Teacher: Miss

NACERCHERIF.

level: 3ms.
Sequence: one.

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

Situation one: you read a newspaper article which speaks badly about
today’s teenagers. You don’t agree with it. Write a reply which you post on
the web to save the teens reputation. Talk about how amazing teens can be.
(What they can do and how they can change the world of tomorrow)

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

Situation three: The editor of my school magazine asked me to write an

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

Situation four: My school is going to participate in an international

competition in Dubai for the best world reading Challenge Poster. The
winning poster will be awarded $50.000 prize and will be published by all the
media. (web, TV, press…)

Seq: one. Level: 3ms. Lesson: one.(PDP)

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

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

Time Frame Procedure Objectives Materials VAK

work Focus TMI
Warm T greets and welcomes her L Introduce
5’ Up: T introduces talks about the project T/L the topic White V
work board A
K
Pre
listening: T introduces the new sequence
5’

Miming
Pics

T asks L about their hobbies in free Elicit data

time L/L from the L V
When you finish your homework, what A
do you like to do? T
K
10’ While T asks L to open their books on P 11
listening: T asks L to describe the pics on the right Get L used
of the page. to use their Textbook
T gives the instructions L/L listening Pc
You’re going to listen to some four skill White
definitions board
Then, you’re going to choose the Copyboo
corresponding word from the list k
(Task one p 11)
 NB: The teacher may read the script
two or three times.
The teacher may ask his L to take
notes.
Whole class correction
Idem V
Filling in A
Task 4 P 11: L/L profile T
10’ T gives the instructions K
You’re going to a Japanese student
introducing himself. Then I complete Answering
his profile: an
interview
10’ Task 6 P 12: Idem.
Post
Listening:
L/L
Pair work:
20’ T asks L to work in pairs Use the
T asks L to do task 8 p 12. new items
T checks, guides, helps
T asks L to read their interviews in pairs Idem

Seq: one. Lesson : 02 (PDP) Level: 3ms.

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

Time Frame Procedure Focus Objectives Materials VAKT

work
Warm T greets and welcomes her L T/L introduce
5’ up: T introduces the lesson’ subject the topic

A
V
K
White
board

Cards

Pre Task one:

listening: T brings cards representing the
5’ trget structures, adjectives,
nationality, age, sex, country.
T writes the chart below on the Review
board and asks L to complete it L/L neede
with the cards. vocabulary
Natio Age Country Sex
nality T
Algeria Male A
n ………….. …… ……… Per ….. V
u K
13 14
Niger USA Nigerian

Peruvian Female

While
10’ listening:
Task one: T/L
 T sets up the situation:
-You’re going to listen to a BBC Pick up V
radio interview and you’re going data from Pics A
to complete in two profile (a girl’s L/L an Textbook T
and a boy’s profiles) interview PC M
( Task 10 P 13) to fill in a
T gives some time to the L to read profile
the question
Class correction
T reports L ‘s answers on the board

Task two: (Adjectives of T/L

10’ personality): I listen and repeat: L/L
Provide L
-vocabulary: with some
T brings pics representing adjectives
adjectives describing character to
provide L with some new
vocabulary
T pins the pics on the board Idem

Use
Task three: ( Task 15 P15) adjectives Idem
10’ T explains what the L are required of
to do L/L character
Correction on the board
Post
listening: Idem

T asks L to do the following task

20’ Activity: I complete my own
profile: L/L

Copybook
Consolidate White
the new board
items to
talk about
oneself

Seq: one. Lesson: 03 (PPU) Level: 3ms.

Lesson focus: Language use.
Learning objectives: BTEOTL, L will be able to ask and give information about their and others
abilities and inabilities.
Target comp: intct, intp, prod.
Target stres: can (three forms)
Domains: O&W
Cross cur comp:
Intel comp: He can identify his and others abilities and inabilities.
He can understand and interpret a conversation.
Meth comp: He can work with his peers in groups.
He can evaluate himself and his peers.
Com comp: He can interview his partner.
He can gather data from a verbal message.
Pers and soc comp: He socializes through oral and written exchanges.
Core values: valuing learning and knowledge in general.

Time Frame Procedure Foc Objective Mat VAKT

work us s erial
s
Warm T greets and welcomes her L T/L introduce
5’ up: T gives a general idea about the lesson the
subject WB V
A
K

PICS Idem

Presen T brings pics representing plants, birds and

tation: animals. Provide L
10’ T pins them on the board. Then asks L to L/L with new
describe them vocabular
T guides and helps y
T explains the words:( birdwatcher, Botany,
Biology)
5’ T names some items and asks L to repeat after
her T/L Get used
to the TXB
Task one: (task 13 p 14) pronunci V
T reads the BBC interview (part 2) and asks L to ation of A
do the activity the new K
Whole class correction words T

Practic Task two: (pair work)( oral practice)

15’ e: T writes the dialogue below on the board or L/L Practice
distributes handouts the new
item WB
HO

Idem

T reads the dialogue

T pays attention to the pronunciation of “can”
 T asks L to read in pairs Checking
T checks L pronunciation L/L pronunci Idem
ation
Use: Task three: I identify the right pronunciation of
15’ can and complete the table below:
Weak form /kən/ Strong form /kæn/ Check L
/kD:nt/ assimilati CB
L/L on WB
1-…………………. 1-………………….
2-……………………. 2- can’t.

10’ Task four: (task 1 p19)

Homework : Read pronunciation tool P17(b) L/L Idem
Consolida
te the
PIASP lesson: new item
V
Warm T reviews the previous lesson A
5’ up: T/L
Remind L
Wb
Presen T distributes the handouts with the dialogue
tation above
10’ 2: Task one: pair work L/L
T asks L to read the dialogue in pairs
T asks checks L pronunciation Refresh L V
memory HO A
Task two: K
5’ T asks L to pick up the sentences with “can”
Positive, negative and interrogative Pick up
T/L data from
Eg: a non T
Isolati verbal WB
on -I can sing. context
10’ (Modal) (verb)

-I cannot fly.
Identify
(modal neg) (verb) the
Analys different
is -What can you do? uses of
can
Can + subject + verb …? V
A
K
Statin
10’ g the Grammar tool p21 L/L Sum up
rule: the rules
Practice: (pair work)
 T asks L to do the following tasks in pairs L/L
Use the
Task 14, 15, 16 p 29. new TXB
25’ structure CB
T checks, helps L/L WB
Correction on the board

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

Lesson focus: Lge use.
Learning objectives: BTEOTL, L will be able to ask and give information using (always& never)
Target competencies: itnterc, intrp, prod.
Domains: O&W
Target stres: Frequency adverbs(always, never) + present simple.
Materials: TWB, WB, pics.
Cross cur comp:
-Intel comp: valuing learning and critical thinking.
-Meth comp: He can work on his own or with partners.
-Com comp: He can reinvest the lge in real life situation.
-Pers and soc comp:He socializes through oral and written exchanges.
Core values: Valuing time and having critical thinking towards his and peers interests.
Time Frame Procedure Focus Objectives Materials VAKT
work
5’ Warm T greets and welcomes her L T/L Introduce the WB
up: T asks L some questions: topic K
-what do you like doing during your Elicit data Miming V
free time ? from the L A
-Do you have any interests?
-What fields do interest you and
make you curious to know more
about?

Present Idem
ation:
15’ We’re going to study a
conversation between Amal and T/L
Karim who talk about their
interests. Get the L in Handouts
T may provide L with handouts or the bath
write the dialogue on the board.
 K
V
T
A

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

N.B: “always, never” are frequency WB

adverbs. Always is the opposite of
10’ never. It means every day. L/L
Idem
(Never=0% /Always = 100%)
Study the examples: Idem
-I always play it.
-I never win.
-How often do you read?
10’
Task two: I study the examples State the rule
above then I complete the chart
below:
We use : ………………… and …………………… to talk about the
frequency in which something happens.

Form: s+ ……………../……………………+v.
15’ Use: Task 9&10 p
To ask about frequency I
L/L

Seq : One. Lesson : (06)I read and do. (PDP) Level: 3ms.
Lesson focus: Language use.
Learning objectives: BTEOTL, L will be able to read texts and gather information about famous
characters.
Target comp: INTRP, PROD.
Domains: O&W.
Target stres: Lexis and expressions related to hobbies and interests.
Materials: TXB, CB
Cross cur comp:
Intel comp: He can understand and interpret verbal and non verbal texts.
Meth comp: He can develop effective study methods, mobilize his resources efficiently and manage
his time rationally.
Com comp: He can use ICT’s to interact with learners of other cultures.
Pers and soc comp: He can be inspired from outstanding people as role model.
Core values: Valuing hard work and great achievement.
Vlauing reading and thinking.
Time Frame Procedure Focu Objective Materia VAKT/
work s s ls MI
5’ Warm T greets and welcomes her L
up: T asks: what are your hobbies? T/L Introduce
Who is your hero? the topic
What did he / she do?
Do you have a dream?
What do you do to make it
become true? V
WB K
Pre Step one: A
5’ readin T asks L to open their books on P 30. T
g: T asks L about the pic on P 30 L/L Give an
Do you know this boy? idea TXB
How did you hear about him? about the
Step two: text
T divides the class into three min groups
G1, reads the text on P30 and deals with CB
its tasks
G2, reads text on P31
G3 reads the text on P 32 L/L

While Group 01: (text P 30)

Readin T asks L to read the text on P 30 and do
20’ g: the following tasks:
Interpret
Task one: I read and I complete the dif texts
following: in terms
of lexis
and
comprehe
 nsion

L/L Idem

Idem

Task two: I read again and complete the

following:

L/L

Task three: I read again and say true oe

false:
1.Mohamed read 100 books. ………… Idem
2.The Algerian Education minister was
present at the ceremony. …………
3.The Arab reading challenge is a
worldwide competition. …………

Group 2: (text P 31) Idem

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

Group 3: (text P 32)

Tasks G3 to read the text on P32 and do
the following tasks Idem
(task 9 & 10 P 33)
L/L
T checks, helps, guides
Correction on the board
20’ Post T asks each group to do his specific task
readin and to report his work orally to the class.
g: Group one:
Task one: I answer these questions and
use the information to write a little L/L
speech:

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

Text p 31: (same question)

-Does Mohamed like reading?
-Why?
-What does reading do to the mind?
-What’s Mohamed dream?
-Can he achieve his goal without
reading?

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

10’ Each group reads his speech before the

class so as to give an idea about the text
he read.
Seq : One. Lesson : 07. (PDP) Level : 3MS.
Lesson focus: Language use.
Learning obj: BTEOTL, L will be able to read texts and gather information about Tuareg and Imzad
culture.
Target comp: INTRP, PROD.
Domains: Written.
Target stres: Lexis and expressions related to national culture (music, instruments…)
Materials: TXB, WB, Pics.
Cur comp:
Intel comp: He can understand , interpret verbal and non verbal messages.
Meth comp: He can develop reading skill strategies.
Com comp: He can process digital data in English.
Pers and soc comp: He can show responsibility towards his nation and culture.
Core values: Being proud of Algerian culture diversity.
Time Frame Procedure Focus Objectives Materials VAKT
work MI
5’ Warm T greets and welcomes her L T/L
up: T pins on the board pics Introduce
representing musical instruments the topic
T asks L to name them V
Pics A
L/L Classify T
genres of WB K
music
5’
Pre Task one:
reading:
T asks L to name some music genres
T asks L to classify them into
modern and old ones.
Old music Modern music

Task two: (Pair work) M

Task 18 P 36. I

L/L

Interpret
differebt
texts in
terms of
lexis and TXB
20’ While Text 1: comprehe
reading: T asks L to open their books on P34 nsion
T asks L to describe the pic on P 34
Or brings the pic of an Imzad CB
 T asks: Do you know these
instruments?
Read the text and try to answer the
question L/L Idem
Task one: bibliographical notes: Idem
Taks two: Task 13 P 34

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

Task one: Bibliographical notes P35

Task two: task 16 P35:
Make a
poster to Idem
save the
cultural
heritage.
30’ Post T asks L to do the following activity:
reading: Task: (task 2 p 40)
Seq: One. Lesson: I learn to integrate. (PPP)(08) Level: 3MS.
Lesson focus: Language focus.
Learning obj: BTEOTL, L will be able to work in small groups and write Mohamed’s profile.
Target comp: INTRP, PROD
Domains: O&W.
Target stres: Lexis and expressions related to profile and reading.
Materials: TXB, WB, CB, POSTERS.
Cross cur comp:
Intel comp: He can show some degree of autonomy in all areas of learning.
Meth comp: He can work in small groups, manage his time rationally and share information with
the whole class.
Pers and soc comp: He can show responsibility towards team work.
Core values: Valuing the Algerian heritage and being proud to be Algerian.
Time Frame Procedure Focus Objectives Materials VAKT
work MI
Warm T greets and welcomes her L T/L Review
5’ up: T splits L into groups of four needed WB A
resources
T asks some questions about
Mohamed Djelloud
- Do you remember Mohamed?
- Who is he?
- What did he do? L/L Gather TXB V
-How old is he?..... information A

Presen K
10’ tation: T asks L to open their books on P 37
T asks a L to read the situation
T makes a little review to complete Fill in KSA
the KSA chart chart CB

A
practice: T asks L to read the layout and V
15’ reading notes on P 38 L/L K
T asks L to read the text about Produce a
Mohamed on p (30, 31, 32) to help poster
them in their work
Peer
T helps, guides monitors her L correction
L/L
30’ Produce: T asks L to display their profiles and
present their work to the class.
Posters
Seq: one. Lesson: I think and write.(PDP) (09) Level: 3MS.
Lesson focus: Language use.
Learning obj: BTEOTL, L will be able to prepare a poster about the Arab reading challenge.
Target comp: INTRP, PROD
Domains: O&W.
Target stres: Lexis related to the competition and reading.
Materials: CB,TXB,WB.
Cross cur comp:
Intel comp: He can show creativity when producing oral and written messages.
Meth comp: He can mobilize his resources to produce a meaningful message.
Com comp: He can use English to produce a poster.
Pers and soc comp: He can show some degree of autonomy in learning.
Core values: Valuing his identity and culture.
Time Frame Procedure Focus Objectives Materia VAKT
work ls MI
5’ Warm Review WB V
up: T greets and welcomes her L needed A
T asks some comprehension T/L knowledge
questions:

Do you know the Arab reading

challenge compettion ?
Where do you watch it?
What is the winner’s reward? L/L TXB

Brainstorm
Before T asks L to open their books on p 39 L to CB
15’ writin T asks L to read the situation prepare V
g: T asks L to read the layout of the them A
poster(p39) Familiarise K
The information on p 39 L with
The texts p(30, 31,32)if necessary thelayout
of a poster

L/L
Idem
While Drafting:
30’ writin T invites L to start their work
g: T helps, guides….
Redrafting:
T asks L to check their works in peers
Editing:
T asks L to write their final work Present the
L
10’ production
After T invites L to present their posters to s
writin the class.
g:
Sequence: 02.

Seq: 02. Lesson: I listen and do. (part 01)(PDP) L: 3ms.

Lesson focus: Language learning.
Learning objectives: BTEOTL, L will be able to: compare life in the past and present.
-answer an interview.
Target comp: intrc, intrp, prod.
Domains: o&w.
Target stres: Past simple tense/ Semi modal used to.
Materials: WB, TXB, pics, Audio scripts.
Cross cur comp:
Intel comp: He can use his critical thinking.
He can interpret oral messages.
Meth comp: He can mobilize his resources.
Com comp: He can pick up information from an audio interview.
Pers comp: He socializes through oral exchanges.
Core values: Being proud of the Algerian way of life.
Time Frame Procedure focus Objectives materials VAKT
work MI
5’ Warm T greets and welcomes her learners T/L Introduce Pics V
up: T announces the move to the second the topic K
sequence M
T writes it on the board L/T WB I
T asks : what does the word “lifestyle” Elicit data A
means to you? from L TXB
If we want to compare lifestyles, what
should we compare?
T pins pics on the board to help L
compare life in the past and present

❶
Pre
10’ liste T writes the ‘Initial situation on the T/L Introduce
ning: board”: the
situation
 Initial situation :

It’s « Grandparents day » in Algeria. To celebrate the event, I am going to make a

video interview of my grandmother or grandfather. Then, I’ll post it on my school
website or my personal blog to share with other people around the world.

While T sets up the situation: “you’re going to

25’ listen listen to an interview of Jenny’s Granma’s Pc
ing: grandmother and you’re going to do life in the Scripts
different tasks. L/L past
TXB

Task 1 p 48:
Answers:
1.F 8. T
2.T 9. T
3.F 10.F idem
4.T 11.F
5.F 12.F
6.T 13.F Interpret
7.F 14.T L/L an audio
message
Task 7 p49 :
Answers :
1 (tell me…..)
2 (porridge at breakfast….)
3 (I don’t like fastfood…) Food in the
4 (That sounds….) past

Post Task 5 p 49: (pair work)

20’ liste T asks L to do the work in pairs and play Answering
ning: it orally. (in pairs) L/L an
interview
about life
in the
present

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

Objectives: BTEOTL, L will be able to talk about clothing and having fun in the past and present
times.
Time Frame procedure Focus Objectives Mater VAKT
work ials MI
Warm up: T/L
5’ Pre liste T greets and welcomes her L
ning: Review the seen WB V
T reminds the L of the part one of items A
the lesson L/T K
15’ T asks L to open their books on P M
50 I
Step one: Introduce the T
Task 11 P 50: topic TXB
T asks L to match the pics with the
corresponding items:
L/L
Nb: T may bring pics of garments Naming garments
and use them to provide L with
some vocabulary.

While L/L
listening: T sets up the situation
20’ You’re going to listen to another
part of the interview and you’ll do
different tasks Games and
having fun in the
Task 9 p 50: past and present

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

Task 12 p 51:

T listen to the interview and do the

tasks

Post L/L
listening: Tasks L to do the following tasks
20’
Task 17 p 52
Task 15 p 51 (pair work)

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

Objectives: BTEOTL, L will be able to talk about school wears in the past and present, fill in an
interview card.
Time Frame Procedure Focus Objectives Materials VAKT
work MI
Pre Warm up: T/L Introduce
listen T greets and welcomes her L the topic
Ing: T asks l to make a short summary V
about the interview content sen L/L TXB A
before K
T
School M
While T asks L to open their books on p 53 wear in the I
listen past and
ing: T asks L to do present
T 20 p 23: (orally)(as a lead in to the
next task)
T invites l to listen to part (5) of the L/L WB
interview and do the following
tasks.
Idem
Task 18 p 53 Fill in an
Task 22 p 54 interview
Task 24 p 54 (pair work) card
Task 26 p 55 L/L

Post T asks l to do the following task

listen Task 28 p 55:
Ing:
Interview card : Grandma’s childhood.

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

Type of dwellingdescription of farmhouse): Average building where domestic animals

were raised.

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

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

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

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

School uniform: black gymslip and white blouses.

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

Childhood memories: impatient to learn.

❹
Seq: 02. Lesson: I pronounce. (PPU) L: 3ms.
Objectives: BTEOTL, L will be able to identify the sounds: / u, u: , ə, ɜ:/
Time Frame Procedure Focus Objectives Mater VAKT
work ials MI
5’ Warm up: T/L introduce
T greets and welcomes her learners L/T the topic
T may review the vowel sounds seen
before /e,æ,ə/

Today we’re going four new sounds

Present T writes the text below on the board or

ation: distributes handouts

10’ T/L Present the

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

Task one: I listen to my teacher end read

the text as better as I can:

T says: notice the words in bold, what

are the sounds repeated when you utter
them?
/ u, u:/

Practice:
10’ Task two: I listen and repeat (a) p56.
T puts on the scripts or says the words
L repeat T/L Practice the
sunds
●I notice P56 (the different spellings of
the vowel sounds /u, u:/ L/L

Task three: (I listen and repeat each pair

p 56)
T notices: the words may be written in
the same way but have different
pronunciation.
●I notice p 56 (the special difficulties)

10’ Present
 ation 2: T writes the text below on the board or T/L Idem
distributes handouts

Task one: I listen to my teacher and read

as good as I can: L/T
T reads and asks L to read
T asks: when reading the passage above,
which sounds are repeated in the words
in bold?
/ə,ɜ:/
Idem
Task two: I listen and repeat (a) P 57.
Practice: T puts on the scripts or says the words
10’ L repeat after her L/L

●I notice p 57 (the spelling of the target

sounds)

Task three: I listen and repeat each

pairs: (special difficulties)

Sounds:/ u, u: /, / ɜ:, ə/

Discriminat
Task one p 60: e between
Task three p 60: L/L the learnt
sounds

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

Objectives: BTEOTL, L will be able to discriminate between the vowel sounds /ə, æ, ᴧ/
Time Frame Procedure Focus Objectives Mater VAKT
work ials MI
5’ Warm up:
T greets and welcomes her L
T may review the sounds seen before

T sets up the situation:

Today we’re going to see other sounds

Present T writes the passage below on the

10’ ation: board or prepares handouts to be
given to the L

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

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

/ᴧ, æ, ə /
Practice the
10’ Practice: T asks L to open their books on P 58 vowel
sounds
Task one: (I listen and repeat (a) P 58)

●I notice P 58 (the different spelling of

the vowel sounds)

Task two: (I listen and repeat each

line)

T writes the passage below on the

board or distributes handouts

Present
10’ ation 2:

A writer wrote that a man whose wife was a ballet dancer and
vanished years ago. The man lived alone in a castle but every night he
could hear her ghost whistle to his ear and so he felt his whole body
shiver. Each time he would fasten himself in his room and shouted ooh!
Dear God, what did I do that wrong?!”
Seq: 02 Lesson: Ipractice Level: 3MS.

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

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

Positive Negative Interrogative Positive answer Negative answer

I I I I I
You You You You You
He He He He He
She ( used to She (didn’t use to Did She (use to Yes, She No, She
It ( wear It ( wear glasses. It ( wear did. didn’t.
glasses. We We ( glasses? It It
We They They We We
They They They

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

●Look at how “ Dicaprio” has changed. I write five sentences about how he was then.

“Then “ Eg: He used to be slim. “ Now.”

1………………………………………………………………………….. long black hair.
2………………………………………………………………………….. short fair hair.
3…………………………………………………………………………..fat.
4………………………………………………………………………….. wear glasses.
5…………………………………………………………………………… have a beard.
 ❾
Seq: 02. Lesson: PPU. Level: 3ms.
Learning obj: BTEOTL, L will be able to talk about past habits using the semi modal “used to”.
Targ comp: intrc, intrp, prod.
Domains: O&W.
Materials: worksheets, TXB, WB.
Cross cur comp:
Intel: He can understand verbal and non verbal messages.
He can express himself using “used to”
Meth: He can develop effective study methods, mobilize his resources and manage his time
rationally.
Com: he can work in pairs or alone.
Pers and soc:he can socialize through oral and written exchanges.
Core values:He values his past and express it in words.
Tim Frame procedure focus objectives Mate VKA
ing work rials TMI
Warm T greets and welcomes her learners T/L Introduce
5’ up: T introduces the lesson’s objective: the topic White
Today we’re going to talk about our board
past, what we used to de then, some of K
our habits…. A
T may ask these questions: I
-Do you remember your early childhood? L/L T
-What primary school did you use to go
to? Miming
-What games did you use to play?...
Presen
tation: Task one: Gestures
20’ T distributes the worksheets
T asks L to take a look at them L/T
T asks L to describe the pic in the top
Wksheet
T reads the text Present the s
T asks some L to read new item V
T asks L to underline all the phrases T/L K
containing the semi modal “used to” L/T A
T asks questions: M
-Do these actions refer to the past or Help L
present? identify the
-Did they happen once or many times? new stre
-what are the terms repeated mostly in and its uses
this passage?

T emphasizes the pronunciation of used

to T/L
The teacher explains:

Practice: “used to” is a semi modal. We use it to

10’ talk about past habits.
 ❿
The
Task two: different
T asks L to pick up a positive and a forms of
negative sentence from the text T/L the new
stre
10’ Eg: identifica Wksheet
-I used to be a rebel. tion s
-I didn’t use to work hard. Idem
-Did James use to be a good pupil?
L/T
T may add an interrogative sentence or WB
asks L to give one.
T helps L to identify the different
elements of each form.
T sets up the rule. (go back to the
worksheet)

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

1.Positive: S+ used to +stem

2.Negative: S +didn’t use to + stem

Consolidate
20’ Use: the new
Task one: (oral)(the task on the stre uses in WB
worksheet above) the L mind TXB
L/L
Task two: Task 15 p52.
Task 3 P67 & 68
Task 5 P 68.

NB: T may ad tasks of his own.

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

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

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

1.when I was a kid, I was naughty.

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

5.Did I improve myself? Yes, I did.6.What did I do?

6.I worked on myself.
7.Why did I act like that?
8. I guess, I had some issues.
 ⓬
Seq: O2. Lesson: I practice. Level: 3ms.
Learning objectives: BTEOTL, L will be able to use the past simple tense with its different forms.
Target comp: intrct, intrp, prod
Domains: O&W.
Target stres: past tense, regular and irregular verbs, positive , negative and interrogative forms.
Materials: WKSTS, WB, TXB.
Cross cur comp:
Intel: He can deduce meaning from context.
Meth :He can interpret verbal and non verbal messages;
He can work individually or with peers.
Com: He can identify the past tense and use it coherently.
Pers and soc: He can talk about past events.
Core values: He values his past and respect other’s past.
Tim Frame Procedure: Focus Objectives Mat VAK
ing work MIT

Warm T greets and welcomes her learners.

5’ up: T sets up the situation
Today we’re going to continue talking about T/L Introduce
our past lives. the topic
T may ask some questions:
Do you remember what happened to you last
year? Something memorable?
Who was your teacher of English?
What was the best mark you had in English? L/L Remind L of
What was your favorite subject? the past
Who was your best friend?.... use

Presen Now we’re going to learn more about

Tation somebody’s past (Karim)
15’
T distributes the worksheets above T/L
T ask L to describe the pics on the sheet
Provide L
T reads the examples with
T asks L to read L/T vocabulary
T may ask comprehension questions about
the examples

10’ Task one: I read the examples and complete

the table below:
Identify the
verb
changes
from
infinitive to
 ⓭ past

Practice: Infinitive Simple Regular Irregular

past L/L
1to be Was ●
2
3
4
5 Chart
●●● completion
1
2
3
4
5
6
7
8

T helps L to complete it on the board.

T helps L to identify the different changes in
the verbs forms

Notice: There are two kinds of verbs; regular past tense

and irregular ones. forms
The regular verbs form their past simple by T/L
adding”ed”
The irregular ones change and you have to
go back to the list.
10’
Piasp part one::
T may write the examples on the board
T deals with the verb “to be” first, then the
rest.

Eg:
I was naughty.
I wasn’t happy. L/T
My parents were angry.
They weren’t happy.
Was I happy?
Were they angry? “to be”past
tense uses
Rule:”To be” is different from the other
verbs:
-Positive: S + was /were.
-Negative: S + wasn’t / weren’t. T/L
-Interrogative: was / were / S…?
“to be” is irregular.
 ⓮

Piasp part two:

10’ T follows the same steps as above then
states the rule. Other verbs
past uses
Rule:
1.Positive:
Regular verbs : verb +ed
Irregular verbs: learn the list L/T
2.Negative: S+ didn’t + stem T/L
3.Interrogative: Did + S+Stem….?

NB: T provides his L with the list of irregular

Use: verbs.
15’ Consolidate
the learned
stre
See the worksheet below

L/L

⓯
 The past simple : (Review and consolidation)

Task one : I complete the table :

Infinitive Past simple Infinitive Past simple

Take ………………………….. Have ……………………………..
Walk …………………………… Be ……………………………..
Rain …………………………… Tell ……………………………..
Shut …………………………… Write ……………………………..
Open …………………………… Sit ………………………………
Speak …………………………… Read ………………………………
Close …………………………… Cook ……………………………..

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

1.She (to go) ……………………………….. home alone.

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

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

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

Activity four : I write sentences in the past simple:

1.Amina (to go)……………………………………………………………………………… ……….

2.I (to speak ) ………………………………………………………………………………………….
3.Life (to be) …………………………………………………………………………………………….
4.She ………………………………………………………………………………………………………
5.Pupils …………………………………………………………………………………………………
6.Teachers …………………………………………………………………………………………….
7.My friend …………………………………………………………………………………………….
8.Girls………………………………………………………………………………………………………
9.You……………………………………………………………………………………………………….
10.They……………………………………………………………………………………………………
⓰
Seq: 02. Lesson: PPU. Level: 3ms.
Learning objectives: BTEOTL, L will be able to ask and answer questions using the time marker
“ago”.
Tim Frame procedure focus Objectives Mate VKM
ing work rials TIA
5’ Warm T greets and welcomes her learners. T/L Introduce the
up: T may review the previous topic
lesson(past simple tense) V
T introduce the target language WB A
structure K
Today we’ll continue talking about I
past events, we’ll learn how to use M
the time marker “ago”

T may ask some questions: Gesture

When did you leave primary school? L/L Idem s
Who was your teacher of French?
Did you have a lot of friends?...
Presen Enhance data
15’ tation: Task one: I read the dialogue and from L WB
answer the questions: wkshts

NB: T may write the dialogue on the

board or distributes handouts to L.

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

O: Hey! How are you?

Idem
M: I am fine. And you?

O: I guess I am okey! Tell me…

M: Yeah! How can I serve you?

O: When did you get your Elementary final exam?

M: I got it in 2014.

T reads the dialogue.

T asks L to play it in pairs.
T asks some questions as a leading to Practice the
the target structure. T/L new item
L/L
-when did Malek hisFE exam? Check L
-What ‘s the priod of time since understanding
then? WB
-what’s the period of time since
Omar got his exam?
 -When did Omar et his EF exam?
⓱
PIASP:

Notice:
10’ 1. I got my exam in 2014.
We are in 2017.
2017 ─ 2014 = 3
The period of time is three years. T/L Clarify the
2. I got my exam three years new structure
ago? use
The first sentence gives the exact
date.
It’s an answer to the question WB
“when?”
The second sentence gives a period
of time.
It’s an answer to the question “How
long ago?”

Rule: “ago” is a time marker of the

past.
I ask questions with “ago” as it
follows:
How long ago + did +s + stem…?
I answer with “ago” as the following: L/L
S+past simple+ period of time+ ago. Use the target
stre

20’ Practice: Pair work:

Task one: I answer the following
questions:

WB
CPB

TXB

Task two: I ask my partner two

questions with “how long ago”,
which he answers.
10’ L/L
 Use: Task one p 66. Consolidation
⓲

Seq: 02. Lesson: PPU. Level: 3MS.

Learning objectives: BTEOTL, L will be able to talk about what things are made of, and where they
are made in.
Timi Frame Procedure Focus Objectives Mater VKA
ing work ials MIT
warm T greets and welcomes her L T/L Introduce the WB
5’ up: T writes the example below on the new stre
board.

I made a cake in a pan made of iron. V

T reads the sentence. A
T asks L to read the sentence. K
T asks about the words written in red

Made: the past simple or past participle Practice the

of “to make” T/L new stre
In: a preposition of place.
Of: preposition.
Present WB
15’ ation:
Task one: I read the dialogue below: Wkshts

Clarify the
uses and
T reads the dialogue. forms of the
T asks L to read it in pairs. L/L new stres Idem
T asks some questions about the
dialogue.
What did Amale buy?
How is it?
What is it made of?
Where is it made in?

PIASP:
Notice the examples: T/L
 WB
-The scarf is made of silk.
-The scarf is made in India. ⓳

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

I use the expression “made of” +

materials to talk about what something
is consisted of.

I use the expression “made in” + place

to talk about the place where
something is
made.

Questions: what is it made of?

Where is it made in?
Use the new
stres in
Task one: I complete with “made in or L/L meaningful Idem
made of”: context
10’ Practice: WB
-Bottles are ……………plastic or glass. CPB
-Most of today clothes are………………….
China.
-The world’s weapons are …………………..
USA.
-I love shoes ………………………leather.
-Expensive jewellery is ……………….gold
and diamonds.
-All women fancy about garments
……………
Paris.
Consolidation

L/L
Tasks 7 & 8 p 69.
Tasks 13 & 14 p71 & 72.
TXB

25’ Use:
 ⓴

Seq: 02. Lesson: I read and do. (PDP)(01)

Learning obj: BTEOTL, L will be able to read a text and gather information about Setif.
Reorder an e-mail describing a town.
Target comp: Interp, prod.
Domains: o&w.
Target stres: Lexis related to a town description.
Materials: WB, TXB, a map of Algeria.
Cross cur comp:
Intel: He can interpret verbal and non verbal messages.
Meth: He can develop reading skills strategies.
Com: He can use ICT’s as e-mails to interact with learners of other cultures.
Pers and soc: He can show responsibility towards his nation and culture.
Core values: Being proud of his identity and town. (region)
Tim Frame Procedure Focus Objectives Mate KVTI
ing work rials MA
Warm T greets and welcomes her L T/L Enhance
5’ up: T brings a map of Algeria data from L
T may ask some questions:
What’s the name of our country? L/T WB V
Where is it situated? K
What’s our capital? A
What are the colors of our flag?...... T
I

Before T bring small maps of Algeria without

20’ Reading: illustration Introduce
T may answer the question below: the topic
What are the most important Map of
Algerian cities? Algeria

Task two: I locate the following cities

on the map:
Algiers, Setif, Oran, Constantine,
Bejaia, Bouira, L/L Situate the
Algerian
cities on a
map
 T checks, class correction.
21
While T asks L to open their books on P73.
20’ reading: T writes the questions below on the L/L
board Interpret non
verbal texts Idem
Task one: I read the text and answer TXB
the questions: CPB
-What’s the text about?
-How many paragraphs are there in
the text? WB
-Give a title to the text.
Analyse a
written
Task two: Bibliographical notes P 73 L/L message to
Task three: questions (2,3,4,5,6,7,8,9) gather data
P 73
Task three: I pick up from the text
synonyms to:
Trip= ………………………………
City = ……………………………….
I pick up from the text opposites to:
Ugly ≠……………………………..
Yesterday ≠………………………………

After Reorder an
15’ reading: T asks L to do the following task email

Task: My friend amine sent me an e- Handout

mail in which he describes his L/L s
town”M’chedallah”. I reorder it to Identify
make it coherent: amenities

22
Task one : I reorder Amine’s e-mail:

object: My town, Maillot !

to: CHIBANE Aissa pupils (Chorfa)

[email protected]
from:

I live in M’chedallah », also called »Maillot » in honour of the French doctor (1806-1894).

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

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

Museum Court of justice

Garden
Buildings Mosque

shops Town hall

Post office

Shop
Midd
Buildings s Garden
le Cinema
Shops
scho

Hospital2
BenBadis

High school Bus station Hospital 1

23
Seq : 02. Lesson : I read and do (PDP) (02)
Learning obj:BTEOTL, L will be able to read a text and gather information about Constantine.
-write an e-mail describing the place where they live.
Tim Frame Procedure Focus Objectives Mat VKTAI
ing work erials
Warm T greets and welcomes her L T/L Introduce
5’ up: T brings a map of Algeria L/T the topic
T asks questions about Algeria: location, WB V
capital, population, … K
A
I
T
Before Interpret Map
10’ reading: Task one:I classify the cities in the table a non
below:, Tindouf, Oran, Constantine, verbal
Djidjel, Bejaia, Mostaghanem, msg
Algiers, Tamanrasset…
WB
North west East South L/L
……….. ……….. ……….. …………

T asks L to open their books on p 74

20’ While T asks:

reading: How many paragraphs are there in the
text? Analyse
What’s the text about? the text CPB
Give a title to the text. L/L and TXB
gather WB
Task two: (task 4 P 74) data
Task three: questions (2,3,4,5,6,7, 8) p
74.

T checks, correction on the board

NB: this work can be dealt with as a

group or pair work Idem

25’ After
reading: (pair work)
Task: I love the region where I live
(Chorfa).
Following Amine’s e-mail model and L/L
plan;
-I use the information in the form to
describe Chorfa.
-I draw an approximate plan of its
amenities. 24

Turn Idem
L/L notes into
an e-mail

Describe
one’s
region

Handout
s

25
Seq: 02. Lesson: I learn to integrate.
Learning obj: BTEOTL, L will bbe able to conduct an interveiw.
Target comp: intrp, prod.
Domains: O&W.
Target stress: Lexis related to past life.
Materials: TXB, WB.
Cross cur comp:
Intel: He can solve problem situations using a variety of communication means.
Meth: he can work in small groups and share information with peers.
Com: He can process digital data in English.
Pers and soc: He can show responsibility towards team work.
Core values: Valuing his identity and national heritage.

Tim Frame Procedure Focus Objectives Mate VKIAT

ing work rials
5’ Warm up: T greets and welcomes her L T/L Introduce
T splits L into small groups L/T the topic V
T deals with a short review of the K
items seen in sequence two (oral Review WB T
review) prior A
knowledg M
Presentation: e I
10’ T asks L to open their books on p 75
T reads the situation of integration
T explains difficult terms T/L Identify
the
situation
problem
Practice:
T clarifies:
10’ Before writing our interview, we L/L TXB
need to fill in the interview card

(Interview card p 76)

Fill in an
interview
Production: T invites each group to write his card
35’ interview, with the help of the
textbook(I listen and do tasks), CPB
interview card p 76
L/L
T asks L to play their interviews Idem
T writes the best one on the board. Conduct
an
 interview

26

An interview sample:

27
Seq: 02. Lesson: I think and write.
Learning obj: BTEOTL, L will be able to write a comparison between past and present life in the
Algerian cities.
Target comp: Produce.
Domains: Both.
Target stress: Lexis related to daily life.
Materials: WB, TXB, pics…
Cross cur comp:
Intel: He can understand and interpret verbal and non verbal messages.
Meth: He can work on his own and mobilize necessary resources to accomplish his tasks.
Com : He can use English to compare lifestyles.
Pers and soc: He can show autonomy in his learning.
Core values: Valuing his nation and freedom.
Tim Frame Procedure Focus Objectives Mat VKA
ing work e TMI
rials
5’ Warm T greets and welcomes her L T/L Introduce WB
up: T asks L to open their books on p77 the topic

T asks L to describe the pics on p 77,78,79

Presen T reads the situation of integration V
tation: T explains difficult terms L/T K
10’ A
T
M
I
practice: Guided writing: TXB
15’ T writes the chart below on the board or
distributes handouts.

Task: I use the notes in the chart to write a

comparison between life in setif in 1917( 100 Provide L
years ago) and now: with
T/L helping
Setif in 1917 Setif in 2017 notes
-Politics: under the Algerian
French rule, government rule
Algerian people People are free
were colonized. citizens, work for L/T
 Work for the their own welfare.
colonizer.
-dressing: women -wear all kinds of WB
wore the haik clothes (traditional
Men Turkish pants or modern)
and kachabia.

Dwelling: old -buildings, villas, …

houses of mud,
tents, low quarters. 28
Transport: cars,
Transport: buses, planes, …
Carriages, animals
backs, on foot, bus.
-Schooling: a few -All children must
privileged went to attend school at the
school but most of age of 6.
the population was
illiterate.

A description sample: WB
Produc A hundred years ago, Setif was under the T/L
35’ tion: French rule. Algerian people were colonized L/T CPB
and were considered as second degree
citizens. Women used to wear
the haik and the Turkish pants and men Guide L
used to wear the Turkish pants and how to
kachabia.Only a few privileged were write their
allowed to attend school. Most of the descriptions
Algerian population was illiterate. They
used to live in old houses of mud, tents or
low quarters. They used to travel on the
animals backs , carriages, or sometimes Idem
French buses.
Today, Algerians are free citizens. Every
Algerian child must attend school at the age
of 6. Women are free to dress as they please
and men too. People live in their own villas,
houses or rent flats in buildings. Both men
and women work for their own welfare.
Algerian people travel in cars, buses trains
or whatever is available.
There is a great change in lifestyles between
1917 and 2017. And it’s important to
appreciate our national freedom.

Individual writing: Following the model of L/L

Setif description lifestyles, I write a
 comparison between past and present life in
Constantine.

NB: to be done at home.

29

Q: 03.
Seq: 03. Lesson : I listen and do. L: 3ms.
L earning obj: BTEOTL, L will be able to fill in an ID card, reorder and interview.
Target comp: interc, intrp, prod.
Target stres: past simple tense, past continuous.
Domains: o&w.
Materials: TXB, audio scripts, WB, CPB.
Cross cur comp:
Intel: he can understand and interpret verbal messages.
Meth: he can use strategies for listening and interpreting oral discourse.
Com: he can play roles to communicate appropriately.
Pers and soc: he can socialize through oral or written exchanges.
Core values: valuing studies, science and technology.
Tim Frame Procedure Focus Objective Materials VKT
ing work AMI
warm T greets and welcomes her L T/L Introduce the
5’ up: T introduces the new sequence: sequence
V
K
A

MI

Brainstorming

5’ T asks l about the meaning of the

word “scientific”.
T asks l to give her the words L/L
related to the adjective scientific.

(science, scientist, technology,

progresss, research,…

Pre T writes the Initial situation on the

10’ listening: board. Introduce the
T reads it or asks L to read it Initial
 T asks L about the terms they don’t situation
understand and underlines them L/L
T explains
1

Now, you’re going to listen to the ID Idem

During biography of an Algerian L/L Completion
30’ listening: scientist(researcher) and you’re
going to complete hi ID card:

Task one p84:

First name : Abdelhamid.

Surname : BOUROUIS.

Date of birth : 1986.

Place of birth: Tlemcen.

Father’s occupation: mechanic.

Mother’s occupation: housewife.

Primary, Middle and High school: Tlemcen.

Undergraduate studies:

University: university of Tlemcen, ABOUBEKR Belaid.

Degree: BE (Bachelor of engeneering)

Postgraduate studies:

University: Tlemcen.

Degree: ME (Master of engeneering)

Year: 2009.

T asks l to do the following tasks:

Task 11 p 87 Interpret oral
Task 10 p 86 discourse to
 Task 6 p 85 fill in blanks
Task 8 p 86
Task 13 p 88
Task 15 p 89
2

T checks, helps, guides.

L/L
Post
10’ listening: Idem
T asks l to do the following task Interview
completion
Task 4 p 85. (pair work)

T asks L to play the interview in

pairs.

3
Seq: 03. Lesson: I pronounce. (PDP) L: 3ms.
Learning obj: BTEOTL, L will be able to discriminate between the sounds /f/ and /v/.
Tim Frame Procedure Focus Objective Mate VKT
ing work rials AMI
5’ Warm T greets and welcomes her L T/L Introduce
up: the topic
T sets up the situation: today we’re A
going to see the sounds /f, v/ WB
T writes the words below on the
Pre board:
listening: V
Of, phone, van, fan. L/T Discriminate
10’ T asks l to say them between the
T checks L pronunciation and target
corrects if necessary. sounds K

During T asks L to do the following task:

listening: Task: I classify the words below in
20’ the table according to their L/L
consonant sounds pronunciation:

/f/ /v/ Identify the

target
sounds
T may choose the words on p 91.

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

Post MI
listening: T asks L to do the following tasks:
25’ Tasks 1&3&5 p 92.
L/L Consolidate
T checks the learned
Correction on the board. items

CPB

4
Seq: 03. Lesson: I listen and do. (PDP) L: 3ms.
Learning obj: BTEOTL, L will be able to fill in a timeline (biography) of a scientist.(IBN KHALDOUN)
Tim Frame Procedure Focus Objective Mat VKT
ing work erials AMI
5’ Warm T greets and welcomes her L T/L Introduce
up: T asks L to name some famous the topic
scientists K
T asks L to say what they did so WB V
Pre important to humanity A
listening: L/L Guess who is
10’ T pins the pic of IBNKHLDOUN on the the target Pic
board character
T asks L about the name of this
person
Does he look modern or ancient?
T name the character
Do you know what he did?

During Fill in IBN

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

T asks L to open their books on p 89.

TXB
Task 17 p 89:
Keys:
May 27th, 1332. L/L
1348-1349
1354
1365-1374
 Task 19 p 90:
1375-1378
1383
1384
1387 5
March 17th, 1406
Post
15’ listening: T asks L to do the following task
An interview Idem
Task 22 p 90: (pair work) completion
T asks L to work in pairs L/L
T asks L to paly the dialogues in
pairs.

6
Seq: 03. Lesson: I practice. (PPU) L: 3ms.
Learning obj: BTEOTL, L will be able to talk about progressive actions in the past.
Target comp: interc, interp, prod.
Domains: O&W.
Target stres: past continuous in the three forms.
Materials: WB, TXB, pics.
Cross cur comp:
Intel: he can interpret non verbal messages to pick up information.
Meth: he can assess himself and his peers.
Com: he can process digital data. / He can manage his time rationally.
Pers and soc: he socializes through oral or written exchanges.
Core values: valuing his time.
Tim Frame Procedure Focus Objective Mate VKT
ing work rials AMI
5’ Warm T greets and welcomes her L T/L Introduce the
up: T may review the simple tense seen topic
in seq two
A
T sets up the situation: V
K
Presen
Tation
5’ WB

Pics

Set up the
situation

T may prepare handouts or write on

the board.

Handouts
 7 MI

10’

T reads the passage

Tasks L to read. Check L
T asks some comprehension understandin
questions : g
who is speaking in the text ?
what is he narrating
Did the events happen now or in the
past?
Why the parents were angry?....
Idem MI

T asks L to underline all the verbs in

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

PIASP:
T writes the following examples on
the board:
Identify the
10’ form and use
-I was preparing my exam. of the target
-They were smiling at me. stre

-I wasn’t feeling comfortable.

 - They weren’t looking good.

-Was I smiling?
-Were they smiling?

T asks L to identify the different

elements of each sentence. MI

T clarifies and takes notes on the

board:

The past continuous is composed of

two parts: the past simple of be + Idem
the ing form of the verb.

Positive: S+was / were + ing form

Negative: S+wasn’t / weren’t + ing
form
Question: was / were + S + ing
form…?

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

5’ PIASP2:
The use of
T writes these examples on the while
board:

1.They were smiling while they were

5’ leaving.

2.While they were leaving , they

were smiling.

While is a connector. I use it to talk

about two actions that happened
simultaneously. (in the same time).

Consolidate
Use: T asks L to take notes. the learned
20’ items.
T asks L to do the following tasks:
Tasks 4 & 6 p 96.
 9

Seq: 03. Lesson: I practice. (PPU). L: 3ms.

Learning obj: BTEOTL, L will be able to make requests using “can” and “may”.
Tim Frame Procedure Focus Objective Mate VKT
ing work rials AMI
5’ T greets and welcomes her L Introduce
Warm T may give two examples as it follows: the topic
up:
Listen: T/L V
When I say; WB
Open the door! And Handouts
Can you open the door, pleas? Pics…
K
Is there a difference?
Which one sounds more polite?.....

A
Presen T writes the dialogue below on the L/L Present the
tation board or may prepare handouts new stre

20’ T sets up the situation: MI

Alex class are having a drawing session.
Alex doesn’t have his pencil with him.
He is looking for a pencil. Let’s see what
happened!
 T reads the dialogue
T asks L to play the dialogue in pairs
T asks some comprehension questions L/L Idem

10

T says:
Pay attention to these examples:

1.Can I have your pencil? T/L

2.May I go out?

What is Alex doing here? He is making

requests.
When he was talking to his friend, he
used the modal “can”
But when he was addressing his
teacher, he used the modal “may”. Why State a rule
is that?

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

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

15’ Practice:
T asks L to take notes.

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

Task: I make the following requests

sound more polite: L/L

A:Hey, mom. I want something to eat!

B: I have some cookies.
 Waiter: Are you ready to order sir?
Customer:: Give me a soup and a
lemonade?

A: listen, clean the board!

B: of course , sir. 11

Pupil :I want to get off the bus! Stop

right now!
Bus driver: Okey, kid. Just a minute.

T asks L to do the following tasks in Consolidat

pairs e the new
20’ stre.
Use: Tasks 8 &9 p97.

12
Seq: 03. Lesson: I practice. (PPU) L: 3ms.
Obj: BTEOTL, L will be able to use the relative pronouns “who, which”.
Tim Frame Procedure Focus Objective Mate VKT
ing work rials AMI
T greets and welcomes her L Introduce the
Warm topic
up: T writes the words T/L KVA
Which who brainstorming WB
10’
On the board
The
T asks L:
identification
What are these? (wh pronouns,
of which and
question words)
who
Task: I classify the words on the table:
Pen, man, cat, book, house, doctor,
L/L
actor, dad, brother, ….
who which
………….. ………………

Presen
Task: I combine the following sentences
20’ Tation
using who or which:

1)-The woman has a red car.

Which and
-The woman is my teacher of English.
who new use
↔
as relative
The woman who has a red car is my
pronouns
teacher of English.
MI
2)-I live in a small house.
-The house is not far from here.
T/L
↔
I live in a small house which is not far
PICS
from here.

3)-I love my mom.

-My mom is great woman.
WB
L/L
4)-My son studies in a middle school.
-The middle school is in Chorfa.
 T does the first two examples and helps
L do the last two ones orally.

T clarifies:
Who and which are relative pronouns.
Who refers to people.
Which refers to things and animals. 13

They are used to combine two

sentences and avoid repetition of the
same word.
Practice: Practice the
15’ target stre
Pair work:
T asks L to do the following task:

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

A: who was the man ……. talking to

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

Use:

15’ T asks L to open their books and do: Consolidate

the seen TXB
Tasks 11, 12, 13 p 98 items.
T checks, helps correction on the board.
 14

Seq: 03. Lesson: I read and do. (PDP) L: 3ms.

Learning obj: BTEOTL, L will be able to read text and gather information about ancient moslim
scientists inventions and discoveries.
Target comp: interp, prod.
Domains: W.
Target stres: past simple, past continuous, relative pronouns.
Materials: WB, TXB.
Cross cur comp:
Intel: he can show creativity when producing oral and written messages.
Meth: he can his work and his peers’.
Com:he can process ICT’s.
Pers and soc: he can be inspired by important characters.
Core values: valuing science and Islamic civilization.
Tim Frame Procdure Focus Objective Mate VKT
ing wok rials AMI
Warm T greets and welcomes her L T/L Brainst
up: orming
T writes on the board the names of some
5’ Pre important personalities WB V
reading: T asks L: elicit data K
Who are these people? about A
What did they do? important
character
Einstein, victor HUGO, Mouloud
MAMMERI, IBN KHALDOUN, George
WASHINGTON….

During T splits the L into small groups

40’ reading: T asks L to open their books on p99 L/L
T asks them to read the texts silently

T asks L to answer the question below: Interpret

What are texts 1 &2 about? texts to get
information
T asks L to read the texts again and do: MI

Tasks 1&2 p 99
 L/L
Task 3 P 100

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

15
Task 8 P 101:
The light coming through a window hole.

Task 9 P 101:
1; scalpel MI
2;scissors Idem
3,forceps
4, bone saws L/L

Task 11 p 102:
1, sutures
3, catgut TXB

T asks L to do:
Post Task 13 p 102:
15’ reading:
Possible sentences:

-While ALZAHRAWI was operating on the

patient, his students were watching. Produce
sentences
-ALZAHRAWI was operating on the with”while”
patient while his assistant was holding
him tightly.

16
Seq: 03. Lesson: I learn to integrate. L: 3ms.
Learning obj: BTEOTL, L will be able to write the biography of “BOUROUIS”.
Target comp: interp, prod.
Domains: O&W.
Target stres: lexis related to biography writing.
Materials: WB, TWB.
Cross cur comp:
Intel: he can use his critical thinking while gathering information and doing research.
Meth: he can work in small groups. / He can share information with the whole class.
Com: he can process digital data in English.
Pers and soc: he can show responsibility towards team work.
Core values: valuing Algerian scientists and technology in general.
Tim Frame Procedure Focus Objective Mate VTA
ing work rials TMI
Warm T greets and welcomes her L T/L Introduce the
5’ up: topic
T writes the two words on the board:

Biography WB V
L/L Brainstorming K
Hamid BOUROUIS A
T asks L about what these two words
mean for them?
Give an idea
about the
T sets up the situation:
writing task
Today, we’re going to write the
biography of BOUROUIS.
Before
writing: Present the
T asks L to open their books on p103
15’ situation
T asks L to read the situation
Tasks L to underline the difficult
L/L
words
T explains
So, what are you asked to do?
L answer.

T goes through a brief review of the

items seen in seq three to complete
KSA chart
 the KSA chart. completion TXB

T says: so to write our biography, we

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

T asks L to study the layout on p 105 17

T splits the L into groups L/L

T asks L to design a leader, a writer Write a
While and a reader biography of
30’ writing: T lets L work together. BOUROUIS

Drafting:
L write their first sample
T guides and helps Idem
Idem
Editing:
L rewrite with taking teachers advice
10’ After into consideration
writing: Check L work
Publishing:
L report their final work to the class.

T chooses the best one and write it on

the board.

L/L

18
Seq: 03. Lesson: I think and write. L: 3ms.
Learning obj: BTEOTL, L will be able to write a timeline about Islamic Scientific heritage.(optional)
Target comp: interp, prod.
Domains: W.
Target stres: lexis related to inventions, discoveries, past simple.
Materials: pics, WB, TXB.
Cross cur comp:
Intel: he can show creativity while producing an oral or written messages.
Meth: he can ue reading strategies to collect data.
Pers and soc: he can show some degree of autonomy while learning.
Core values: valuing his scientific and cultural heritage.
Tim Frame Procedure Focus Objective Mate VKT
ing work rials AMI
5’ Warm T greets and welcomes her L T/L
Up: T asks L to open their books on p 106 Introduce
the topic WB
T asks L to read the situation K
Before T asks L to underline difficult words
writing: T asks: what are you asked to do? V
L: write an introduction to the brochure
15’ in which I set up a timeline about the L/L A
Islamic Scientific heritage. Guide the L
and provides
T asks L to read the information on P him with
106 necessary
T explains data to write
So you underline the items you want to the timeline
include in your timeline

T helps L to understand the layout on p

107 TXB

T lets L work on their own

During T helps and goes around the class
30’ writing:
Drafting:
L write their first production Write the
Editing: introduction.
 T goes around, helps and corrects
L rewrite their timelines.
L/L MI
After Publishing:
writing: L report their work to the class
10’ T selects the best one and writes it on
the board. CPB

19

Production sample:

A timeline of the Islamic Scientific Heritage.

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

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

The eighth century:

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

The ninth century:

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

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

It’s worth pointing out that modern technological progress owes a lot to the steps made
during the Islamic civilization.
20
Project work:
My School Environment Litter Survey.
I interview my schoolmates to know more about the causes of litter in our
school and the adjacent streets and neighborhood, and the measures that
should be taken by all pupils to solve this problem.
Then, I report the results of this survey to my class and display them on the
school’s notice board using visuals.

Starting off situation: As a member of Greenpeace organization, you want to

protect the environment where you live. Prepare a short article to be
published in social networks. Make people in your city aware about the
causes and bad effects of pollution . Suggest some solutions.
Seq: 04. Lesson: I listen and do. L: 3ms.
Learning obj: BTEOTL, LWBA to ask and give information about Algeria’s location and
national parks.
Target comp: Intrct, intrp, prod.
Domains: O&W.
Target stres: lexis related to environment, location, parks….present simple.
Materials: TXB, WB, visuals.
Cross cur comp:
Intel comp: he can understand and interpret verbal and non verbal msges.
Meth comp: he can use strategies for listening and interpreting oral discourse.
Com comp:he fill out information forms about countries and environment.
Pers and soc comp: he socializes through oral or written exchanges.
Core values: he values environment, plants and animals.
Timing Frame Procedure Focus Objectives Mate VKA
work rials TMI

Warm T greets and welcomes her L

5’ up: T/L
T pins pics on the board (pics
representing animals, plants, Introduce K
landscapes, seas, ….) the new
L/L subject
T asks K to name them
T sets up the situation:
Visuals V
Maps

TXB A

MI
WB
 Pe
5’ listening: T may bring a map
representing the world and Locate
asks L to locate Algeria. Algeria on
T/L the world’s
map
While T asks L to open their books
20’ listening: on p 113. Idem
T says: we’re going to listen
to a UNESCO representative Set up the
talking about Algeria’s L/L situation idem
biodiversity and do the
following tasks.
Audio
Task 1p113.(part 1)
Task 3p113.(part 1) Scripts
Task 6p 114.(part2)
Interpret a
L/L non verbal
Post T invites L to do the following msg about
15’ listening: task(pair work) Algeria’s
national
A : where is Algeria located ?
Task: I complete the parks
dialogue:
Me: ……………………………………………………………………………………….
L/L
A: are their national parks in Algeria?

Me: ……………………………………………………………………………………..

A: can you name some of them?

Me: ……………………………………………………………………………………

A: what are national parks created for?

Me: ………………………………………………………………………………….
 T checks
Correction on the board

I pronounce: ( Intonation in
questions)
While
15' listening: Step one: T/L Identify
T writes the examples below intonation WB
on the board in questions TXB

Eg:
Where is Algeria located? Discriminate
What’s a national park? between
falling and
Do you love animals? rising int
Is the environment in
danger?

T asks some L to read the

questions
T asks L to classify them into
“wh” and “yes and no”
questions
T asks l to listen carefully to
her reading the questions
T asks: Do you notice any L/T
difference in the music my
voice is making?
L answer by “yes”
T clarifies; this is called
intonation.
If you focus well, you will see
that my voice is coming up or
down
Now tell me:
Wh q: down or up?
Yes and no q: down or up?
 Notice:
In “wh q” the intonation is
falling (.↘)
In “yes&no” q, the intonation
is rising.(↗)
Post
listening: L/L

Consolidate
the new stre
Task9 p 128.

Seq: 04. Lesson: I listen and do(PDP) L: 3ms.

Learning obj: BTEOTL, LWBA to ask and give information about endangered fauna and
flora.
Ti Frame Procedure focu Objective Mate VKT
m work s rials AMI
ing
5’ Warm T greets and welcomes her L T/L Elicit data Pics V
up: T brings pics representing plants and from L WB K
animals L/T
T asks L to name them
T writes the following task on the
Pre board:
listeni Task: I classify the names in the table
5’ ng: below:
Fauna (animals) Flora (plants)
20’ While
listeni Introduce
ng: T sets up the situation: today we’re the topic
going to talk about endangered species Audio
in Algeria.(Animals and plants). And script
we’ll talk in particular about the s
Barbary macaque. A
L/L MI

T asks L to do task 19 p 118; (explain Explain dif

difficult words to be used in the L/L words
interview)
Idem
T puts on the audio script and asks L to
do : Task 16p117.(Fact file about
Algeria’s endangered species) Endangered
species in
T puts on the audio script (53) and asks Algeria
L to do task 21p119.(Interview with Dr Ide
Sian Waters) m

Task 23 p120
Task 25 p120.

T asks L to do task 9 p 115(modified): idem

Post Question: I fill in the blanks with: 1986, Filling in TXB
10’ listeni understand, biodiversity, ecosystems, blanks WB
ng: designated) about CPB
wildlife
reservation
s

20’ I pronounce:
The sounds /ᴣ/, /dᴣ/

I listen and repeat: p124 (a,b) identify the TXB

two target WB
I practice: task 1&3 p 127. sounds
Seq: 04. Lesson: I listen and do (PDP) L: 3ms.
Learning obj: BTEOTL, LWBAto ask and gibe information about pollution.
Ti Frame Procedure Focus Objective Mat KTA
m work e VMI
ing rials
5’ Warm T greets and welcomes her L T/L Introduce the
up: T explains the word “pollution” L/T topic
T pins on the board pics V
representing pollution K

5’ Pre T asks L to classify the pics in the

listenin table below:
g: Air Water Soil
pollution pollution pollution

MI

T sets up the situation:

20’ While We’re going to listen to the
listenin interview of eco-schools T/L
g: organization representative. He Set up the Ide
discusses the problem new are all situation m
facing which is litter.

T gives and idea about the

meaning of the word.
T puts on the audio script parts 1
and asks L to do:
Task 27 p 120(what is litter?)
Then part 2 and do L/L Def of litter
Task 29, 31; 33 p121(problems
 Seq: 04. Lesson: I practice. L: 3ms.
Task: I read the text then I do the tasks below:
Leila and Karim are school mates. When going back home from school, Leila saw a kitten
bleeding. She stopped to know why.

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

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

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

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

The following day, Leila said to Karim: “we should do something to make our friends that
harming animals is bad.”

Karim: you know what, we can organize a meeting and make a speech!

Leila: a sharp touching speech then!

One week later, the two friends fulfilled their schedule and did the following speech;

Dear children,

All kinds of life are worth being respected and valued! As pupils we should make an example.
We mustn’t hurt animals such as dogs and cats or any other animal. If you feel threatened, just
make a sign with your hand and the dog will flee. Whenever you see a kid trying to hurt an
animal, you must stop him. We should be aware of the importance of any creature safety and
welfare. Most experts say that a kid who violates animals, has a great chance to violate human
beings when he is grown up! Do you really want to be this kid? You shouldn’t do to others what
shouldn’t be done to you! Please, help us tell all the kids that we must stop torturing animals!
Seq: 04. Lesson: I practice. (PPU) L: 3ms.
Learning obj: BTEOTL, LWBA to express obligation, prohibition and make
recommendations (advice).
Target comp: intrct, Intrp, prod.
Domains: O&W.
Target stres: must, mustn’t, should, shouldn’t.
Materials: worksheets, TXB,WB.
Cross cur comp:
Intel: L can deduce meaning from context.
Meth: L can mobilize his resources and manage his time rationally.
Com: L can make recommendations and express obligation.
Pers and soc: L socializes through oral or written exchanges.
Core values: L values all kinds of life.
Ti Frame Procedure Foc Objecti Mat VK
m work us ve e T
in rials AM
g I
5’ Warm T greets and welcomes her L
up: T writes the word “can” on the board Introd
T asks a L to read T/L uce the
T asks what is it? topic WB K
Do you know other modals?
If yes, so we’ll learn more about them Review WK V
If no, we’ll see two other modals”must and L/T the ST
should” seen
 modal A
can

Prese
10 n T splits the worksheets above
’ tation T asks l to take a look at their worksheets MI
T asks L to describe the pics on the sheets Explain
T may explain the difficult words like: torture, L/L dif
speech… words
T reads the text and asks some L to read Ide
T asks l to do the following tasks: m

Task one: I complete the table with sentences

from the text:
L answer orally , T takes notes on the board.
L/T

obligation Prohibition Advice/

recommendations Ide
m
-we must We We should do Identif
take him mustn’t something! y the
to the waste a dif
vet. minute. functio
ns of
must
L/L and
Task two: I study the following sentences then I should Ide
complete the table below: m

-we must go to the vet.

10 S+ must + stem (obligation)
’ -You mustn’t waste time.tem (prohibition)
S + mustn’t + s The
-Must they come early? stres
of
-You should go early. T/L must
S + should + stem and
-they shouldn’t hurt animals. should Ide
S + shouldn’t + stem (advice / recommendation) m
-Should you pick up that rose?
Mod Positive Negative Interroga
al tive
Must S+must+st S+mustn’t+st Must +
em. em. s+stem ?
 Shou S +should S+shouldn’t+s Should +s
ld + stem. tem. +stem?

Tasks 1,2,3 p 133

Task four: I complete with “should” or L/L Use

Practi “shouldn’t”: the
20 ce: -people …………brush their teeth everyday. target
’ -we ………use plastic bags. stres TXB
- Every kid……..own a pet.
Use: -We …………cut trees.
15 -people ……………..organise cleaning campaigns
’ every month. L/L

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

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

Notice : The present perfect forms :

❶Positive: have / has + past participle.

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

Adverb/ Its use

Preposition
Since + a date.
For + a period of time
Already Between the auxiliary and the past participle
Yet At the end of sentence (negative)
Never Between the auxiliary and past participle (negative)
Just Between the auxiliary and past participle (positive)
Ever Question
Taskone: I write sentences in the present perfect using the notes below:
❶-He / wake up / just.
❷-They / make / bubbles.
❸-I / see/ The Revenant / yet.
❹-Amel / start / a/ new / book / already.
❺-you / be / to / England / ever.
❻you/ ever/ kill/ an animal.
❼I /never/ see/ an elephant.

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

Learning obj: BTEOTL, LWBA to use the present perfect tense with time adverbs.
Tim Frame Procedure Focus Objective Mate VKT
ing work rials AMI
5’ Warm T greets and welcomes her L T/L
up: T writes “to have” on the board Introduce
T asks L, what is it? L/T the topic V
T asks L to find the present forms Review the WB K
of this auxiliary verb. present WKSTS
forms of
presen T splits the worksheets(above) have
20’ tation: T asks L to describe the pics on the A
sheets
T reads the dialogue
T asks L to read it in pairs Present the
T asks L to pick up from the text, a L/L target stre MI
positive, negative and
interrogative stce.

Eg:
1. I have already been there.
(positive) Idem
2.You haven’t saved enough
money.(Negative) Identify the
3.Have you ever been to the US? T/L present
(Interrogative) L/T perfect
forms and
T asks : Are these sentences in the use
 past or present?(pastbut continues
to the present)
T helps L identify the dif elements
of the sentences
T notices: Idem Idem
The present perfect is a compound
tense, it’s composed ot: have / has
+ past participle of the verb.

-The use of time adverbs:

(explained in the worksheet
above) The use of
how long?
-“How long”use: Since
T writes the examples below on For
the board:
-How long have you lived in
London?
-I have lived in London since 2000.
-I have lived in London for 18
years.
How long? Is used to ask about to
ask about the duration of an
action. Idem
I answer with: since + a date.
Prac Or: for + period of time.
20’ tice:
L/L Use the
T asks L to do the first task on the learnt stre in
worksheet above. meaningful
context
Task 16 p136. TXB
Task 17 p136. CPB
Task 18 p 136.
15’ Use:

Task: I answer the questions L/L

below:
A: How long have you studied Use the
English? present
You: ………………………………………… perfect to WB Idem
A: Have you ever been to England? talk about
You: ………………………………………….. oneself.
A: Have you finished you middle
school?
You: …………………………………………..
A: Have you ever seen a lion?
 You: ……………………………………………

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

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

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

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

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

Tom It’s alright pa!

Seq: 04. Lesson: I practice. L: 3ms.
Learning objective: BTEOTL,LWBA to use the imperative (positive and negative).
Ti Frame Procedure Focu Objective Mat VKT
m work s e AMI
ing rials
10’ Warm Interact
up: T greets and welcomes her L with L
T takes a paper and scramble it T/L WB V
T throws the paper and throws it on the K
floor. Enhance T
T asks: what am I doing? data from WKS A
Is it a good or bad action? L
Do you do something like that?
How do we call this rubbish on the floor? L/T
Why is it bad to throw litter anywhere?
Where should we put our litter?
Ide
Presen T splits the worksheets m
tation: T asks l to take a look at their sheets
25’ T asks L to count the pics
T asks L to describe the pics MI
T delivers the correct vocabulary as Introduce
“litter…” the topic
T reads the text Explain dif
T asks some L to read again vocabular
Tasks some comprehension questions: y
Who is speaking in the text?...
 T asks L to do the following tasks
Task one: I read the text then complete
the table below:
sentenc positiv negativ function L/L
e e e
Listen ● Imperativ
to me! e/ order
………….
Ide
Learners give the sentences m
T takes notes on the board
T writes the following examples on the
board:
Identify
-listen to me! the
-would you listen to me please? T/L imperativ Ide
T asks L to compare the two tones L/T e mood m
The first is an order , no choice given.
The second is a request which can be
accepted or refused. The
T writes other examples on the board: imperativ
-be a good boy. (positive) e structure
-don’t throw litter on the floor!(negative) and
punctuati
T explains: on
We use the imperative to make orders.
The verb in the imperative has no subject,
it’s implied (you)

Positive: stem!
Negative: don’t+ stem.

An imperative sentence can end with a Ide

Practic full stop or exclamation mark. m
e:

15’ T asks L to do the following tasks:

Task one: ( pair work)I give my partner L/L
four orders, two things to do , and two
things not to do. (a game)
Use: Use the
learnt stre
10’ T asks L to do the following task: orally
Task: I put the verbs in the correct form:
-(to be ) ……quiet and (to do) your work.
-(not to cut )………trees!
-(to respect) ………. All living creatures.
 -(to preotect)………environment (not to Written
spoil) …….it. way

Seq : 04. Lesson : I practice. (PPU) L: 3ms.

Learning obj: BTEOTL,LWBA to use comparatives of superiority.
Ti Fram Procedure Focu Objectiv Mat VLA
m e s e e TMI
ing work rials
10’ Warm
up: T greets and welcomes her L T/L Introduc
T brings pics representing animals and asks L e the
to name them topic WB V
T draws the chart below on the board:
K
Adjectives L/T WKS
Tall Dan Frien Kind Beau A
gero dly tiful Explain
us the adj
gira Tiger Dog Cat Pand meaning
ffe a
MI

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

Prese T sets up the situation:

n Today we’ll learn how to make comparisons
30’ tation of superiority using
: short and long adjacives Identify
T draws a cahart like this: the
Short Two syllable Long adj (3s T/L number
Adjectives adj +) of
(1s) syllables
Tall Friendly Beautiful (descrimi
Nice Happy Exensive L/T nate
Fast Rapid Dangerous between
short
and long
T gives adj and asks L to classify them adj)

T pins pics of two animals on the board and

write an adjective they share next to them

Ide
m

A.Regular adjectives:

Let’s use the following adjectives to

compare these two animals:
Kind, friendly, dangerous. Identify
the stres
-A dog is kinder than a cat. T/L and the
-A dog is more friendly than a cat. use of
-A dog is friendlier than a cat. the
-A dog is more dangerous than a cat. compara
tives
Rule: to compare two persons or things or
 animals we use adjectives.
1.Short adj+er than
2.More + long adj than
3.Two syllable adjectives accept both rules
above.

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

Practi T asks L to do the following task

ce: Task 20 p138.(oral) L/L TXB

15’ consolid
Use: Task 19 p 137.(written) ation

Seq: 04. Lesson: I read and do.(PDP) L: 3ms.

Learning obj: BTEOTL, LWBA to interpret a non verbal message about pollution.
Target comp: intrp, prod.
Domains: O&W.
Target stres: lexis related to pollution problems and solutions.
Cross cur comp:
Intel: He can understand a non verbal text and show creativity while creating oral and
verbal messages.
Meth: He can develop reading skills strategies.
Com: He can process digital data in English.
Pers and soc: He can show responsibility towards his environment.
Core values: valuing environment and nature.
Tim Frame Procedure Focus Objective Mate VKT
ing work rials AMI
5’ Warm T greets and welcomes her L T/L Introduce
up: T brings pics representing all the topic
types of pollution and asks L to Pics V
classify them in the correct L/T
category. K

Pre T sets up the situation Discussing

10’ reading: Today we’re going to read about litter WB A
litter; its dangers and how to get T/L problem
rid of it. MI
T asks L to open their books on P
 139. L/T
T asks L to take a look at the text
and say how many paragraphs
are there.
T asks L to read the text and say
what is it about.

While Interpreting
30’ reading: T asks L to read the text and do a non verbal
task one p 139. L/L message
about litter
-bibliographical notes: TXB
Argumentative.
Web article.
-Reading notes:
1.litter, its dangers and how to
get rid of it.
3.because it’s associated with
health risks….
4.p3
5.to encourage them keep their
environment clean.
6.we: Scottish people
Them: children Idem
Who: pupils
Their: pupils
They: pupils.
Its: school.
8.NO, they shouldn’t. The
author’s opinion is that they
should see it a positive action to
improve their environmental
neighborhood. Idem
15’ Post L/L
reading: Class
Question 9: as a class discussion. discussion
T asks L to give their opinions. about litter
problem