Level :3ms

All sequences lesson plans

by Mr djamel
REVISED Bloom’s Taxonomy Action Verbs

Definitions I. II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
Remembering
Bloom’s Exhibit Demonstrate Solve Examine and Present and Compile
Definition memory of problems break information
understanding to new information defend together
of situations into parts opinions in a
previously
facts and by by by different
ideas by applying identifying way by
learned
organizing, acquired motives or making combining
material by judgments elements
comparing, knowledge, causes.
translating, facts, Make about in a
recalling facts, techniques new
interpreting, inferences
terms, basic and information, pattern or
giving and find
rules in proposing
descriptions, evidence
concepts, a validity of alternative
and stating to ideas,
and different solutions.
main ideas. support or
way.
generalizations.
answers.
quality of
work
based

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 on
a
set
of

criteria.

Verbs • Choos • Classify • Apply • Analyze • Agree • Adapt

e • Compare • Build • Assume • Appraise • Build
• Define • Contrast • Choose • Categorize • Assess • Change
• Find • Demonstrate • Construct • Classify • Award • Choose
• How • Explain • Develop • Compare • Choose • Combine
• Label • Extend • Experiment • Conclusion • Compare • Compile
• List • Illustrate with • Contrast • Conclude • Compose
• Match • Infer • Identify • Discover • Criteria • Construct
• Name • Interpret • Interview • Dissect • Criticize • Create
• Omit • Outline • Make • Distinguish • Decide • Delete
• Recall • Relate use of • Divide • Deduct • Design
• Relate • Rephrase • Model • Examine • Defend • Develop
• Select • Show • Organize • Function • Determine • Discuss
• Show • Summarize • Plan • Inference • Disprove • Elaborate
• Spell • Translate • Select • Inspect • Estimate • Estimate
• Tell • Solve • List • Evaluate • Formulate
• What • Utilize • Motive • Explain • Happen
• When • Relationships • Importance • Imagine
• Where • Simplify • Influence • Improve
• Which • Survey • Interpret • Invent
• Who • Take • Judge • Make
• Why part in • Justify up
• Test for • Mark • Maximize
• Theme • Measure • Minimize
• Opinion • Modify
• Perceive • Original
• Prioritize • Originate
• Prove • Plan
• Rate • Predict
• Recommend • Propose
• Rule • Solution
on • Solve
• Select • Suppose
• Support • Test
• Value • Theory
• Maximize

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for

learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.

[Link]
Level :3ms
SEQUENCE :ONE
ME MY ABILITIES MY INTERESTS AND MY PERSONALITY
BY DJAMEL DJAMEL

The initial situation

:

You are entering a national competition

organised by the Algerian Ministry of
National Education for middle school
students about the “Best Personal
Profile” written in English. Competitors
are required to upload their profiles to the
website of the Algerian Ministry of
National Education before December
th
20 .
The first three winners will be offered a
four-week English language course in
London next summer

Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel

djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: I listen and do 1 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language
learning.

Learning Objective (s): by the end of this l esson my learners will be able to talk about their interests using
adverbs of frequency(always / never).
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - what …./how
often….?
Adverbs of frequency: always , never
Cross Curricular Competencies Core values

 Intel: Learner can talk about his interests.  Respecting the others’ interests
He can interpret verbal and non-verbal messages.  Valuing time and being positive
 Meth: he can use strategies for listening and
interpreting oral discourse.
he can work in pairs or in groups

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 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Materia Vakt
l

Warm up T shows his Ls a picture of Sudoku or any other Brainstorm ideas Pictures
fame game then asks a variety of questions : T/L about interests
what is it ? Are you fond of playing it ? to introduce the A/V
Pre listen when do you play it ? new topical lexis Text
The teacher pins on the board other pictures books
about interests and sports( Chess, Billiard , L/L
Crosswords, Sudoku , video games ,famous films, V
animated cartoons , reading cookery Encourage the
books ,famous stories for kids ,then invites his learners to work
T/L
learners to work in pairs or in small groups and in pairs and help Audio
tell which one among the given list they are
each other script
interested in?
While listen
T invites his learners to open their books on page T/L Au
To listen and fill
11 and do tasks 1 and 2 page 11.
in the profile T books
T asks his students to focus on the picture(page
11) and answer the following questions: L/L
Is the boy playing computer games?
So , what is doing? Audio
Where is he ? script
T invites his learners to listen to this Japanese
boy introducing himself and fill in the profile T books A/V
task T/L
4 page 11
T invites his students to listen to the interview
and tick the answer which suits them (task 6
page 12) To listen and W
The teacher asks his pps to listen to the identify the board
interviewer and write the questions in task 6. question
What do you like reading?
How often do you read? Audio
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 What kind of music do you listen to? script
What kind of games do you like?
T asks his pps to compare their answers and
correct each other.
*Note : Teacher devotes time to show the
learners how to talk about something they are
interested in /not interested in : L/L A/V

1- I’m (not)a fan of ………..

2-I ‘m (not)keen on …………

To conduct an
3-I’m (not) interested in ………
interview
4-I’m (not ) fond of ………………

5- I (don’t) like ………………….. L writes a short

piece of writing
about his partner
Post listen T invites his pps to work in pairs and interview ‘s interests.
each other about their interests by using : -What
do you like doing at the weekend/ in your spare
time / when you get the time?
-How often do you …………………… ?
The pp is asked to use his partners’ answers and
writes about him/her.
Example :
My partner ( name) is fond of (interest) .He / She
always ………………………………..in the evenings

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Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 2 Framework: PPU
INTERESTS AND MY PERSONALITY Language focus : language
learning/use.

Learning Objective (s): by the end of this l esson my learner will be able to ask and answer questions about abilities
and inabilities using can and can’ t.
Targeted competencies: interact – Domain (s): Oral/written/both I Materials: Flashcards / W. Board/
interpret – produce. pronounce: weak / strong forms audio scripts/textbooks- handouts
Target structure: - can / can’t of can /kən//kæn//ka:nt/
Affirm/ negative/ interrogative forms
Cross Curricular Competencies Core values

 Intel: Learner can talk about his abilities learner  Raising awareness among teens and encourage them
can interpret verbal and non-verbal messages. to reflect on their talents.
 Meth: He can use listening strategies He can  Valuing time and being positive
work with his partner.
 Com: He can interview his partner
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt

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 The teacher uses pictures or mimes to elicit
Warm up some activities eg: : swim ,cook , ride a bicycle, flashcar
sing , climb a mountain…………… etc. The Brainstorm about ds
teacher shows the learners a picture of a boy actions(abilities)
with a tablet and asks the following questions : Wboard V
T show his pps a tablet and writes some T/L A
questions on the board :
Who has a tablet at home ? To get all the
learners involved
What can we do with tablets?
presentation
Can you write an email in Arabic?
Flash V
Can you write an email in English?
card A
Can you write an email in Chinese ?
Why ? To elicit the
T highlights the rules T/L target structure Wboard

To talk about things I or an other person can

do I use : can + verb .(ability)
Example : I can write an email in Arabic. To
talk about things I or an other person can’t
do I use : can’t + verb (inability) Example : I
can’t write an email in Chinese?
To ask questions about ability/ inability I
use : Can + subject + verb
Example : Can you play the guitar? Yes
Wboard
; I can .
No , I can’t T/L To familiarize the
learners to the
new target
structures
V/A

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 T highlights the different ways to pronounce
'can'. Example:
Can you swim? /kən/
Yes, I can. /kæn/
T/L
No, I can't. /ka:nt/
To focus on the
(‘Can’ is weak in ‘Can you swim?’ because it
right
isn’t stressed. It is strong in ‘Yes, I pronunciation of
can’ and ‘No, I can’t’.) can and can’t
PPS drill chorally and individually the different Wboard
pronunciation of can and can’t .
The teacher devotes time to show the learners
the difference between the sounds /ə //æ/ To differenciate
and /a:/ by doing task A page 17 Task 1 :I between these
reorder the words to get correct sentences sounds
- Can/?/you /write/an email - /ə / / æ/ / a:/
I /draw/ can/.
- Can’t/ my brother/a car/ Audio
drive. To check /and script
Task 2 ( tasks 1 and 2 page 19)(I pronounce) reinforce
Task 3 : A)I move in the class and find
Practice someone who can do some of the things on
my list ( play tennis , run , speak and write
English, ride a bicycle, drive a car , read
stories , swim ,sing ,draw ,use computer, make T/L
cookies……….) To conduct an
interview about
Students are to ask as many classmates as they
abilities / V/A
can in 2minutes.
inabilities
B) Students report on their findings.
E.g. Karima can't play the guitar, but she can
L/L
play the violin.
handout V/A/
Task 4 : You want to join To fill in a form
Use s K/T
“[Link] “ site . The Where they write
administration of this site sent you this form to about unusual
be filled. things they can
do.

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 Membership Form
[Link]

You are gratefully accepted and always welcome..

be a part of our community

To join us fill in this form

First Name ……………………………………………………………………………

Last Name

………………………………………………………

Gender

……………………………………………………
Level ……..………………………………………………………………

Country …….………………………………………………………………………

Address ……………………………………………………..

Telephone N …………………………………………………………………………………

Email Address …………………………………………………………………………………..

[Link]
Unusual things I can do :
………………………………………… ……………………….

Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel

djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 3 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language
learning.

Learning Objective (s): by the end of this l esson my learner will be able to ask and answer other people questions
about their personal information and inte rests.
Targeted competencies: interact – Domain (s): Oral/written/both I Materials: Flashcards / W. Board/
interpret – produce. pronounce: weak / strong audio scripts/textbooks
Target structure: - ask/answer forms /kən//kæn//ka:nt/
questions about interests
Cross Curricular Competencies Core values

 Intel: Learner can talk about his abilities learner  Raising awareness among teens and encourage them.
can interpret verbal and non-verbal messages. to reflect on their talents.
 Meth: He can use listening strategies He can  Valuing time and being positive
work with his partner.  Being interested in nature
 Com: He can interview his partner
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt

[Link]
 Warm up A quick revision of the previous lesson (talk To pave the way
about the personal information that the previous T/L
ID form contain : name, age , gender, interest , Wboard
Before hobby ….) V
listening T introduces the new topical lexis to prepare the To elicit A
Ls for the listening phase Who is interested in /introduce the
maths? new topical lexis
Who is interested in history
Are you fond of botany ( plants) Do
T/L
you have plants at home?
A/V
Are you keen on birds ?
Do you have birds at home?
The 1st listening:
While
T invites the Ls to listen to the BBC radio
listening Audio
interview part 1 and answer the following
To listen and script
questions :
T/L answer questions
How many persons are speaking?
Who are they ?
To encourage the
Ls discuss their answers with their partners.
Peer correction Wboard
The 2nd listening :
/ audio
Ls listen to the BBC radio interview part 1 again
To listen and fill script/ A/V
Fill in the first part of each teenager profile The
in a profile Student
3rd listening:
book
Ls Listen to BBC interview part 2 and do tasks 13
and 14 page 14. To listen and find
A)T invites the learners to work in pairs and ask the wrong
Post listening each other about their personal information and T/L information
interests . W board
Example :
What is your name? to ask
How old are you? L/L others and
Where do you live? write about a
What are you most interested in learning about ? their

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 Are you keen on reading about……………………… personal
B) The pps report their findings information and V/A
Example : interests
My friend Halima is 14. She is from Relizane. She
is a middle school student . She is interested in
cooking .She loves watching Samira Tv and
reading cookery books.

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[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 4 Framework: PPU
INTERESTS AND MY PERSONALITY Language focus : language
learning / use .

Learning Objective (s): by the end of this l esson my learner will be able to describe his personality / ask and talk
about other’s people personality using dif ferent adjectives.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. textbooks
Target structure: - adjectives
representing personality features
Cross Curricular Competencies Core values

 Intel: Learner can use his critical thinking skills.

learner can interpret verbal and non-verbal messages.  Respect other’s people personality
 Meth: He can work in pairs or in small groups.
 Com: He can interview his partner
 Per and soc: He socializes through oral or written
exchanges

Tim Framework Procedure Focus Aims Materi Vak

e al t
 Warm up A game : T/L Activate the V
Find someone who (istall ,small , thin , has blue class’s prior A
eyes,brown, long hair, wavy .. ………., in the class knowledge on K
.etc.(revision 2ms))" physical traits Wboar T
presentatio T invites his learners to work in small groups ( or d
n in pairs) and classify the following adjectives: T/L
intelligent –strong- blue eyes – shy – nervy-
smart- respectful towards nature – respectful To elicit and
towards people – tidy-cool- calm – perseverant- introduce the
patient. T/L new topical lexis V/A
Personality traits Physical traits
To differenciate
between
physical
appearance and
Teacher presents (very quickly) the rules from
personality
my grammar tools page 23 :
features ( traits) Course
a) Some adjectives to describe the book
personality features. T/L
to familiarize
b) How to ask about people’s personality the
c) How would I describe my personality? LS with the new
V/A
d) The adjectives which describe vocabulary
related to
personality from their antonyms:
personality
patient≠ impatient features
respectful ≠ disrespecful T/L
tidy ≠ untidy

Task 11 page 28 : I read my grammar tools 3 and

match the synonyms
Task 12 page 28 : I read my grammar tools 3 To check and
and reinforce
Practice T/L Course
Book V/A
Wboar
d
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 match the antonyms
Task 13 page 28:(oral) I write three sentences T/L L talks about his
about myself using three adjectives from task 11 personality
and 12
Starting like this : L/L To interpret a
I think I’m ………………………… questionnaire
Task 14 page 29 : I work with my partner.I ask Course
use him/her to fill in the questionnaire to know more book/
about his/her personality. To write about Wboard
T invites his pps to interpret the questionnaire One’s partner V/A
(task 15 page 29) and write 3 sentences to personality
describe his partner’s personality.
The learner can start like this :
My partner can be very patient………………

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Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 5 I pronounce Framework: PPU
INTERESTS AND MY PERSONALITY Language focus : language
learning/use.

Learning Objective (s): by the end of this l esson my learner will be able to write a report about his peer’s interests
with the right pronunciation of the final “s ”.
Targeted competencies: interact – Domain (s): Oral/written/both I Materials: W. Board/ /textbooks
interpret – produce. pronounce: the pronunciation of
Target structure: - ask and answer the final “s”
questions about interests
Cross Curricular Competencies Core values

 Intel: Learner can talk about his interests He can use  Raising awareness among teens and encourage them. to
his critical thinking skills learner can interpret verbal reflect on their talents.
and non-verbal messages.  Valuing time and being positive
 Meth: He can use listening strategies He can work with
his partner.
 Com: He can interview his partner
He can transform an interview into a piece of writing
 Per and soc: He can socialize through oral exchanges
Tim Framework Procedure Focus Aims Material VAKT
e

[Link]
 Warm up Brainstorm ideas
Game : T invites his learners to move in the class T/L about interests
find who is fond of nature: birdwatching , and pave the way Wboard
flowers, plants , whalewatching , picnics ………. T V
invites his learners to work in small groups or in To encourage the A
pairs to read the following short text and fill in Ls to work in
Presentation K
the gaps with : flowers – goes- loves- books groups or in pairs T
places
Wboard
My brother Hamid …………. hiking . He always
…………. for a Long walk to discover new ……………
but my sister Samira is fond of botany .She
sometimes reads …………….. about plants and T/L to introduce the V
…………. at weekends. different sounds A
T asks his learners to classify the missing words of the final “s”
according to the pronunciation of the final « s
» :flowers – goes- loves- books –places
according to the pronunciation of their final s.
/s/ /z/ /iz/
A
T presents the rules from my pronunciation tools V
page 18.
“ s” is /s/ pronounced in words that end in the To present the Course
following consonant sounds :/f/ , /k/ , /p/ , rules related to book
the
/t/ ,/θ/.
pronunciation of
‘s’ is pronounced /z/in words that end in the
T/L the ending “s”
following vowel sounds (a, e, i, o, u ) or
consonant sounds: /b/ , /d/ , /g/ , /l/ , /m/ ,
/n/ , /r/ , /v/, / t∫ /
‘s’ is pronounced /iz/in words that end in the
sounds : / t ∫ / , /s/ , /d / , /z/ , /∫ /
plurals and verbs that end in :( -ches, -ces, -ges,
ses, -shes, -sses, -xes, -zes)

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 After discussing the rules ,T invites his learners to
practice check their answers and correct their mistakes . T T/L V
invites his pps to listen and tick the right A
pronunciation of the final”s”. task 7 page 20. the
teacher invites his learners to read again my To check and
pronunciation tools 2 and correct each other. T reinforce Course
invites his learners to do task 9 page20 : they
Book
listen and match each word with the
corresponding pronunciation of its final “s”. T
invites his learners to work in pairs and ask each
other The following questions then transform the
information into a short piece of writing.
Use Are you interested in ………(nature , sports, music L/L To conduct an
video games ,watching films ……..)? interview with A
Are you fond of reading books? peers V
What do you read ?
Do you watch documentaries about ….( nature…)
What do you do at weekends? Wboard
T invites his Ls to read their reports about their To write about
partners’ interests focussing on the correct L/L peer’s interests
pronunciation of the final “s” Example focusing on the
: right
My friend X is interested in ………… .He always pronunciation of
reads books about ……………. .At week ends, He the ending “s”
………………………

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Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 6 I read and do 1 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language use.

Learning Objective (s): by the end of this l esson my learner will be able to read a text and gather information
about famous people
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/ /textbooks
interpret – produce.
Target structure: - ask and answer
questions about interests
Cross Curricular Competencies Core values

 Intel: He can use his critical thinking skills learner can  He is keen on communicating about outstanding Algerian
interpret verbal and non-verbal messages. figures
 Meth: he can develop effective study methods.  Raising awareness among teens and encourage them.
mobilise his resources efficiently and manage his time to reflect on their dreams.
rationally  Valuing time and being positive
He can work with his partner.
 Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
 Per and soc: He can socialize through oral exchanges
he respects our national values and behaves
consistently
Tim Framework Procedure Focus Aims Material Vakt
e

[Link]
 Warm up Teacher asks his learners some questions :
What’s your favourite subject at school ? To brainstorm Wboard
5m (Arabic , French , English , maths ,art ,sport …….) T ideas about
n asks them about which people would they most T/L heroes V
like to follow (their heroes) f? E.g. top model, a A
Pre read famous film star, a scientist ,a teacher , sport
person etc.
T invites his learners to open their books on page The Text
30 and asks them to look at the picture and
book
answer the following questions :
How old is this boy ?
A/V
Where is he from ? Why
is he happy?
T/L To introduce the
Guessing from Words: Before students look at key words
the text, the teacher writes 6 or 7 key words from
the text on the board and asks the students to
guess the topic..
Example :

5m Wboard
was awarded Arab Reading Challenge
n
Algerian boy
( little prince)
150 000 Dollar prize in Dubai (Emirats)
To read and
W read gather
T invites his learners to read text 1 and fill in the
information Text
bibliographical notes/the reading notes page 30.
book
Wboard
T invites his learners to read Mohamed’s speech T/L A/V
and tick the correct answer task 6 page 31 T encourage peer
invites his learners to read text 3 and answer assessment
the questions (task 10 page 33) .The learners A/V
work in pairs and correct each other. to give the pps an
opportunity to Wbaord
Post read T discusses with the class any dreams or make a
ambitions they may have. connection with
T asks the students to think whether these text and his own
T/L
dreams can be achievable and how can be so ?
experiences

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 7 I read and do 2 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language use.

Learning Objective (s): by the end of this l esson my learner will be able to read a text and gather information
about Imzad culture and Touereg
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/
interpret – produce. /textbooks/video segment
Target structure: lexis related to the
national culture
Cross Curricular Competencies Core values

[Link]
 Intel: He can use his critical thinking skills learner can -Valuing Algerian cultural heritage and its preservation -
interpret verbal and non-verbal messages. Understanding that Algerian culture and history are
 Meth: he can develop effective study methods. also parts of this universal cultural heritage
mobilise his resources efficiently and manage his time -Valuing the past: traditional culture
rationally
He can work with his partner.
 Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
 Per and soc: He can socialize through oral exchanges
he respects our national culture and behaves
consistently
Time Framework Procedure Focus Aims Material Vakt

Warm up T invites his learners to watch this short video

(2.06 minutes) about Imzad in this link T/PPS To motivate the Video
[Link] Is pps and segment V
Imzad a modern instrument? brainstorm ideas A
In which part in Algeria it is used? about
It seems like another famous instrument, which musical W
one is it ? instruments Board
How many strings does it have,!,
Is it played by men or women(ladies)? Why
Is it dying ( disappearing)?
Pre read Guess from TheTitle teacher invites his
learners to examine the title of the text : “SAVE A
THE IMZAD “and give their opinions how can we V
save the Imzad. T/PPS To elicit the key W
(Teacher helps his learners to find the right words words Board
Eg : associations , training , workshops , …..

While read The teacher invites his learners to read text The
4(page 34 and filling the bibliographical notes). T
Text
invites his learners to read the text again and To read and Book
answer the questions (task 13 page34) then work gather
in pairs and correct he answers of each other. T
T/PPS information V/A
invites his pps to read text 5 (page 35) and fill in
the bibliographical notes and the reading notes
page 35. PP/PPS

T pins on the board pictures of some musical

to give the pps an
instruments (example : Oud , Piano, Karkaboo ,
post read opportunity to

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 shakwa ( bag pipe) ,violin ,bendir , tambourine, make a
guessba(flute) …….)and asks his pps to work in connection with W A/V
groups to find out which one among the given list PPS text and his own board
is disappearing and say how it can be saved . experiences

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[Link]
 T provides his pps with the lay out (page 38).
practice With the help of their teacher, the learners T/L To guide the
start drafting . learners

Teacher helps his learners to find out and

L/L
correct typographical errors and mistakes in
Posters V
grammar, style, and spelling.
make a poster A
K
T asks L to display the profile and the article on
to encourage peer T
the wall and invites the ls to move around and
check the posters /L assessment
produce

L/L

[Link]
 REVISED Bloom’s Taxonomy Action Verbs

Definitions I. II. III. IV. V. VI.

Remembering Understanding Applying Analyzing Evaluating Creating

Bloom’s Exhibit Demonstrate Solve Examine and Present and Compile

Definition memory of problems break information
understanding to new information defend together
of situations into parts opinions in a
previously
facts and by by by different
ideas by applying identifying way by
learned
organizing, acquired motives or making combining
material by judgments elements
comparing, knowledge, causes.
translating, facts, Make about in a
recalling facts, techniques new
interpreting, inferences
terms, basic and information, pattern or
giving and find
rules in proposing
descriptions, evidence
concepts, a validity of alternative
and stating to ideas,
and different solutions.
main ideas. support or
way.
generalizations.
answers.
quality of
work
based
on
a
set
of

criteria.

[Link]
 Verbs • Choose • Classify • Apply • Analyze • Agree • Adapt
• Compare • Build • Assume • Build
• Define • Contrast • Choose • Categorize • Appraise • Change
• Demonstrate • Construct • Classify • Choose
• Find • Explain • Develop • Compare • Combine
• Extend • Experiment • Conclusion • Assess • Compile
• How • Illustrate with • Contrast • Compose
• Infer • Identify • Discover • Award • Construct
• Label • Interpret • Interview • Dissect • Create
• Outline • Make • Distinguish • Choose • Delete
• List • Relate use of • Divide • Design
• Match • Rephrase • Model • Examine • Compare • Develop
• Show • Organize • Function • Discuss
• Name • Summarize • Plan • Inference • Conclude • Elaborate
• Translate • Select • Inspect • Estimate
• Omit • Solve • List • Criteria • Formulate
• Utilize • Motive • Happen
• Recall • Relationships • Criticize • Imagine
• Improve
• Relate • Simplify • Decide • Invent
• Survey • Make
• Select • Take • Deduct up
part in • Maximize
• Show • Test for • Defend • Minimize
• Theme • Modify
• Spell • Determine • Original
• Originate
• Tell • Disprove • Plan
• What • Predict
• Estimate • Propose
• When • Solution
• Evaluate • Solve
• Where • Suppose
• Explain • Test
• Which • Theory
• Importance
• Who
• Influence
• Why
• Interpret

• Judge

• Justify

• Mark

• Measure

• Opinion

• Perceive

• Prioritize

• Prove

• Rate

• Recommend

• Rule

[Link]
 on

• Select

• Support

• Value

• Maximize

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for

learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.

Level :3ms

SEQUENCE :TWO
ME
AND
LIFESTYLES
BY DJAMEL DJAMEL

:
STARTING OFF SITUATION

In an international blog for fun. Members

of the group posted snapshots from their
childhood memories and their life styles
in the past. You want to participate.
Write about your memories to be
published in the blog

[Link]
 Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: 1 Framework: PPU
Language focus : language use.

Learning Objective (s): by the end of this l esson my learners will be able to talk and ask questions past events ,
memories and experiences or things whic h no longer exist in the present using the semi model verb used to
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. /textbooks
Target structure: - used to ( the three
forms)
Cross Curricular Competencies Core values

 Intel: learner can interpret verbal and non-verbal  Valuing the past to build better future
messages.
 Meth: He can develop effective study methods, mobilise
his resources efficiently and manage his time rationally
 Com:
he can work in pairs or in groups
 Per and soc: He can socialize through oral
exchanges

Time Framework Procedure Focus Aims Material Vakt

[Link]
 Warm up Teacher greets his learners and shows them a
picture of a famous retired sports man Eg: T/L to pave the way Pictures
Maradona , Belloumi or any other sports man for the of
then asks some questions : presentation famous V
-Who is this ? sports A
-What did he use to be ? men
-Does he still play …?
T asks his pps to work in small groups, read the T/L
following dialogue and put it in the correct
order(number one is done):
Journalist : what sports did you use to do when
Presentation
you were a child?
To introduce the
Karim : I used to play it everyday.
target structure in W board
Journalist : when did you use to play football ? context
Karim : I used to play football
T/L V/A
Journalist : do you play football now,
Karim : No , I don’t.
The teacher invites his learners to read the
dialogue and sort out sentences which talk about
something happened in the past .
The supposed answer:
I used to play football . L
I used to play it every day.
The teacher devotes time to present the rules
focussing on the right pronunciation of used to
/juːstə/
T tells his pps that they can use the semi model
verb used + verb to talk about repeated actions
or activities which happened in the past but are
Highlighting rules V/A
no longer true in the present
Example : I used to play football

The teacher presents the rule (The form and the

meaning): T
1)Interrogative form : To familiarize the
learners with the V/A
Did you use to help your mother?
target structure
Did + S+ use + to + verb + the rest of the sentence focusing on the
2)Negative answer : right W board
a) Short answer: No , I didn’t. pronunciation

b) long answer : No, I didn’t use to help her .

3) affirmative answer :
a) short form : yes ,I did.
b) long form :yes ,I used to help her .

[Link]
 Task 1 : I order the words to get meaningful
Practice : sentences.
1- use to/ you/Did/?/ watch /cartoon
………………………………………….
2- Karima/ in a farmhouse / used to/ live/.
……………………………………….. Check and
3- play / They/ use to / electronic reinforce
games/didn’t/./

Task 2 : I complete with :used to – use to – didn’t Wboard

use to
A)Where did you _______ to play?

b)I.............................................play outside.
I …………. play at home because we used to
live in a small house .
T invites his learners to work in pairs and check
the answers of each other and correct them. Task wboard
: 3 I remember when I was at the primary school To encourage the
and answer my partner’s questions.
peer assessment
a) Which primary school did you use to
go?.................................... T/L
b) Who used to be your teacher of
Arabic?......................................
c) What about your teacher of French? T/L
……………………………..
Use : The L reinvests V/A
d) Did you use to eat at the canteen?
What he learnt to
……………………………
e) Did you use to go answer an
on foot? interview about his
…………………………… memories
f) Who used to be your best friend? L/L
……………………………….

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson 2: I listen and do 1 Framework: PDP
Language focus : language
learning/use.

Learning Objective (s): by the end of this l esson my learners will be able to talk about his grandparents old days
lifestyles.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - simple past /
/question words / lexis related to table
manners
Adverbs of frequency: always , never
Cross Curricular Competencies Core values

 Intel: learner can interpret verbal and non-  Valuing the past to build better future
verbal messages.  Raising teenagers awareness of the elderly as a source of for
 Meth: He can use his listening strategies. the transmission of historical and cultural heritage
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Tim Framewor Procedure Focus Aims Materi Vak
e k al t
 Warm up The teacher shows his learners a picture of a Brainstorm
farmhouse in the past and starts a discussion T/L ideas about Life Flash
about it and its different rooms . in the past Cards
When do you think the photo was taken ? V
Why do you think so? To elicit A
What do you see ? information and
Can you name the different rooms inside this
farmhouse ? introduce a new
Then ,T shows his learners the second Topical lexis
picture which talks about women’s chores in
the past and their ways of wearing and asks Flash
some questions about that : What do you cards
see ?
T/L
What are they doing ?
What is the grandmother wearing ?

V/A

Afterthat , T shows them a picture of a family

gathered around the table to eat , then asks
some questions :
How many ….? Is it a big family ? Who is serving
them ?
How are the children behaving ?......?
T talks about some table manners then.
Are there Pizza and hamburgers on the table? T/L

[Link]

[Link]
 Did they use microwaves to cook their food?

Flash
cards

T invites his learners to work in pairs and list other

chores women used to do?
Pre listening
The 1st listening :
Jenny, a fourteen-year-old English girl is filming
her grandmother Elizabeth and interviewing her
for a school project about the old days Au
While due on “Grandparents Day” Student
listening T invites his learners to listen to the interview Text
part 1 and write true or false (task 1 page 48) The book
2nd listening :
T invites his learners to listen again to the T/L To listen and
interview part 1 and correct the wrong statement Identify the
then work in pairs to correct the answers of each wrong /the right
other. information
The 3rd listening : W
T invites his learners to listen to the interview part To involve every board
2 and number each bubble in the order (task one and
7page 49). encourage the
The 4th listening : peer correction
T invites his learners to listen again to the
V/A/
interview part 2 to check their answers then work To listen and K
in pairs to correct the answers of each other. order an
T/L
interview The Student
T invites his learners to do task 5 page 49 . and L reinvests text book
act out this interview . What he learnt to
answer an
interview about
Post listening
his grandparents
old days
L/L
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson3: I listen and do 2 Framework: PDP
Language focus : language
learning/use.

Learning Objective (s): by the end of this l esson my learners will be able to ask and talk about clothing related to
past and present daily and special wear a nd school uniform (teenage and traditional lifestyles)
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - /simple present /
simple past /used
Adverbs of frequency: always , never …..
Cross Curricular Competencies Core values

 Intel: learner can interpret verbal and non-verbal  Valuing the past to build better future
messages.  Raising teenagers awareness of the elderly as a source of for
 Meth: He can use listening strategies. the transmission of historical and cultural heritage
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt

[Link]
 After greeting his students, T starts describing To review
what he is wearing by saying :Example ‘’ today , clothes
I’m wearing a white shirt , blue jeans and black T/L vocabulary
Warm up shoes ‘’ . Then asks:
Who is wearing a shirt ,too ? V
Who is wearing jeans ,too ? A
Ca n you describe what are you wearing ? to pave the way
What is your favorite type of clothing? (T talks
about casual and formal clothes) what do you
wear on special occasions
(wedding ,anniversaries ….etc ?
Flash
T/L to introduce the cards
Using flash cards the teacher presents some keys words which
Pre listening V/A
English clothing items related to past : may hamper the
clogs ,beret , cap , shawl learner
understanding

T invites his learners to listen to part 3 of the

While interview between Jenny and her grandmother to listen and tick
Listening and tick the boxes next to the item s of clothing the right box
that correspond to each person (Task 9 page 50) W
Board/
T invites his learners to listen to part 5 of the T/L Text A/V
interview between jenny and her grand mother book
and tick the boxes next to the school wear items
that correspond to each person (Task 18 page 53)
T invites his learners to listen to part 5 interview T/
and do Task 20 page 53 To listen and
match each word
Pps listen to part 5 an other time and fill in the with its
gaps with the names of the school wears (Task corresponding
22page 54) picture

[Link]
 To reinvest what Wboard
Use Task 24 page 54 : I answer my partner questions he learnt to /
about boys and girls wear then change the roles . conduct an Text /AV/
T invites his learners to act it out L/L interview about book K/
Clothing then
and now

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson 4: I listen and do 3 Framework: PDP
Language focus : language
learning/use .

Learning Objective (s): by the end of this l esson my learners will be able to ask and talk about past and present
children games using the semi model use d to .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - simple past /used to
Adverbs of frequency: always , never ..
Cross Curricular Competencies Core values

 Intel: learner can interpret verbal and non-verbal  Valuing the past to build better future for the one’s community.
messages. Raising teenagers awareness about the importance of
 Meth: He can use listening strategies. past games to preserve the national heritage
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt
After greeting his students the teacher asks them
Warm up about which games they used to play when they
were younger. To brainstorm W board
*The pps may answer in their 1st language T/L ideas about
because they don’t know how to call these games children games Au
in English .So , the teacher should help them .

Prelistening The teacher invites his learners to work in pairs Flash

and classify the following games (the teacher can cards
use flash cards and gestures to explain these
games) :
To introduce the
Hide and seek , video games -hopscotch , key words which A/V
Ragdoll , skipping rope may hamper
T/L
traditional Modern The learner
children children understanding W
games games Board

L Listens and
circles the word
A/V
Pps listen to part 4 of the interview between which he hears
W listening
Jenny and her grandmother and do Task 12 page T/L
51. Reinforce
Ls listen again and work in pairs to correct the co learning Text
answers of each other book/
T asks his pps to do Task 14 page 51 L reinvests what W
L/L
T asks his students to do task 15 page 52 I he learnt to
Board A/V
[Link]
 answer my partner’s questions about my answer an
childhood . T/L interview about /AV/
After Task 28 page : the pps work together to L/L his childhood K
listening complete the interview card about “Grand ma games
childhood”

Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel

djamel djamel
Sequence: 2 ME and lifestyles Lesson: 5 Framework: PPU
Language focus : language use.

Learning Objective (s): by the end of this l esson my learners will be able to ask and talk about actions/activities
and events that happened in a specific pe riod in the past using simple past tense with ago.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ /textbooks
interpret – produce.
Target structure: - simple past (all
forms) , ago , how long ago………..?

Cross Curricular Competencies Core values

 Intel: learner can interpret verbal and non-verbal  Valuing the past to build better future for the one’s community.
messages.
 Meth: He can work I pairs or in small groups
 Com: He can use a role play to communicate
appropriately./ he can conduct an interview
 Per and soc: He can socialize through oral /written
exchanges

[Link]
 interrogative forms) and how to use and ask To familiarize the book
questions with the time marker ago ( see my Ls with the tarhet and w
grammar tools page 63) T/L structure board

Practice Task 1 : I order the words to get meaningful

sentences .
1) My father / ten years ago , / a car/ Check and
bought. reinforce
2) I / a white shirt/ put on / blue jeans/and/.
3) was/ There / in /the kitchen/ a burning
stove/.
V
4) didn’t/ Ahmed /enjoy / some
Student
subjects/primary school/at .
book

Task 2 (Tasks 1 and 2 page 66)

L reinvests what V/A
Childhood memory test ( Do you have good he learnt to
Use
memory?) answer an
T/L
• Did you have a happy childhood? interview about
• What did you like to do when you were a his past /
V/A/
child? memories using
[Link]
 • What did you look like? the past tense K
• Where were you born?
• When were you born? L/L Wboard
• Did you have your own room ?
• Which food did you like best
• How old were you when you learned to ride
a bicycle?
• Did you remember your first day at primary
school ?
• what did you wear that day?
• How long ago did you leave your primary
school?

SUBJECT : TD 1 SIMPLE PAST : CONSOLIDATE AD REINFORCE

1) I Write the past simple of these verbs.

1. copy __________

2. revise __________

3. cycle __________

4. listen __________

5. practice __________

6. play __________

[Link]
7. like __________

8. move __________

2) Write the questions in the correct order.

Example :

night? / meet / Did / you / them / last /

Did you meet them last night?

1. film? / like / you / Did / the /

_________________________________

2. you / many / did / ask? / How / people /

_________________________________

3. a / have / time? / they / Did / good /

_________________________________

4. did / weekend? / the / What / do / we / at /

_________________________________

5. she / DVD? / Where / that / did / buy /

_________________________________

6. party / on / your / go / Saturday? / he / Did / to /

_3)Fill in the blanks with a verb from the box in the SIMPLE PAST:

break -swim –have- make -sit -write- spend- buy –

drink- lose -wash

1. She ………………….. a cake an hour ago.

2. She ………………….. a hat last week.

3. The boy ………………….. a letter yesterday.

4. They ……………………. in the sea for an hour.

5. They ………………….. a lot of Coke last night.

6. She ………………… her arm last week.

7. He ……………………. all his money last week.

8. She …………………… a bath two minutes ago.

9. He ……………………. his wallet last night.

[Link]
10. She ………………….. on the old chair a minute ago.

11. She ………………….. the clothes yesterday.

4) Fill in the blanks with the SIMPLE PAST of the verbs in brackets:

Last Saturday my father …. took…. (take) my friends and me to the circus. We ………(see) lots

of things. My father …………………. (buy) us some popcorn and orange juice. We

……………………. (eat) the popcorn and ………………………… (drink) the orange juice.

We …………………….. (laugh) at the funny clowns. There …………………. (be) a lion-tamer.

The lions …………………… (do) tricks; they ………………………… (jump) through hoops. A

girl ………………………. (ride) an elephant around the ring. We all ………………… (have) a

wonderful time.

5) Write what Jean DID or DIDN’T do yesterday:

go shopping ( - ) ………… Jean didn’t go shopping yesterday. …………….

clean the house ( + ) ……………………………………………………………… feed

the cat ( + ) .……………………………………………………………… telephone

Mary ( - ) ……………………………………………………………… watch a film on

TV ( - ) ……………………………………………………………… visit her

grandparents ( + ) ……………………………………………………………… take

them a cake ( + ) ………………………………………………………………

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: 6 Framework: PPU
Language focus : language use .

Learning Objective (s): by the end of this l esson my learners will be able to say and ask questions about how often
actions/activities and events are repeate d using adverbs of frequency.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ /textbooks
interpret – produce.
Target structure: - adverbs of frequency

Cross Curricular Competencies Core values

 Being polite .
 Intel: learner can interpret verbal and non-verbal  Being positive
messages.
 Meth: He can work I pairs or in small groups
 Com: He can use a role play to communicate
appropriately./ he can conduct an interview
 Per and soc: He can socialize through oral /written
exchanges
Time Framework Procedure Focus Aims Material Vakt
 Lead in The teacher writes on the board the following
sentence : T/L Brainstorm ideas W
I always brush my teeth three times a day. about daily Board V
Do you brush your teeth ? routine A
How often do you brush your teeth ?
The teacher asks about other daily routines
Presentation The teacher invites his learners to listen to the
following dialogue between Salima and Karima
and answer with true and false .
Salima : Do you share chores in your family ? To introduce the
Karima : Yes , We do . I always make my bed , Target structure
wash dishes and clean the rooms.
Salima : How often do you tidy the rooms?
Karima : I usually tidy only my room.
Salima : What about your brother Hamid?
Karima : He sometimes washes my father’s car
W
but he never takes out the garbage.
Board
Karima sometimes makes her bed.
T/L V/A
Karima usually tidies her room.
Hamid always washes his father’s car.
Hamid never takes out the garbage .

T : sometimes , usually , always , never are called

adverbs of time .
Highlight rules
The teacher highlights the rules : (see my
grammar tools page 64 / 65)
Text
books
V/A

T/L
[Link]

[Link]
Practice Task 1 : I Put the words in the correct order. Check and
reinforce W
- have dinner sometimes pizza for We L/L Board
- never I to talk strangers V/A
- TV rarely English They watch in Encourage
cooperation
Task 2 : T invites his learners to check the
answers of each other and correct them. L reinvest what
Task 3 task 10 page 70 T/L he learnt to Text
conduct an books
Use Task 4 ; I write true personal answers to my Interview about V/A
partner’s questions .(the pps can add more L/L how often his
questions) actions/activitie
s and events
are repeated
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I pronounce (1-2-3) Framework: PPU
Language focus : language
learning and use.

Learning Objective (s): by the end of this l esson my learners will be able to talk about their memories using a
correct pronunciation of the vowel sound s /u://u//3://ə/ / æ // ᣿ // e/ and identify the silent letters T and W.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/tongue twisters
Target structure: Words contain these
sounds /u://u//3://ə/ / æ // ᣿ // e/
Words contain silent letters : T and W

Cross Curricular Competencies Core values

 Intel: The leaner can interpret and identify sounds Valuing the past to build better future for the one’s community.
learner can interpret verbal and non-verbal
messages. He is aware of his role in promoting a group work
 Meth: He can work in pairs or in small groups. He Valuing group work
can evaluate his peer.
 Com :He can face an audience .
He can use role-play to communicate appropriately
 Per and soc: He can socialize through oral /written
exchanges

Time Framework Procedure Focus Aims Material Vakt

[Link]
 Teacher asks the students to say how many
Warm up vowels there are in the alphabet and name them.. T/L To pave the way

T invites his learners to work in small groups and V

Presentation Put the reorder the sentences to get a meaningful A
dialogue . To order
Mother : No, I didn’t . I shared the room with my information W
sister and grandma. I never slept alone Board
Saliha : Did you use to read books. L/L
Saliha : Did you use to have your own
room ,mum?
V/A
Saliha : What did you use to wear?
Mother : Yes, of course . I used to read cookery
books.
Mother : I used to wear shirts and skirts like other
girls of my age .
T invites his learners to read the dialogue and find
words which have the following sounds and
To identify the
classify them (the teacher mustn’t correct their target sounds
answers)
/u:/boot /u/foot /3:/bird /ə/pizza /u://u//3://ə/
T/L Wboard

To highlight the
rules related to
After presenting the rules from : the

[Link]
 my pronunciation tools 1 and 2 :Pages 56 and pronunciation of Course
57 ,T invites his learners to correct their answers. the sounds Book
Practice /u://u//3://ə/
Task 1 page 60 :I listen and tick the correct
pronunciation of the sounds in bold. Check and
Task 2 page60 :T invites his learners to listen again reinforce
and read my pronunciation tools 1 and 2 and T/L
correct the answers of each other. Encourage peer v/a
assessment
T asks his pps to do tasks 3 and 4 page 60 .

Use T invites his learners to act out the dialogue above L/L Course
focussing on the correct pronunciation of the To act out a book/w
target sounds. dialogue focusing board v/a/
on the right
pronunciation of
the target sounds

[Link]
Time Framework Procedure Focus Aims Material Vakt

A brief recap of the last sounds (/u://u//3://ə/) Remind the pps of

T/L the last sounds
to reinforce and W
After reviewing vowels and consonants the T pave the way Board V
invites his pps to work in small groups to find the A
hidden vowels in the following message.

I usually play [Link] .nd [Link] with

my .ncle before I go to b.d, b.t [Link]
I read and write some poems or listen To elicit the target
T/L sounds
to music instead .

T asks his students to read the message and sort a/v

out words containing the following sounds
/ æ /fat / ᴧ /cut / e/ pet
Wboard
T/L

To recognize and
The teacher presents the rules from my identify the
pronunciation tools 3 page58 and asks the pps to
target sounds
check their answers .
T
Task 5 page 61 : I listen and tick the correct
To highlight the
pronunciation of the letters in bold.
rules related to Course
T invites his pps to work in pairs , check their the pronunciation
answers and correct each other . Book
of Te sounds
Task 7 page 61 : I listen and write each of the T/L v/a
/ æ // ᴧ // e/
following words in its corresponding column
Encourage peer
assessment
Tongue twisters :
T invites his learners to Practice the following
tongue Twisters : L
1. I beg my pet bird, Rex, to W
make a nest. to consolidate
board
Rex pecks insects and makes and reinforce
a mess on the bed. v/a
2. The band has fans from for further
faraway lands.
They pack their bags and roam by practice
van on the sand.

[Link]
Time Framework Procedure Focus Aims Material Vakt
 Warmer A brief recap of the sounds taught Remind the pps
/u://u//3://ə/ / æ // ᴧ // e/ of the last sounds
to reinforce and V
Write pave the way A
The wrong
presentation answer Listen
whose beret W
two gourmet Board
christmas
fasten

To involve all the

learners In
eliciting the
target sounds

v/a
To recognize and
identify the
target sounds
The teacher writes on the board two lists of
words .
T reads these words and invites his pps to listen
and repeat .
T invites his learners to work in pairs or in small To lead them
groups to put the words in of each list in
alphabetical order . To highlight the
The teacher asks his learners to circle the rules related to
common letter in each list . the silent letters
W
Teacher asks his learners a series of questions T and W
Board
T : what are these letters?
Supposed answer : w and T T : Do
we pronounce these letters? a/v
Supposed answer : No, we don’t . to check and
T : T and W are silent letters in these words reinforce
T explains that silent letters are letters that are
spelled but are not pronounced. These letters can Course
come at the beginning, middle, and end of book
words..
v/a
T presents the rules (my pronunciation tools 4
page 59)

Task 9 page 62 I listen and tick the correct

pronunciation of the lettes in bold. w board
Encourage peer
assessment
course
Pps listen again , check their answers and work in
pairs and correct the answers of each other. book v/a

The L talks about

Task 11 page 62 : I listen and write between his memories
slashes the appropriate phonetic symbols

[Link]
 /u://u//3://ə/ / æ // ᴧ // e/ and between using a correct
bracket the words silent or pronounced under pronunciation of
that correspond to letters in bold . sounds

T invites his learners to work in pairs , check their

answers and correct each other.
T invites his learners to read aloud the text in task
11.

Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel

djamel djamel
Sequence: 2 ME and lifestyles Lesson: Language focus : Framework: PPU
language learning.

Learning Objective (s): by the end of this l esson my learners will be able to : a)Describe some clothes and
costumes, the material they are made of and the place where they made , b) Describe traditional dishes and the
ingredients which they are made with..
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/flash cards
Target structure: made of / made in/
made with .

Cross Curricular Competencies Core values

 Intel: learner can interpret verbal and non-  Valuing the past to build better future for the one’s community.
verbal messages.  Being proud of traditional and ancestral clothing and dishes
 Meth: He can work in pairs or in small groups
He uses ICT
 Com: he can use information and communication
technology such as blogs , websites page , discussion
forums
 Per and soc: He can socialize through oral
/written exchanges
[Link]
Example : Target structure cards
and introduce a
new topical lexis V/A

Item : burnous
Colour : white
Made of Wool
Made in Djelfa
Weight :2.5 kg
Price :9000 dinars

What is it ?
What colour is it ?
Is it made of cotton?
What is it made of ?
Is it made in Algeria ?
Where is it made ?
How much is it ?
V/A
Note : the teacher should devote time to
highlight rules :
To talk about the material ( plastic ,glass, iron ,
silk , wool ,cotton ,gold, wood ……etc)something To highlight rules
is formed I use : “made + of + the name of
material “ Example :
Bottles are usually made of plastic or glass .
Text
To ask about material I can say :
books
What is it made of ?
- To talk about the place ( city , country ..) Where
an item is manufactured ( produced / made ) to
ask about material I can say :
I use : “made + in + the name of the place “
Example : This jacket is made in France
To ask about the place where something is made
I can say : Where is it made ?
-To talk about food ingredients I use made with
instead of made of
Example :The soup is made with vegetable and
chicken
 [Link]
4) this ring is made d) made in Turkey

Task 2 :Task 8 page 69 Consolidate Text

Task 3 : Task 13 page71 books V/A

Task 14 page 72

Use
T invites his learners to work in groups to make a
poster where he describes a traditional dish or a Make a poster to
costume which are famous and popular in this save traditional
region . clothes , V/A/
Example 1: This dish is called ………………………….. costumes and K/T
It is made with ………………………… it is very well dishes
known in my region .
Example 2 : x is a traditional costume . it is
made of ……………………….it is very famous in my
region .

 the posters will be published on the internet

( social network pages : blogs , websites page
, discussion forums )

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I read and do 1 Language Framework: PDP
focus : language learning

Learning Objective (s): by the end of this l esson my learners will be able to read a text about Setif in the past and
gather information.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/video about the history
Target structure: simple past – used to of Algeria
Cross Curricular Competencies Core values

 Intel: He can understand and interpret non-verbal Valuing the past to build better future for the one’s community.
messages.
 Meth: He can work in pairs or in small groups. Valuing and sharing national cultural diversity with its
He can evaluate his peer. regional cultural differences.
 Com : he can develop effective reading strategies Valuing travelling as a source for knowledge and
 Per and soc: He can socialize through oral learning
/written exchanges

Time Framework Procedure Focus Aims Material Vakt

[Link]
 Warm up The teacher invites his learners to watch the To motivate and
following video(1.55 m): [Link]/watch? pave the way Video
v=SpevE_XxwM8 about the history of Algeria and T/L strip
start a discussion about people and civilisations V
who came to Algeria and left their mark . (pps
A
complete the time line by choosing one of the
following words)

w/board
(French - Roman – Turkish)

V/A/
T/
42 BC 1518 1830 today
…………. …………… ……

Pre read The teacher writes 5 or 6 words from the text on

the board and asks his students to work in groups To introduce the
and guess the topic. ( pps can use their key
dictionaries ):
w/board
Example : journey ,Setif , museum , statue ,
market , pretty gardens , boulevards
T/L course
book V/A
T invites his pps to read text 1 page 73 and check
While whether or not their predictions and guesses are
read confirmed .
Teacher invites the learners to read text 1 page
To read and fill in
73 and fill in the bibliographical notes(task 1 page T/L
a bibliographical
73)
notes
T asks his pps to work with their partners to check
their answers and correct each other. L/L
To read and

[Link]
 interpret a text in
T invites his learners to read the text again and terms of lexis and
answer the questions ( task 2 page 73) T asks T/L comprehension
his pps to work with their partners to check L/L
their answers and correct each other.
Task 3 :
I find in the text words that are closest in
meaning to the following:
w/board
Trip =…………..
Also known as =………………….

I find in the text words that are opposite in

meaning to the following: many
≠………………………….
Uninteresting≠……………………………

To recall and
After the students have read the text, T asks them
L/L identify the main
to work in small groups to brainstorm as many
Post read information in
facts about Setif as they can in a limited time.
The group that can recall the most is the winner. the text

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I read and do 2 Language Framework: PDP
focus : language learning.

Learning Objective (s): by the end of this l esson my learners will be able to read a text and gather information
about Constantine in the past .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/pictures
Target structure: simple past / made of
Cross Curricular Competencies Core values

Valuing the past to build better future for the one’s community.
 Intel: He can understand and interpret non-verbal
messages.
 Meth: He can work in pairs or in small groups. Valuing and sharing national cultural diversity with its
He can evaluate his peer. regional cultural differences.
 Com : he can develop effective reading strategies Valuing travelling as a source for knowledge and
 Per and soc: He can socialize through oral learning
/written exchanges

Time Framework Procedure Focus Aims Material Vakt

[Link]
 Warm up After greeting his pps the teacher pins three or To brainstorm
four pictures of some Algerian towns or districts T/L ideas about life in
taken in the past ( example : Casbah , cities in the past Pictures
Constantine , Ghardaia) and invites the learners V/A
to answer the following questions : Do you
know these cities (or districts) Were the streets To introduce the
large or narrow? key words
What clothes did women/men use to wear ,then?
Can you name some handicrafts people used to do
at that period of time ?

The teacher writes on the board the word

Pre read “Constantine” and invites his learners to pool
To prepare the Ls
what they know about this city and share their
for the reading W
knowledge in the target language or L1 and the
teacher helps them to find the right word in T/L phase Board V/A
English.

While read The teacher invites his learners to read text 2 page
74 and fill in the bibliographical notes(Task
4 page 74) To read and fill in
Teacher invites his learners to read the following Bibliographical
statements and write “True”, “False”, or “Not notes
mentioned” :
1) Constantine is devided into two towns. T/L
2) The streets in Constantine are very large? Course
3) Burnouses and Haiks are very cheap T book
asks his learners to work with their partners to V/a
check their answers and correct each other. T To interpret and W
asks his learners to read the text again and develop Board
answer the questions (task5 page ). reading skills
T/L strategies
V/A

[Link]
 Course
T pins seven or eight pictures. Some of these book
After read should relate to the topic of the text the students
have read. T asks his pps to make small groups L uses the text as
and work together to decide which pictures best T/L a support to V/A/
associate with the reading. T encourages them to interpret pictures W
L/L K
provide reasons for a picture being associated or
Talking about how board
not. After they have finished doing this, each
cities and
group can take it in turns presenting their ideas.
life used to be in
the past .

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME and lifestyles Lesson: I learn to integrate Framework: PPP
Language focus : language
learning.

Learning Objective (s): by the end of this l esson my learners will be able to work in pairs and make a video
interview about Grandparents Day and ac t it out .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/
interpret – produce. /textbooks/KSA table
Target structure: simple past / used to/
daily routine / adverbs of time / dishes/
made of / made in / made with …….
Cross Curricular Competencies Core values

Intel: He can understand and interpret non-verbal Being proud of belonging to Algeria with its varied cultural and
historical heritage .
messages.
Raising teenagers awareness of the importance of the elderly as
The learner can use his critical thinking skills a source of the transmission of valuable cultural and historical
when gathering information for learning and heritage .
research
being proud of his ancestral way of life
He can show creativity when producing written
messages
 Meth: He can work in pairs or in small groups.
He can evaluate his peers.
 Com : He can solve problem situations using a
variety of communication means
 Per and soc: He can socialize through oral
/written exchanges

[Link]
 T. provides his pps with KSA table (page75) T/L To review a
V/A
T invites his learners to review Tasks 5- 12 -15 - White
Practice 22 26 and 28 in I listen and do and my grammar board
tools and my pronunciation tools. L/L and
T asks his pps to follow the interview cards (page To be books
74). autonomous in
The learner can start like this : reinvesting the
Me : I’m going to interview you for my school language learnt
project , grand ma/ grandpa. This video will be
posted on the web on « Grand parents Day » so To produce an
let’s start : interview
When were you born ?

T asks his learners to work with their partners to Involve the

exchange ideas and improve their interview
learners in peer
questions.
assessment
The learners start drafting .
Produce
Teacher helps his learners to find out and L/L
correct typographical errors and mistakes in
grammar, style, and spelling.

Each pairs will act out their interview in front of L/L Share their work
their freinds to be assessed . to be assessed V/A/

[Link]
 K/T

Level :3ms

SEQUENCE :three
Me and my scientific world

[Link]
 Teacher Mr bendoubaba djamel (djamel djamel)
:

The learning objectives

Narrating
Initial situation:We willcelebrate the 16 th of *Describing
April soon .It is the science day in Algeria. Your *Organising/sequencing biographical
teacher of English asked you to write biographical information in chronological order
information about a famous scientist to be *Selecting relevant biographical information
published in your school magazine. *Transferring biographical information from one
format (ID card) to another (plain text with
specific writing rules and mechanics)

[Link]
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: I listen and do Framework: PDP

Learning Objective (s): by the end of this less on my learners will be able transform bibliographical information from an ID
card format to a dialogue format .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards / W. Board/the
– produce. student book /audio file
Target structure: -wh questions
Use simple past to narrate.

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non  Valuing learning and thinking
verbal messages .  Being proud of belonging to Algeria
 Meth: He can use listening strategies.  Valuing hard work and great achievements.
 Com: He can use a role play to communicate  Supporting successful people
appropriately.
 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
 The teacher greets his pps / the pps respond.
T invites his pps to work in pairs and classify the following
inventions Flash
Mobile- Tv- smart shoes- Gps- boats- Bluetooth- memory Brainstorm cards
cards- light bulb- watch- ideas about V/
Warm New inventions Old inventions invention W A/
up board
T/L To
prepare
Pre The teacher writes the key words for the listening file on the the W
listenin board and invites his students to predict and generate complete learner board
statements connecting the words or phrases. Then, the students for the
g
predict how the words relate to the main topic ;
listening
Alzhiemer ‘s disease reasercher phase and The
explain the cours
Dr Bourouis smartshirt patients
key words e
invent book

a/v

Audio
T invites his pps to listen to the audio file and check their file
predictions.

While T : Now, you’re going to listen to the biography of an Algerian To listen and
listenin scientist(researcher) Dr Bourouis and you’re going to fill in ID card
g complete his ID card(page 84) T/L

T invites his pps to listen again and check their answers.

T asks his pps to work with their partners to compare their

TO Cours
encourage e
the L to
work with
his
[Link]

[Link]
 answers and correct each other. partner To book
Post transform an V/
listenin T invites his pps to do task 4 page 85 : L/L information Cours A/
g from an ID e K/T
I play the role of Dr Bourouis and answer my partner’s Card format book
interview questions using the information in the ID card ( task To other
1) formats

I change the role with my partner and act out the dialogue .

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: I listen and do2 Framework: PDP

Learning Objective (s): by the end of this less on my learners will be able transform bibliographical information from an ID
card format to a plain text. .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards / W. Board/the
– produce. student book /audio file
Target structure: -
Use simple past to narrate.

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non  Valuing learning and sciences
verbal messages .  Being proud of belonging to Algeria
 Meth: He can use listening strategies.  Valuing hard work and great achievements.
He can work in pairs or in small groups.  Supporting successful people

 Com: He can write about famous people

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
T greets his pps/ the pps respond.

T shows his pps some logos of the most famous companies Activate the Flash
In the fields of electronics and miniaturisation (T explains the Ls prior cards
word miniaturisation ) and starts a short discussion about knowledge V/
Warm what do these companies produce for us. A/
up to
T/L involve the The
L cours
e
book
To prepare
the learner
for the
listening
Pre phase and
listening
explain the
key words
Audio a/v
T invents his pps to work in small groups to match pictures to file
their appropriate names.(Task11 P87)

T : Now, you are going to listen to an Algerian scientist and

inventor Professor Belgacem Haba. He is interviewed by Dr.
Riyadh Baghdadi .Professor Belkacem Haba is an Algerian
researcher in the Computer Science and Artificial Intelligence

[Link]
 Laboratory at MIT (Massachusetts Institute of Technology),
USA . T/L
1st listening : To listen and
You listen to the interview part 1 and complete his ID. fill in ID card Cours
While e
listening book

Family name : Haba r

First name : Belgacem

Date of birth :

Place of birth:.

Nationality ;

High school :

Undergraduate studies:
University ; …………………. Field;………………

Post graduate studies :

University ;…………………… country :………………
Degree 1;……………………….. field ;……………………..
Degree 2 :………………………. Field :……………………

After graduating

Job ;……………………… company :……………………

Field :…………………………………….

2nd listening :
You listen again to the interview part 1 , you check your TO encourage
answers then you work with your partner and correct the L to work
each other. T/ with his
The 3rd listening partner
You Listen to the interview part 1 again and complete
the bubbles page 85. The 4th listening
You listen to part 3 and do task 8 page86. To listen and
complete
L/L
You use the information in the Id CARD TO complete the
Post To listen and
following biography of Professor Belkacem Haba.
listenin select the
Professor Belkacem Haba is an Algerian
g
…………..and right answer Cours
e
….. ……He was born .in …… in. He went
to………… To transform book
[Link]
 High School in Touggourt before joining the ………. an
of information
Bab Ezzouar in Algiers, where he completed a DES from an ID The
(Diploma of Higher Education) in …………He. did a Card format board
To a plain
master’s degree in applied physics then …… did
text
anothe master’s degree and a PhD in this field. After
graduating from Stanford, He …………….. IBM’s
research labs .

Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel

djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: Framework: PPU
language use

Learning Objective (s): by the end of this less on my learners will be able to talk about past actions using past continuous
tense.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/the student
– produce. book
Target structure: -
Use simple past to narrate.
The past continuous tense
The past continuous and simultaneous actions
The connector while

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non  Valuing learning and sciences
verbal messages .  Being proud of belonging to Algeria
He can deduce meaning from contexts.   Valuing hard work and great achievements.
Meth:  Supporting successful people
He can work in pairs or in small groups.

 Com: He can use role plays to communicate

 Per and soc: He can socialize through oral
exchanges

[Link]
[Link]
 T/L

Practice

,
Sort out two past actions which took short time. ? To elicit the
Did the actions happened at the same time ? Or one rules about
competed action followed an other complete event ? L/L the past
Sort out tow past actions which took long time ? continuous
Did the actions take short time or long time time to happen ?
Did they happen at the same time ? Or one even after an
other ?
How are the actions joind ?
Look at the verbs of these actions and write them on the
board ?
How are they formed ?
T highlights rules
My grammar rules (talking about the past using past
Cours
continuous) page 93 e
Highlights book
Task one : I reorder rules
watching/television/I/ was.. My
/father /chess/playing/wasn’t.
were/ What/ doing/you/ ?
he/studying/Was/ ?
Check and
reinforce
Task /2
I………………………. (try) a call While he…………… calling me.
It ………………………..(not snow) hard While I ………… (drive). We
……………………….(do) our master’s degrees at the same time V/
The Learner
we ……………………..( work). A/
uses what he
learnt to
Use T invites his pps to do Task 6 page 96 write about
I write the correct forms of the verbs and combine the two famous
clauses using the connector while then write a complete people
paragraph about al khawarizmi .

[Link]
Consolidate and reinforce
Task 1 :

Write the correct form of the verb then join each 2 clauses using while..
A) We _____ ________ (to go) to the mall last night.
A) She _____ ________ (to talk) to the police officer
BI _____ ________ (to buy) a new bicycle B) John
_____ ________ (SELL) his .
C) My mom _____ ________ (to rock) the baby to sleep.
C ) She _____ ________ (to sing).

Task 2 :

Put the following sentences in past progressive tense.

1) I watched a movie.
______________________________________________________________________ 2)

Sarah wears jeans.

Task 3

Write questions.
you / watch him – Were you watching him?
1 you / talk
______________________________________________________ 2
they / laugh
______________________________________________________ 3
she / take photos
______________________________________________________ 4
you / shop
______________________________________________________

5 he / run

Task 4

Read the questions you wrote in Task 3 Then

complete the answers.
1 No, I _______________________________________________
2 Yes, they __________________________________________
3 Yes, she ___________________________________________ 4 No, we
____________________________________________
5 Yes, he ____________________________________________

[Link]
Task 5 : Now, work with your partner and make your own sentences using past continous.

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: I pronounce Language Framework: PPU
focus : language learning/use

Learning Objective (s): by the end of this les son my learners will be able to talk about famous people using correct
pronunciation of sounds( f and v)
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/the student book
– produce. /
Target sounds: - /f/ /v/

Cross Curricular Competencies Core values

Intellectual competency:  Valuing learning and sciences

The leaner can interpret and identify sounds
 Valuing hard work and great achievements.
 Supporting successful people
messages
2 Methodological competency:
- He can work in pairs or within the whole class.
He can use strategies for listening and interpreting oral
discourse
- He can assess his peers

[Link] competency:
He can face an audience
4. Personal and social competencies: He socialises
through oral or written exchanges.
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
 T greets his pps / the pps respond.
Warm T invites his pps to say the consonants in English
up T invites his pps to say the alphabets. To pave the Flash
way cards
T invites his pps to find the common sound(repeated V/
sound in the following group .: To introduce A/
present the sounds
a tion T/L
To identify the
Laugh – life- off- physics-
sounds
telephone- cough- father-
Pps : /f/
T : How is written in these words ? W
PPs : gh- f-ff-ph board
T what is the common sound in the following group of
words ?

Invent –discover-travel –verb-of a/v

drive-
Practice
Highlighting
Pps : /v/ rules
T : how is it written ?
Pps : /v/
T : In English, the F and V sounds are often studied shape their
pronunciatio
[Link]

[Link]
 together because they are produced in the same part of the n
mouth.
T/L Cours
T explains the rules (My pronunciation tools page91)
ebook

Familiarize
the learners
with these
L/L sounds

To listen and
Tasks a and b page 91 : I listen and repeat compare
between the
Task 1 page 92 : I listen and tick the correct sound T
sounds
invits his pps to work in pairs, check the pronunciation
tools agai and correct each other.
Check Cours
Task 3 page 93 : I listen and tick the correct
reinforce e
pronunciation of the sounds.
And reinvest book V/
Task 5 page 93 : I listen and write the phonetic symbol /f what they A/
/v/ learnt in a K/T
board
Use T invites his pps to read the text about al farabi aloud . meaningful
Tongue twister relax) text
Five very funny flies in velvet vests flew from France on Friday
evening.

Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel

djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: Framework: PPU
Language focus : language learning

Learning Objective (s): by the end of this les son my learners will be able to make a polite request

[Link]
Targeted competencies: interact – interpret Domain (s): Oral/written/both MaterialsW. Board/the student book
– produce.
Target structure: -
The models can and may
Making requests

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non  Being polite

verbal messages .
 Meth: He can work in pairs or in small groups.

 Com: He can use role plays to communicate.

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
T greets his pps / the pps respond.
Warm
up Dialogue 1 Dialogue 2 Flash
cards
Jack : Jack ; V/
May I use my telephone here? Can I play here? Giving the A/
presenta opportunity
tion T/L to the
Teacher : Mum : learners to
No, but you may use it outside. No, but you can play outside.
guess and
elicit the
new
You may not use it inside.. You can’t play inside.. structure. W
board

T writes on the board the following

Highlighting a/v
rules about
making
Practice
requests

T/L Cours
Check and
ebook
reinforce

[Link]
 What does Jack asking for n dialogue 1 ?
He is talking to whom ?
How does he start his request ?
What does Jack asking for in dialogue 2 ?
To whom is he talking ?
How does he start his request ?
T : highlights rules about making equests using can and
may
( grammar tools page 94).
Task 1 (Task 8 page 97) I read the situations and tick the
right answer.
T ; you work with your partners. You read the grammar
tools again and correct each other.

Task 2 : (task 9 page97) I read each situation and write Reinvest Cours
the appropriate request. what they e
learnt to act book
T : consider one of the following situation .Discuss it L/L out a role
with your partner and act it out in front of your play about board
classmates : making V/
requests A/
Ask your friend to open the window.
Ask some one to help you. K/T
Ask your brother to show you a place Ask
Use
some one to show you the way.
Ask your siter to give your her dictionanry.

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: I listen and do Framework: PDP
Language focus : language use

Learning Objective (s): by the end of this les son my learners will be able to organise biographical information in
chronological order.
The pp will be able to ask and answer que stions about famous people.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards / W. Board/the
– produce. student book /audio file
Target structure: -
Use simple past to narrate.

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non  Valuing learning and sciences
verbal messages .  Being proud of belonging to Algeria
 Meth: He can use listening strategies.  Valuing hard work and great achievements.
He can work in pairs or in small groups.  Supporting successful people

 Com: He can write about famous people.

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
T greets his pps / the pps respond.
Warm The teacher creates a short discussion about the most
up Pre famous Algerian . Maghrebin and Muslim scientists and Activate the Flash
listening their domains.( teacher may well presents and explains the Ls prior cards
key words ) knowledge V/
A/
T ; Today we are going to talk about an eminent
Maghrebin scholar who is called Ibn khaldoun. T/L
The 1st listening : To prepare
T : Now , you are going to listen to your history teacher the learner
(part 1)talking about this great man and complete the for the
missing date (Task 17 page89). listening Audio
The 2nd listening : phase and file
You listen again and you check your answers. explain the
key words
You work with your partner . you compare your answers
And you correct each other.
While The 3rd listening
listening You listen to your history teacher part two and complete a/v
the missing date.
You work with your partner, you compare your answers
and correct each other. Involve PPs in
peer

[Link]
 T ; Your partner plays the role of the history teacher . correction
You listen to his/her questions then you answer him/her
using the time tables in the time table( parts A and B).
T/L
Cours
e book

To listen and
complete
V/
A/
L/L The learner K/T
reinvests a
time table
To ask and
Post answer
listenin questions
g

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: Framework: PPU
Language focus : language learning

Learning Objective (s): by the end of this les son my learners will be able to talk about famous people achievements
using relative pronouns who and which .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards / W. Board/the
– produce. student book /audio file
Target structure: -
Relative pronouns : who /which

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non  Valuing learning and sciences
verbal messages .  Valuing hard work and great achievements.
 Meth: He can work in pairs or in small groups.  Supporting successful people

 Com: He can write about famous people.

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
 T greets his pps / the pps respond.
Warm T shows his pps flash cards of some scientists and asks them
up What do these great men do for the humanity ? T writes on Activate the Flash
the board the following sentences and ask questions. Ls prior cards
A) Einstein is the scientist who developed a lot knowledge V/
of theories. A/
present
B) This is the book which I read last summer. T/L
a tion
Giving the
opportunity
T reads the first sentence aloud and asks students what the
to the
pronoun who refers to ?
learners to
T reads the second sentence aloud and asks students what
guess and W
the pronoun which refers to ?
elicit the board
T highlights rules about relative pronouns Who new
and which are relative pronouns. structure.

Who refers to people and which refers to objects and

animals.
a/v
I use relative pronouns to combine clauses without
Practice
repeating information. Highlighting
rules about
Example : relative
pronouns
Clause 1 : Einstein is a scientist.

Clause 2 : Einstein devloped a lot of theories.

T/L Cours
Combined : Einstein is the scientist who developed ebook
a lot of theories.

[Link]

[Link]
 Task 11page 98 Check and
I fill inthe gap with the appropriate relative pronouns : who reinforce
or which.
I work with my partner .We read my grammar tools 2 again L/L
and check our answers.
Task 12 page 98 : I join each pair of sentences using the
appropriate relative pronoun. Reinvest
Task 13 page 98 : I spot the mistake and correct it . what they
learnt to talk Cours
about e V/
T ; work in groups of four .Read the grammar tools part 2 famous
Use book A/
again .write one sentence about a famous person you people K/T
know using a relative pronoun as we did in the task 13 achievement board
page98.

3ms sequence 3 I read and do

Text 1 Text 2

[Link]
 Ibn Sina was born in
Al-Ḥasan ibn al-Ḥaytham was born in 980 in Central Asia. As a young
965, in Basra, Iraq .He was an Arab boy, he learnt the Koran by
physicist , mathematician, and heart thanks to his father who
astronomer. gave him a good education.
Ibn al-Ḥaytham did many works in the At about 13 of age ,he
field of optics , astronomy, mathematics , studied medicine with
meteorology, visual perception and the scientific method. a
Ibn al-Haytham wrote “The Book of Optics” ,which is number of teachers. He also dedicated much of
survived in Latin edition, and explained how light enters the
his time to the study of physics, natural sciences
eye. He was the first to study the phenomenon of the
and Arabic .
pinhole camera .He worked out and set a camera obscura
(from the arab word gamara) hundreds of years ago, Before he was 20, Ibn Sina was a
before the modern development of photography as we well-known doctor. One of his patients was the
know it. Al hasan showed through experiment that light Sultan of Bukhara. He treated him for a serious
travels in straight [Link] studied the process of sight, the disease. When he was cured, the grateful Sultan
structure of the eye and the image formation in the eye.. He allowed Ibn Sina to use his private library in the
died in 1040 . [Link] Sina improved his knowledge of
[Link] medicine by reading books written by the
ham
Greeck, the Chinese, the Arab doctors and
philosophers. He wrote one of the most significant
book in the history of medicine called "Canon of
Medicine" which was printed in Europe at least 60
times between 1516 and 1574 and studied in
many universities around the world.
He died at the age 51
[Link]

Figure 2
Figure 1

By djamel djamel

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY scientific world Lesson: I read and do language Framework: PDP
use

Learning Objective (s): by the end of this less on my learners will be able to read texts about famous people and gather
information.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ free texts
produce.
Target structure: -
Simple past . simple present . relative
pronouns.

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non  Valuing learning and thinking
verbal messages .  Being proud of belonging to Algeria
 Meth:  Valuing hard work and great achievements.
He can work in pairs or in small groups.  Supporting successful people

 Com: He can use information and communication

technology such as blogs, website pages, forums of
discussion, to interact with learners of other cultures
 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
T greets his pps .the pps respond.
Warm T helps the learners to remember the Algerian , Maghrebin
up and Muslim scientists they talked about before. T gives his Refresh prior
pps the printed texts. knowledge
and pave the Hand V/
Pre read What does figure 1 represent ? What way out A/
does it look like ?
T tries to introduce the key words which may hamper the pps T/L
understanding for the texts like :: pinehole –light . optics To introduce
the topic and
What does figure 2 represent ?
the key
Guess what are the 2 texts about ?
lexical items
T invites his pps to read the texts 1 and 2and do the following
tas
k
While To interpret
read Text Text different
1 2 texts in a/v
Tiltle Source terms of
lexis
Type of comprehensi W

[Link]
 documents on board
- Blog page
- Excerpt
from a book
- Press
article

T/L

Task 2 :
Read t he texts 1 and 2 and answer the questions

1- How many paragraphs in each text

2- ?
3- Which topics do the texts 1 and 2 discuss ? L/L
What or who the underlined words in the 2 texts
4- refer
5- to ?
Is the word camera of English origin ?
Suggest titles to the
texts. W
The learner board
T : Work in pairs read the text again, check your answers and uses his
correct each other. critical
Task 3 Read the texts and complete the thinking and
table . gives his
Names Date Place Date Thei opinion V/
Post of of of r A/
read birth birth death achievem K/T
ents

Tinvites his pps to work in small groups and discuss th

e
following points :
Do you think what these great men did was important ?
Why ?

Level :3ms

[Link]
 SEQUENCE :four
Me And My Environment

The learning objectives

*Expressing obligation
*Expressing prohibition
*Makingrecommendations
Comparing and *evaluating

by Mr djamel The communicative tasks

-table completion
Role plays
Initial situation -forums/blogs
As a member of Greenpeace organization , you -duscussion
want to protect the environment where you live. Making posters
Prepare a short article to be
Charters
published in social networks. Make people in
your city aware about the causes and bad effects
Collage
of pollution. Suggest some solutions.

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Session ; initial situation Framework: PDP

Learning Objective By the end of the session, the learners will be able to ;A)interact orally to suggest solutions to solve a
given problem situation.
b) To be familiar with the topics of the new s equence.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ flash cards
– produce.
lexis : Some lexis related to the
environment: -

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non  Valuing work in groups.
verbal messages .  Meth:  Valuing good attitudes towards the environment
He can work in groups.
 Com: He can lead a discussion
He can communicate appropriately he
can generate solutions to a problem
 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Fo Aims Mater Va
m work c ial kt
e us
 T greets his pps .The pps respond.
Warm
up The teacher shows his pps some pictures ( or powerpoint Brainstormi
file) and starts a short discussion ( to lead them to the n g ideas
Pre situation) .Example : about the flash V/
Task What is the man doing ? Where is he ? Is it a good thing ? look at this environment cards A/
animal ? Do you know its name ? what happened to his corn ?
What about pic3 ? And what about pic4 ? T/L

a/v
flash
card

lead the pps W

Discuss in pairs what are these people doing ? What do they wear ? to board
Who are they? understand
the situation

T/L

[Link]

[Link]
[Link]
 SUGGESTION
The teacher provides his pps with some useful sites to check and
get some ideas during learning this sequence :
[Link]
[Link]
ettechnologie3/36-man-and-the-biosphere-programme-mab-of-
the-unesco [Link]
[Link]/.../projects/EndangeredAnimals
.ppt..

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson: I listen and do language Framework: PDP
use

Learning Objective (s): by the end of this lesso n my learners will be able to listen to a text and do tasks and use some lexis
related to the environment and Algerian faun a and flora
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ s books/ audio
– produce. file
Target structure: -
simple present – adverbs of location

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non Being proud of belonging to Algeria 
verbal messages . Valuing the wonderful Algerian heritage.
 Meth:  Being proud of the national heritage.
He can work in pairs or in small groups.  Valuing good attitudes towards the environment

 Com: He can lead a discussion

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
T greets his pps .The pps respond.
Warm T :Who can draw the map of Algeria on the board in a perfect
up way? Refresh prior
What do you know about it?( location , area, population, knowledge
wilayas ,neighbours) and pave the w V/
Pre Which animals do they live here? way board A/
listen What about the plants and the trees which grow here? Can
you name some of them? T/L

The teacher pins on the board a picture of anational park and

asks;
What is this? Why Algeria built these kind of parks?
Do you know other parks?
Through guiding questions the teacher explains the key
words biodiversity- landscape- ecological-
mountainous,…….

a/v
flash
To introduce card
the topic and
the key W

[Link]
 lexical items board

T/L

the pps listen

While and tick the

The 1st listening :

listen The teacher invites his pps to listen to the UNESCO name they
representative speaking on BBC radio about biodiversity in hear
Algeria, and tick the box next to the name of each national
park they hear. The 2nd listening : the pps listen again and
complete the information in the fact file(Task 3 page113 L/L to listen and
complete S
The 3rd listening books
The pps listen again to the UNISCO representative part 1 and to encourage
check their answers .Then they WORK WITH their peer
[Link] work together . Compare their answers and correction
correct each other.

The 4th listening T he teacher invites his pps to listen to the

UNESCO representative part 2 and do task 6 page 114
V/
for further
The teacher invites his pps to work in pairs compare their A/
comprehensi
answers and correct each other. on of the K/T
listening
Discussion – Ask students to work in small groups to compose 2
phase
post discussion questions based on the topics that came up during the W
listen listening. board

[Link]
Listening scripts : 3ms sequence 4 I listen and do 2

Tasks 27 and 28: Eco-Schools (Part 1) “Eco-Schools” is an international programme that has involved
millions of schoolchildrenin environmental issues around the world for more than twenty years. I listen to
the BBCinterview of the UK Eco-School representative.
BBC Journalist: Thank you for sparing some of your time for this interview. My first question
is: What is litter ?

UK Eco-School representative: Litter can be described as „rubbish that is in the wrong

place‟. It can be food, chewing gum, sweetie papers, syringes, crisp packets, plastic bags
or banana skins – in fact, any item left by a person that should not be there. Natural
matter, such as leaves that have fallen from trees, are not classed as litter. Litter can take
a very long time to degrade (rot away), or may never degrade at all. It is dangerous to
people and wildlife – it is a form of pollution

Tasks 31, 32, 33 and 34: Eco-Schools (Part 3)

BBC Journalist: How can litter be dangerous to wildlife?
UK Eco-School representative: Well, we have found animals killed by eating plastic. Many of them are
trapped inside cans, bottles and plastic bags. Some are poisoned by cigarette butts. Food containers, like
crisp packets and plastic bags, can beblown out to sea by the wind. Fish and sea birds will eat them,
thinking they are [Link] estimate that a million birds and 100,000 marine mammals and turtles die
every year from eating plastics.
BBC Journalist: Are there other problems that litter can cause?
UK Eco-School representative: Firstly, fires can be caused by the careless discarding of matches
and cigarettes, or by the sun being magnified through the glass of a bottle. So, this can lead to forest
fires that will destroy both plant and animal habitats. Secondly, food litter attracts rats and other
animmals and insects, which will spread disease among people and other animals. There is now the
same number of rats as people in the UK!

Tasks 35, 36, 37, 38, 39 and 40: Eco-Schools (Part 4)

BBC Journalist: How can schools participate in solving this problem?
UK Eco-School representative: Here are a few recommendations that any schoolchild
can follow. First of all, the three “Rs”: REDUCE the amount of litter you create by buying
items with less packaging; REUSE whatever you can by buying durable, reusable items
not disposable ones, such as paper plates and cups; RECYCLE by buying goods with
packaging that can be easily recycled. Second, don‟t litter; put your rubbish in a bin; if
there isn‟t one near, put it in your pocket until you find one or take it home. Third, use
reusable bags (“bags for life”); don‟t use plastic ones. Fourth, organize “litter patrols” at
school: each class should take it in turn to pick up litter on the school grounds throughout
the week. Fifth, classes can put up posters or make a display on the notice board to remind
everyone of the dangers and damage that litter can cause to the environment in general.
Finally, schoolchildren should raise awareness of this litter problem among their
community by talking about its causes and dangers to their friends outside school, their
family and relatives, and also to their neighbours in the place where they live, whether in
towns or in villages.

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson: I listen and do language Framework: PDP
use

Learning Objective (s): After completing this l esson, pupils will have discussed, explored and reflected on the causes and
effects the problem of litter in their communit y. And give solution to this problem
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ s books/ audio
– produce. file/ flash cards
Target LEXIS: - lexis related to litter and
pollution ( causes and effects)

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non  Valuing a clean and healthy environment
verbal messages .  Raising teenagers awareness of environmental
 Meth: issues and seeking a change in their attitudes.
He can work in pairs or in small groups.

 Com: He can lead a discussion

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

[Link]
 T greets his pps .The pps respond.
brain T shows students some images of litter in the environment and invites
storm them to discuss the following points :(Teacher elicits
some key
words : rubbish , litter , syringes,food cantainers , plastic
bags , pollution, fire , rats , trap insects, discarding flash V/
Pre …….degrade, rot away.. cards A/
listen
T/L
TO INVOLVE
EVERY ONE

To introduce
the topic and
the key
lexical items

a/v
flash
card

W
board

T/L

While
listen

[Link]
 1-Have you seen litter in your neighbourhood ?
2-Is it a problem ?
3-Which objects can we find in a litter?
4-What types of litter have harmful effects (dangerous) ? L/L

5- What are the causes of litter?

6- Can litter cause sicknesses ?How ?
7- Can litter cause fire ? How ?
8- What can you understand by this word :
“EcoSchools” ?

The 1st listening :

“Eco-Schools” is an international programme that has V/

involved millions of school children in environmental A/
issues around the world for more than twenty years. I
listen to the BBCinterview of the UK Eco-School
representative part 1 and do task 27 page120. The 2nd
listening : ( conversation part 1) the pps listen S
T invites his pps to listen again to the interview , work in and tick the books
pairs, check their answers and correct each other. The 3rd information
listening : T invites his pps to listen to part 3 of the given to listen
conversation and do task 31 page121 and
complete
The 3rd listening the teacher invites his pps to listen to the
conversation part3 and do task 33 page121 to encourage
The 4th listening : The teacher invites his pps to listen peer
again , work in pairs , check their answers and correct correction
each other.
to listen and
Whole class discussion : write true or
post Is littering a bad behaviour ? And now, after listening to false
listen this conversation , will you litter ? why ? W
As a pupil , do you feel concerned ? do you feel that you board
can change this situation ? for further
comprehensi
? on of the
listening
phase

[Link]
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

Warm T greets his pps/ pps respond

up Lead in To involve
•ƒHas anyone ever littered at school? every one
•ƒWhy did you litter? and pave the w V/
Pre •ƒHas anyone seen someone littering? way board A/
listen What did they do?
•ƒWhy do you think pps did this? T/L
Have you ever run a litter patrol or a litter compaign ? To introduce
While Discuss in groups how can we reduce the amount of litter you the key
liste create ? ( T elicits the key words of the listening phase ; lexical items
reduce , reuse, recycle, bin,garbage , litter patrol ………..)
the pps listen
The 1st listening and tick the
T invites his pps to listen to the conversation part 4 and do : recommenda
Task 37 page 122 : I listen and number the recomendations tion they
given below, following the order mentionned by the hear
interviewee . one of these recomendations is missing. The
2nd listening :I listen again , I work with my partner , we to listen and a/v
check our answers and we correct each other. flash
complete
The 3rd listening : The teacher invites his pps to listen again to card
the conversation part 4 and fill in the gap with the right word the pps use
post they hear (Task 39 page 122). W
what he
listen learnt to S
Your friend tells you that littering is not a problem .And we solve a books V/
can’t reduce the amount of litter . L/L A/
problem
Is he right ? what can you tell him ? ( group work) K/T

[Link]
 Tutorial session

Objective : A) My pps will be able to use dictionaries to look up the meaning of an English word in a
correct way.

b) Use some topical Lexis related to litter and environment.

Task one : Task 22 pahe 138 I match each word with its definition adapted from oxford defintion
( group work).

Task 2: We use these words in examples Task

3 ; Task 23 page 139 .

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson: I listen and do (2) language Framework: PDP
use

Learning Objective (s): by the end of this lesso n my learners will be able to identify some endangered animals in Algeria and
make a poster to save them .
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ power point file/
produce. Target lexis book
lexis related to

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non Being proud of belonging to Algeria 
verbal messages . Valuing the wonderful Algerian heritage.
 Meth:  Being proud of the national heritage.
He can work in pairs or in small groups.  Valuing good attitudes towards the environment

 Com: He can lead a discussion

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
T greets his pps .The pps respond.
Warm
up Think , pair and share : A lot of animals ( fauna) and plants ( flora) are Refresh prior
endangered or went extinct .Why? Brainstorm
knowledge
and pave the flash V/
way cards A/
The teacher uses the following powerpoint file to explain the keywords in
pre the listening script :
listening [Link] T/L
To introduce
the topic and
while The listening script the key
The IUCN representative talking to Algerian journalists lexical items
listening about protected animal and plant species in Algeria

Many Algerian plants, trees and animals have been inscribed on the
red list of our organization – the International Union for Conservation
of Nature (IUCN) – as vulnerableor endangered species. Therefore, the
country’s environmental authorities and Algerian people themselves
must protect all these [Link] Atlas cedar has been registered as
an endangered species on the IUCN red list since2013. Barbary sheep
a/v
has been listed as a vulnerable species on the same list since
[Link] macaques have been inscribed on the IUCN red list of W
endangered species since 2008. The Algerian nuthatch has been board
classified as an endangered species since [Link] gazelles have
been considered as vulnerable species since 1988, and Cuvier’sones
since 2016. The Saharan cheetah, which lives in the Hoggar Mountains,
[Link]
 has not been evaluated and classified but it is considered as a rare
species. The Atlas or Barbary lion became extinct in the wild around
1942 but there are some descendants still living in captivity in many
zoos around the world.
T/L to listen and
The 1st listening : and do tasks

The teacher invites his pps to listen to the IUCN

While representative talking to Algerian journalists about
listen protectedanimal and plant species in Algeria, and
complete the fact file (Task 16 page 117)
The 2nd listening L/L
The teacher invites his pps to listen again , check their answers
then work with their partners to correct each other. T invites
his pps to do Task 19 page 119

post
listen Group work : Discuss in groups and answer ( oral) for further
Animals are classified into levels of vulnerability by IUCN. What are these? comprehensi
Do you know any other animals that are extinct, endangered,vulnerable on of the
or rare?
listening
Tell the class about one.
phase . the V/
Choose an animal as a symbol and create a poster with one of these
slogans : ppsmake a A/
a) Help this animal to survive poster about K/T
b) Save it . an
c) Proect it . endangered
d) SOS animal

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba
djamel djamel djamel
Sequence: 4 ME AND MY Lesson: language Framework: PPU
Environment learning /use

Learning Objective (s): by the end of this lesso n my learners will be able to talk about their present activities using
present perfect
Targeted competencies: interact – Domain (s): Materials: / W. Board/Sbook/
interpret – produce. Oral/written/both listening file / list of irregular
Target language : present perfect/ verbs
since / for/ how long/ past participle

Cross Curricular Competencies Core values

1. Intellectual competency: Being proud of belonging to Algeria 

 The learner can use his critical thinking skills Valuing the wonderful Algerian heritage.
when eliciting the new target structure.  Being proud of the national heritage.
 He can understand and interpret verbal and  Valuing good attitudes towards the
non-verbal messages environment

2 Methodological competency:
- He can work in pairs or within the whole class.

[Link] competency:
He can talk about his present activities.

4. Personal and social competencies:

He socialises through oral or written exchanges
T F Procedure F Aims M V
m r a k
a t
m e
e r
w
o i
r a
k l
 T greets his pps .The pps respond.
W
a Set up
a good
r Hi! My name is Sami. I’m a member of SOSwildlife
climate V
m organization . I have joined this organization since /Review a A
2013. We have saved so many endangered animals the use
u and vulnerable plants .My father has been an ecologist T of the
l
for 25 years . Wildlife has always had a special place in simple
p i
my life. . past
s
How long has sami joined this organization ? ( T uses
t
To
gestures) Is he still a member ? e
introdu
How long has his father been an n
ecologist ? Is he still an ecologist ? ce the
i
T : So, in this text, Sami tells us about some of the things target
n
He and his father started in the past and They are still langua
doing in the present. Listen again to Sami and find the g a
ge in a
p missing words.
contex f
r We ……. ……… so many endangered animals and
t i
e vulnerable plant. T : saving animals happened in the
s past but it is connected to the present l
e T invites his pps to analyse the sentence e
n
t We have saved so many endangered animals and
T
a vulnerable plants
ti | | |
o S a
n ux pp
have
T p
resents
the rules
( form
and
meaning
) of the Giving
present the
perfect ) opportu
nity to W
To talk about something started in the past and continue the
to the present ,I use the present perfect : ‘have/has + past learners b
partciple’ Affirmative ; I have had a pet. to o
Negative form : I haven’t seen Ahmed. guess a
and r
d

[Link]

[Link]
 Interrogative form : Have you bought a new book ? elicit the new
Yes ,I have/ No, I haven’t structure
Wh- questions
What have you done?
highlighting BB
practice Task one ; Put the words in the right order. rules of
present
1- I/homework/finished/ haven’t/my T/L perfect
2- He/home/gone/has/ highlighting
3- The train/the station/left/has rules of
Task two : I CORRECT THE present
VERBS
perfect BB
The vet (cure) _______
________ the sick dog.
The police (arrest) _______ Complete the table with the past
________ two men for illigal
hunting. To check how
_______ ________ you well the
learners have BB
(finish) ? Task 4: I CHECK
grasped the list of
THE LIST and participle
meaning and
irregu
Verb Past participle the use of the
lar
new structure
1 do Verb Past partici verbs
ple
V/
2 live 6 eat
A/
the pps use
K/T
3 give 7 ask what they
learnt to talk
use
4 write 8 wear about their
present
5- be ……………………. 9 buy activites
r
Students are encouraged to describe actions that they ( or
thei families) have started in the past and they are still doing time
in the present. It could be about their present interests,
studies, free activities,….etc. Then, students will be invited to
share these actions with their classmates .

[Link]
 Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
T greets his pps .The pps respond.
Warm A quick review of the last lesson( present perfect) reinforce and
up T invites his pps to consider the following sentences a)I pave the way
have joined this organization since 2013 To introduce the
presenta
target
tion b) My father has been an ecologist for 25 years. board V/
language in a
T : How long has Salim joined the SOS organization ?
context A/
How long has his father been an ecologist ?
Giving the
opportunity to the
T/L s
T : explains the use of since and for with present perfect ( student learners to guess
book b pages 130 /131)
and elicit the new books
structure
highlighting rules
Task one : ( task 16 page 136) of present perfect
with since and for
I write the appropriate heading for each column since or for to check and
practice
reinforce
Task two Task 17 page 136
I fill in each gap with since or for
Task three ; ( Task 18 page 136) I ask questions on the underlined
words in Task 17 using ‘ how long ‘ as in the following example .

use T/L the pps use

a/v
what they
Students are encouraged to work in pairs , prepare ( 03 questions )
with how long and invite their partners to answer them using since learnt to ask
and for . and answer
Example : about their
How long have you been able to ride a bicycle ? presentactivi
How long have you lived in Relizane ? V/
ties
How long have you been a a student here ? A/
How long have you practiced sport ? K/T
How long have your parent been married T/L

[Link]
Tutorial session Present perfect worksheet by djamel djamel

Present perfect :(has/have + past participle): For something which happened in the past, but we

don’t knnow exactly when, and for something which happened in the past but which is connected to the
present

Affirmative Negative

I have/’ve bought a new book. I have not/haven’t bought a new book.

He/She/It has/’s finished. He/She/It has not/hasn’t finished.
You/We/They have/’ve made efforts. You/We/They have not/haven’t made efforts

Questions Short answers

Have you bought a new book? Yes, I have. / No, I haven’t.
Has he/she/it helped you ? Yes, he/she/it has. / No, he/she/it hasn’t.

Have you/we/they listened to you ? Yes, I/you/we/they have. / No, I/you/we/they haven’t.

Wh- questions

what have you done? What has happened?

Where have they gone?

Present perfect and past simple

I've had a car for two years. (= You had it two years ago and still have it now.)

I had a car. (= You don't have it now.)

Task 1 : I make present perfect sentences

[Link]
 I / send/ him an invitation

Karim/reorder/the sentences

The pupils /buy/a gift

I/be/ a teacher for a long time

TASK 2 : I match

1 Why didn’t you call me today? a Me. I’ve been in the kitchen all day!

2 Where has Tom put the dictionary? b Well, I’ve corrected the mistakes
3 What have you done? c At eight o’clock this morning. I’ve been here all day
4 Who made all this food? d Not yet .

5 have you bought a school bag ? e) Sorry, I’ve been very busy.

6 When did you get here, Sarah? F) He left it on the table

Task 3: I Complete the table with the past participle

Verb Past participle

1 have Verb Past partici

ple
2 turn 6 drink

3 sell 7 ask

4 dance 8 wear

5- be ……………………. 9 answer

Time expressions for the present perfect

Position Example
for before a time period He hasn't been a teacher for years.
(a year, three days, two hours)
since before a point in time I have been abroad since 2003.
(2010, 5 o’clock, this morning)
How long…? at the beginning of a question How long have you known Paul?

Task 2 : Complete what Hamid says. Use the PastParticipleT and for or since.

a) I’m from Algeria, but I live in London now. I ____________ (live) here _________1992.
b) I’m a journalist. I work for a sports magazine in London. I ___________(work) there _________ two years.
c) I’m married. My wife’s name is [Link] _____________(be) married _________1993.
d) She works in a bank. SHe ___________(work) there _________ three years.

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson I practice Lesson Framework: PPU
focus: language
learning/use

Learning Objective (s): by the end of this lesso n my learners will identify the keys to protect the environment ,express strong
obligation and prohibition using must and mustn’t and mild obligation using should and shouldn’t
Target competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ free texts/Sbook
produce.
Target structure: -
Must / mustn’t / should /shouldn’t

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non Valuing a clean and healthy environment
verbal messages . Raising teenagers awareness of environmental
 Meth: issues and seeking a change in their attitudes
He can work in pairs or in small groups.

 Com: He can make a charter

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

[Link]
 T greets his pps .The pps respond.
Warm l A lot of animals ( fauna) and plants ( flora) are endangered or went
extinct .Why? Brainstorm Refresh prior
up
the teacher invites his pps to listen to the following
knowledge
short text and do task one
and pave the w V/
“Hello to you all! My name is Djamel Salem. I am an
way board A/
ecologist and I work to save the endangered species,
Presenta that „s animals which are disappearing from our
tion T/L
country Algeria , because of the illegal hunting and
the destruction of their habitat . We are all concerned. To introduce
The Algerian authorities must put an end to this the target
problem. People should be ready to help these structure in a
animals to survive.” Task one : context
Listen and answer these questions
1- Is Mr Djamel Salem a teacher? Giving the
2- Why are animals disappearing ? opportunity
Listen again and find the missing words in the
to
following sentences. Free
the learners
to text
The Algerian authorities ………. put an end to this
a/v
problem. People …………….. be ready to help guess and
these animals . T : Which sentence represents a elicit
strong obligation to save these animals? W
the new
T invites his pps to analyse these sentences. board
The Algerian authorities must put an end to this problem.
structure
| | | highlighting
subject + modal + verb rules
( strong obligation)
Strong and
mild
T/L obligation

[Link]
 People should be ready to help these animals. Highlighting
| | |
L/L rules (must/
subject modal verb ( infinitive wihout to)
(mild obligation) should)
S
Grammar tools : books
The teacher explains rules ( page 129)

Task 1 page 133: I match each sign with its corresponding text Check and
Practice . reinforce
Task 2page 133 :What do all the preceding signs (task 1)
express ?I tick the box next to the right answer.
obligation or prohibition
Task 3 page 133 : I rewrite each of the preceding text (Task1 )
using mustn’t or shouldn’t as in the example.

Task 4 page W
READ THE SENTENCES AND WRITE SHOULD OR SHOULDN’T board

Use
1-WE …………………..TAKE CARE OF THE ENVIRONMENT
2-WE ………………..USE PLASTIC BAGS
4-WE ………………….PAPER BAGS 5-WE The pps use
…………………USE RECYCLED PAPER what they
6-We …….stop testing medicine on animals - learnt to show
the others
Group work how can we
A- Write five keys ( The most important ones in your make our
opinion) to make our environment gets better. Use environment V/
must , mustn’t , should and shouldn’t starting like this feel better A/
: K/T
To live in a better environment , people ……………….. B-
Read them in a front of your classmates

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson : I practice Framework: Ppu
Lesson focus: languagelearning /
use

Learning Objective (s): by the end of this lesso n my learners will able to give recommendations and make a school ecocharter
using imperative.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/Sbook
produce.
Target structure: - imperative

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non Valuing a clean and healthy environment
verbal messages . Raising teenagers awareness of environmental
 Meth: issues and seeking a change in their attitudes
He can work in pairs or in small groups.

 Com: He can make a charter

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

Warm

[Link]
 up Teacher greets his pps / the pps respond Refresh prior
knowledge
A quick review to connect the previous lesson with the and pave the w V/
current one by asking some questions : way board A/
What should people do to live in a healthy environment ?
What must they do to help animals , plants and trees live T/L
longer ?

Teacher shows his pps some signs to elicit some To elicit some
recommendations lexical and
structural
keys

Presenta Flash
tion cards
a/v

T/L

[Link]
 You must slow down Giving the
You mustn’t throw butts in the rubbish (or litter)bin . opportunity to
the learners to
T : What do these sentences express ? guess and elicit
PPS : recommendations , advice , obligations. the new
structure
T : consider the following sentences .
Practic
e -Slow down.
- Don’t throw butts here .
T : What do they express ?
T : How do they start ?
T : How to call this mode .
Teacher elicits and highlights rules (see grammar tools 2
page130)
Task one :((TASK 12 PAGE 135) : highlighting
I rewrite each of the following sentences using imperative. rules
giving advice Sbook
The first one is given. and
T invites his pps to work in pairs , read my grammar recommendati
tools again and check their answers then correct each ons using
other. imperative

Task two : I rewrite each of the following texts using

imperative (The texts mentioned in Task 1 page 130). to check and
onsolidate
Task three :( Task 13 page 135).
The Teacher invites his pps to work in small groups to write
five recommendations using imperative that will be included The pps
in my school eco charter. reinvest what
they learnt to
DO s DONT’ s
make school
Use eco- charter

[Link]
LEVEL : 3ms

Project : 03

Teacher : Mr B .Djamel

Sequence : 04 Me And My Environment

Tutorial session

Objective : My pps will use what they learnt before to work in groups to make an Environment Day poster .

Material : scissors , pencils, colouring pencils , markers,colouring sheets ;glue………….. Learning

style : VAKT

Steps :

Before poster :

- The teacher presents the task : It is “ The environment Day” in Algeria. To celebrate the event , your teacher of English
asked you to make a poster about protecting the environment and reducing litter to make your school mates aware of the causes
and the effects of the problem. The best posters will be displayed on the walls

- The teacher gives some recommendations about how to make a poster.

The teacher can help to get things started by using the board to elicit some ideas of what we can do to
make the environment looks better.
Discuss the poster deseign : Which illustration can we use ? Which slogan can we write ?
The teacher may suggest some slogans : eg , Help me . Put your rubbish here. Don’t kill me . …..

Presentation :

The pps present their posters to the classroom before they are displayed on the walls.

Post Poster : The posters can be judged or voted on by other students or teachers.

Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel

[Link]
 djamel djamel
Sequence: 4 ME AND MY Environment Lesson I practice Lesson Framework: PPU
focus: language
learning/use

Learning Objective (s): by the end of this lesso n my learners will identify the keys to protect the environment ,express strong
obligation and prohibition using must and mustn’t and mild obligation using should and shouldn’t
Target competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ free texts/Sbook
produce.
Target structure: -
Must / mustn’t / should /shouldn’t

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non Valuing a clean and healthy environment
verbal messages . Raising teenagers awareness of environmental
 Meth: issues and seeking a change in their attitudes
He can work in pairs or in small groups.

 Com: He can make a charter

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

[Link]
 T greets his pps .The pps respond.
Warm l A lot of animals ( fauna) and plants ( flora) are endangered or went
extinct .Why? Brainstorm Refresh prior
up
the teacher invites his pps to listen to the following
knowledge
short text and do task one
and pave the w V/
“Hello to you all! My name is Djamel Salem. I am an
way board A/
ecologist and I work to save the endangered species,
Presenta that „s animals which are disappearing from our
tion T/L
country Algeria , because of the illegal hunting and
the destruction of their habitat . We are all concerned. To introduce
The Algerian authorities must put an end to this the target
problem. People should be ready to help these structure in a
animals to survive.” Task one : context
Listen and answer these questions
1- Is Mr Djamel Salem a teacher? Giving the
2- Why are animals disappearing ? opportunity
Listen again and find the missing words in the
to
following sentences. Free
the learners
to text
The Algerian authorities ………. put an end to this
a/v
problem. People …………….. be ready to help guess and
these animals . T : Which sentence represents a elicit
strong obligation to save these animals? W
the new
T invites his pps to analyse these sentences. board
The Algerian authorities must put an end to this problem.
structure
| | | highlighting
subject + modal + verb rules
( strong obligation)
Strong and
mild
T/L obligation

[Link]
 People should be ready to help these animals. Highlighting
| | |
L/L rules (must/
subject modal verb ( infinitive wihout to)
(mild obligation) should)
S
Grammar tools : books
The teacher explains rules ( page 129)

Task 1 page 133: I match each sign with its corresponding text Check and
Practice . reinforce
Task 2page 133 :What do all the preceding signs (task 1)
express ?I tick the box next to the right answer.
obligation or prohibition
Task 3 page 133 : I rewrite each of the preceding text (Task1 )
using mustn’t or shouldn’t as in the example.

Task 4 page W
READ THE SENTENCES AND WRITE SHOULD OR SHOULDN’T board

1-WE …………………..TAKE CARE OF THE ENVIRONMENT

2-WE ………………..USE PLASTIC BAGS
4-WE …………………[Link] BAGS 5-WE
…………………USE RECYCLED PAPER
6-We …….stop testing medicine on animals -
Task 5 : Match

Questions answers
1-Should people use paper a)They should make
bags? litter patrols
2-What should pupils [Link] b) Yes, we must.
keep their school clean? 3- c) No, we shouldn’t
Must we punish the litter
louts The pps use
d) Yes, they should
what they
4-Should we throw rubbish
learnt to show
anywhere?
the others
Use how can we
Group work make our
A- T : Write five keys ( The most important ones in your environment
opinion) to to live in a better environment. Use must , feel better
mustn’t , should and shouldn’t starting like this : To live V/
in a better environment , A/
K/T

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson : I practice Framework: PPU
Lesson focus: language learning /
use

Learning Objective (s): by the end of this lesso n my learners will able to give recommendations and make a school ecocharter
using imperative.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/Sbook
produce.
Target structure: - imperative

Cross Curricular Competencies Core values

 Intel: Learner can understand verbal and non Valuing a clean and healthy environment
verbal messages . Raising teenagers awareness of environmental
 Meth: issues and seeking a change in their attitudes
He can work in pairs or in small groups.

 Com: He can make a charter

 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

Warm

[Link]
 up Teacher greets his pps / the pps respond Refresh prior
knowledge
A quick review to connect the previous lesson with the and pave the w V/
current one by asking some questions : way board A/
What should people do to live in a healthy environment ?
What must they do to help animals , plants and trees live T/L
longer ?

Teacher shows his pps some signs to elicit some To elicit some
recommendations lexical and
structural
keys

Presenta Flash
tion cards
a/v

T/L

[Link]
 Giving the
opportunity to
You must slow down the learners to
guess and elicit
You mustn’t throw butts in the rubbish (or litter)bin .
the new
T : What do these sentences express ? structure
PPS : recommendations , advice , obligations.
Practic
e T : consider the following sentences .

-Slow down.
- Don’t throw butts here .
T : What do they express ?
T : How do they start ?
T : How to call this mode .
Teacher elicits and highlights rules (see grammar tools 2 highlighting
page130) rules
Task one :((TASK 12 PAGE 135) : giving advice Sbook
and
I rewrite each of the following sentences using imperative. recommendati
The first one is given. ons using
T invites his pps to work in pairs , read my grammar imperative
tools again and check their answers then correct each
other.
to check and
Task two : I rewrite each of the following texts using onsolidate
imperative (The texts mentioned in Task 1 page 130).

Task three :( Task 13 page 135). The pps

The Teacher invites his pps to work in small groups to write reinvest what
five recommendations using imperative that will be included they learnt to
in my school eco charter. make school
Use eco- charter
DO s DONT’ s

[Link]
LEVEL : 3ms

Project : 03

Teacher : Mr B .Djamel

Sequence : 04 Me And My Environment

Tutorial session

Objective : My pps will use what they learnt before to work in groups to make an Environment Day poster .

Material : scissors , pencils, colouring pencils , markers,colouring sheets ;glue………….. Learning

style : VAKT

Steps :

Before poster :

- The teacher presents the task : ‘It is “ The environment Day” in Algeria. To celebrate the event , your teacher of English
asked you to make a poster about protecting the environment and reducing litter to make your school mates aware of the causes
and the effects of the problem. The best posters will be displayed on the wall.

- The teacher gives some recommendations about how to make a poster.

The teacher can help to get things started by using the board to elicit some ideas of what we can do to
make the environment looks better.
Discuss the theme the pps choose.
Discuss the poster deseign :Which illustration the pps may choose Which slogan they can write The
teacher may suggest some slogans : eg , Help me . Put your rubbish here. Don’t kill me . …..

Presentation :

The pps present their posters to the classroom before they are displayed on the walls.

Post Poster : The posters can be judged or voted on by other students or teachers.

Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel djamel

djamel

[Link]
Sequence: 4 ME AND MY Environment Lesson: I practise Framework: PPU
Lesson focus :Language learning
/use

Learning Objective (s): by the end of this lesso n my learners will be able to talk and write about causes and consequences of
litter using connectors as/ because , so/theref ore.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/Sbook
produce.
Target language : discourse markers
So, therefore, as, because

Cross Curricular Competencies Core values

1. Intellectual competency:  Valuing the wonderful Algerian heritage.

 The learner can use his critical thinking skills when  Being proud of the national heritage.
eliciting the new target structure.  Valuing good attitudes towards the environment
 He can understand and interpret verbal and non-verbal Valuing a clean and healthy environment Raising teenagers
messages awareness of environmental issues and seeking a change in their
attitudes
2 Methodological competency:
- He can work in pairs or within the whole class.

[Link] competency:
He can differentiate between reasons and results.

4. Personal and social competencies:

He socialises through oral or written exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

[Link]
 T greets his pps .The pps respond.
Warm T makes a quick review about national parks and biospheres in Algeria and
reasons behind making such biospheres and parks. Prepare and pave
up
The teacher shows his pps some flashcards ( or a powerpoint file)and asks the way
some questions:
flash V/
cards A/

T/L

presenta
tion

a/v

W
board

[Link]
 T/L

Giving the
opportunity to
the learners to
guess and elicit
the new
practice structure

T : Why rheneceros is concidered as an endangered animal ? T/L

T : Why the fish is dead ?
T : Why this place is not clean and tidy ?
T : Why we have these plastic bags here in this area ?
T invites his pps to concider the following sentences and answer the
questions :
1- As there are not severe rules against litter louts, our streets
and pubic places will remain untidy .
2- Some animas went extincted because of illigal hunting and
smuggling.
T : Underline the causes in the 2 sentences .
T : Which connectors are used to show us the causes ? highlighting rules
of using
T : Consider the following sentences and answer the questions/
discourse
1- Alot of plants and trees are cut everyday. So , the Algerian BB
markers to talk
authorities must protect them. or write about
2- Plastic bags are thrown everywhere .Therefore ,people should causes and
use durable ones’ bags for life ‘. consequences

T : Underline the consequences in the 2sentences.

T : Which connectors are used to show us the consequences?

T/L To check how

Highlighting rules :
well the learners
1- We often use as and because when we want to focus more on the have grasped the
causes and the reasons ... meaning and the
use of the new
2- We often use so and therefore when we want to focus more on structure V/
the results ( consequences)..
A/
the pps use what K/T
Task 1 (5 page 134) T/L
they learnt to
Task 2 : complete with as/because or therefore/so BB
talk about the
causes and
consequence of
use 1. ………………..there are not enough dustbins ,people should reduce L/L litter in the
their food waste. neighborhoods
2. Some animals are vulnerable ……………………..their habitats are
destructed.
3. The number of national parks are not enough. ………………………we
should have more parks.
4. Alot of animals are threatened ………………………….we can't leave
them alone.
5. This animal is looking for water ………………..he is thirsty Task 3 :
Discuss in groups causes and results of litter in the neighborhoods and
make sentences using as/because or therefore/so.

[Link]
[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment Lesson: I practice Framework: PPU
Lesson focus : language learning
/use

Learning Objective (s): by the end of this lesso n my learners will be able to compare the danger facing the Algerian fauna
and flora using the comparative of superiority
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/Sbook/ flash
– produce. cards
Target language : the comparative of
superiority
Irregular adjectives/short adjectives/ long
agectives

Cross Curricular Competencies Core values

1. Intellectual competency:  Valuing the wonderful Algerian heritage.

 The learner can use his critical thinking skills when  Being proud of the national heritage.
eliciting the new target structure.  Valuing good attitudes towards the environment
 He can understand and interpret verbal and non-verbal Valuing a clean and healthy environment
messages Raising teenagers awareness of environmental
issues and seeking a change in their attitudes
2 Methodological competency:
- He can work in pairs or within the whole class.

[Link] competency:
He can compare .

4. Personal and social competencies:

He socialises through oral or written exchanges
Ti Frame Procedure Foc Aims Mater V
m work us ial a
e kt

[Link]
 T greets his pps .The pps respond.
Warm A quick review of : reserves in Algeria; endangered animals.
up and plants QUICK REVIEW
TO REINFORCE
The teacher invites his pps to consider the following chart
AND PAVE THE
and answer the questions flash V/
WAY
animals heavy fast endangered cards A/
adjectives
elephant +++ + ++ T/
L Introduce
fennec + ++ ++
the
Saharan cheetah ++ +++ +++
Target
presen
structure in a
ta tion Which animal is faster ? The fennec or Saharan cheetah?
context
Which animal is more endangered ?The elephant or Saharan
cheetah?
Teacher can add more questions?
Teacher writes the answers!
The Saharan cheetah is faster than the fennec.
The Saharan cheetah is more endangered than the elephant.
The teacher gives the learners opportunity to analyse and a/
elicit the new structure Giving the
v
The Saharan cheetah is faster than the fennec opportunity to W
Short adjective+ er+ than the learners to boar
guess and elicit d
[Link]
The Saharan cheetah is more endangered than the elephant the new
more+ long adjective+ than structure

Highlighting rules of the comparative of superiority. My

highlighting
grammar tools page 134. T/L
rules of using
discourse
Task one : Reorder the following words toget coherent markers to talk
sentences. or write about
causes and
is / dangerous / more/ The lion/ the tiger. consequences
Apes/smarter/than/are/birds
practic
To check how
e well the
Task 2 : Task20page138
T/L learners have
Task 3 Read the grammar tools again and work with your grasped the
partner to correct the spotted mistakes - I’m gooder than meaning and
my friend . the use of the
new structure
- Horses are sociabler than Macaques.
Task 4 Task 19 page137 BB
use the pps use
I use the graded IUCN list to compare the danger facing what they
Algerian fauna and flora .I put the adjectives in brackets in learnt to
compare the
the correct form as in the example
danger facing
the Algerian
fauna and flora
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY Environment My pronunciation tools Framework: PPU
Lesson focus : language learning
and use

Learning Objective (s): At the end ,my learner s will be able to;
- Pronounce words contain the so unds (/ʒ/ & /dʒ/) in a correct way
- Identify the silent letters : w- h- k- t
- Ask different questions using a c orrect intonation.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/S book
– produce.
Target language : wh question- yes no
questions intonation

Cross Curricular Competencies Core values

1. Intellectual competency:  Valuing the wonderful Algerian heritage.

 He can understand and interpret verbal and non-verbal  Being proud of the national heritage.
messages  Valuing good attitudes towards the environment
Valuing a clean and healthy environment
2 Methodological competency: Raising teenagers awareness of environmental
- He can work in pairs or within the whole class. issues and seeking a change in their attitudes
- He can use strategies for listening and
interpreting
[Link] competency:
He can use role plays to communicate.

4. Personal and social competencies:

[Link]
 He socialises through oral or written exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

Warm T greets his pps the pps respond

up The teacher invites his pps to say the English alphabets To involve the
learners and
The teacher writes the following statements on the boards pave the way
present He reads them and invites his pps to listen and focus on V/
a tion the sounds (/ʒ/ & /dʒ/) : A/
Algeria is our treasure. The Algerian authorities and people W
To identify
are obliged to take some measures to face the danger of T/L board
the
garbage in our streets.
sounds(/ʒ/ &
/dʒ/)
T : Underline the words which contain these sounds((/ʒ/ /dʒ/)
practic T: Write the sounds (/ʒ/ & /dʒ/) in these words in another SB
e colour.
T : How are theses sounds spelt in each word? Eliciting and
highlighting
The teacher starts eliciting ,highlighting rules and how are rules
these sounds usually spelt (my pronunciation tools page134)
To check and
The teacher invites his pps to do tasks 1,2,3,4 page127. reinforce a/v

Encourage
The teacher writes some words on the board and invites his The group work
students to work in groups and identify the sounds (/ʒ/ & W
The pps
/dʒ/) then each group should choose one of them to read board
reinvest what
these words focussing on (/ʒ/ & /dʒ/)
they learnt to

[Link]
m
use dangerous read some
pleasure English VA
garbage words KT
treasure L/L in a correct
education vision words s
Algerian
equation Larger
Ecology
Confusion
Region
[Link]
 Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

Warm The teacher greets his pps .The pupils respond.

up T invites his pps to sing the song of the English alphabet.
To involve the
learners and
Teacher tells the students that today he will be talking about V/
pave the way
silent letters. A/
W
T explains that silent letters are letters that are spelled but are T/L board
not pronounced. These letters can come at the beginning,
middle, and end of words.
To identify
Teacher may well reminds his pps of the silent letters which the silent
they have already seen in the previous sequences like : r letters
presenta The teacher writes some words on the board .He reads them
tion and invites his pupils to listen and spot the silent letters in
these :
Eliciting and
highlighting
What - know -Who –What- mustn’t -school rules
Pps: h- k- t- w a/v
T highlights quickly some rules of
Silent H W
Rule 1: The letter H is usually silent when it appears after W. board
• Why, what, when, weather, where.
practice Rule 2: Sometimes the letter H is not silent after W, consider
the words below.
• Whose, whosoever, who, whoever, whole.
Rule 3: H is mute at the beginning of many words like : Hour,
L/L
honest, honour, heir.
Rule 4: Exceptions: Most of the words beginning with H are
not silent :
• History, Historical, Hair, Happy
Silent K
Rule: The letter K is always silent when it precedes the letter N
in a word.
• Know, knock, knife, knight, knowledge.
Silent T
Rule: The letter T is not pronounced in the following common
English words:
• Castle, Christmas, fasten, listen, often, beret,
Chevrolet, whistle, thistle, bustle, hasten, soften, rapport,
gourmet, ballet.
Silent W
Rule 1: The letter W is not pronounced at the beginning of a
word when it is before the letter R.
• Write, wrest, wrong, wrack, wrap.

[Link]
 Rule 2: W is silent in the following words:
• Who, whose, whole, whom, whole, whoever, answer,
sword, two To check and
reinforce Sbook
Task 1 (task2 page 125 ) Listen and repeat.
Task 2 : (task 6 page 127) listen and tick the box
corresponding to the pronunciation of the letter in bold type
in each word
reinvest what
they learnt to
The pupils read the words in task 6 page 27 loudly focussing read some VA
on the learnt silent letters. English words KT
in a correct
Dictation : words
use Teacher dictates some words and gives 30 seconds to studens
to think and write ;
Rhenoceros – where- whale- cheetah- known – school
…………………

[Link]
 Ti Frame Procedure Foc Aims Mater Va
me work us ial kt

[Link]
 T greets his pps .The pps respond.
Warm T invites his pps to ask him any question they like and the
up teacher should answer example : To involve the
learners and
What’s your full name? pave the way
presenta Are you married? V/
tion Which movies do you like to watch? A/
W
To identify
Teacher writes two questions on the board. T/L board
the different
T: what is the difference between them? intonation

1- What problems can litter cause?

SB
2- Are there other problems that litter can
cause? Pps: Number 1 is a wh- question and number 2 Setting rules of
is a yes-no question. intonation
T: Now listen to me reading them and follow my voice and
find how do I read them?
T elicits the words intonation , rising or up / falling or down
To check and
Highlighting rules :
reinforce the Ls a/v
What is intonation ? page 126. understanding
practice 3 intonation in questions page
W
Task one : I listen to my teacher and mark the intonation in board
the following questions:
Where is Algeria situated? Encourage
How many national parks are there in Algeria? Peer
Can you name some of them? correction
Can you name some endangered animals? T/L
Is litter dangerous ? The pps Sbook
What must people do to reduce litter? reinvest what s
Should the pupils do litter patrols? they learnt to VA
Task two : (task 9 page128) I listen and mark the intonation of act out a KT
L/L meaningful
each question (the interview questions)
Task three : I read my pronunciation rules about intonation dialogue
and I correct my intonation in the interview questions (task 2)
with the help of my partner.
Task four : I write my personal answers to the six answers in
use
task9 page128.
Task five : I work with my [Link] act out the interview in
task 9 page 128 .we correct each other pronunciation.

Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel

djamel djamel
Sequence: 4 ME AND MT ENVIRONMENT Lesson: I read and do 1 language Framework: PDP
use

[Link]
Learning Objective (s): by the end of this less on my pps will be able to read a text and sort out information

Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials Student book / W. Board/
produce.
Target structure: -
Should. Pronouns
Cross Curricular Competencies Core values
 Valuing the wonderful Algerian heritage.
- Intel: He can understand and interpret  Being proud of the national heritage.
 Valuing good attitudes towards the environment
nonverbal messages.
Valuing a clean and healthy environment
- He can show some degree of autonomy in all Raising teenagers awareness of environmental
areas of learning  . issues and seeking a change in their attitudes
- Meth: He can work in pairs or within the whole
class.
- He can mobilize his resources  .
- Com: he can develop effective reading strategies
-
 Per and soc: He socialises through oral or written
exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

m work us ial kt
e

Warm The teacher greets his pps . The pupils respond.

up Teacher asks the pupils to complete the following Graph
graphic ic
before organizer about which sort of litter people throw every day T helps their organi V/
pps bring their A/
read zer
prior
knowledge to
T/L
the surface

Litter we throw every day

While
reading

T invites his pps to read only the 1st paragraph of the S

text Presenting the books
( page139 )and guess the topic of the text and which topic by
vocabularies Butts eliciting from
[Link]
 they are going to face.( the teacher elicits and explain the key the PPs and
words) engaging them
in the process
T invites his pps to read the text and fill in the bibliographical notes
(TASK 1 PAGE 139) T/L checking a/v
comprehensi
post T invites his pps to read the text again and answer the questions In on in terms of The
the reading notes. ideas and
read board
T invites his pps to work with partners , compare their answers and lexis.
correct each other. The learner
uses his
The teacher asks his pps to work in small groups and find some
critical
similarities and differences between Scottish and Algerian students’
L/L thinking and
attitudes toward the environments.
shares his
opinion
differences similarities
V/
A/

[Link]
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MT ENVIRONMENT Lesson: I read and do 2 language Framework: PDP
use

Learning Objective (s): by the end of this less on my pps will be able to read a text and sort out information

Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials Student book / W. Board/
produce.
Target structure: -
Should. Pronouns
Cross Curricular Competencies Core values
 Valuing the wonderful Algerian heritage.
- Intel: He can understand and interpret  Being proud of the national heritage.
 Valuing good attitudes towards the environment
nonverbal messages.
Valuing a clean and healthy environment
- He can show some degree of autonomy in all Raising teenagers awareness of environmental
areas of learning  . issues and seeking a change in their attitudes
- Meth: He can work in pairs or within the whole
class.
- He can mobilize his resources  .
- Com: he can develop effective reading strategies
-
 Per and soc: He socialises through oral or written
exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

m work us ial kt
e

[Link]
 Warm The teacher greets his pps . The pupils respond.
up Teacher asks the pupils to complete the following Graph
graphic ic
before organizer about which sort of litter people throw every day T helps their organi V/
pps bring their A/
read zer
prior
knowledge to
T/L
the surface

Litter we throw every day

While
reading

T invites his pps to read only the 1st paragraph of the S

text Presenting the books
( page139 )and guess the topic of the text and which topic by
vocabularies they are going to face.( the teacher elicits eliciting from
and explain the key words) the PPs and
Butts engaging them
post T invites his pps to read the text and fill in the bibliographical notes T/L in the process The a/v
read (TASK 1 PAGE 139) board
checking
T invites his pps to read the text again and answer the questions In comprehensi
the reading notes. on in terms of
T invites his pps to work with partners , compare their answers and ideas and
correct each other. lexis.
The learner
The teacher asks his pps to work in small groups and find some L/L uses his
similarities and differences between Scottish and Algerian students’
attitudes toward the environments.
critical
differences similarities thinking and
V/
shares his
A/
opinion

[Link]

[Link]