share)

Task 02: 10 p 115 I combine each pair of clauses "condition and

Task 03: (Written):

1. If he (follow) his parents' advice, he (not have) any problems

-T-Asks Ls to copy down the task in their copybooks.

-……………………………………………. -……………………………………………. -………………………………………….

-……………………………………………. -……………………………………………. -………………………………………….

-…………………………………………… -…………………………………………… -…………………………………………

-T-Invites his Ls to listen to the script and do the given tasks. To

e- She declared that only young people participate in WB-

TPS Think-Pair-Share) L→T

Task 04 (Written):You and your friend play the role of a journalist

Me ( journalist): Have you ever been involved in charity

The Teacher’s comments

-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Listening script Zohra Drif (parts 02/03) :

T: Djellad Mohammed S- Mostaganem Middle School Level: 4MS

He prefers working in …….

To express likes or dislikes, I can use: the verb (like,

I ______ (go) out with friends. to reinforce

My mother ______ (participate) in charity work.

Task 03 : 22 p 117: I complete each of the sentences below with

(TPS) Think Pair Share)

The Teacher’s comments

-……………………………………………. -……………………………………………. -………………………………………….

-…………………………………………… -…………………………………………… -…………………………………………

T: Djellad Mohammed S- Mostaganem Middle School Level: 4MS

decreasingly (§ 1) – major (§ 2) – strengthen (§ 2) – against (§ 3) – to

The Teacher’s comments

-…………………………………………. ……………………………………………. -………………………………………….

-…………………………………………. -……………………………………………. -………………………………………….

-………………………………………… -…………………………………………… -…………………………………………

100 Pre- -T- * Can you name some organization? WB+ A

Task 01: 04 p 121 I read the text then complete the

Task 02: To collect

Words Definitions. WB+ V