4ms

Sequence: 1

ME . UNIVERSAL LANDMARKS AND OUTSTANDING FIGURES IN

HISTORY LITERATURE AND ARTS

By Mr DjamelDjamel
Before starting this sequence the teacher should check with the PPs
the following prerequisites and prepares some activities to review
and consolidate:

Simple past (all forms).

Adjectives( long /short/syllables)

Comparative ( more/Less)
Level :4ms

SEQUENCE :one
1 ME . UNIVERSAL LANDMARKS AND
OUTSTANDING FIGURES IN HISTORY, LITERATURE AND
ARTS

I learn to integrate

You have just returned from a three-day tour

by Mr djamel
around Algeria .

Your want to post on your facebook the report

of this trip to make people around the world
aware of the cultural and historical richness of
Initial situation
In the international” travel forum” of your country Algeria to know about the
tripadvisor.com website, you read a message of a interesting places you visited.
tourist from England . He needs some
information about Algeria. Think of some Describe your itinerary and give information
famous places you visited and write some about the places you visited ( universal
information about them( famous landmrks, souks landmarks ; old medinas , monuments,
,old medinas, famous figures….). Turn these souks fortresses..)and outstanding ,famous
information into a travel brochure to be posted figures in history with a detailed map
inthe “ travel forum
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: ME . UNIVERSAL LANDMARKS Session ; initial situation Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY
LITERATURE AND ARTS

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

Cross Curricular Competencies Core values

 Intel: The learner can understand verbal and  Valuing work in groups.
nonverbal messages .  Valuing world heritage.
 Meth:  Openness to other cultures.
He can work in groups.  Valuing travelling
 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 Foc Aims Mater Va
me work us ial kt
T greets his PPs .The PPs respond.
Warm The teacher shows his PPs some pictures ( or powerpoint file)
up of some universal landmarks and places of interests in the Using prior
world and starts a short discussion ( to lead them to the knowledge
Pre Task situation) .Example : flash V/
cards A/

T/L

a/v

lead the PPs W

to board
understand
the situation

Do you know these famous landmarks ?

 Where are they situated ? T/L
Can you locate them on the map ?
Why do people visit them ?
Do you know other monuments ?
a map
Task Do you like travelling ?
cycle Have you ever visited an interesting place ( a landmark ) ?
Can you give me information about it . ?
What does a tourist prepare before start his tour ?
Can you name some famous places( old medinas, souks, landmarks….) in
your city( or rgion)
Are there any outstanding figures in history , literatureor science in tour
town ?

Teacher writes the “initial situation” on the board.He reads

it.Then helps his pps to interpret it

Initial situation

In the international” travel forum” of

tripadvisor.com website, you read a message
of a tourist from England . He needs some
information about Algeria. Think of some V/
famous places you visited and write some A/
information about them( famous landmarks, K/T
souks ,old medinas, famous figures….).
Turn these information into a travel
brochure to be posted inthe “ travel forum
W
to encourage board
L/L PPs to
discuss and
T invites his pps to work in groups to discuss the problem and cooperate
suggest solutions in 10 minutes . to generate
The teacher monitors and encourages his PPs
The teacher invites his pps to read what they wrote. solutions
The teacher thanks and encourages his PPs
Using spider graphic organizer , the teacher starts a discussion

name some
universal name some cities
landmarks brainstormin
g ideas as
much as
Describe
What I need Locate possible
them places on
a map

Use adjectives

……………….
Name some
Give some
famous figures in
biographical
history, art and
notes
literature
T : In this sequence : ‘’ME . UNIVERSAL LANDMARKS AND
OUTSTANDING FIGURES IN HISTORY LITERATURE AND ARTS ‘’
We are going to see all these topics and ideas

SUGGESTION
The teacher provides his pps with some useful sites to check
and get some ideas during learning this sequence :
https://www.thefamouspeople.com/algeria.phphttp:/-
https://www.biographyonline.net/people/famous/historical-
figures.html
http://www.world-guides.com/africa/north-
africa/algeria/algeria_landmarks.html
announce
the topics of
sequence 1
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson 1 Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language learning
LITERATURE AND ARTS

Learning Objective (s): by the end of this lesson my learners will be able to organize a series of activities, actions , events…..
using discourse markers of chronology : first , the, next, ……
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/he
– produce. student book
Target language: -
discourse markers (linking words) of
chronology
Cross Curricular Competencies Core values
 Valuing the wonderful Algerian landmarks.
- Intel: Learner can understand verbal and non  Being proud of the national heritage.
verbal messages .  Openness to the world.
- He can use his critical thinking to deduce rules.
- Meth: He can work in pairs or within the whole
class.
- Com: He can reinvest the learnt language into the
real life
- Per and soc: He socialises through oral or
written exchanges.
-
Ti Frame ;Procedure Foc Aims Mater Va
me work us ial kt
The teacher greets his pps / the pps respond.
Warm  Teacher asks his students to describe their morning routine To pave the
up before coming to school. Two or three students share their way for the Flash
presentation cards
routines with the group.
V/
 Now ,the teacher tells his routine. As he is telling his To involve A/
Presenta students his routine, he should write one the board the everyone in
tion steps and writes the discourse markers in a different colour, T/L the process
"First, I wake up. Next, I go and brush my teeth. After that, I
go to the kitchen and drink some orange juice. Finally, I put
on my coat and come to school. Introduce the
target
Teacher : Why did I use these discourse markers (linking words) : structure in a W
First , then , after that and finally . context board
In which part of the sentence we can put them ? Giving the
opportunity to
Practic Which punctuation sign we have after these discourse markers? W
the learners to
e board
guess and
The teacher highlights rules of the discourse markers (linking elicit the new
words) of chronology page 34). structure

 Task one : Reoder the following tourist guide speach

Highlighting
Then, we’ll go to the zoo. T/L rules

Finally, we’ll visit the caves .

To check how
well the
 First,we’ll see _____Lalla Setti. learners have
grasped the
meaning and
After that , we’ll see AlMansoura .
the form of the
new structure
Task two : fill in each blank with the appropriate s
chronological markers (task 15 page 38) book

Task three : Work with your partners. Read my grammar

tools 4.1 again and check your answers.
The PP
Task four : reinvests
what he
Write four sentences describing in a chronological order your after The
learnt to talk
Use school routine . board
about real
Start like this : life situation

When I get home , first ,I will …………………………………………

Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson 2 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY (I listen and do1)
LITERATURE AND ARTS Language focus : language use

Learning Objective (s): by the end of this lesson my learners will be able to prepare a guided tour where they show some
famous places in their cities, regions or country.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - adjectives / sequencers
.

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing the wonderful Algerian landmarks.
verbal messages .  Being proud of the national heritage.
 Openness to the world.
- He can use his critical thinking to deduce rules
- Meth: He can work in pairs or within the whole
class.
- Com: He can reinvest the learnt language into the
real life
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his pps / the pps respond.
Warm
up Teacher starts by writing the word London on the board. Brainstormin Flash
Then ,asks his students to say what they know about this g/ using cards
city.(famous football players, famous places , location, prior V/
Pre country ,language………) knowledge A/
listening
Teacher shows his students some flash cards about London’s most
famous landmarks and monuments( Big Ben ,Westminiter palace,
Thames…... W
( board

a/v

To prepare
the learner
for the
 listening
phase and
explain the
key words

T : How do tourists usually visit these famous places?

While Do they go by train, taxi,or tourist bus?
listening T shows his Ls the open-top bus in task 1 page 11 .
T asks who usually talks to the tourists about the famous Audio
places during a tour on a bus? (A tour guide.) file

T ; A group of Algerian middle school are visiting

London .They are riding an open- top double decker –bus
and their English tourist guide is showing them London’s
most famous monuments and landmarks during this
sightseeing tour. To listen and
choose the
The 1st listening : right answer
Teacher invites his pps to listen to the tourist guide
talking to sightseers and choose the right answer : The
a) The tourists are going on a sight seeing tour around : board
1- London 2- liverpool- 3- Manchester TO
b) The tourists are now in the city of : encourage
1 – Leeds 2- Westminister 3- Bristol. the L to work
c) The Westminister palace was built in the ………… with his
century partner
1- tenth – 2 – eleventh 3- twelveth
To listen and
The 2nd listening :
find the
the Ls listen again to the English tourist guide part 1 and work
missing
with partners .They compare their answers then correct each
words
other.
The 3rd listening :
Listen to the tourist guide talking to the pps and find the
missing words (task 2 page11).
Sbook
Teacher asks the students which places tourists can visit
in their city, town or village. (They could choose an other
city with world famous places or just their local area) .
Teacher writes these places on the board.
The pps
Teacher tells the class to imagine that they are on a reinvest
guided tour visiting the places listed on the board. Some the listening
pupils are tour guides and others are tourists. phase to
Instructions : name the
most famous
You are a tour guide. Work in small groups and prepare places and
your speech .Be prepared to answer the tourists’ questions! landmarks in
their cities ,
You can start like this : regions or…..
Good morning/afternoon everyone! Welcome to this tour of
_______________ (place)by_______________ (transport).
V/
 My name’s _______________. A/
I’m your guide on our tour of _______________. To act out a K/T
The tour will take _______________ hours. role play
Post First we’ll see ____________________________. Then we’ll The
listenin see________________________ board
g Next we’ll _______________________________. After that
____________________________
__________________________________________________
_____________

The tourists can ask some questions.

Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson3 Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language learning
LITERATURE AND ARTS

Learning Objective (s): by the end of this lesson my learners will be able to write a short paragraph describing a famous
monument using passive voice.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/he
– produce. student book
Target structure: -
Passive form in the past
.

Cross Curricular Competencies Core values

 Valuing the wonderful Algerian landmarks.
- Intel: Learner can understand verbal and non  Being proud of the national heritage.
verbal messages .  Openness to the world.
- He can use his critical thinking to deduce rules.
- Meth: He can work in pairs or within the whole
class.
- Com: He can reinvest the learnt language into the
real life
- Per and soc: He socialises through oral or
written exchanges.
-
Ti Frame ;Procedure Foc Aims Mater Va
me work us ial kt
The teacher greets his PPs / the PPs respond.
Warm The teacher pins on the board some flashcards of famous
up monuments and asks his pps to find their names. Flash
Brainstorm cards
The teacher shows his pps a flash card of Eiffel tower and /using prior V/
invites them to say what they know about it . Knowledge A/

T/L

W
board

W
Teacher writes on the board the following note about Eiffel board
present tower then asks some guiding questions :
ation
The Eiffel Tower is the most famous monument of France. It is
situated in Paris.it was designed by Gustace Eiffel .It was built
by 250 workers. It was constructed between 1887 and 1889 for
the expostion of Paris.

Introduce the
 T/L target
Where is Eiffel tower situated ? language in a
context
Who designed it ?

Who built it ?
The
When ? and why ?
board
T; Now read the following sentences and compare
between them

A)Gustave Eiffel designed the Eiffel tower.

B)Eiffel tower was designed by Gustave Eiffel. Giving the

opportunity to
the learners to
T draws the Ls attention and asks some guiding questions:
guess and
elicit the new
Underline the verbs in sentences a and b? what do you structure
remark? What is the difference difference?

Underline the subjects? The

board
What happened to the subject and the verb in sentence 2?
a/v
What about the object ?

A)Gustave Eiffel designed the Eiffel tower

Practic B)Eiffel tower was designed by Gustave Eiffel

e
So, sentence A is in active form ( the subject is before the
verb) .

Sentence b is in passive form (when the verb comes after

the object we call it passive form)

Grammar tool :

T highlights rules of passive voice (pages 30/31)

Task 1 Reorder the following words to get meaningful sentences.

were /by / Salim/The tickets/ booked.

was/ built/ The statue/ by a famous artist.
Task two Fill in the correct form of the verb( task 5 page…):
a) . Timgad (be found) by the Romans.
b)Ketchaoua and Sultan Ahmed mosques (be build)in the 17th To check how
century . well the
c)The Houses of Parliament. (be situate) along the river Thames in learners have
London.. grasped the
d)Shakespeare’s house – be locate in the small town in The meaning and
Strafford-upon-Avon the form of the
Task 3 I write the following sentences into the passive form in the new structure
example.( task 6page…)
 T : Your epal asks you questions about some Algerian landmarks
Use Complete the following email and post it where you give him/her V/
information about Maquam Echahid The pp A/
Where is it situated reinvests The K/T
- Who built it? and when? what he board
- Why? learnt to talk
Hello , my friend . In Algeria there are a lot of famous land marks /describe
.One of them is Maquam Echahid . It is………………… Algiers.It
some
……………………. by the Canadians ………. 1980s It …………….to
monuments
celebrate the sacrifice of the unknown martyr.
in Algeria
 Reinforce and consolidate
Activity one : Underline the correct variant:

1. I am helped/was helped yesterday.

2. Milk is bought/was bought every day.

3. Nick is sent/was sent to the library yesterday.

4. Liz was given/were given a new toy last night.

5. This story is published/was published 2 years ago.

6. Milk is delivered/was delivered every day.

7. The cars are bought/were bought last year.

8. My sisters was invited/were invited to the party last week

ACTIVITY TWO ; . Rewrite the sentences in the Passive Voice:

1. We bought this car yesterday.

2. W. Shakespeare wrote “Romeo and Juliet”.

3. I’made the report last week.

4. We designed a nice plan.

Activity three The Statue of Liberty

Complete the sentences (Active or Passive Voice). You must either use Simple Present or Simple Past.

1. The Statue of Liberty (give) to the United States by France.

2. It (be) a present on the 100th anniversary of the United States.

3. The Statue of Liberty (design) by Frederic Auguste Bartholdi.

4. It (complete) in France in July 1884.

5. In 350 pieces, the statue then (ship) to New York, where it(arrive) on 17 June 1885.

6. The pieces (put) together and the opening ceremony (take) place on 28 October 1886.

7. The Statue of Liberty (be) 46 m high (93 m including the base).

8. The statue (represent) the goddess of liberty.

9. She (hold) a torch in her right hand and a tablet in her left hand.

10. On the tablet you (see / can) the date of the Declaration of Independence (July 4, 1776).

11. Every year, the Statue of Liberty (visit) by many people from all all over the world
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson4 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY (I listen and do2)
LITERATURE AND ARTS Language focus : language use

Learning Objective (s): by the end of this lesson my learners will be able to write a short paragraph about famous
monuments.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target language: -

.describing monuments.

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing the universal landmarks.
verbal messages .
 Openness to the world.
- Meth: He can work in pairs or within the whole
class.
- He can use strategies for listening and
interpreting oral discourse.
- .
- Com: He can select specific information
through listening
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Vakt

me work us ial
The teacher greets his pps / the pps respond.
Warm
up T starts by a quick review ( the most famous landmarks Brainstormin Flash
in London and the the guided tour of the Algerian middle school g/ using cards
sightseers) ) prior V/A/
Pre knowledge
listening Teacher shows his PPs the photo of Big Ben and let them share
what they know about it.(Elicit the key words : chimmed,
designed,……) To prepare
the learner
for the
listening
phase and
explain the
key words

a/v
To listen and
choose the
right answer
The 1st listening : Sbook
TO
T ; Listen to The English tourist guide part 2 talking to encourage
the Algerian tourists about London’s most famous the L to work
While monuments and landmarks during this sightseeing tour with his
listening and task 5 page12 partner

The 2nd listening :

T : listen again to the English tourist guide part 2and copy
the correct answer into your copy book (task 6 page 12)
The 3rd listening :
Listen to the tourist guide part 3 and fill in the table( task
7 page 12)
The teacher explains some words like : designer- The Ls The
Post chimed- diameter….) reinvest what Sbook
listenin they learnt to
g The fourth listening : The PPs are invited to listen again and write a short
check their answers . paragraph
about a
famous land
Teacher : Now use the information from the table in the previous
mark
task and write a paragraph about Big Ben.
Start like this :
BigBen was designed by ……………….and ………….it chimmed
For the first time on ……………… It is ……………………..
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson 5 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY (I listen and do3)
LITERATURE AND ARTS Language focus : language
use/learning

Learning Objective (s): by the end of this lesson my learners will be able to write a short paragraph, using biographical
information , about outstanding figures.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - simple past (regular /
irregular verbs)

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing art and artists.
verbal messages .  Valuing understanding figures
- Meth: He can work in pairs or within the whole
 Openness to the world.
class.
- He can use strategies for listening and
interpreting oral discourse.
- .
- Com: He can select specific information
through listening
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Vakt

me work us ial
The teacher greets his PPs / the PPs respond.
Warm
up T starts by a quick review ( recall some information Flash
related to BigBen) Recall cards
previous V/A/
Pre Students work in small groups and make a list of four famous information
listening people they admire and discuss their choices with other students to build a
(teacher may help them with this graphic designer) new
……………… ……………… context

litterature Art
…………….
………..

sport
science

Their fields To prepare a/v

the learner
for the
listening
Famous people I admire phase and Sbook
explain the
 key words

While
listening The 1st listening
Teacher invites his PPs to listen to the tourist guide part 4 To listen and
and complete the ID card of the famous English writer (task complete an
12 page 13) ID card
The 2nd listening TO
The learners listen again to the tourist guide part 4 and work encourage
with partners .They compare their ID cards them then correct the L to work
each other. with his
partner
Task 15 page 17:
T asks his PPs to write a caption for the portrait of the
famous English writer that includes his full name / date and
place of birth and death between brackets as in the following
example :
Abdelhamid Ibn-Badis(Constantine 1889- Constantine1940)

Task 16 page17: The

Teacher : Now , You work in pairs .Use the information in Sbook
The ID card(task 12) and ask each other some questions
related to this famous writer.You can ask about :

The name of this famous person / his date and place of birth/ The L
his occupation/his writings /……………… reinvests
what he V/A/
Task 18 page 18: learnt to a K/T
Use the information from the ID card (task 12) and write a note about
Post short paragragh about the famous writer. an
listenin You can start like this : outstanding
g I (mention the full name of the famous writer) is an figure
outstanding figure in English literature. His writings known
worldwide. He was born on ……………in ………………………He
was ………………………….He wrote…………………………….
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson 6 Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language
LITERATURE AND ARTS learning/use

Learning Objective (s): by the end of this lesson my learners will be able to talk about some famous landmarks and
outstanding figures in his /her city or region using strong form adjectives.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board / the student
– produce. book
Target structure: - base form and strong
form adjectives
.

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing the wonderful Algerian landmarks.
verbal messages .  Being proud of the national heritage.
 Openness to the world.
- The learner can use his critical thinking skills
when eliciting the new target structure.
-
- Meth: He can work in pairs or within the whole
class.
- .
- Com: He can re-invest the language in a real
life situation
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his PPs / the PPs respond.
Warm Teacher invites his pps to work in pairs and list as many
up adjectives as they can . Brainstormin board
g/ using
The teacher invites his PPs to consider the following prior V/
The sentences and elicits the new target structure by asking some knowledge A/
presenta guiding questions:
tion Find the adjectives .
Some adjectives are preceded by very .what that means? W
And some not .why? To get all the board
a)This stadium is very old learners
involved
b)This stadium is ancient
a)This place is very big.
b)It’s a huge place.
a)I’m very good at Maths. To elicit the
b)I’m excellent at Maths target structure
T : Old, big or good are base adjectives. Strong adjectives To familiarize
have the meaning of very. the
Eg. Very old = ancient learners to the a/v
new target
structures
Very big = …… huge …………….
Very good = ……… excellent ………………
Practice To check /and
Teacher highlights rules base adjectives and strong adjectives reinforce
 (my grammar tools page33)
Task 1 :((Task 9 page 37).
All the following strong adjectives are used to say that The PP
someone or something is “very nice “or “very good “or reinvests
“great” except three. I use my dictionary and find the three what he
intruders. learnt to
Task 2 (Task 10page37 I use my dictionary and match each describe
use base adjective with its corresponding strong one some famous The
landmarks sbook
Task 3 and
I choose three strong adjectives and write three adjectives outstanding
describing a famous landmark in my town or region. figures in
Then,I choose three strong adjectives and write three his/her city
adjectives describing an oustanding figure in my town or
region
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS LESSON 7 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? ( I listen and do4)
LITERATURE AND ARTS Language focus : language use

Learning Objective (s): by the end of this lesson my learners will be able to describe an itinerary and identify its components

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - simple past /
sequencers
.

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing travelling.

verbal messages .  Openness to the world.
- Meth: He can work in pairs or within the whole
class.
- He can use strategies for listening and
interpreting oral discourse.
- .
- Com: He can use role play to communicate
appropriately
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his PPs / the PPs respond.
Warm
up The teacher asks his pps to work in small groups and list all Brainstormin Flash
means of transport they know .Then , say which one of them g/ using cards
they prefer and why? prior V/
Pre Teacher elicits some words related to travelling knowledge A/
listening To prepare
….. sail the learner
for the
listening W
travel
………cruise departure phase and board
explain the
stop over destination key words

Teacher: Nabila has just returned from a summer holiday To listen and
cruise in the Mediterranean .She has visited Italy ,Turkey and reorder
Spain. She is now chatting with her classmates about the TO Audio
places of interest (landmarks) she has visited in each of the encourage file
three countries. the L to work a
The 1st listening with his
Teacher invites his pps to listen to the conversation part 1 partner
While and reorder the names of the places according to the
listening itinerary of Nabila’s cruise.(task22page15)
The 2nd listening To listen and
find the right
 word
The teacher invites his learners to listen again ,check their The pps
answers. Then work in pairs To correct each other. reinvest the The V/
listening board A/
The 3nd listening phase K/T
describe an
The students are invited to listen again the conversation itinerary
Post part1 and fill in each blank with the corresponding word (task
listenin 25page15)
g To act out a
Teacher :Now, work with your partner. Play the role of role play
Nabila and choose other Mediterranean countries then tell
your partner about your cruise itinerary using the words:
first, then, afterthat, finally as in the example(task27page16)
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson :8 Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language
LITERATURE AND ARTS learning/use

Learning Objective (s): by the end of this lesson my learners will be able to talk about some famous landmarks and
outstanding figures in his /her city or region using strong form adjectives.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board / the student
– produce. book
Target structure: - base form and strong
form adjectives
.

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing the wonderful Algerian landmarks.
verbal messages .  Being proud of the national heritage.
 Openness to the world.
- The learner can use his critical thinking skills
when eliciting the new target structure.
-
- Meth: He can work in pairs or within the whole
class.
- .
- Com: He can re-invest the language in a real
life situation
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his pps / the pps respond.
Warm Teacher invites his pps to work in pairs and list as many
up adjectives as they can . Brainstormin board
g/ using
The teacher invites his pps to consider the following prior V/
The sentences and elicits the new target structure by asking some knowledge A/
presenta guiding questions:
tion Find the adjectives .
Some adjectives are preceded by very .what that means? W
And some not .why? To get all the board
a)This stadium is very old learners
involved
b)This stadium is ancient
a)This place is very big.
b)It’s a huge place.
a)I’m very good at Maths. To elicit the
b)I’m excellent at Maths target structure
T : Old, big or good are base adjectives. Strong adjectives To familiarize
have the meaning of very. the
Eg. Very old = ancient learners to the a/v
new target
structures
Very big = …… huge …………….
Very good = ……… excellent ………………
Practice To check /and
Teacher highlights rules base adjectives and strong adjectives reinforce
 (my grammar tools page33)
Task 1 :((Task 9 page 37).
All the following strong adjectives are used to say that The PP
someone or something is “very nice “or “very good “or reinvests
“great” except three. I use my dictionary and find the three what he
intruders. learnt to
Task 2 (Task 10page37 I use my dictionary and match each describe
use base adjective with its corresponding strong one some famous The
landmarks sbook
Task 3 and
I choose three strong adjectives and write three adjectives outstanding
describing a famous landmark in my town or region. figures in
Then,I choose three strong adjectives and write three his/her city
adjectives describing an oustanding figure in my town or
region
 Write it out

Obdjective : My PPs will be able to write a summary of a trip

The teacher helps his PPs to remember what they have learnt in the previous lessons
by asking some questions ,

Where are the Algerian middle school students ?

What are they doing ?

What did they see ?

Teacher invites his pps to work in small groups to do task19page14 :

I use the information from my listening parts (1-2-3-4) and write down the names of the places of
interest(landmarks)in their correct order according to the itinerary of the group sightseeing tour.One
landmark is not part of the tour and must be left out.

Sightseeing tour
- London (Bukingham Palace :
residence of Queen Elizabeth 2)
- London (the clock tower)
- Stratford-Upon –Avon (visit of
the famous English writer)
- London ( Houses of parliament)

The teacher invites his PPs to do task 20 page 14 :

I use the information in tasks ‘2.11.18.19) and write ina summary (one paragraph) of the ALGERIAN MIDDLE SCHOOL VISIT

To England .mentioning all the landmarks they visited and the oustanding figures the tourist guide told them about .

I can start like this :

On the first day of their visit to England .the group rode an open-top double decker bus to go sighseeing in London.First

…………………………………………
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson 9 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? (I listen and do9)
LITERATURE AND ARTS Language focus : language use

Learning Objective (s): by the end of this lesson my learners will be able to describe an itinerary and identify its components

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - simple past /
sequencers
.

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing travelling.

verbal messages .  Openness to the world.
- Meth: He can work in pairs or within the whole
class.
- He can use strategies for listening and
interpreting oral discourse.
- .
- Com: He can use role play to communicate
appropriately
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his pps / the pps respond.
Warm
up The teacher asks his pps to work in small groups and list all Brainstormin Flash
means of transport they know .Then , say which one of them g/ using cards
they prefer and why? prior V/
Pre Teacher elicits some words related to travelling knowledge A/
listening To prepare
….. sail the learner
for the
listening W
travel
………cruise departure phase and board
explain the
stop over destination key words

Teacher: Nabila has just returned from a summer holiday To listen and
cruise in the Mediterranean .She has visited Italy ,Turkey and reorder
Spain. She is now chatting with her classmates about the TO Audio
places of interest (landmarks) she has visited in each of the encourage file
three countries. the L to work a
The 1st listening with his
Teacher invites his pps to listen to the conversation part 1 partner
While and reorder the names of the places according to the
listening itinerary of Nabila’s cruise.(task22page15)
The 2nd listening To listen and
find the right
 word
The teacher invites his learners to listen again ,check their The pps
answers. Then work in pairs To correct each other. reinvest the The V/
listening board A/
The 3nd listening phase K/T
describe an
The students are invited to listen again the conversation itinerary
Post part1 and fill in each blank with the corresponding word (task
listenin 25page15)
g To act out a
Teacher :Now, work with your partner. Play the role of role play
Nabila and choose other Mediterranean countries then tell
your partner about your cruise itinerary using the words:
first, then, afterthat, finally as in the example(task27page16)
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson10 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? (I listen and do6)
LITERATURE AND ARTS Language focus : language use

Learning Objective (s): My learners will practice language used to talk about outstanding figures.

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - simple past /
.

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing travelling.

verbal messages .  Openness to the world.
- Meth: He can work in pairs or within the whole
class.
- He can use strategies for listening and
interpreting oral discourse.
- .
- Com: He can use role play to communicate
appropriately
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt

Warm
up The teacher greets his PPs.The PPs respond. Brainstorming/
using prior W
knowledge
The learners are asked to work in groups and list all the board V/
To prepare the
Pre Algerian/international artists they know. learner for the A/
listeni listening phase
The 1st listening and explain the
While key words
listening The teacher invites his pps to listen to part2 of the To listen and
conversation and reorder the jumbled exchanges ( task 22 reorder Audio
page16) fil

The 2nd listening

The pps are asked to listen to part2 and complete the ID card
of the famous artist that Nabila mentioned (task31page17)
To listen and fill
The 3rd listening in an ID card
Post Teacher invites his pps to listen again .Work in pairs, check V/
listenin their answers then correct each other. The pps reinvest The A/
Teacher : Now ,write a caption for the portrait of this famous the<ID card
g information to
Sbook K/T
artist that include his full name and date/ place of birth
write a caption
between brackets. for a portrait of
Example : a famous figure
Abdelhamid Ibn Badis (Constantine 1889- Constantine 1940).
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson 11 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? ( I listen and do7)
LITERATURE AND ARTS Language focus : language use

Learning Objective (s): My learners will to practise language used to describe historic tourist attractions.

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - simple present –passive
voice- simple past
.

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing travelling.

verbal messages .  Openness to the world.
 Openness to other cultures
- Meth: He can work in pairs or within the whole
 Valuing world heritage
class.
- He can use strategies for listening and
interpreting oral discourse.
- .
- Com: He can re-invest the language in a real
life situation
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt

Warm The teacher greets his pps. The pps respond.

up The teacher writes on the board the word “Andalousia” then Brainstorming
asks his students what they know about it. Teacher elicits as much / using prior
information as possible. knowledge Flash V/
Pre T : There are a lot of hiritage sites in Spain listed by UNISCO . To prepare the card A/
The teacher shows his pupils a flash card of the palace then asks learner for the
listeni them to describe it .Teacher elicits the important key words can we listening phase
in a historic palace and explain
While the key words W
listening board
gates towers
fountains

The palace gardens

halls

big
Post courtyards V/
listenin A/
g

The 1st listening :

T : Now , listen to the conversation part 3 and copy the true To listen and
statements (facts) about Alhambra palace (task 34 page17) identify the Audio
The 2nd listening correct answer fil
The pps are asked to listen again to the conversation part 3
then check their answers. Afterthat, they work with their
partners to correct the false statements (fact file 1) To encourage the
The 3rd listening : peer Sbook
correction
Teacher invites his pps to listen again to the conversation and
complete the missing information in fact file 2 (task 73 page
18) To listen and
complete the
Task 39 page 18: missing
information
Which landmarks do these photos represent?
Use the information you learnt and write a caption for each The pps
of the two photos ,similar to the caption accompanying the reinvest what
photos in tasks (6 , 20 and 31) they learnt V/
write a A
caption for a
famous
landmark
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Leson11 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? ( I listen and do8)
LITERATURE AND ARTS Language focus : language use

Learning Objective (s): My learners will be able to ask and answer questions to give information about historic tourist
attractions.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - wh questions / yes/ no
questions

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing travelling.

verbal messages .  Openness to the world.
 Openness to other cultures
- Meth: He can work in pairs or within the whole
 Valuing world heritage
class.
- He can use strategies for listening and
interpreting oral discourse.
-
- Com: He can re-invest the language in a real
life situation
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt

Warm The teacher greets his pps. The pps respond.

up A quick review: To refresh the
Teacher shows a photo of Al Hambra palace and asks some pp’s memory
questions : V/
Pre Do you remember this Palace? A/
listening Where is it situated? Who built it? W
How / when is it constructed? board
What can we find in it?( gates, towers, length ,……..)

The teacher shows his pps a flash card of the leaning tower of
Pisa and invites his pps to say what they now about it and Flash
what they want to know about it? card

introduce
some key
words
V/
A/

Audio
While fil
listening
 T : Nabila is still chatting with her classmates about the To listen and the
places of interest (landmarks) she has visited in each of the identify the S
three countries. correct answer book
The 1st listening
The teacher invites his PPs to listen to the conversation
To encourage
part 4 and identify the names of landmarks Nabila visited in
peer
her cruise and the names of the outstanding figures she correction
talked about ( Task 40 page 18).
The 2nd listening
The teacher invites his pps to listen again to the conversation To listen and
part 4 and match each question to the corresponding match
answer. (task 42 page 18).
The 3rd listening . To listen and V/
The PPs are asked to listen again and check their answers. complete a A
fact file
The 4th listening .
Post The teacher asks his pps to listen again and complete the The pps
listenin The fact file of the leaning tower of Pisa(Task 44 page 19) reinvest what
g they learnt to
T : Work in pairs and prepare three questions and their ask and
answers about the leaning tower of Pisa . answer The
questions board V/
about a A/
famous land K/T
mark
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS I listen and do Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language use
LITERATURE AND ARTS

Learning Objective (s): My learners will be able to :1)Ask and answer questions to give information about an outstanding
figure.2) Transform information of an ID card into a paragraph.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - wh questions / yes/ no
questions

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing travelling.

verbal messages .  Valuing art
 Openness to the world.
- Meth: He can work in pairs or within the whole
 Openness to other cultures
class.
 Valuing world heritage
- He can use strategies for listening and
interpreting oral discourse.
- ,
- Com: He can ask and answer questions about
famous people .
- Use role plays to communicate in an
appropriate way.
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt

Warm The teacher greets his pps. The pps respond.

up A quick review: To refresh the
(Teacher helps his pps to remember what they learnt in the pp’s memory
previous lesson) V/
Pre A/
listening To prepare the learner for the listening phase ,the teacher W
asks a series of questions to elicit the key words: board
Have you ever been to a museum?
What kinds of art are presented there?
Can you name some Algerian painters or sculptors?
Do you know some of their works? Flash
Can you know some worldwide known painters? introduce the card
Who are they? key words
What about their works? Can you name some of their
paintings?

T : Nabila is still chatting with her classmates about her V/

cruise trip . A/
The 1st listening
T: Now you listen again to the conversation part 4 and
complete the ID card of the outstanding artist that Nabila
mentioned ( Task 47page 20). To listen and Audio
While The 2nd listening complete an file
listening The teacher invites his pps to listen again to the conversation ID card
part 4 and check their answers (task 42 page 18).
the
The 3rd listening . ( task 49 page20) The pps use S
The teacher asks his pps to use the information in the ID card information book
2 and ask each other questions about : they have to
- This artist name. ask and
- His date of birth. answer V/
- His birth place and home country. questions A
- The date of his death. about
- His most famous paintings. outstanding
- ……………… people
- ………..
The pps
reinvest what
they learnt to
T invites his learners to use information from the ID card 3 V/
write a
(task 47) to write a paragraph (3 to 5 sentences) about this A/
paragraph
famous artist .(task 51 page 20) K/T
about
you can start like this
famous
(I mention the artist name) is an outstanding figure in ……..
people
Post
listenin
g
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Language focus : language learning Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ?
LITERATURE AND ARTS

Learning Objective (s): by the end of this lesson my learners will be able to : 1) compare between landmarks and famous
figures
2)describe the world around them and make comparisons of equality / inferiority.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/he student book
– produce.
Target structure: -
comparisons of equality / inferiority
as……..as……/ not as……………as
.

Cross Curricular Competencies Core values

 Valuing the worldwide landmarks.
- Intel: Learner can understand verbal and non  Being proud of the national heritage.
verbal messages .  Openness to the world.
- He can use his critical thinking to deduce rules.
- Meth: He can work in pairs or within the whole
class.
- Com: He can reinvest the learnt language into the
real life
- Per and soc: He socialises through oral or
written exchanges.
-
Ti Frame ;Procedure Foc Aims Mater Va
me work us ial kt
The teacher greets his pps / the pps respond.
Warm Teacher invites 2students (different in height) to the front of
up the class. Then,asks the rest of the class a question :
Is x(pupil 1) as tall as x pupil 2 ?(using gestures) Brainstormin
Teacher : Now, Choose a student who has the same height g /using prior V/
as the first student who was chosen. Example: Knowledge A/
• Who is as tall as Karim? Invite the other student who was Paving the
chosen to be compared with the first student to the front of T/L way.
the class. The teacher constructs the sentence to show
comparison.
Example:• W
Rachid is as tall as Karim. board
Karim is as tall as Rachid.
The teacher writes the sentences on the board. Then ,
underlines the adjectives and ‘as … as’. W
The teacher writes the following chart on the board and asks board
some guiding questions to elicit the new target language. Introduce the
target
Landmarks Country Area Date of language in a
construction
context
Al Hambra spain 142,000 square 8th century
palace metres
Topkapi Turkey 80,000 14th
palace square century
metres
Present What is Alhambra ? Giving the
 ation What is Topkapi ? opportunity to
Where are they situated ? the learners to
Is Al Hambra palace as famous as Topkapi palace ? T/L guess and
Practic Is Al Hambra palace as big as Topkapi palace ? elicit the new
Is Al Hambra palace as old as Topkapi palace ? structure
e
Highlighting rules.
See and discuss My grammar tools The
Highlighting
Comparative of equality and inferiority page 31) board
rules

Task 1 : ( task 1 page36) Pay attention to the information between

brackets and fill in each blank with ‘as’ or ‘not as’.
To check how
well the a/v
The teacher invites his PPs to work with partners .Check their learners have
answers and correct each other. grasped the
meaning and
Task 2 (Task 2 page 36) . the form of the
Compare and join each pair (‘a’ and ‘b’) using ‘’as….as’’ and ‘’not new structure
as…… as ‘’.
Task 3 ( The pp
T : Now ,choose two landmarks and two oustanding figures from V/
reinvests
Use your region , country or the world and compare between them The A/
what he
using ‘as..as’ or ‘Not as..as’. board K/T
learnt to
describe and
compare the
world around
them

 .
 Review and consolidate :
Task one ( oral) Match adjectives to the noun .And make a sentence

Good as good as gold

the sky _________________________
green _________________________
red snow _________________________
white gold _________________________
a bone _________________________
light _________________________
grass
blue _________________________
ice _________________________
cold elephant _________________________
big beetroot ______________________

Task two : Rewrite the sentences as in the example.

Bill is twelve years old and Tom is twelve, too. - Tom is as old as Bill.

1 Computer studies is difficult and Maths is difficult, too.

Maths is _____________________________________.

2 Paris is beautiful and London is beautiful, too.

London is ___________________________________.

3 Kim is very nice but Sally is nicer.

Kim isn’t____________________________________.

4 June is hot but August is hotter.

June isn’t ___________________________________.

5 Tom is intelligent but Matt is more intelligent.

Tom isn’t ____________________________________.

A game :

 The teacher invites his pps to remember as many as adjectives as they can .Then write them randomly on the
board. Afterthat , he invites his students to work in groups of six and use these adjectives in examples expressing
comparative of equality/ inferiority. The group who makes a correct example wins a point .At the end, the group
with the most points is the winner.
Comparative adjectives

1. Complete with a comparative adjective and all the necessary words.

1. Snakes are ............................. (fast) snails.
2. London is ............................ (big) Madrid.
3. Snails are ........................... (slow) snakes.
4. My literature book is .................................. (difficult) my English book.
5. Lord of the Rings is ................................... (interesting) Mission Impossible.
2. Make sentences comparing these things, as in the example.
1. English / maths (important) English is more important than maths
2. A tortoise / a cat (slow) ..............................................................
3. My friend / I (handsome) ..............................................................
4. Chocolate milkshakes / lemonade (good) ...........................................................
5. A tiger / a rabbit (dangerous) ...............................................................
6. The North Pole / Africa (cold) ...............................................................
7. Swimming / skating (easy) ...............................................................
8. The Eiffel Tower / my house (big) ...............................................................
9. A stone / a feather (heavy) ...............................................................
10. Planes / cars (fast) ...............................................................
3. Write the comparative form.
1. big .......... 6. good ..........
2. happy .......... 7. easy ..........
3. expensive .......... 8. great ..........
4. intelligent .......... 9. interesting ..........
5. boring .......... 10. bad ..........
4. Complete with the comparative form of the adjectives in the box.
Far cold hot modern
1. Summer is .......... than spring.
2. Winter is .......... than summer.
3. The Eiffel Tower is .......... than the Coliseum.
4. China is .......... than Ital
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS I listen and do Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language use
LITERATURE AND ARTS

Learning Objective (s): My learners will be able to :1)compare between landmarks

2) listen and do tasks
3) 3) listen and get information about Ottoman landmarks and outstanding figures
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/ audio
– produce. file/ the student book
Target structure: - comparative /wh
questions / yes/ no questions

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing travelling.

verbal messages .  Openness to the world.
 Openness to other cultures
- Meth: He can work in pairs or within the whole
 Valuing world heritage
class.
- He can use strategies for listening and
interpreting oral discourse.
- ,
- Com: He can ask and answer questions about
famous people .
- Use role plays to communicate in an
appropriate way.
- Per and soc: He socialises through oral or
written exchanges.

Frame ;Procedure Foc Aims Mater Va

Ti work us ial kt
me

Warm The teacher greets his pps. The pps respond.

up A quick review: To refresh the
(Teacher helps his pps to remember what they learnt in the pp’s memory
previous lesson) V/
Pre To make a link A/
between the
listening To involve everyone ,the teacher invites his pps to find the W
previous tasks
missing letters to get an European country .( If the pps board
and the new
couldn’t find the missing letters , the teacher may help with ones
T----y
T : - What do you know about Turkey ?(location; famous
landmarks, capital , famous people……..). introduce the
- If you visit Turkey someday, what places you like to key words
visit first ?
- Do you know some Turkish words? What are they?
The 1st listening
T: Now you listen to the conversation part 5 and find the To listen and
missing words ( Task 54page 21). V/
find the
The 2nd listening Audio A/
missing
The teacher invites his pps to listen again to the conversation information file
part 5 and check their answers (task 54page 21).
The 3rd listening . To listen and
complete an ID
 The teacher invites his pps to listen to the conversation and card the
While complete the ID card of the Ottoman outstanding figure. S
listening (Task 56 page22) book
The 4th listening . To listen and
The pps are invited to listen again to the conversation part 6 reorder
and check their answers jumbled
The 5th listening exchanges
T invites his learners to listen to the conversation part 6
and reorder the jumbled exchanges ( task 58 page22) For further
comprehensi V/
Post Task 60 page 22 on of the A
listenin The learners are invited to complete the table using all the information
g information they have learnt in the previous tasks . given
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language use
LITERATURE AND ARTS

Learning Objective (s): My learners will be able to :1) describe an itinerary .

2 ) summerize the most important points.
3) locate places on a map

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: a map/ W. Board/the
– produce. student book
Target structure: - simple past –
sequencers

Cross Curricular Competencies Core values

- Intel: Learner can understand verbal and non  Valuing travelling.

verbal messages .  Openness to the world.
 Openness to other cultures
- He can use his previous knowledge
 Valuing world heritage
- Meth: He can work in pairs or within the whole
class.
- He can mobilise his resources
- Com: He can summarize an itinerary.
- Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt

Warm The teacher greets his pps. The pps respond. The pp uses
up To involve every one ,the teacher pins on the board the his prior
world map then invites his pps to work in small groups find knowledge
To refresh the
the names of the places that Nabila visited on her V/
pp’s memory
Mediterranean cruise A/
and make a A map
The teacher discusses with his pps how does a travel itinerary link between
outline all the elements of a good trip. the previous
tasks and the
means of transport final destination new ones
used A travel
itinerary
hotels departure introduce the
topical lexis
stopovers destinations
Presenta make a list of what to do
tion V/
A/
the
T: Now use the information you learnt in task22 (cruise To recall prior S
itinerary 2) and tasks 41,47 and 56 (ID cards 2 , 3 and 4) tasks information book
34 and 44 (fact files 1 and 3 ),task 51 and reorder Nabila’s
cruise itinerary with the mention of the landmarks she visited
 and the outstanding figures she talked about to her
classmate as in the example. (task 62 page 25). To
summarize
T invites his pps to work in groups of 4 and compare their the most
answers. important
Practise T invites his pps to use the information in task 62 page 25 and points of an
write a summary ( one paragraph ) of Nabila’s itinerary
Mediterranean cruise mentioning all the places she has V/
visited and the outstanding figures she talked about , the pps To describe A
can start like the example given in (task 63page 25). an itinerary
The teacher invites his pps to work in small groups .

Discussion As a class, discuss what types of locations, travel board

plans, etc. might be suitable for these different types of
travelers:

Use  Two sightseers

 Two friends who are attending college
 Business people.
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Language focus : language learning Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ?
LITERATURE AND ARTS

Learning Objective (s): by the end of this lesson my students will be able to identify cause and effect using discourse
markers. .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flash cards/ W. Board/he
– produce. student book
Target structure: -
Discourse markers of causes and effects
Because , as , since, so , therefore, as a
result.

Cross Curricular Competencies Core values

 Valuing the wonderful Algerian landmarks.
- Intel: Learner can understand verbal and non  Being proud of the national heritage.
verbal messages .  Openness to the world.
- He can use his critical thinking to deduce rules.
- Meth: He can work in pairs or within the whole
class.
- Com: He can reinvest the learnt language into the
real life
- Per and soc: He socialises through oral or
written exchanges.
-
Ti Frame ;Procedure Foc Aims Mater Va
me work us ial kt
The teacher greets his pps / the pps respond.
Warm Teacher writes on the board the following question and invites all
up the pps to answer frankly : The
Have you enjoyed your last weekend ( or last summer holidays) ? Brainstorm board
And explain why? /using prior V/
The teacher writes on the some pps’ answers ( the teacher helps
Knowledge A/
his pps to find the right words).
Examples :
Yes, I have enjoyed my weekend because I had a lot of fun. T/L
Yes, My weekend was wonderful because I bought a nice bicycle.
No, I haven’t enjoyed my weekend because I was ill.

The teacher using cause and effect graphic organizer elicits and W
introduces the new target language in a context. board

Effect 1 W
Effect 4
I didn’t go out board
side

cause
The Effect 2 Effect 5
Introduce the
presentat I didn’t use my I was ill target
ion bicycle
language in a
Effect 6 context
Effect 3

……………
 As he was ill ,he didn’t go outside
T/L Giving the
| | | opportunity to
the learners to
Connector cause effect guess and
elicit the new
of reason target
The
language
Now find the cause the effect and the in the following sentence. board

He was ill ,so he didn’t use his bicycle .

| | |

Cause connector of effects effect

Teacher : We often use as and because ,………..when we To check how

want to focus more on the causes and the reasons ... well the
We often use so and therefore ,………when we want to learners have
focus more onthe results ( consequences) grasped the
meaning and
the form of the
Highlighting rules ( my grammar tools page 35) expressing cause The S
new language
and effect. T/L book
Task one : (task 18 page39)
a/v
Match each pair and write down the full sentences as in the
example

Task two : task 19 page39

Complete the sentences in a meaningful way

The teacher invites his pps to read my grammar tools again .Check
their answers then correct each other.

Task three : Write results to the following causes using the

appropriate connector.

T/L
Practic
e

Your father came from piligrimage.

Use
You didn’t revise well.

You miss the bus. The pp The

reinvests board
You came late to school.
what he
learnt to talk
You feel sick . about a real
life situation
I can’t ride a bicycle. V/
T/L A/
I haven’t enough money.
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson: I PRONOUNCE Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language learning
LITERATURE AND ARTS and use

Learning Objective (s): by the end of this lesson my learners will be able to : a) give information about famous landmarks
b)recognize consonant clusters.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: flashcards / W. Board/
– produce. cards/ scissors
Target sound: - consonant clusters ( intial
and final position)

Cross Curricular Competencies Core values

Intel: The learner can interpret and identify sounds.
He can understand and interpret verbal and - Being helpful while working with the others.
non-verbal messages - Valuing group work.
Meth: He can work in pairs or within the whole class. - Valuing and encourage games in learning a language
- Openness to other languages and cultures
He can assess his work then his classmates. - valuingAlgerian landmarks
Com: He can communicate using games and role - valuing travelling
plays
Per and soc: He socialises through oral or written
exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt

Warm The teacher greets his pps /the pps respond .

up The teacher invites his pps to sing the Alphabet song
T asks some questions : Recall and
How many letters do we have in English alphabet? use prior V/
How many vowels do we have? knowledge A/
What are they?
How many consonants do we have? T/L Paving the
Can you say them in an order way? way
Presenta Flash
tion The teacher shows his pps some flashcards about the blue card
mosque of Turkey and see if they know its location.

W
board
T writes on the board a note about this mosque and invites
his pps to read it.
 T/L
The blue mosque of Istambul is a splendid landmark .It’s present the
built between1609 and 1616 years. A lot of tourists from target sounds
all over the world come to visit this place. in a context

Guiding questions :
Teacher asks students to consuder the underlined Giving the
consonants. opportunity to
blue –- splendid- landmark – built- tourists- place- the learners to
analyse the
T : Is there any vowel between these consonants ?
target sounds
T ; When we have two or more consonants without a vowel
between them we call them a ‘cluster ‘ The
board
Highlighting rules about what is a cluster and when it can
highlighting
occur ? My pronunciation tools page 27
rules about
consonant
Task one : The pps are invited to listen identify consonants
clusters
Practic clusters in each word in the following words
e (Task 12 page 30)
Task two
The learners are invited to listen and identify the position (
initial or final )of the clusters in Task 1.
to recognize
Three : Circle the consonant clusters in the following a/v
the cons
The Great Mosque (Jamaa el-Kebir) is the oldest of Algiers'
clusters(cc)
mosques. An inscription inside shows that the building
existed as far as back as the 11th century, although it has to The
be said that the mosque has been much altered since then. board
check and
The minaret is said to be the work of the Sultan of Tiemcen in
reinforce
the 14th century.
Task 4 :
encourage
Use  In groups ,the pps prepare sheets ( or cards) and write on V/
the L to work
each one a word that contain a cluster they know before . A/
with his
Afterthat ,the groups show their cards to their classmates . . cards/ K/T
partners/
The group who makes a correct word wins a point .At the scisso
identify the
end, the group with the most points is the winner. rs
learnt sound
The correct cards can be displayed on the wall.. and assess
others work.
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS Lesson: I PRONOUNCE Framework: PPU
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language learning
LITERATURE AND ARTS /use

Learning Objective (s): by the end of this lesson my learners will be able to recognize and pronounce diphthongs in a correct
way.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Student book/ W. Board/
– produce.
Target sounds: - diphthongs
.

Cross Curricular Competencies Core values

Intel: The learner can interpret and identify sounds. - Being helpful while working with the others.
He can understand and interpret verbal and - Valuing group work.
non-verbal messages - Openness to other languages and cultures
Meth: He can work in pairs or within the whole class.
He can assess his work then his classmates.
Com: He can reinvest what he learnt to use
English in a correct way in his daily life situations
Per and soc: He socialises through oral or written
exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt

Warm The teacher greets his pps /the pps respond .

up The teacher invites his pps to sing the Alphabet song
T asks some questions : Recall and
How many letters do we have in English alphabet? use prior The V/
How many vowels do we have? knowledge board A/
What are they?
The teacher helps his pps to remember the vowels ( T/L To Pave the
monophthongs ) they have seen with the 1st ; 2nd and 3rd way
year / i:// i//a://ɔ ://uː/ / e// ɒ//ʊ// e//æ// ……………
Presenta
tion The teacher draws on the baord a head and invites his pps to
name its different parts
The teacher invites his ps to listen and focus on the sounds
that contain these parts.

W
board

present the
target sounds
in a context

hair eye mouth ear nose

 T/L to shape the
Ls’
T helps his pps identify the sounds these words contain. pronunciatio
The teacher invites his learners to repeat these sounds n
individually and chorally. Giving the
T : These are diphthongs . .The diphthong is a union of two opportunity to
vowel sounds. the learners to The
T : There are other diphthongs like : analyze the sbook
target sounds
// / name / / boy / / pure

Highlighting rules ( My pronunciation tools page 26)

Task 01 page29 :
The pupils are invited to listen and find the intruder
highlighting
diphthong in each list .
rules about
Practic
diphthongs
e Task 02 page 29 :
The pupils are invited to listen again and check their answers.
Task 03 page 29 :
The pps add a word in each list in task 1 . They can use their
dictionaries.

Task 4 page 29 :
to recognize
The teacher invites his learners to listen carefully to the
the
pronunciation of the letters in bold type in each sentence and a/v
diphthongs
identify the correct diphthong.
Task 8 page 30 :
check and
Teacher invites his pps to listen to the pronunciation of the
reinforce
letters in bold type and choose the corresponding diphthong
between brackets.
The teacher asks the pps to work in groups of 4 and to work The V/
The learner
together and correct each other. board A/
reinvests
K/T
what he
The teacher asks some pupils to read the text (in task 8 page
learnt to talk
Use 30) loudly .His partners are asked to listen to him and help
him to correct his mistakes later .
English in a
correct way
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS I read and do1 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language use
LITERATURE AND ARTS

Learning Objective (s): by the end of this lesson my learners will be able to read a text about an outstanding figure and
gather information.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: PPs’ books - PPs’
– produce. copybooks – video segment (the
Target structure: - simple past Algerian series l’incendie )
.

Cross Curricular Competencies Core values

Intel: He can understand and interpret non  Being proud of the national heritage.
verbal messages.  Valuing great achievements.
 Valuing reading and thinking in particular.
- He can show some degree of autonomy in all Valuing Algerian outstanding figures.
areas of learning Valuing art and artists.
- Meth: He can work in pairs or within the whole
class.
- He can mobilize his resources
 .: He can develop effective reading
strategies

- Com: He can use drama communicate appropriately -

Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his PPs / the PPs respond.
Warm
up The teacher invites his PPs to watch a short segment ( of 5 T helps their A
minutes ) of ‘’L’incendie “ the famous Algerian series then pps bring video
starts a discussion : their segme V/
https://www.youtube.com/watch?v=ICpsTOa2D2g prior nt A/
knowledge
Have you seen this episode before? to
the surface
Is it based on fiction /true story ?

When / and where did this story take place? W

board
Pre read Which period? Before or after the independence?

Were Algerian people live in good conditions?

Were they repressed by French colonial?

To prepare
the learner A/
Who wrote this series?
for the next V
Do you know some other famous Algerian writers? phase and
elicits the key
 What is the difference between : a novelist, an author, a poet words

a playwright ‘the PPs use their dictionaries)

While the teacher invites his PPs to read the text about the Algerian
read outstanding novelist Mohamed Dib ( page 40) and complete

The bibliographical note (task 1 page 40) checking

comprehensi
the teacher invites his PPs to read the text again and answer on in terms
the questions ( task 2 pages 40/41). of ideas and
lexis.
The PPs are invited to do tasks 4 and 5 pages 41
V/
The teacher invites his pps to A/
Post K/T
read T invites his PPs to work in small groups and discuss the The
following points : board
Do you think what this great man did was important ?
The learner
Why ?
uses his
critical
thinking and
shares his
opinion
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME . UNIVERSAL LANDMARKS I read and do2 Framework: PDP
AND OUTSTANDING FIGURES IN HISTORY ? Language focus : language use
LITERATURE AND ARTS

Learning Objective (s): by the end of this lesson my learners will be able to read a text about famous landmark and gather
information.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: PPs’ books - PPs’
– produce. copybooks –
Target structure: - passive voice /
adjectives
.

Cross Curricular Competencies Core values

Intel: He can understand and interpret non  Being proud of the national heritage.
verbal messages.  Valuing great achievements.
 Valuing reading and thinking in particular.
- He can show some degree of autonomy in all
areas of learning
- Meth: He can work in pairs or within the whole
class.
- He can mobilize his resources
 .: He can develop effective reading
strategies

- Com: He can use drama communicate appropriately -

Per and soc: He socialises through oral or
written exchanges.

Ti Frame ;Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his PPs / the PPs respond.
Warm
up The teacher shows his PPs a picture of the great mosque of T helps their A
Tlemcen and starts a discussion : pps bring video
their segme V/
prior nt A/
knowledge
to
the surface

W
board
Pre read

What is it ?
To prepare
where is it situated ? the learner A/
for the next V
What is its name?
phase and
 Have you seen it before? elicits the key
words
What do you know about Tlemcen in history?

The teacher elicits some key words.

checking
The teacher invites his PPs to read the text2( page 41 ) and comprehensi
While complete the bibliographical notes ‘ as in task 1 page 40) on in terms
read of ideas and
The teacher invites his PPs to read the text again and lexis.
complete the fact file (task4page 41)

The PPs are invited to read the text again and do answer the for further
questions (task 5 age40)
comprehensi
on of the
The teacher invites his pps to
text
The V/
T invites his PPs to work in small groups and write 2 board A/
Post questions about the text.Then in a class discussion the K/T
read PPs find answers to these questions
?
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: ME . UNIVERSAL LANDMARKS I learn to integrate Framework: PPP
AND OUTSTANDING FIGURES IN HISTORY
LITERATURE AND ARTS

Learning Objective : By the end of the lesson, my learners will be able to work in small groups and write a report about a tour

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ a map
– produce.
lexis : Some lexis related to the topic of
the sequence : tour , sightseeing,
interesting places, landmarks,……….-
structure : passive voice , comparative ,
adjectives………
Cross Curricular Competencies Core values

 Intel: The learner can understand verbal and  Valuing work in groups.
nonverbal messages .  Valuing world heritage.
 Meth:  Openness to other cultures.
He can work in groups.  Valuing travelling
- Com:
He can use information and
communication technology
such as blogs, website pages,
forums of discussion, to interact
with learners of other cultures.
- He can process digital data in English.

 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 The teacher splits the class into groups and helps the PPs to To collect
list the most famous landmarks in Algeria and where are they information/
situated Then list some famous figures in history ,arts…….. Presenting the V/
Teacher writes the “ situation” on the board.He reads it.Then topic by A/
presenta helps his pps to interpret it eliciting from
tion T/L the PPs and
engaging them
You have just returned from a three-day tour in the process
around Algeria .

Your want to post on your facebook the report of

this trip to make people around the world aware of
the cultural and historical richness of your country
Algeriato know about the interesting places you
visited.

Describe your itinerary and give information

about the places you visited ( universal
landmarks ; old medinas , monuments, present the
W a/v
souks fortresses..)and outstanding ,famous figures situation
board
in history with a detailed map.

To write this report the teacher helps his pps to remember what
 they have seen, as resources, in this sequence

Using spider graphic organizer , the teacher starts a discussion

T/L
name some Pronounce
niversal
landmarks
practice
Sequencers/
Describe What I have seen in
markers this sequence
them Locate
/comparing
places on
between
a map
them/ use
strong
adjectives

connectors

Summerizin
g/ narrating

Writing Passive and

active to W
biographies
describe board
/narrating
A/
V/
K
Then , the teacher provides his pupils with the lay out (page43). L/L
The teacher invites his pps to check some tasks done before.
PPs’
The teacher helps his PPs to engage in the task by controlling and
copy
monitoring
The PPs start books
The teacher invites his PPs to check their mistakes before posting drafting

producti Each group will present their work on the wall in order to be Involve PPs in
on assessed by the other group members. self and group
- correction