Second generation.

level: 3ms.Sequence: one.

Teacher: Miss NACERCHERIF.

The Algerian ministry of culture is organizing a national contest to elect the most colorful ,expressive and richest region which represents most the Berber civilization . Write an article illustrated with pictures to introduce your region and to represent our ancestors’ values and traditions.

Situation one: you read a newspaper article which speaks badly about today’s teenagers. You don’t agree with it. Write a reply which you post on

the web to save the teens reputation. Talk about how amazing teens can be. (What they can do and how they can change the world of tomorrow)

Situation two: you’re proud to be a teenager. You want the world to know that. Write a report in which you describe yourself and friends characters, abilities, inabilities, specificities and magical world.

Situation three: The editor of my school magazine asked me to write an article about Mohamed Farah Djelloud. I decided to present his profile in order to make all my schoolmates see what a 2nd year primary school can do. I want to make them understand that reading is importantand necessary for the development of individuals and nations.

Situation four: My school is going to participate in an international competition in Dubai for the best world reading Challenge Poster. The winning poster will be awarded $50.000 prize and will be published by all the media. (web, TV, press…)

Seq: one. Level: 3ms. Lesson: one.(PDP)Learning objectives: BTOTL, L will be able to talk about his and others interests.Target competencies: interc, Intrp, prod.

Domains: Oral and written.Target stres: like+ (v+ing)/ Adjectives of personality features. / present simple.Materials: textbook, Pics, White board.Cross cur comp: -Intel comp: He can understand, interpret verbal and non verbal messages.-Meth comp: He can work in pairs or group.-Com comp: He can talk about his and other interests.-Pers and soc comp: He socializes through oral and written messages.

Core values: Identifying with other persons positive personality features (friends, parents, teachers, famous scientists and scholars)

Time Framework

Procedure Focus

Objectives Materials VAKTMI

5’

5’

10’

WarmUp:

Pre listening:

While listening:

T greets and welcomes her LT introduces talks about the project work

T introduces the new sequence

T asks L about their hobbies in free timeWhen you finish your homework, what do you like to do?

T asks L to open their books on P 11T asks L to describe the pics on the right of the page.T gives the instructionsYou’re going to listen to some four definitionsThen, you’re going to choose the corresponding word from the list(Task one p 11)

T/L

L/L

L/L

Introduce the topic

Elicit data from the L

Get L used to use their listening skill

White board

MimingPics

TextbookPcWhite boardCopybook

VAK

VATK

10’

10’

20’

PostListening:

NB: The teacher may read the script two or three times.The teacher may ask his L to take notes.Whole class correction

Task 4 P 11:T gives the instructionsYou’re going to a Japanese student introducing himself. Then I complete his profile:

Task 6 P 12: Idem.

Pair work:T asks L to work in pairsT asks L to do task 8 p 12.T checks, guides, helpsT asks L to read their interviews in pairs

L/L

L/L

Filling in profile

Answering an interview

Use the new items

Idem

Idem

VATK

Seq: one. Lesson : 02 (PDP) Level: 3ms.Lesson focus: Language use.Learning objectives: BTEOTL, L will be able to fill in his and others profiles.Target comp: INTER, INTP, PROD

Target stres: Adjectives describing personality features.Domains: O&W.Materials: white board, PC, pics, textbook, copybook.Cross cur comp: -Intel comp: -He can understand an interview -He can pick up data from an interview to fill in a profile.-Meth comp: He can work in pairs, or groups. He can mobilize his resources to fill in a profile.-Com comp: -He can gather data from an interview. -He can communicate his profile to others.-Pers and soc comp: He socializes through oral exchanges.Core values: Identifying person’s positive personality features.

Time Framework

Procedure Focus Objectives Materials VAKT

5’

5’

10’

Warm up:

Pre listening:

While listening:

T greets and welcomes her LT introduces the lesson’ subject

Task one: T brings cards representing the trget structures, adjectives, nationality, age, sex, country.T writes the chart below on the board and asks L to complete it with the cards.

Nationality

Age Country Sex

………….. …… ……… …..

Task one:

T/L

L/L

T/L

introduce the topic

Review neede vocabulary

White board

Cards

A VK

TAVK

Today we’ll talk about personality features, we’ll learn to use adjectves describing people’ personalities, fill in profiles with meaningful data.

14

USANiger Nigerian

Peruvian

13

Male

Female

Algerian Per

u

10’

T sets up the situation:-You’re going to listen to a BBC radio interview and you’re going to complete in two profile (a girl’s and a boy’s profiles)( Task 10 P 13)T gives some time to the L to read the questionClass correctionT reports L ‘s answers on the board

Task two: (Adjectives of personality): I listen and repeat:

-vocabulary:T brings pics representing adjectives describing character to provide L with some new vocabularyT pins the pics on the board

Task three: ( Task 15 P15)

L/L

T/LL/L

Pick up data from an interview to fill in a profile

Provide L with some adjectives

Use adjectives

PicsTextbookPC

Idem

V A TM

Idem

10’

20’

Post listening:

T explains what the L are required to doCorrection on the board

T asks L to do the following taskActivity: I complete my own profile:

L/L

L/L

of character

Consolidate the new items to talk about oneself

CopybookWhite board

Idem

Seq: one. Lesson: 03 (PPU) Level: 3ms.Lesson focus: Language use.Learning objectives: BTEOTL, L will be able to ask and give information about their and others abilities and inabilities.

First name : …………………………….

Last anme : ……………………………

Nationality : …………………………..

Country : ………………………………..

Age : ……………………………………….

Sex: …………………………………………

Personality features:

I am: ……………………………….

…………………………………

…………………………………..

Target comp: intct, intp, prod.Target stres: can (three forms)Domains: O&WCross cur comp: Intel comp: He can identify his and others abilities and inabilities. He can understand and interpret a conversation.Meth comp: He can work with his peers in groups. He can evaluate himself and his peers.Com comp: He can interview his partner. He can gather data from a verbal message.Pers and soc comp: He socializes through oral and written exchanges.Core values: valuing learning and knowledge in general.

Time Framework

Procedure Focus

Objectives

Materials

VAKT

5’

10’

Warmup:

Presentation:

T greets and welcomes her LT gives a general idea about the lesson

T brings pics representing plants, birds and animals.T pins them on the board. Then asks L to describe themT guides and helpsT explains the words:( birdwatcher, Botany, Biology)

T/L

L/L

introduce the subject

Provide L with new vocabulary

WB

PICS

VAK

Idem

5’

15’Practice:

T names some items and asks L to repeat after her

Task one: (task 13 p 14)T reads the BBC interview (part 2) and asks L to do the activityWhole class correction

Task two: (pair work)( oral practice)T writes the dialogue below on the board or distributes handouts

T reads the dialogueT pays attention to the pronunciation of “can”

T/L

L/L

Get used to the pronunciation of the new words

Practice the new item

TXB

WBHO

VAKT

Idem

15’

10’

5’

10’

5’

10’

10’

Use:

Warm up:

Presentation2:

Isolation

Analysis

Stating the rule:

T asks L to read in pairsT checks L pronunciation

Task three: I identify the right pronunciation of can and complete the table below:

Weak form /kən/ Strong form /kæn/ /kD:nt/

1-………………….2-…………………….

1-………………….2- can’t.

Task four: (task 1 p19) Homework : Read pronunciation tool P17(b)

PIASP lesson: T reviews the previous lesson

T distributes the handouts with the dialogue aboveTask one: pair workT asks L to read the dialogue in pairsT asks checks L pronunciation

Task two: T asks L to pick up the sentences with “can”Positive, negative and interrogative

Eg:

-I can sing. (Modal) (verb)

-I cannot fly.

(modal neg) (verb)

-What can you do?

Can + subject + verb …?

Grammar tool p21

Practice: (pair work)

L/L

L/L

L/L

T/L

L/L

T/L

L/L

Checking pronunciation

Check L assimilation

Consolidate the new item

Remind L

Refresh L memory

Pick up data from a non verbal context

Identify the different uses of can

Sum up the rules

CBWB

Idem

Wb

HO

WB

Idem

VA

VAK

T

VAK

25’

T asks L to do the following tasks in pairs

Task 14, 15, 16 p 29.

T checks, helpsCorrection on the board

L/L

L/L

Use the new structure

TXBCBWB

Seq: one. Lesson: 05.(ppu) Level: 3ms.Lesson focus: Lge use.

Learning objectives: BTEOTL, L will be able to ask and give information using (always& never)Target competencies: itnterc, intrp, prod.Domains: O&WTarget stres: Frequency adverbs(always, never) + present simple.Materials: TWB, WB, pics.Cross cur comp: -Intel comp: valuing learning and critical thinking.-Meth comp: He can work on his own or with partners.-Com comp: He can reinvest the lge in real life situation.-Pers and soc comp:He socializes through oral and written exchanges.Core values: Valuing time and having critical thinking towards his and peers interests.Time Frame

work Procedure Focus Objectives Materials VAKT

5’

15’

Warm up:

Presentation:

T greets and welcomes her LT asks L some questions: -what do you like doing during your free time ? -Do you have any interests?-What fields do interest you and make you curious to know more about?

We’re going to study a conversation between Amal and Karim who talk about their interests.T may provide L with handouts or write the dialogue on the board.

T/L

T/L

Introduce the topicElicit data from the L

Get the L in the bath

WB

Miming

Handouts

KVA

Idem

5’

10’

10’

15’

Practice:

Use:

-Task one:Pair work:T reads the dialogue and asks L to play in pairs.T asks some questions:-What’s Karim interested in?-What game does he prefer?-How often does he play it?-what’s Amal interest?-What’s she keen on?-How often does she read?Notice: keen on, fond of= like, enjoy.

N.B: “always, never” are frequency adverbs. Always is the opposite of never. It means every day.

(Never=0% /Always = 100%)Study the examples: -I always play it.-I never win.-How often do you read?

Task two: I study the examples above then I complete the chart below:

Task 9&10 p

L/L

T/L

L/L

L/L

Practice the new items

Check L understanding

Clarify

Idem

State the rule

WB

KVTA

Idem

Seq : One. Lesson : (06)I read and do. (PDP) Level: 3ms.

We use : ………………… and …………………… to talk about the frequency in which something happens.

Form: s+ ……………../……………………+v.

To ask about frequency I

Lesson focus: Language use.Learning objectives: BTEOTL, L will be able to read texts and gather information about famous characters.Target comp: INTRP, PROD.Domains: O&W.Target stres: Lexis and expressions related to hobbies and interests.Materials: TXB, CBCross cur comp: Intel comp: He can understand and interpret verbal and non verbal texts.Meth comp: He can develop effective study methods, mobilize his resources efficiently and manage his time rationally.Com comp: He can use ICT’s to interact with learners of other cultures.Pers and soc comp: He can be inspired from outstanding people as role model.Core values: Valuing hard work and great achievement. Vlauing reading and thinking.Time Frame

work Procedure Focu

s Objectives

Materials

VAKT/ MI

5’

5’

20’

Warm up:

Pre reading:

WhileReading:

T greets and welcomes her LT asks: what are your hobbies? Who is your hero? What did he / she do? Do you have a dream? What do you do to make it become true?

Step one:T asks L to open their books on P 30.T asks L about the pic on P 30 Do you know this boy? How did you hear about him?Step two:T divides the class into three min groupsG1, reads the text on P30 and deals with its tasksG2, reads text on P31G3 reads the text on P 32

Group 01: (text P 30)T asks L to read the text on P 30 and do the following tasks:

Task one: I read and I complete the following:

T/L

L/L

L/L

Introduce the topic

Give an idea about the text

Interpret dif texts in terms of lexis and comprehe

WB

TXB

CB

VKAT

Task two: I read again and complete the following:

Task three: I read again and say true oe false:1.Mohamed read 100 books. …………2.The Algerian Education minister was present at the ceremony. …………3.The Arab reading challenge is a worldwide competition. …………

Group 2: (text P 31)T asks G2 to read the text on P 31 and do the following tasks: (task 5&6 P 31)

Group 3: (text P 32)Tasks G3 to read the text on P32 and do the following tasks (task 9 & 10 P 33)

T checks, helps, guidesCorrection on the board

L/L

L/L

L/L

L/L

nsion

Idem

Idem

Idem

Idem

Idem

20’

10’

Post reading:

T asks each group to do his specific task and to report his work orally to the class.Group one:Task one: I answer these questions and use the information to write a little speech:

Text P 30:-Who is this boy?-What competition did he take part in?-How many candidates were there?-How many finalists?-What was the prize he won?-Why did he win?

Text p 31: (same question)-Does Mohamed like reading?-Why?-What does reading do to the mind?-What’s Mohamed dream?-Can he achieve his goal without reading?

Text P32:-What grade did Mohamed win?-Whom is Mohamed grateful to?-Why?-What’s his favourite book?-How is Mohamed like?-What are reading benefits for children?

Each group reads his speech before the class so as to give an idea about the text he read.

L/L

L/L

Produce a piece of writing out of questions

Seq : One. Lesson : 07. (PDP) Level : 3MS.Lesson focus: Language use.Learning obj: BTEOTL, L will be able to read texts and gather information about Tuareg and Imzad culture.Target comp: INTRP, PROD.Domains: Written.Target stres: Lexis and expressions related to national culture (music, instruments…)Materials: TXB, WB, Pics.Cur comp: Intel comp: He can understand , interpret verbal and non verbal messages.Meth comp: He can develop reading skill strategies.Com comp: He can process digital data in English.Pers and soc comp: He can show responsibility towards his nation and culture.Core values: Being proud of Algerian culture diversity.Time Frame

work Procedure Focus Objectives Materials VAKT

MI5’

5’

20’

Warm up:

Pre reading:

While reading:

T greets and welcomes her LT pins on the board pics representing musical instrumentsT asks L to name them

Task one:

T asks L to name some music genresT asks L to classify them into modern and old ones.

Old music Modern music

Task two: (Pair work)Task 18 P 36.

Text 1: T asks L to open their books on P34T asks L to describe the pic on P 34Or brings the pic of an Imzad

T/L

L/L

L/L

Introduce the topic

Classify genres of music

Interpret differebt texts in terms of lexis and comprehension

Pics

WB

TXB

CB

VATK

MI

20’

30’ Post reading:

T asks: Do you know these instruments?Read the text and try to answer the questionTask one: bibliographical notes:Taks two: Task 13 P 34

Text 2:T asks L to read the text on p 35T asks: what’s the text about?T asks L to do the following activities

Task one: Bibliographical notes P35Task two: task 16 P35:

T asks L to do the following activity:Task: (task 2 p 40)

L/L

L/L

Idem

Make a poster to save the cultural heritage.

Idem

Idem

Seq: One. Lesson: I learn to integrate. (PPP)(08) Level: 3MS.Lesson focus: Language focus.Learning obj: BTEOTL, L will be able to work in small groups and write Mohamed’s profile.Target comp: INTRP, PRODDomains: O&W.Target stres: Lexis and expressions related to profile and reading.Materials: TXB, WB, CB, POSTERS.Cross cur comp:Intel comp: He can show some degree of autonomy in all areas of learning.Meth comp: He can work in small groups, manage his time rationally and share information with the whole class.Pers and soc comp: He can show responsibility towards team work.Core values: Valuing the Algerian heritage and being proud to be Algerian.Time Frame

work Procedure Focus Objectives Materials VAKT

MI

5’

10’

15’

30’

Warm up:

Presentation:

practice:

Produce:

T greets and welcomes her LT splits L into groups of four

T asks some questions about Mohamed Djelloud

- Do you remember Mohamed?- Who is he?- What did he do?

-How old is he?.....

T asks L to open their books on P 37T asks a L to read the situationT makes a little review to complete the KSA chart

T asks L to read the layout and reading notes on P 38T asks L to read the text about Mohamed on p (30, 31, 32) to help them in their work

T helps, guides monitors her L

T asks L to display their profiles and present their work to the class.

T/L

L/L

L/L

L/L

Review needed resources

Gather information

Fill in KSA chart

Produce a poster

Peer correction

WB

TXB

CB

Posters

A

VA

K

AVK

Seq: one. Lesson: I think and write.(PDP) (09) Level: 3MS.Lesson focus: Language use.Learning obj: BTEOTL, L will be able to prepare a poster about the Arab reading challenge.Target comp: INTRP, PRODDomains: O&W.Target stres: Lexis related to the competition and reading.Materials: CB,TXB,WB.Cross cur comp: Intel comp: He can show creativity when producing oral and written messages.Meth comp: He can mobilize his resources to produce a meaningful message.Com comp: He can use English to produce a poster.Pers and soc comp: He can show some degree of autonomy in learning.Core values: Valuing his identity and culture.Time Frame

workProcedure Focus Objectives Materia

ls VAKTMI

5’

15’

30’

10’

Warm up:

Before writing:

While writing:

After writing:

T greets and welcomes her LT asks some comprehension questions:

Do you know the Arab reading challenge compettion ?Where do you watch it?What is the winner’s reward?

T asks L to open their books on p 39T asks L to read the situationT asks L to read the layout of the poster(p39)The information on p 39The texts p(30, 31,32)if necessary

Drafting:T invites L to start their workT helps, guides….Redrafting:T asks L to check their works in peersEditing:T asks L to write their final work

T invites L to present their posters to the class.

T/L

L/L

L/L

Review needed knowledge

Brainstorm L to prepare themFamiliarise L with thelayout of a poster

Present the L productions

WB

TXB

CB

Idem

VA

VAK

Sequence: 02.

Seq: 02. Lesson: I listen and do. (part 01)(PDP) L: 3ms.Lesson focus: Language learning.Learning objectives: BTEOTL, L will be able to: compare life in the past and present. -answer an interview.

Target comp: intrc, intrp, prod.Domains: o&w.Target stres: Past simple tense/ Semi modal used to.Materials: WB, TXB, pics, Audio scripts.Cross cur comp:Intel comp: He can use his critical thinking. He can interpret oral messages.Meth comp: He can mobilize his resources.Com comp: He can pick up information from an audio interview.Pers comp: He socializes through oral exchanges.Core values: Being proud of the Algerian way of life.Time Frame

work Procedure focus Objectives materials VAKT

MI5’

10’

Warm up:

Pre listening:

T greets and welcomes her learnersT announces the move to the second sequenceT writes it on the boardT asks : what does the word “lifestyle” means to you?If we want to compare lifestyles, what should we compare?T pins pics on the board to help L compare life in the past and present

❶

T writes the ‘Initial situation on the board”:

T/L

L/T

T/L

Introduce the topic

Elicit data from L

Introduce the situation

Pics

WB

TXB

VKMIA

25’

20’

While listening:

Post listening:

T sets up the situation: “you’re going to listen to an interview of Jenny’s grandmother and you’re going to do different tasks.

Task 1 p 48:Answers: 1.F 8. T2.T 9. T3.F 10.F4.T 11.F5.F 12.F6.T 13.F7.F 14.T

Task 7 p49 :Answers :1 (tell me…..)2 (porridge at breakfast….)3 (I don’t like fastfood…)4 (That sounds….)

Task 5 p 49: (pair work)T asks L to do the work in pairs and play it orally. (in pairs)

❷

L/L

L/L

L/L

Granma’s life in the past

Interpret an audio message

Food in the past

Answering an interview about life in the present

PcScripts

TXB

idem

Seq: 02. Lesson: I listen and do (part 02) L: 3ms.Objectives: BTEOTL, L will be able to talk about clothing and having fun in the past and present times.

Initial situation :

It’s « Grandparents day » in Algeria. To celebrate the event, I am going to make a video interview of my grandmother or grandfather. Then, I’ll post it on my school website or my personal blog to share with other people around the world.

Time Framework

procedure Focus Objectives Materials

VAKTMI

5’

15’

20’

20’

Pre listening:

While listening:

Post listening:

Warm up:T greets and welcomes her L

T reminds the L of the part one of the lessonT asks L to open their books on P 50Step one:Task 11 P 50:T asks L to match the pics with the corresponding items:

Nb: T may bring pics of garments and use them to provide L with some vocabulary.

T sets up the situationYou’re going to listen to another part of the interview and you’ll do different tasks

Task 9 p 50:

Step two: Task 14 p 51: (introduction to the next task)

Task 12 p 51:

T listen to the interview and do the tasks

Tasks L to do the following tasks

Task 17 p 52Task 15 p 51 (pair work)

❸

T/L

L/T

L/L

L/L

L/L

Review the seen items

Introduce the topic

Naming garments

Games and having fun in the past and present

WB

TXB

Idem

VAKMIT

Idem

Seq: 02. Lesson: I listen and do (part 03) L: 3ms.

Objectives: BTEOTL, L will be able to talk about school wears in the past and present, fill in an interview card.Time Frame

workProcedure Focus Objectives Materials VAKT

MIPre listenIng:

While listening:

Post listenIng:

Warm up:T greets and welcomes her LT asks l to make a short summary about the interview content sen before

T asks L to open their books on p 53

T asks L to do T 20 p 23: (orally)(as a lead in to the next task)T invites l to listen to part (5) of the interview and do the following tasks.

Task 18 p 53Task 22 p 54Task 24 p 54 (pair work)Task 26 p 55

T asks l to do the following taskTask 28 p 55:

❹

T/L

L/L

L/L

L/L

Introduce the topic

School wear in the past and present

Fill in an interview card

TXB

WB

VAKTMI

Idem

Seq: 02. Lesson: I pronounce. (PPU) L: 3ms.

Interview card : Grandma’s childhood.

Date and place of birth : 1939 in the North of England.

Type of dwellingdescription of farmhouse): Average building where domestic animals were raised.

Daily routine: bathing once a week, boys help the father and girls help the mother.

Food: porridge, Yorkshire pudding, roast beef, boiled potatoes, kidney pies.

Table manners: no talking with mouths full, no elbows on the table.

Clothing: formal clothes, long dresses and blouses, scarves, clogs.

School uniform: black gymslip and white blouses.

Childhood games: marbles, hide and seek, hopscotch, rag dolls.

Childhood memories: impatient to learn.

Objectives: BTEOTL, L will be able to identify the sounds: / u, u: , ə, ɜ:/Time Frame

workProcedure Focus Objectives Mater

ialsVAKTMI

5’

10’

10’

10’

Presentation:

Practice:

Present

Warm up:T greets and welcomes her learnersT may review the vowel sounds seen before /e,æ,ə/

Today we’re going four new sounds

T writes the text below on the board or distributes handouts

Task one: I listen to my teacher end read the text as better as I can:

T says: notice the words in bold, what are the sounds repeated when you utter them?/ u, u:/

Task two: I listen and repeat (a) p56.T puts on the scripts or says the wordsL repeat

●I notice P56 (the different spellings of the vowel sounds /u, u:/

Task three: (I listen and repeat each pair p 56)T notices: the words may be written in the same way but have different pronunciation.●I notice p 56 (the special difficulties)

❺

T/LL/T

T/L

T/L

L/L

introduce the topic

Present the new sounds

Practice the sunds

This afternoon, when I went to school I took my Oud. My teacher reacted pretty good because he understood what is it like to appreciate childhood. He didn’t think I was a complete fool and he even let me play a song in full.

10’

ation 2:

Practice:

T writes the text below on the board or distributes handouts

Task one: I listen to my teacher and read as good as I can:T reads and asks L to read T asks: when reading the passage above, which sounds are repeated in the words in bold?/ə,ɜ:/

Task two: I listen and repeat (a) P 57.T puts on the scripts or says the wordsL repeat after her

●I notice p 57 (the spelling of the target sounds)

Task three: I listen and repeat each pairs: (special difficulties)

Sounds:/ u, u: /, / ɜ:, ə/

Task one p 60:Task three p 60:

❻

T/L

L/T

L/L

L/L

Idem

Idem

Discriminate between the learnt sounds

Seq: 02. Lesson: I pronounce. (PPU) L: 3ms.

Objectives: BTEOTL, L will be able to discriminate between the vowel sounds /ə, æ, ᴧ/Time Frame

workProcedure Focus Objectives Mater

ialsVAKTMI

5’

10’

10’

Presentation:

Practice:

Present

Warm up:T greets and welcomes her LT may review the sounds seen before

T sets up the situation:Today we’re going to see other sounds

T writes the passage below on the board or prepares handouts to be given to the L

T reads the passageTask one: I listen to my teacher and read the passage as best as I can:T asks : which vowel sounds are repeated when reading the words in bold?

/ᴧ, æ, ə /

T asks L to open their books on P 58

Task one: (I listen and repeat (a) P 58)

●I notice P 58 (the different spelling of the vowel sounds)

Task two: (I listen and repeat each line)

T writes the passage below on the board or distributes handouts

❼

L/L

Introduce the target sounds

Practice the vowel sounds

Grandma and my uncle played a scrabble just after breakfast time. She couldn’t find the word London and lost the game. Granny shouted: “As far as I can remember, I never win! I wish you could see me when I was young, I knew how to be fun.”

10’

5’

20’

ation 2:

Practice:

Use:

T reads the passageTask one: I listen to my teacher and read as best as I can:

T asks: when reading the words in bold, there are some letters that you see but not utter, what are these letters?

W, TThey are called “silent letters”

Task two: I listen and repeat p 59:

Task three: I notice p 59.

Tasks 5&7 p 61Task 9 p62Task 11 p 62

❽

T/L

L/L

Introduce the target items

Identify the silent letters

Consolidate the learnt items

A writer wrote that a man whose wife was a ballet dancer and

vanished years ago. The man lived alone in a castle but every night he could hear her ghost whistle to his ear and so he felt his whole body shiver. Each time he would fasten himself in his room and shouted ooh! Dear God, what did I do that wrong?!”

Seq: 02 Lesson: Ipractice Level: 3MS.

Hi ! I am James. I am a teacher at a high school in Harlem ,New York a boy I used to be a rebel; I didn’t use to work hard. I didn’t use to listen to neither my parents nor my teachers. The latter used to punish me and send me to the classroom corner. I used to hate school. I used to wear glasses but now I don’t. I used to do a lot of sport.

A)- I read the text and underline the phrases with “used to” and “didn’t use to”:●Do they refer to: 1. The past or the present? 2 .Things that happened once or for a long time?

Positive Negative Interrogative Positive answer Negative answerIYou He She ( used to It ( wear glasses.WeThey

IYou He She (didn’t use to It ( wear glasses.WeThey

I You He Did She (use to It ( wear We ( glasses? They

I You He Yes, She did. It We They

I You HeNo, She didn’t. It We They

●Use “used to” or “didn’t use to” + infinitive for things that happened for a long time in the past;(a habit in the past).Eg: I used to be a good pupil.●“Used to” only exists in the past.●“Used to” and “didn’t use to” are both pronounced: /јu:stə/.

●Look at how “ Dicaprio” has changed. I write five sentences about how he was then. “Then “ Eg: He used to be slim. “ Now.” 1………………………………………………………………………….. long black hair. 2………………………………………………………………………….. short fair hair. 3…………………………………………………………………………..fat. 4………………………………………………………………………….. wear glasses. 5…………………………………………………………………………… have a beard.

❾

Seq: 02. Lesson: PPU. Level: 3ms.Learning obj: BTEOTL, L will be able to talk about past habits using the semi modal “used to”.Targ comp: intrc, intrp, prod.Domains: O&W.Materials: worksheets, TXB, WB.Cross cur comp:Intel: He can understand verbal and non verbal messages. He can express himself using “used to”Meth: He can develop effective study methods, mobilize his resources and manage his time rationally.Com: he can work in pairs or alone.Pers and soc:he can socialize through oral and written exchanges.Core values:He values his past and express it in words.Timing

Framework

procedure focus objectives Materials

VKATMI

5’

20’

10’

Warm up:

Presentation:

Practice:

T greets and welcomes her learnersT introduces the lesson’s objective:Today we’re going to talk about our past, what we used to de then, some of our habits….T may ask these questions:-Do you remember your early childhood?-What primary school did you use to go to?-What games did you use to play?...

Task one:T distributes the worksheetsT asks L to take a look at themT asks L to describe the pic in the top

T reads the textT asks some L to readT asks L to underline all the phrases containing the semi modal “used to”T asks questions:-Do these actions refer to the past or present?-Did they happen once or many times?-what are the terms repeated mostly in this passage?

T emphasizes the pronunciation of used toThe teacher explains:

“used to” is a semi modal. We use it to talk about past habits. ❿

T/L

L/L

L/T

T/LL/T

T/L

Introduce the topic

Present the new item

Help L identify the new stre and its uses

White board

Miming

Gestures

Wksheets

KAIT

VKAM

10’

20’ Use:

Task two: T asks L to pick up a positive and a negative sentence from the text

Eg:-I used to be a rebel.-I didn’t use to work hard.-Did James use to be a good pupil?

T may add an interrogative sentence or asks L to give one.T helps L to identify the different elements of each form. T sets up the rule. (go back to the worksheet)

Task one: (oral)(the task on the worksheet above)

Task two: Task 15 p52.Task 3 P67 & 68Task 5 P 68.

NB: T may ad tasks of his own.

⓫

T/L

L/T

L/L

The different forms of the new stre identification

Consolidate the new stre uses in the L mind

Wksheets

WB

WBTXB

Idem

We use the semi modal « used to” as the following:

1.Positive: S+ used to +stem

2.Negative: S +didn’t use to + stem

Sequence: Me and my lifestyles. Lesson: I practice. Level: 3ms.

Task one: Here is Karim’s confession about his childhood. Let’s have a look at it.

⓬

Hello, my name is Karim.I am 35 years old and I am a fireman.

1.when I was a kid, I was naughty.2.My parents were often mad at me.3.My teachers were not satisfied at all.4.Was I happy to do so? Of course I wasn’t.5.Tell me, was it the same for you?●●● ●●● ●●● ●●●I remember tha …1.I arrived late to school.2.I always forgot my homework.3.I never brought my school things.4.I didn’t wear my pinafore.

5.Did I improve myself? Yes, I did.6.What did I do?6.I worked on myself.7.Why did I act like that?8. I guess, I had some issues.

Seq: O2. Lesson: I practice. Level: 3ms.Learning objectives: BTEOTL, L will be able to use the past simple tense with its different forms.Target comp: intrct, intrp, prodDomains: O&W.Target stres: past tense, regular and irregular verbs, positive , negative and interrogative forms.Materials: WKSTS, WB, TXB.Cross cur comp:Intel: He can deduce meaning from context.Meth :He can interpret verbal and non verbal messages; He can work individually or with peers.Com: He can identify the past tense and use it coherently.Pers and soc: He can talk about past events.Core values: He values his past and respect other’s past.Timing

Framework

Procedure: Focus Objectives Mat VAKMIT

5’

15’

10’

Warm up:

PresenTation

T greets and welcomes her learners.T sets up the situationToday we’re going to continue talking about our past lives.T may ask some questions:Do you remember what happened to you last year? Something memorable?Who was your teacher of English?What was the best mark you had in English?What was your favorite subject?Who was your best friend?....

Now we’re going to learn more about somebody’s past (Karim)

T distributes the worksheets aboveT ask L to describe the pics on the sheet

T reads the examplesT asks L to readT may ask comprehension questions about the examples

Task one: I read the examples and complete the table below:

⓭

T/L

L/L

T/L

L/T

Introduce the topic

Remind L of the past use

Provide L with vocabulary

Identify the verb changes from infinitive to past

10’

Practice: Infinitive Simple past

Regular Irregular

1to be2345●●●12345678

Was ●

T helps L to complete it on the board.T helps L to identify the different changes in the verbs forms

Notice: There are two kinds of verbs; regular and irregular ones.The regular verbs form their past simple by adding”ed”The irregular ones change and you have to go back to the list.

Piasp part one::T may write the examples on the boardT deals with the verb “to be” first, then the rest.

Eg: I was naughty.I wasn’t happy.My parents were angry.They weren’t happy.Was I happy?Were they angry?

Rule:”To be” is different from the other verbs:-Positive: S + was /were.-Negative: S + wasn’t / weren’t.-Interrogative: was / were / S…?“to be” is irregular.

⓮

L/L

T/L

L/T

T/L

Chart completion

past tense forms

“to be”past tense uses

10’

15’Use:

Piasp part two:T follows the same steps as above then states the rule.

Rule: 1.Positive:Regular verbs : verb +edIrregular verbs: learn the list2.Negative: S+ didn’t + stem3.Interrogative: Did + S+Stem….?

NB: T provides his L with the list of irregular verbs.

See the worksheet below

⓯

L/TT/L

L/L

Other verbs past uses

Consolidate the learned stre

The past simple : (Review and consolidation)

Task one : I complete the table :

Infinitive Past simple Infinitive Past simpleTakeWalkRainShutOpenSpeakClose

…………………………..………………………………………………………………………………………………………………………………………………………………………………

HaveBeTellWriteSitReadCook

……………………………..……………………………..……………………………..……………………………..……………………………………………………………………………………………..

Task two : I put the verbs in the past simple :

1.She (to go) ……………………………….. home alone.2.The wind (to blow)………………………………. throughout the night.3.An apple (to drop)…………………………………… on his head.4.A frog (to jump)……………………. ……… into the well and (bring) …………….…………………… it.5.Jack (get) ………………his highest grade in his English class.6.The party (to begin )………………. …………… at 8.00P.M.7.He (to sell)……………….. ……………… his car and (buy) ……………… …. a new one.8.Who (to shut) ……………………….. all the windows?9.They (to be) ……………………….. friends and he (be) ….…………………. my best friend.

Task three : I re-write the paragraph in the past simple:

Andrew is a happy man.He spends his time in front of his computer.It’s true that he makes a lot of money without moving from his house.Life is just cool. His friends are amazing; they always call him and invites him to different parties .He isn’t married and he can do whatever he wants. He has a very expensive car. He is a rich man ; he can afford it.Yes! He can go wherever he wants and eat what he fancies but sometimes he gets bored and he doesn’t know why.

Activity four : I write sentences in the past simple:

1.Amina (to go)……………………………………………………………………………… ………. 2.I (to speak ) ………………………………………………………………………………………….3.Life (to be) …………………………………………………………………………………………….4.She ………………………………………………………………………………………………………5.Pupils …………………………………………………………………………………………………6.Teachers …………………………………………………………………………………………….7.My friend …………………………………………………………………………………………….8.Girls………………………………………………………………………………………………………9.You……………………………………………………………………………………………………….10.They……………………………………………………………………………………………………

⓰Seq: 02. Lesson: PPU. Level: 3ms.Learning objectives: BTEOTL, L will be able to ask and answer questions using the time marker “ago”.Timing

Framework

procedure focus Objectives Materials

VKMTIA

5’

15’

Warmup:

Presentation:

T greets and welcomes her learners.T may review the previous lesson(past simple tense)T introduce the target language structureToday we’ll continue talking about past events, we’ll learn how to use the time marker “ago”

T may ask some questions:When did you leave primary school?Who was your teacher of French?Did you have a lot of friends?...

Task one: I read the dialogue and answer the questions:

NB: T may write the dialogue on the board or distributes handouts to L.

T reads the dialogue.T asks L to play it in pairs.T asks some questions as a leading to the target structure.

-when did Malek hisFE exam?-What ‘s the priod of time since then?-what’s the period of time since Omar got his exam?-When did Omar et his EF exam?

T/L

L/L

T/LL/L

Introduce the topic

Idem

Enhance data from L

Practice the new item

Check L understanding

WB

Gestures

WBwkshts

WB

VAKIM

Idem

Omar and Malek are friends. They are talking about their schooling.

O: Hey! How are you?

M: I am fine. And you?

O: I guess I am okey! Tell me…

M: Yeah! How can I serve you?

O: When did you get your Elementary final exam?

M: I got it in 2014.

10’

20’

10’

Practice:

Use:

⓱PIASP:

Notice: 1. I got my exam in 2014.

We are in 2017. 2017 ─ 2014 = 3The period of time is three years.

2. I got my exam three years ago?

The first sentence gives the exact date. It’s an answer to the question “when?”The second sentence gives a period of time.It’s an answer to the question “How long ago?”

Rule: “ago” is a time marker of the past.I ask questions with “ago” as it follows:How long ago + did +s + stem…?I answer with “ago” as the following:S+past simple+ period of time+ ago.

Pair work:Task one: I answer the following questions:

Task two: I ask my partner two questions with “how long ago”, which he answers.

Task one p 66. ⓲

T/L

L/L

L/L

Clarify the new structure use

Use the target stre

Consolidation

WB

WBCPB

TXB

Seq: 02. Lesson: PPU. Level: 3MS.Learning objectives: BTEOTL, L will be able to talk about what things are made of, and where they are made in.Timiing

Framework

Procedure Focus Objectives Materials

VKAMIT

5’

15’

warmup:

Presentation:

T greets and welcomes her LT writes the example below on the board.

I made a cake in a pan made of iron.T reads the sentence.T asks L to read the sentence.T asks about the words written in red

Made: the past simple or past participle of “to make”In: a preposition of place.Of: preposition.

Task one: I read the dialogue below:

T reads the dialogue. T asks L to read it in pairs.T asks some questions about the dialogue.What did Amale buy?How is it?What is it made of?Where is it made in?

PIASP:Notice the examples:

T/L

T/L

L/L

T/L

Introduce the new stre

Practice the new stre

Clarify the uses and forms of the new stres

WB

WB

Wkshts

WB

VAK

Idem

10’

25’

Practice:

Use:

-The scarf is made of silk.-The scarf is made in India. ⓳

“silk” is a material. / “India” is a place.

I use the expression “made of” + materials to talk about what something is consisted of.

I use the expression “made in” + place to talk about the place where something is made.

Questions: what is it made of? Where is it made in?

Task one: I complete with “made in or made of”:

-Bottles are ……………plastic or glass.-Most of today clothes are………………….China.-The world’s weapons are …………………..USA.-I love shoes ………………………leather.-Expensive jewellery is ……………….gold and diamonds.-All women fancy about garments ……………Paris.

Tasks 7 & 8 p 69.Tasks 13 & 14 p71 & 72.

L/L

L/L

Use the new stres in meaningful context

Consolidation

WBCPB

TXB

Idem

⓴

Seq: 02. Lesson: I read and do. (PDP)(01)Learning obj: BTEOTL, L will be able to read a text and gather information about Setif. Reorder an e-mail describing a town.Target comp: Interp, prod.Domains: o&w.Target stres: Lexis related to a town description.Materials: WB, TXB, a map of Algeria.Cross cur comp:Intel: He can interpret verbal and non verbal messages. Meth: He can develop reading skills strategies.Com: He can use ICT’s as e-mails to interact with learners of other cultures.Pers and soc: He can show responsibility towards his nation and culture.Core values: Being proud of his identity and town. (region)Timing

Framework

Procedure Focus Objectives Materials

KVTIMA

5’

20’

Warm up:

BeforeReading:

T greets and welcomes her LT brings a map of AlgeriaT may ask some questions:What’s the name of our country?Where is it situated?What’s our capital?What are the colors of our flag?......

T bring small maps of Algeria without illustrationT may answer the question below:What are the most important Algerian cities?

Task two: I locate the following cities on the map:Algiers, Setif, Oran, Constantine, Bejaia, Bouira,

T/L

L/T

L/L

Enhance data from L

Introduce the topic

Situate the Algerian cities on a map

WB

Map of Algeria

VKATI

20’

15’

While reading:

After reading:

T checks, class correction. 21T asks L to open their books on P73.T writes the questions below on the board

Task one: I read the text and answer the questions:-What’s the text about?-How many paragraphs are there in the text?-Give a title to the text.

Task two: Bibliographical notes P 73Task three: questions (2,3,4,5,6,7,8,9) P 73Task three: I pick up from the text synonyms to: Trip= ………………………………City = ………………………………. I pick up from the text opposites to:Ugly ≠……………………………..Yesterday ≠………………………………

T asks L to do the following task

Task: My friend amine sent me an e-mail in which he describes his town”M’chedallah”. I reorder it to make it coherent:

22

L/L

L/L

L/L

Interpret non verbal texts

Analyse a written message to gather data

Reorder an email

Identify amenities

TXBCPB

WB

Handouts

Idem

Task one : I reorder Amine’s e-mail: object:

to: from:

Task two : Here is an approximate plan of M’chedallah.

My town, Maillot !

CHIBANE Aissa pupils (Chorfa)

Amine2018@gmail.com

I live in M’chedallah », also called »Maillot » in honour of the French doctor (1806-1894).And it’s crowned by the majestic “Djurdjura” mountains. It’s located in the East of Bouira. Maillot is about 10mns far from Chorfa.I love my town very much and I hope it will prosper more. First, it was colonized by the Turkish people, then by the French.There is a town hall, a police station, two hospitals, schools, mosques, a post office, a court of justice, shops, a cinema, a museum and dwellings.wWhat about the place where you live? Yours, Amine.M’chedallah is composed of; Ath yevrahim, Ath yakhlef, Assif assemadh, Ighil ouyazidh, ouaklane and Maillot centre. Maillot was founded in 1885. More than 25000 people live in M’chedallah.Hello mates!My name is Amine. I am a middle school student.

23

Hospital 1Bus station

Hospital2

Garden

Town hall

Mosque

Cinema

Museum

Post office

Court of justiceGarden

shops

Buildings

Shops

Buildings

Shops

Middle

scho

BenBadis

High school

Seq : 02. Lesson : I read and do (PDP) (02)Learning obj:BTEOTL, L will be able to read a text and gather information about Constantine. -write an e-mail describing the place where they live.Timing

Framework

Procedure Focus Objectives Materials

VKTAI

5’

10’

20’

25’

Warm up:

Before reading:

While reading:

After reading:

T greets and welcomes her LT brings a map of AlgeriaT asks questions about Algeria: location, capital, population, …

Task one:I classify the cities in the table below:, Tindouf, Oran, Constantine, Djidjel, Bejaia, Mostaghanem, Algiers, Tamanrasset…

North west East South ……….. ……….. ……….. …………

T asks L to open their books on p 74

T asks: How many paragraphs are there in the text?What’s the text about?Give a title to the text.

Task two: (task 4 P 74)Task three: questions (2,3,4,5,6,7, 8) p 74.

T checks, correction on the board

NB: this work can be dealt with as a group or pair work

(pair work)Task: I love the region where I live (Chorfa).Following Amine’s e-mail model and plan; -I use the information in the form to

T/LL/T

L/L

L/L

L/L

Introduce the topic

Interpret a non verbal msg

Analyse the text and gather data

WB

Map

WB

CPBTXBWB

VKAIT

Idem

describe Chorfa.-I draw an approximate plan of its amenities. 24

25

L/LTurn notes into an e-mail

Describe one’s region

Handouts

Idem

Seq: 02. Lesson: I learn to integrate.Learning obj: BTEOTL, L will bbe able to conduct an interveiw.Target comp: intrp, prod.Domains: O&W.Target stress: Lexis related to past life.Materials: TXB, WB.Cross cur comp:Intel: He can solve problem situations using a variety of communication means.Meth: he can work in small groups and share information with peers.Com: He can process digital data in English.Pers and soc: He can show responsibility towards team work.Core values: Valuing his identity and national heritage.

Timing

Framework

Procedure Focus Objectives Materials

VKIAT

5’

10’

10’

35’

Warm up:

Presentation:

Practice:

Production:

T greets and welcomes her LT splits L into small groupsT deals with a short review of the items seen in sequence two (oral review)

T asks L to open their books on p 75T reads the situation of integrationT explains difficult terms

T clarifies:Before writing our interview, we need to fill in the interview card

(Interview card p 76)

T invites each group to write his interview, with the help of the textbook(I listen and do tasks), interview card p 76

T asks L to play their interviewsT writes the best one on the board.

T/LL/T

T/L

L/L

L/L

Introduce the topic

Review prior knowledge

Identify the situation problem

Fill in an interview card

Conduct an interview

WB

TXB

CPB

VKTAMI

Idem

26

An interview sample:

27

Seq: 02. Lesson: I think and write.Learning obj: BTEOTL, L will be able to write a comparison between past and present life in the Algerian cities.Target comp: Produce.Domains: Both.Target stress: Lexis related to daily life.Materials: WB, TXB, pics…Cross cur comp:Intel: He can understand and interpret verbal and non verbal messages.Meth: He can work on his own and mobilize necessary resources to accomplish his tasks.Com : He can use English to compare lifestyles.Pers and soc: He can show autonomy in his learning.Core values: Valuing his nation and freedom.Timing

Framework

Procedure Focus Objectives Materials

VKATMI

5’

10’

15’

Warm up:

Presentation:

practice:

T greets and welcomes her LT asks L to open their books on p77

T asks L to describe the pics on p 77,78,79T reads the situation of integrationT explains difficult terms

Guided writing:T writes the chart below on the board or distributes handouts.

Task: I use the notes in the chart to write a comparison between life in setif in 1917( 100 years ago) and now:

Setif in 1917 Setif in 2017-Politics: under the French rule, Algerian people were colonized.Work for the

Algerian government rulePeople are free citizens, work for their own welfare.

T/L

L/T

T/L

L/T

Introduce the topic

Provide L with helping notes

WB

TXB

VKATMI

35’Production:

colonizer.-dressing: women wore the haikMen Turkish pants and kachabia.

Dwelling: old houses of mud, tents, low quarters. Transport: Carriages, animals backs, on foot, bus.-Schooling: a few privileged went to school but most of the population was illiterate.

-wear all kinds of clothes (traditional or modern)

-buildings, villas, …

Transport: cars, buses, planes, …

-All children must attend school at the age of 6.

A description sample:A hundred years ago, Setif was under the French rule. Algerian people were colonized and were considered as second degree citizens. Women used to wearthe haik and the Turkish pants and men used to wear the Turkish pants and kachabia.Only a few privileged were allowed to attend school. Most of the Algerian population was illiterate. They used to live in old houses of mud, tents or low quarters. They used to travel on the animals backs , carriages, or sometimes French buses.Today, Algerians are free citizens. Every Algerian child must attend school at the age of 6. Women are free to dress as they please and men too. People live in their own villas, houses or rent flats in buildings. Both men and women work for their own welfare. Algerian people travel in cars, buses trains or whatever is available.There is a great change in lifestyles between 1917 and 2017. And it’s important to appreciate our national freedom.

Individual writing: Following the model of Setif description lifestyles, I write a comparison between past and present life in Constantine.

28

T/LL/T

L/L

Guide L how to write their descriptions

WB

WB

CPB

Idem

NB: to be done at home.

29

Q: 03.

Seq: 03. Lesson : I listen and do. L: 3ms.L earning obj: BTEOTL, L will be able to fill in an ID card, reorder and interview.Target comp: interc, intrp, prod.Target stres: past simple tense, past continuous.Domains: o&w.Materials: TXB, audio scripts, WB, CPB.Cross cur comp: Intel: he can understand and interpret verbal messages.Meth: he can use strategies for listening and interpreting oral discourse.Com: he can play roles to communicate appropriately.Pers and soc: he can socialize through oral or written exchanges.Core values: valuing studies, science and technology.Timing

Framework

Procedure Focus Objective Materials VKTAMI

5’

5’

10’

warm up:

Pre listening:

T greets and welcomes her LT introduces the new sequence:

T asks l about the meaning of the word “scientific”.T asks l to give her the words related to the adjective scientific.

(science, scientist, technology, progresss, research,…

T writes the Initial situation on the board.T reads it or asks L to read itT asks L about the terms they don’t understand and underlines them

T/L

L/L

L/L

Introduce the sequence

Brainstorming

Introduce the Initial situation

VKA

MI

30’During listening:

T explains 1

Now, you’re going to listen to the biography of an Algerian scientist(researcher) and you’re going to complete hi ID card:

Task one p84:

T asks l to do the following tasks:Task 11 p 87Task 10 p 86Task 6 p 85Task 8 p 86

L/LID Completion

Interpret oral discourse to fill in blanks

Idem

First name : Abdelhamid.

Surname : BOUROUIS.

Date of birth : 1986.

Place of birth: Tlemcen.

Father’s occupation: mechanic.

Mother’s occupation: housewife.

Primary, Middle and High school: Tlemcen.

Undergraduate studies:

University: university of Tlemcen, ABOUBEKR Belaid.

Degree: BE (Bachelor of engeneering)

Postgraduate studies:

University: Tlemcen.

Degree: ME (Master of engeneering)

Year: 2009.

10’Post listening:

Task 13 p 88Task 15 p 89 2

T checks, helps, guides.

T asks l to do the following task

Task 4 p 85. (pair work)

T asks L to play the interview in pairs.

3

L/L

Interview completion

Idem

Seq: 03. Lesson: I pronounce. (PDP) L: 3ms.Learning obj: BTEOTL, L will be able to discriminate between the sounds /f/ and /v/.Timing

Framework

Procedure Focus Objective Materials

VKTAMI

5’

10’

20’

25’

Warm up:

Pre listening:

Duringlistening:

Post listening:

T greets and welcomes her L

T sets up the situation: today we’re going to see the sounds /f, v/T writes the words below on the board:

Of, phone, van, fan.T asks l to say themT checks L pronunciation and corrects if necessary.

T asks L to do the following task:Task: I classify the words below in the table according to their consonant sounds pronunciation:

/f/ /v/

T may choose the words on p 91.

T notices:Sometimes /f/ is spelled: PH, F, FF.The “f” of “of” is pronounced:/v/

T asks L to do the following tasks:Tasks 1&3&5 p 92.

T checksCorrection on the board.

4

T/L

L/T

L/L

L/L

Introduce the topic

Discriminate between the target sounds

Identify the target sounds

Consolidate the learned items

WB

TXB

CPB

A

V

K

MI

Seq: 03. Lesson: I listen and do. (PDP) L: 3ms.Learning obj: BTEOTL, L will be able to fill in a timeline (biography) of a scientist.(IBN KHALDOUN)Timing

Framework

Procedure Focus Objective Materials

VKTAMI

5’

10’

30’

Warm up:

Pre listening:

During listening:

T greets and welcomes her LT asks L to name some famous scientistsT asks L to say what they did so important to humanity

T pins the pic of IBNKHLDOUN on the boardT asks L about the name of this personDoes he look modern or ancient?T name the characterDo you know what he did?

You’re going to listen to a History teacher and you’re going to fill in IBN KHALDOUN’s timeline.

T asks L to open their books on p 89.

Task 17 p 89:Keys:May 27th, 1332.1348-134913541365-1374

Task 19 p 90:1375-13781383

T/L

L/L

L/L

Introduce the topic

Guess who is the target character

Fill in IBN KHALDOUN’s timeline

WB

Pic

TXB

KVA

MI

15’Post listening:

13841387 5March 17th, 1406

T asks L to do the following task

Task 22 p 90: (pair work)T asks L to work in pairsT asks L to paly the dialogues in pairs.

6

L/L

An interview completion

Idem

Seq: 03. Lesson: I practice. (PPU) L: 3ms.Learning obj: BTEOTL, L will be able to talk about progressive actions in the past.Target comp: interc, interp, prod.Domains: O&W.Target stres: past continuous in the three forms.Materials: WB, TXB, pics.Cross cur comp:Intel: he can interpret non verbal messages to pick up information.Meth: he can assess himself and his peers.Com: he can process digital data. / He can manage his time rationally.Pers and soc: he socializes through oral or written exchanges.Core values: valuing his time.Timing

Framework

Procedure Focus Objective Materials

VKTAMI

5’

5’

Warm up:

PresenTation

T greets and welcomes her LT may review the simple tense seen in seq two

T sets up the situation:

T may prepare handouts or write on the board.

T/L Introduce the topic

Set up the situation

WB

Pics

Handouts

AVK

10’

10’

7

T reads the passageTasks L to read.T asks some comprehension questions :who is speaking in the text ?what is he narratingDid the events happen now or in the past?Why the parents were angry?....

T asks L to underline all the verbs in the textT asks L to identify the tenses of the verbs

T clarifies: the tense which is new to you is call “The past continuous”. We use for past action which took some time when happening.It’s made up of two parts:(was/were) + ing form.

PIASP:T writes the following examples on the board:

-I was preparing my exam.-They were smiling at me.

-I wasn’t feeling comfortable.- They weren’t looking good.

-Was I smiling?

Check L understanding

Identify the past continuous tense

Identify the form and use of the target stre

Idem

MI

MI

5’

5’

20’Use:

-Were they smiling?

8

T asks L to identify the different elements of each sentence.

T clarifies and takes notes on the board:

The past continuous is composed of two parts: the past simple of be + the ing form of the verb.

Positive: S+was / were + ing formNegative: S+wasn’t / weren’t + ing formQuestion: was / were + S + ing form…?

T deals with the ing form spelling: Textbook P 94.

PIASP2:

T writes these examples on the board:

1.They were smiling while they were leaving.

2.While they were leaving , they were smiling.

While is a connector. I use it to talk about two actions that happened simultaneously. (in the same time).

T asks L to take notes.

T asks L to do the following tasks:Tasks 4 & 6 p 96.

Idem

Ing spelling

The use of while

Consolidate the learned items.

MI

9

Seq: 03. Lesson: I practice. (PPU). L: 3ms.Learning obj: BTEOTL, L will be able to make requests using “can” and “may”.Timing

Framework

Procedure Focus Objective Materials

VKTAMI

5’

20’

Warm up:

Presentation

T greets and welcomes her LT may give two examples as it follows:

Listen: When I say;Open the door! AndCan you open the door, pleas?

Is there a difference?Which one sounds more polite?.....

T writes the dialogue below on the board or may prepare handouts

T sets up the situation:Alex class are having a drawing session. Alex doesn’t have his pencil with him. He is looking for a pencil. Let’s see what happened!

T reads the dialogue

T/L

L/L

Introduce the topic

Present the new stre

WBHandoutsPics…

V

K

A

MI

15’ Practice:

T asks L to play the dialogue in pairsT asks some comprehension questions

10

T says:Pay attention to these examples:

1.Can I have your pencil?2.May I go out?

What is Alex doing here? He is making requests.When he was talking to his friend, he used the modal “can”But when he was addressing his teacher, he used the modal “may”. Why is that?

T clarifies:

May and can are modals. May is formal and more polite.Can is informal and less polite. I can use them both to make requests. I use can with friends and people I know very much. I use may with strangers and people older than me.

Rule:Requests:Can / May + S + stem…..?

T asks L to take notes.

Pair work:T asks L to do the following task.

Task: I make the following requests sound more polite:

A:Hey, mom. I want something to eat!B: I have some cookies.

Waiter: Are you ready to order sir?Customer:: Give me a soup and a

L/L

T/L

L/L

State a rule

Practice the target stre

Idem

Idem

20’Use:

lemonade?

A: listen, clean the board!B: of course , sir.

Pupil :I want to get off the bus! Stop right now!Bus driver: Okey, kid. Just a minute.

T asks L to do the following tasks in pairs

Tasks 8 &9 p97.

12

11

Consolidate the new stre.

Seq: 03. Lesson: I practice. (PPU) L: 3ms.Obj: BTEOTL, L will be able to use the relative pronouns “who, which”.Timing

Framework

Procedure Focus Objective Materials

VKTAMI

10’

20’

Warm up:

PresenTation

T greets and welcomes her L

T writes the words

Which who

On the boardT asks L:What are these? (wh pronouns, question words)

Task: I classify the words on the table:Pen, man, cat, book, house, doctor, actor, dad, brother, ….

who which………….. ………………

Task: I combine the following sentences using who or which:

1)-The woman has a red car. -The woman is my teacher of English.↔The woman who has a red car is my teacher of English.

2)-I live in a small house. -The house is not far from here.↔I live in a small house which is not far from here.

3)-I love my mom. -My mom is great woman.

4)-My son studies in a middle school. -The middle school is in Chorfa.

T does the first two examples and helps L do the last two ones orally.

T/L

L/L

T/L

L/L

Introduce the topic

brainstorming

The identification of which and who

Which and who new use as relative pronouns

WB

PICS

WB

KVA

MI

15’

15’

Practice:

Use:

T clarifies:Who and which are relative pronouns.Who refers to people.Which refers to things and animals.

They are used to combine two sentences and avoid repetition of the same word.

Pair work:T asks L to do the following task:

Task: I complete with”who” or “which”:

A: who was the man ……. talking to you?B: You mean the man …..had a black suit?A: yes, and a car ……looks very expensive!B: he is my boss…….lost his way.A: ……….way?B: The way to the central bank.

T asks L to open their books and do:

Tasks 11, 12, 13 p 98T checks, helps correction on the board.

14

L/L

Practice the target stre

Consolidate the seen items.

TXB

13

MI

Seq: 03. Lesson: I read and do. (PDP) L: 3ms.Learning obj: BTEOTL, L will be able to read text and gather information about ancient moslim scientists inventions and discoveries.Target comp: interp, prod.Domains: W.Target stres: past simple, past continuous, relative pronouns.Materials: WB, TXB.Cross cur comp:Intel: he can show creativity when producing oral and written messages.Meth: he can his work and his peers’.Com:he can process ICT’s.Pers and soc: he can be inspired by important characters.Core values: valuing science and Islamic civilization.Timing

Framewok

Procdure Focus Objective Materials

VKTAMI

5’

40’

Warm up:

Pre reading:

During reading:

T greets and welcomes her L

T writes on the board the names of some important personalitiesT asks L: Who are these people?What did they do?

Einstein, victor HUGO, Mouloud MAMMERI, IBN KHALDOUN, George WASHINGTON….

T splits the L into small groupsT asks L to open their books on p99T asks them to read the texts silently

T asks L to answer the question below:What are texts 1 &2 about?

T asks L to read the texts again and do:

Tasks 1&2 p 99

Task 3 P 100

T/L

L/L

L/L

Brainstorming

elicit data about important character

Interpret texts to get information

WB VKA

MI

15’Post reading:

Task 4 P 100:Diagram A : part 2Diagram B : part 1Title: the pinhole camera.

Task 8 P 101:The light coming through a window hole.

Task 9 P 101:1; scalpel2;scissors3,forceps4, bone saws

Task 11 p 102:1, sutures3, catgut

T asks L to do:Task 13 p 102:

Possible sentences:

-While ALZAHRAWI was operating on the patient, his students were watching.

-ALZAHRAWI was operating on the patient while his assistant was holding him tightly.

15

L/L

Idem

Produce sentences with”while”

TXB

TXB

MI

16

Seq: 03. Lesson: I learn to integrate. L: 3ms.Learning obj: BTEOTL, L will be able to write the biography of “BOUROUIS”.Target comp: interp, prod.Domains: O&W.Target stres: lexis related to biography writing.Materials: WB, TWB.Cross cur comp:Intel: he can use his critical thinking while gathering information and doing research.Meth: he can work in small groups. / He can share information with the whole class.Com: he can process digital data in English.Pers and soc: he can show responsibility towards team work.Core values: valuing Algerian scientists and technology in general.Timing

Framework

Procedure Focus Objective Materials

VTATMI

5’

15’

Warm up:

Before writing:

T greets and welcomes her L

T writes the two words on the board: Biography Hamid BOUROUIS

T asks L about what these two words mean for them?

T sets up the situation:Today, we’re going to write the biography of BOUROUIS.

T asks L to open their books on p103T asks L to read the situationTasks L to underline the difficult wordsT explainsSo, what are you asked to do?L answer.

T goes through a brief review of the items seen in seq three to complete the KSA chart.

T says: so to write our biography, we

T/L

L/L

L/L

Introduce the topic

Brainstorming

Give an idea about the writing task

Present the situation

KSA chart completion

WB

TXB

VKA

30’

10’

While writing:

After writing:

need all what we studied in the sequence, and we need more information like the ones on p 104.

T asks L to study the layout on p 105

T splits the L into groupsT asks L to design a leader, a writer and a readerT lets L work together.

Drafting: L write their first sampleT guides and helps

Editing:L rewrite with taking teachers advice into consideration

Publishing: L report their final work to the class.

T chooses the best one and write it on the board.

17

L/L

L/L

18

Write a biography of BOUROUIS

Check L work

Idem

MI

Idem

Seq: 03. Lesson: I think and write. L: 3ms.Learning obj: BTEOTL, L will be able to write a timeline about Islamic Scientific heritage.(optional)Target comp: interp, prod.Domains: W.Target stres: lexis related to inventions, discoveries, past simple.Materials: pics, WB, TXB.Cross cur comp:Intel: he can show creativity while producing an oral or written messages.Meth: he can ue reading strategies to collect data.Pers and soc: he can show some degree of autonomy while learning.Core values: valuing his scientific and cultural heritage.Timing

Framework

Procedure Focus Objective Materials

VKTAMI

5’

15’

30’

WarmUp:

Before writing:

During writing:

After writing:

T greets and welcomes her LT asks L to open their books on p 106

T asks L to read the situationT asks L to underline difficult wordsT asks: what are you asked to do?L: write an introduction to the brochure in which I set up a timeline about the Islamic Scientific heritage.

T asks L to read the information on P 106T explainsSo you underline the items you want to include in your timeline

T helps L to understand the layout on p 107

T lets L work on their ownT helps and goes around the class

Drafting:L write their first productionEditing:T goes around, helps and correctsL rewrite their timelines.

Publishing:L report their work to the class

T/L

L/L

L/L

Introduce the topic

Guide the L and provides him with necessary data to write the timeline

Write the introduction.

WB

TXB

K

V

A

MI

10’ T selects the best one and writes it on the board.

19

CPB

Production sample:

A timeline of the Islamic Scientific Heritage.

20

The Islamic civilization wasn’t always in decline as it is today. It had its flourishing days.

Here is a timeline to sum up the events that marked that period:

The eighth century:

In 707, the muslins built the first hospital I Damascus, Syria. During Harun ALRAHID caliphate, they opened the first free public hospital.

The ninth century:

The three Banu MUSA brothers the “Book of Ingenious Devices” between 800 and 873.

In 859, Fatima Al FIRHI,a woman founded the first degree granting university in Fez, Morocco. …

It’s worth pointing out that modern technological progress owes a lot to the steps made during the Islamic civilization.

Project work:

My School Environment Litter Survey.I interview my schoolmates to know more about the causes of litter in our school and the adjacent streets and neighborhood, and the measures that should be taken by all pupils to solve this problem. Then, I report the results of this survey to my class and display them on the school’s notice board using visuals.

Starting off situation: As a member of Greenpeace organization, you want to protect the environment where you live. Prepare a short article to be published in social networks. Make people in your city aware about the causes and bad effects of pollution . Suggest some solutions.

Seq: 04. Lesson: I listen and do. L: 3ms.Learning obj: BTEOTL, LWBA to ask and give information about Algeria’s location and national parks.Target comp: Intrct, intrp, prod.Domains: O&W.Target stres: lexis related to environment, location, parks….present simple.Materials: TXB, WB, visuals.Cross cur comp:Intel comp: he can understand and interpret verbal and non verbal msges.Meth comp: he can use strategies for listening and interpreting oral discourse.Com comp:he fill out information forms about countries and environment.Pers and soc comp: he socializes through oral or written exchanges.Core values: he values environment, plants and animals.Timing Frame

work Procedure Focus Objectives Mate

rials VKATMI

5’Warm up:

T greets and welcomes her L

T pins pics on the board (pics representing animals, plants, landscapes, seas, ….)

T/L

Introduce the new

K

5’

20’

15’

Pe listening:

While listening:

Post listening:

T asks K to name themT sets up the situation:

T may bring a map representing the world and asks L to locate Algeria.

T asks L to open their books on p 113.T says: we’re going to listen to a UNESCO representative talking about Algeria’s biodiversity and do the following tasks.

Task 1p113.(part 1)Task 3p113.(part 1)Task 6p 114.(part2)

T invites L to do the following task(pair work)

L/L

T/L

L/L

L/L

subject

Locate Algeria on the world’s map

Set up the situation

Interpret a non verbal msg about Algeria’s national

VisualsMaps

TXB

WB

Idem

Audio

Scripts

V

A

MI

idem

15'While listening:

Task: I complete the dialogue:

T checksCorrection on the board

I pronounce: ( Intonation in questions)

Step one:T writes the examples below on the board

Eg:Where is Algeria located?What’s a national park?

Do you love animals?Is the environment in danger?

T asks some L to read the questionsT asks L to classify them into “wh” and “yes and no” questionsT asks l to listen carefully to

L/L

T/L

parks

Identify intonation in questions

Discriminate between falling and rising int

WBTXB

Post listening:

her reading the questionsT asks: Do you notice any difference in the music my voice is making?L answer by “yes”T clarifies; this is called intonation.If you focus well, you will see that my voice is coming up or downNow tell me: Wh q: down or up?Yes and no q: down or up?

Notice: In “wh q” the intonation is falling (.↘)In “yes&no” q, the intonation is rising.(↗)

Task9 p 128.

L/T

L/L

Consolidate the new stre

Seq: 04. Lesson: I listen and do(PDP) L: 3ms.Learning obj: BTEOTL, LWBA to ask and give information about endangered fauna and flora.Timing

Framework

Procedure focus

Objective Materials

VKTAMI

5’

5’

Warm up:

Pre listening:

T greets and welcomes her LT brings pics representing plants and animalsT asks L to name themT writes the following task on the board:Task: I classify the names in the table below:

Fauna (animals) Flora (plants)

T/L

L/T

Elicit data from L

PicsWB

VK

20’

10’

While listening:

Post listening:

T sets up the situation: today we’re going to talk about endangered species in Algeria.(Animals and plants). And we’ll talk in particular about the Barbary macaque.

T asks L to do task 19 p 118; (explain difficult words to be used in the interview)

T puts on the audio script and asks L to do : Task 16p117.(Fact file about Algeria’s endangered species)

L/L

L/L

idem

Introduce the topic

Explain dif words

Endangered species in Algeria

Filling in blanks about wildlifereservations

Audio scripts

Idem

TXBWBCPB

AMI

Idem

20’T puts on the audio script (53) and asks L to do task 21p119.(Interview with Dr Sian Waters)

Task 23 p120Task 25 p120.

T asks L to do task 9 p 115(modified):Question: I fill in the blanks with: 1986, understand, biodiversity, ecosystems, designated)

I pronounce:The sounds /ᴣ/, /dᴣ/

I listen and repeat: p124 (a,b)

I practice: task 1&3 p 127.

identify the two target sounds

TXBWB

Seq: 04. Lesson: I listen and do (PDP) L: 3ms.Learning obj: BTEOTL, LWBAto ask and gibe information about pollution.Timing

Framework

Procedure Focus Objective Materials

KTAVMI

5’

5’

20’

Warm up:

Pre listening:

While listening:

T greets and welcomes her LT explains the word “pollution”T pins on the board pics representing pollution

T asks L to classify the pics in the table below:

Airpollution

Waterpollution

Soilpollution

T sets up the situation:We’re going to listen to the interview of eco-schools organization representative. He discusses the problem new are all facing which is litter.

T gives and idea about the meaning of the word.T puts on the audio script parts 1 and asks L to do:Task 27 p 120(what is litter?) Then part 2 and do

T/LL/T

T/L

L/L

Introduce the topic

Set up the situation

Def of litter

VK

MI

Idem

10’

20’

Post listening:

Task 29, 31; 33 p121(problems caused by litter)

Then part 4 and doTasks 37, 39 p 122(solutions)

(pair work)T asks L to do task 41 p 123.

I pronounce: (silent letters) /k,w,h,t/I listen and repeat p 125

I practice: Task 6 p 128.

L/L

Dangers of litter

Solutions to get rid of litter

Silent letters identification

Idem

Seq: 04. Lesson: I practice. L: 3ms.Task: I read the text then I do the tasks below: Leila and Karim are school mates. When going back home from school, Leila saw a kitten

bleeding. She stopped to know why.

Leila: Look this poor kitten is bleeding in the eye!

Karim: poor little creature, some kid must have hit him with a stone.

Leila: we must take him to the vet right now!

Karim: yes, we mustn’t waste any minute more.

Seq: 04. Lesson: I practice. (PPU) L: 3ms.Learning obj: BTEOTL, LWBA to express obligation, prohibition and make recommendations (advice).Target comp: intrct, Intrp, prod.

Leila and Karim are school mates. When going back home from school, Leila saw a kitten bleeding. She stopped to know why.

Leila: Look this poor kitten is bleeding in the eye!

Karim: poor little creature, some kid must have hit him with a stone.

Leila: we must take him to the vet right now!

Karim: yes, we mustn’t waste any minute more.

Domains: O&W.Target stres: must, mustn’t, should, shouldn’t.Materials: worksheets, TXB,WB.Cross cur comp:Intel: L can deduce meaning from context.Meth: L can mobilize his resources and manage his time rationally.Com: L can make recommendations and express obligation.Pers and soc: L socializes through oral or written exchanges.Core values: L values all kinds of life.Timing

Framework

Procedure Focus

Objective

Materials

VKTAMI

5’

10’

Warm up:

Presentation

T greets and welcomes her LT writes the word “can” on the boardT asks a L to readT asks what is it?Do you know other modals?If yes, so we’ll learn more about themIf no, we’ll see two other modals”must and should”

T splits the worksheets aboveT asks l to take a look at their worksheetsT asks L to describe the pics on the sheetsT may explain the difficult words like: torture, speech…T reads the text and asks some L to readT asks l to do the following tasks:

Task one: I complete the table with sentences from the text:L answer orally , T takes notes on the board.

obligation Prohibition Advice/ recommendations

-we must take him

We mustn’t

We should do something!

T/L

L/T

L/L

L/T

Introduce the topic

Review the seen modal can

Explain dif words

Identify the

WB

WKST

Idem

K

V

A

MI

Idem

10’

20’

15’

Practice:

Use:

to the vet.

waste a minute.

Task two: I study the following sentences then I complete the table below:

-we must go to the vet. S+ must + stem (obligation)-You mustn’t waste time.tem (prohibition) S + mustn’t + s-Must they come early?

-You should go early.S + should + stem-they shouldn’t hurt animals.S + shouldn’t + stem (advice / recommendation)-Should you pick up that rose?

Modal

Positive Negative Interrogative

Must S+must+stem.

S+mustn’t+stem.

Must + s+stem ?

Should

S +should + stem.

S+shouldn’t+stem.

Should +s +stem?

Tasks 1,2,3 p 133

Task four: I complete with “should” or “shouldn’t”:-people …………brush their teeth everyday.-we ………use plastic bags.- Every kid……..own a pet.-We …………cut trees.-people ……………..organise cleaning campaigns every month.

L/L

T/L

L/L

L/L

dif functions of must and should

The stres of must and should

Use the target stres

Idem

TXB

Idem

Seq: four. Lesson: I practice. L: 3ms.Dialogue:

Amine : Have you ever been to the US ?Lila: Yes, I have already been there.A: What has impressed you most?L: The Statue of Liberty. It’s awesome. What about you?A: I have never been anywhere.L: I guess you haven’t saved enough money yet.A: yeah! I have just started.L: Take it easy! The world has changed since 2001.A: Yes! And it’s quite dangerous.

Notice : The present perfect forms :

❶Positive: have / has + past participle. ❷Negative: haven’t / hasn’t + past participle.❸Question: have / has + subject + past participle ….?

Adverb/ Preposition

Its use

SinceForAlreadyYetNeverJustEver

+ a date.+ a period of timeBetween the auxiliary and the past participleAt the end of sentence (negative)Between the auxiliary and past participle (negative)Between the auxiliary and past participle (positive)Question

Taskone: I write sentences in the present perfect using the notes below:❶-He / wake up / just.❷-They / make / bubbles.❸-I / see/ The Revenant / yet.❹-Amel / start / a/ new / book / already.❺-you / be / to / England / ever.❻you/ ever/ kill/ an animal.❼I /never/ see/ an elephant.

Seq: 04. Lesson: I practice. L: 3ms.Learning obj: BTEOTL, LWBA to use the present perfect tense with time adverbs.Tim Frame Procedure Focus Objective Mate VKT

Amine : Have you ever been to the US ?Lila: Yes, I have already been there.A: What has impressed you most?L: The Statue of Liberty. It’s awesome. What about you?A: I have never been anywhere.L: I guess you haven’t saved enough money yet.A: yeah! I have just started.L: Take it easy! The world has changed since 2001.A: Yes! And it’s quite dangerous.

ing work rials AMI5’

20’

Warm up:

presentation:

T greets and welcomes her LT writes “to have” on the boardT asks L, what is it?T asks L to find the present forms of this auxiliary verb.

T splits the worksheets(above)T asks L to describe the pics on the sheetsT reads the dialogueT asks L to read it in pairsT asks L to pick up from the text, a positive, negative and interrogative stce.

Eg:1. I have already been there.(positive)2.You haven’t saved enough money.(Negative)3.Have you ever been to the US?(Interrogative)

T asks : Are these sentences in the past or present?(pastbut continues to the present)T helps L identify the dif elements of the sentencesT notices:The present perfect is a compound tense, it’s composed ot: have / has + past participle of the verb.

-The use of time adverbs: (explained in the worksheet above)

-“How long”use:T writes the examples below on the board: -How long have you lived in London?-I have lived in London since 2000.-I have lived in London for 18 years.How long? Is used to ask about to

T/L

L/T

L/L

T/LL/T

Introduce the topicReview the present forms of have

Present the target stre

Identify the present perfect forms and use

The use of how long?SinceFor

WBWKSTS

Idem

Idem

VK

A

MI

Idem

20’

15’

Practice:

Use:

ask about the duration of an action.I answer with: since + a date. Or: for + period of time.

T asks L to do the first task on the worksheet above.

Task 16 p136.Task 17 p136.Task 18 p 136.

Task: I answer the questions below:A: How long have you studied English?You: …………………………………………A: Have you ever been to England?You: …………………………………………..A: Have you finished you middle school?You: …………………………………………..A: Have you ever seen a lion?You: ……………………………………………

T checks, helps.Correction on the board.T asks L to act the dialogue in pairs.

L/L

L/L

Use the learnt stre in meaningful context

Use the present perfect to talk about oneself.

TXBCPB

WB

Idem

Idem

Seq: 04. Lesson: I practice. L: 3ms.

Seq: 04. Lesson: I practice. L: 3ms.Learning objective: BTEOTL,LWBA to use the imperative (positive and negative).Ti Frame Procedure Focu Objective Mat VKT

Alex is driving his son Tom to school. Tom didn’t have his breakfast. He took a croissant with him rolled in a paper cover. When he finished eating it, he opened the car window and wnted to throw the paper out of it. The father shouted” don’t throw litter in the street!””What’s wrong with you? I always tell you not to do that! Listen to me and do what I say. It’s for your good and mine. My son, this planet doesn’t belong to us, it belongs to all the living creatures; humans, plants, animals, birds, insects, fish…We found it beautiful and clean , we must keep it as it is or better! All the kids should be aware of the importance of taking care of the environment for our survival sake.”

Tom: I am sorry daddy, I know you’re right. I just forgot.

Alex: Be a good boy and don’t forget! Okay dear? I am sorry I yelled at you!

Tom It’s alright pa!

ming

work s erials

AMI

10’

25’

Warm up:

Presentation:

T greets and welcomes her LT takes a paper and scramble itT throws the paper and throws it on the floor.T asks: what am I doing?Is it a good or bad action?Do you do something like that?How do we call this rubbish on the floor?Why is it bad to throw litter anywhere?Where should we put our litter?

T splits the worksheetsT asks l to take a look at their sheetsT asks L to count the picsT asks L to describe the picsT delivers the correct vocabulary as “litter…”T reads the textT asks some L to read againTasks some comprehension questions:Who is speaking in the text?...

T asks L to do the following tasksTask one: I read the text then complete the table below:

sentence

positive

negative

function

Listen to me!

● Imperative/ order………….

Learners give the sentencesT takes notes on the boardT writes the following examples on the board:

-listen to me!-would you listen to me please?T asks L to compare the two tonesThe first is an order , no choice given.The second is a request which can be accepted or refused.T writes other examples on the board:-be a good boy. (positive)

T/L

L/T

L/L

T/LL/T

Interact with L

Enhance data from L

Introduce the topicExplain dif vocabulary

Identify the imperative mood

The imperative structure

WB

WKS

Idem

Idem

VKTA

MI

Idem

15’

10’

Practice:

Use:

-don’t throw litter on the floor!(negative)

T explains: We use the imperative to make orders. The verb in the imperative has no subject, it’s implied (you)

Positive: stem!Negative: don’t+ stem.

An imperative sentence can end with a full stop or exclamation mark.

T asks L to do the following tasks:Task one: ( pair work)I give my partner four orders, two things to do , and two things not to do. (a game)

T asks L to do the following task:Task: I put the verbs in the correct form:-(to be ) ……quiet and (to do) your work.-(not to cut )………trees!-(to respect) ………. All living creatures.-(to preotect)………environment (not to spoil) …….it.

L/L

and punctuation

Use the learnt stre orally

Written way

Idem

Seq : 04. Lesson : I practice. (PPU) L: 3ms.Learning obj: BTEOTL,LWBA to use comparatives of superiority.

Timing

Framework

Procedure Focus

Objective

Materials

VLATMI

10’

30’

Warm up:

Presentation:

T greets and welcomes her LT brings pics representing animals and asks L to name themT draws the chart below on the board:

Adjectives Tall Dan

gerous

Friendly

Kind Beautiful

giraffe

Tiger Dog Cat Panda

T asks L to classify the animals in the corresponding adjective column

T sets up the situation:Today we’ll learn how to make comparisons of superiority usingshort and long adjacivesT draws a cahart like this:

ShortAdjectives (1s)

Two syllable adj

Long adj (3s +)

TallNice Fast

FriendlyHappyRapid

BeautifulExensiveDangerous

T gives adj and asks L to classify them

T pins pics of two animals on the board and write an adjective they share next to them

T/L

L/T

T/L

L/T

Introduce the topic

Explain the adj meaning

Identify the number of syllables(descriminate between short and long adj)

WB

WKS

Idem

V

K

A

MI

5’

15’

Practice:

Use:

A.Regular adjectives:

Let’s use the following adjectives to compare these two animals:Kind, friendly, dangerous.

-A dog is kinder than a cat.-A dog is more friendly than a cat.-A dog is friendlier than a cat.-A dog is more dangerous than a cat.

Rule: to compare two persons or things or animals we use adjectives.1.Short adj+er than2.More + long adj than3.Two syllable adjectives accept both rules above.

B.Irregular adjectives:Some adjectives don’t accept the rule above, so you have to learn them by heart.(chart p131)C.Spelling rules: P132.

T asks L to do the following taskTask 20 p138.(oral)

Task 19 p 137.(written)

T/L

T/L

L/L

Identify the stres and the use of the comparatives

Use the learnt stre

consolidation

TXB

Idem

Seq: 04. Lesson: I read and do.(PDP) L: 3ms.Learning obj: BTEOTL, LWBA to interpret a non verbal message about pollution.

Target comp: intrp, prod.Domains: O&W.Target stres: lexis related to pollution problems and solutions.Cross cur comp:Intel: He can understand a non verbal text and show creativity while creating oral and verbal messages.Meth: He can develop reading skills strategies.Com: He can process digital data in English.Pers and soc: He can show responsibility towards his environment.Core values: valuing environment and nature.Timing

Framework

Procedure Focus Objective Materials

VKTAMI

5’

10’

30’

Warm up:

Pre reading:

While reading:

T greets and welcomes her LT brings pics representing all types of pollution and asks L to classify them in the correct category.

T sets up the situationToday we’re going to read about litter; its dangers and how to get rid of it.T asks L to open their books on P 139.T asks L to take a look at the text and say how many paragraphs are there.T asks L to read the text and say what is it about.

T asks L to read the text and do task one p 139.

-bibliographical notes:Argumentative.Web article.-Reading notes:1.litter, its dangers and how to get rid of it.3.because it’s associated with health risks….4.p35.to encourage them keep their environment clean.

T/L

L/T

T/L

L/T

L/L

Introduce the topic

Discussing litter problem

Interpreting a non verbal message about litter

Pics

WB

TXB

V

K

A

MI

15’ Post reading:

6.we: Scottish peopleThem: childrenWho: pupilsTheir: pupilsThey: pupils.Its: school.8.NO, they shouldn’t. The author’s opinion is that they should see it a positive action to improve their environmental neighborhood.

Question 9: as a class discussion.T asks L to give their opinions.

L/LClass discussion about litter problem

Idem

Idem