file4 around the world 3 am level- according to the atf & aef compet.1

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Month & File Competency Learning Objectives Frame Resources Module Of Integration Bloom’s SWBAT

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(PPU & PDP)Taxonomy in

this fileGrammar Lexis PronunciationSNAPSHOTS OF culture

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Sequence One (Page128-Page 135) :

Comparing countries Talking about distance & Time

Describing a country profile Talking about history of a country

Writing a Persuading Letter

Sequence Two ( page 136- page 141):

• Describing famous places and monuments

• Comparing & Locating

-Advertising

Sequence Three page142 – page149)

• Describing the 7 Wonders of Ancient World

• Describing The Pyramids

PDP Listening + PIASP <comparative> PDP Writing

PDP Reading

PDP Writing

PDP Listening + PIASP <comparative PDP reading PDP Writing

PDP listening

PDP Writing

PDP reading

”Comparative & Superlative of adjectives”- Simple present & past tenses

Simple present – comparative of superiority & inferiority + Prepositons of place

-

Passive form.

VocabularyRelated to countries , location & journey

VocabularyRelated to countries, monuments & advertisements

Vocabulary related to environment, pollution & daily life

Say it clear

- Pronunciation

in comparative & superlative

pronunciation of the letter “r”

Stress & Intonation in admiration

-Pronunciation of “digraph” <ph>

SNAPSHOTS OF CULTURE

Love your neighbour's language

1) Read and learn about English

2) Read and try to find differences in spelling/ vocabulary / pronunciation between British and American English

3) Discuss and write a paragraph about the different languages of Algeria

Making a country profile²During your school year you saw

many countries and touristy places ,but not your country , so

you decided to make your country 's profile.

Locate your country geographically on the map of its continent. Name its capital city and some of its important towns. Find pictures of the capital city's places of interest (street , avenues, famous building…) Write one or two lines about each selected place (monument or building) to encourage people to visit it. Say what is special about its traditions ( languages ,dress, cooking, celebrations…) Mentions some particularities you find in the other towns. Your last page can take the form of a fact file synthesizing all the information you have given before. Present your work to your classmates, discuss with them the different points of your work. Put your work in the school library to be a source of information for the next generation pupils.

SWBAT : Talk about one's nation's profile

Knowledge - Apply

-Knowledge-Apply

Knowledge-Apply

Knowledge-Apply

- Knowledge-Apply

- Knowledge-Apply-

- Describe countries ( locate & compare)

- Talk about distance & Time.-Talk about one’s country history-Write a persuading letter

- Talk about one’s famous monuments and places- Talk about advert using comparative - Describe one’s country famous places

Lesson Plan File Four : Around The World 3rd Am Level

Sequence One Listen and SpeakPersonal Goals: During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

Two-way communication with the world. Communicative Competence.

Lesson Focus: Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases, idioms, etc…)functions(polite requests, apologizing….)?In this lesson I will teach the following aspects of language:•Function : Comparing countries –(locating and describing countries) & talking about distances and Time.

•Grammar : Adjectives /comparatives and superlatives•Vocabulary : vocabulary related to countries , locations, journeys…

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can interact orally to ask and answer questions in short exchanges and to respond briefly to the news of others. Can deal with simple ,predicate travel situations related to transportation(asking where something is and how to get there asking and telling the times/schedules)

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate :

Describe countries (locate , compare…) Talk about distance & orientations.

Required material and / or resources : Maps of North Africa(Algeria & Egypt) - Britain – compass & photos of Eiffel Tower-Big Ben –Eshahid Monument….. . Manual's script page 169

Page 3 Samir Bounab's Document

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timing Rationale Interaction Procedure Competencies targeted

Naming and locating famous places

Making a country profile

Describing a map

Describing a country

Teacher –

students

Students –

teacher

Students -

teacher

Students –

teacher

Teacher –

students

Teacher –

students

Sequence One : LISTEN & SPEAK File Four 3rd Level

•Warming –up: •The teacher interacts with his pupils about what they have learnt in the previous file , and try to check their comprehension about [describing regular activities /past actions –using the present perfect –expressing obligation-advice….)•The teacher invites the pupils to open their books on page 126 and try to interpret the photos . The pupils are asked to describe each photo ,what does it show .•The teacher tries to make the pupils talk about (the place , what is in the picture and where does it take place?)•The teacher listens to the pupils interpretation and takes or reports some of their interpretation on the board. Later they are asked to read what has been written on the board .The teacher presents the new file and the project work which should be done by the end of this file ,he may ask the pupils to split into their groups and explains that they should make: Making a country profile²

During your school year you saw many countries and touristy places ,but not your country , so you decided to make your country 's profile .

•Pre-listening:•The pupils are invited to open their books on page 128,take their pencils and try to complete the map. •The pupils work in pair and try to name the countries on the map ,then they are asked to located them using the compass.•Activity 1p128: Look at the map ,name the countries using the compass. The map represents : { Algeria in the centre , Tunisia in the north east – Libya in the west – Morocco in the north east – and Western Sahara in the west – Mauritania, Mali and Niger in the South } of Algeria. •The pupils are asked to read the interpretations ,the teacher listens to them ,then asks the pupils to repeat the best work done by their colleagues.•Next the teacher asks the pupils to compare the countries on the map just the "size" . Activity 2p128: Compare the size of Algeria with the size of each country . Algeria is larger then Tunisia, Morocco , Libya, and all the countries which have borders with Algeria. Algeria is the largest country in the North of Africa.•While Listening :•The teacher explains the instructions of Activity 3 p 128 , then invites the pupils to listen and try to fill in the table .Activity 3p128: Listen and complete the following table with the right information .

Location In the continent North West AfricaBordering countries Tunisia-Libya-Mali-Niger-Mauritania-Western Sahara-

Population Total 33,739,635 inhabitantsDensity 14 persons per sq km

Land Area 2.381.741sq km Regions of the country The Tell –The Tell Plateau and The Sahara Atlas and the SaharaHighest peak Mount Tahat in the Hoggar (3003 meters High)

Climate In the north Warm and dry in summer-mild and rainy in winterIn the south Very hot in daytime but very cold at night ( in winter)

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•The teacher reads the script on page 169,but also adapts the information according to the latest statistics .•The teacher asks the pupils to give back their answer , he reports them on the board ,then invites them to read the script on page 169 and check their answers. Later the pupils are asked to report the corrected answers on their books using their pencils

• Interact with the teacher about what has been learnt

• Look at the pictures and interpret the places

• Interact with the teacher about the project work

• Interpret the map and decode what countries are represented on it and try to compare their size.

• Listen to the script and try to interpret it to decode the message and fulfill the right information

• Interact with the teacher about what have heard in the script


Describing countries

Talking about journeys

Comparing

Talking about countries and capitals

Talking about countries' profiles

Describing countries' profiles

Teacher – students

Students – students




Sequence One : Read & Write {1+2} 3rd Am Level• Warming – up : " Pre-reading "• The teacher interacts with his learners about the previous lesson , he makes his learners talk about what they have learnt , try to check if they can master the learning objectives { describing countries ,talking about one's journey & pronunciation of the comparative }• The pupils are asked to open their books and pay attention at the maps on page 132• The pupils are asked to pay attention at the maps ,they are first asked to identify and name the countries shown on the map ,then they are asked to compare those countries.• The pupils will interpret the two maps and try to produce an "oral" production using the previous learning objectives .• While – reading :• The pupils are invited to listen to the teacher explaining the instructions of "activity 2p132" ,then try to read the text on page 133 and try to answer the questions. Activity 2p 132 : Read the text on page 133 and answer the following questions . < Reference questions>

Country Capital Country Capital1.England 1.London 3. Wales 3. Cardiff2.Scotland 2. Edinburgh 4.Northern Ireland 4. Belfast

• The pupils read the text silently then try to fill in the table with right answer.• The teacher invites the pupils to giveback their answers ,he reports them on the board .• The teacher invites some pupils to read the text "loudly " while he explains some new and difficult words.

• {lie- islands-monarchy-extends-density }• The pupils listen to the teacher explaining the instructions of "Activity 3p132" ,read the text then try to answer the activity . Activity 3p132: Read the text then answer the following questions .a- Ulster and Eire belong to two different states .What are they ? Ulster belongs to Northern Ireland and Eire to Southern Ireland .b – The U k does not have the same political system as Eire .Which sentence says so ? The sentence is : The United Kingdom is a monarchy while Eire is a republic .c – What are the languages spoken in UK ? The official language in all the countries is English d – Use the verbs 'to lie' and "to extend" in sentences of your own . This river lies 30 km to the south . Algeria extends over an area of 2.381……sq/km.• The teacher tries to explains the difference between the two meaning : lie : to be in a horizontal or flat position on a surface / extend : to make something bigger or longer.• Post –reading :• The teacher invites the pupils to give back their answers ,reports the best one on the board ,then invites them to read the sentences . The teacher invites the pupils to read again the text ,and try to discuss each paragraph. And try to make an idea about each one ,compare the countries [ size ,weather ,population]• The teacher makes the pupil stalk about the text ,compare , and try to make the difference between UK and Algeria.• The teacher asks the pupils to read the written work on the board then write down on their copy books .

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Write it out Integrated Situation Seq one -3rd Am File4

•Warming –up : < Pre- writing>•The teacher interacts with his learners about what they have studied in the previous hour and tries to make them talk about they have seen [the teacher tries to notice if the pupils have really acquired the learning objectives of the previous hour]•The teacher asks his pupils about their hobbies and if they like and perform sports tasks and if they watch sport TV

• Interact with the teacher about the theme of the lesson and about what has already been seen

• Interpret maps and try to decode the message

• Read and interpret a written text

• Read a text and produce written messages according to the given questions

• Produce very simple sentences using a given vocabulary

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•interact about the previous hour

You want your city or your country to be the site of the Olympic games in 2016. Split into a group of three or four students . Write a letter to the International Olympic Committee to persuade them to choose your city or country for the site of

the Olympics. Use the comparatives and superlatives of adjectives .

International Olympic Committee, People of AlgeriaVidy 1,Olympic House,1007,Lausanne Switzerland,Dear Sir ,We are writing to you from Algeria .We would like you to consider our country Algeria for the Olympic of 20165.Algeria is the largest country in the north west of Africa . It's larger than Tunisia and Morocco . There are many cities in Algeria which can hold the games like : Algiers the capital ,- Oran in the west ,Annaba and Constantine in the east are the nicest and the biggest of the country .Algeria has many sport infrastructures like stadiums, sport complexes ,swimming- pools ,racing circuits ……There are also big and new hotels where the service and food are excellent .The weather the sunniest and finest of the north Africa .

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Sequence Two: Listen & SpeakPersonal Goals: During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

communicative competence Supported and purposeful development

Lesson Focus: Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases, idioms, etc…)functions(polite requests, apologizing….)?In this lesson I will teach the following aspects of language:

• Function : Describing famous places and monuments / comparing – Locating & Advertising

• Grammar : Simple present tense - Comparative of superiority and Inferiority & prepositions of place

• Pronunciation : pronunciation of the consonant "r" •Vocabulary : vocabulary related to countries ,monuments & advertisement

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.

Can interact orally to ask and answer questions in shot exchanges and to respond briefly to the news of others. Can listen to and understand unfamiliar instructions and explanations that are accompanied by visuals. Can orally tell a very short story or give a short description Can use sufficient vocabulary to carry out exchanges . Can use simple structures accurately Can pronounce practiced words, phrases and some simple sentences .


talk and describe famous places and monuments Talk about adverts using the comparatives of superiority and inferiority

Required material and / or resources : Maps of Manhattan (USA) – UN building Picture page 136 - Manuals pictures page 139 Manual's script page 170

Page 12 Samir Bounab's Document

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Talking about countries profile

Describing places and monuments

Describing places

Comparing

Comparing

Teacher – student

Student – teacher

Students – teacher

Teacher –students

Teacher –students

Students –teacher

Sequence Two : Listen & Speak 3rd Am File Four• Warming –up: • The teacher interacts with his pupils about the last lesson ,tries to make them talk and use the learning objectives they have already seen.• Pre-listening :• The pupils are invited to open their books on page 136 and pay attention at the photos . They are asked to talk about the photos. What do they know about them or try simple to name them. Picture on the left : "The Statue of Liberty" . Picture on the right : " The United Nations (UN) Building "• The pupils are invited to repeat or practise in short drill inquiring about names of those photos .• The teacher tries to interacts with his learners about the place of those building and monument• The teacher informs the pupils that those building and monument are in USA and specially in Manhattan district . And through a picture he tries to locate them the place of those building(UN) and monument ( Statue of Liberty) .• While –listening : • The teacher explains the instructions of "Activity 2p136" and invites the pupils to use their pencils ,listen to the script and try to answer the activity.• Activity 2p136: Listen and complete the table below

Number of boroughs in New York 6Length of Manhattan 13 milesWidth of Manhattan 2 miles

Places where people livePeople of Italian origin Little Italy in Lower East ManhattanPeople of African origin Harlem, in the West side of UpperPeople of Chinese origin China Town in Lower East Manhattan

Places of activitiesPeople sell and buy stocks there The New York Stock Exchange ,in Wall Street

Representatives of different nations meet there to discuss world affairs

The U.N Building (United Nations Secretariat Building) in Midtown Manhattan

• The teacher reads the script twice then asks the pupils to fill in the table, the pupils are asked to give back their answers, the teacher reports them on the board .• The pupils are asked to read the corrected activity ,then use their pencils to correct the activity on their books.• Post –listening : The teacher invites the pupils to pay attention at the "activity" and try to discuss each point the table talks about. • Ex: The number of Italian people is less important than Chinese people .The Statue of Liberty is more beautiful than the UN building. Presentation • The teacher invites the pupils to open their books on page 170 , take their pencils , listen to the teacher reading the script and underline the following words and statements . " most populated - less important - more beautiful " • The teacher invites the pupils to read the script ( 4 to 6 pupils) ,then asks them to remind him about what they have underlined . Isolation: " most populated " " less important " – " more beautiful"• Then teacher invites the pupils to isolate the whole sentences containing the isolated words .

• It is the most populated area in New York .•The number of Italian people is less important than Chinese people•The Statue of Liberty is more beautiful than the UN building

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Analysis : The teacher invites the pupils to analyze the statement The number of Italian people is less important than Chinese people. The Statue of Liberty is more beautiful than the UN building

• Interact with the teacher about the what has been seen and about the new theme

• Interpret the pictures and try to talk about them

• Interact about the place of those monument and building

• Listen and try to interpret a listening scriptTo decode the message involved in them

• Interact and try to produce oral messages about the studied script

• Interact about the structure of the statements

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•Interpret the main


Sequence Two: Read & Write Personal Goals: During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

Supported and purposeful development Meaningful activities & tasks Active evolving process . Ongoing assessment of learning. Active Learners .

Lesson Focus: Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases, idioms, etc…)functions(polite requests, apologizing….)?In this lesson I will teach the following aspects of language:

• Function : Describing famous places and monuments • Grammar : Simple present tense & prepositions of place

•Vocabulary : vocabulary related to countries & monuments Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.

Can read and understand the main points and important details of short simple texts Can write short factual description about places.


talk and describe famous places and monuments Talk about adverts using the comparatives of superiority and inferiority

Required material and / or resources : Pictures of Washington page 140 & the White House page 141 Manual's script page 141

Page 16 [email protected]"


Describing famous places

Describing places

Describing country profile

Talking about country profile

Teacher - Students


Student s- teacher

Teacher –students


Students –teacher –

Students

Sequence Two : Read File Four 3rd AM

• Pre-reading :• The teacher interact with his learners about the last hour ,about what they have seen ,lets them talk and discuss about the places the saw previously in order to lead them talk about the country the places belong (USA)• The teacher tries to lead the pupils guess the capital of the USA < Washington > • The pupils are invited to open their book son page 140 and try to interpret the photo. The teacher may ask the pupils to talk about what they can see in the photo.• The pupils are asked to describe what they can see in the photo ,places ;monuments ,roads…..• The teacher listens to the pupils answers ,reports the best one on the board and invites the pupils to read it.

• While –reading:

• The teacher reads the text once ,the pupils listen to his reading and explaining some new and difficult words.[foreigners- belongs- location- territory – attractions-marble-elevator- top ]

• The pupils are invited to pay attention at "activity12p140" ,listen to the teacher explaining the instructions then read the text and do the activity.

Activity 1p140: Read the text ,name and locate "a monument " and "a building" on the photo page 140. 1) A monument: "The Washington Monument (in the background) . 2) A government building : The Capitol .(in the foreground)

• The pupils try read the text and answer the activity . The teacher reports the pupils' answers on the board ,then invites the pupils to read it.

• The teacher explains the instructions of "activity 2p140" and invites the pupils to work. Activity 2p140: Read the text again and answer the questions. a- How many states are there in the USA? There are 50 states. b- In what ways is Washington D.C different from other cities in the USA? It belongs to no state. c- Why is "1600,Pennysylvania Avenue" a special address? Because the White House is located there.

d- From where can tourists have a full view of Washington ? They can have a full view of Washington from the Washington Monument ,because it is 169 m high and overlook the city.

• The pupils read the text silently and do the activity ,while the teacher monitors the operation, he walks and offers individual help when required .•The pupils are invited to give back their answers ,the teacher reports the answers on the board, then invites the pupils to read them.

•Post –reading :•The teacher reads the text paragraph by paragraph , interacts with his learners about each idea included in each paragraph.•He evaluates the learners performances while they did the "activities" related to the text.•Try to make the pupils talk about each passage in the text and compare it with their own or hometown.•Asks the learners to summaries the text in a very short description in order to prepare them for the next task "the integrated situation".

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Write it out < Integrated Situation>

•The learners are invites to a problem solving situation , they are asked to pay attention to the teacher presenting the situation of integration.

• Interact about famous places in USA • Interpret the photos and try to identify places on them

• Interpret a written text and try to answer the questions referred to

• Read and answer questions according to a written text

• Consider the text and try to interact about each its passages

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•Interact about the problem solving situation

Harry James, Ahmed Khalil,36 P.O Box Washington D.C 56 P.O Box AlgiersUSA. Algeria.Dear Harry,Thank you very much for your letter and for the lovely postcards about your capital Washington ,they are really very nice .It's my turn to tell you about my hometown "Algiers" ,the capital of my country Algeria, is also called "Alger la Blanche" . Algeria is in the north west of Africa , it's 2.318.741 sq/ km ,it has more than 33 million inhabitants and Algiers is the most populated city of the country .There are many important places you can visit in my capital, the old city "Ekassaba" which is one of the oldest cities in the world ,there is also "Tem Monument of the Martyrs " which on the top of a hill ,from it you can have a general view of the city and the sea.Many tourists visit the capital , walk through the narrow streets of the old city ,take photos and admire the beauty of the city.Waiting forward to your reply

YoursAhmed .

file4 around the world 3 am level- according to the atf & aef compet.1

Education