Sequence: 02.

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

Me and my lifestyles.

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

Framework

Procedure focus

Objectives materials

VAKTMI

5’ Warm up:

Pre

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

❶

T/L

L/T

Introduce the topic

Elicit data from L

Pics

WB

TXB

VKMIA

10’

25’

20’

listening:

While listening:

Post listening:

T writes the ‘Initial situation on the board”:

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

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

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

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

❷

T/L

L/L

L/L

L/L

Introduce the situation

Granma’s life in the past

Interpret an audio message

Food in the past

Answering an interview about life in the present

PcScripts

TXB

idem

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

Time

Framework

procedure Focus

Objectives Materials

VAKTMI

5’

15’

20’

20’

Pre listening:

While listening:

Post listening:

Warm up:T greets and welcomes her L

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

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

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

Task 9 p 50:

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

Task 12 p 51:

T listen to the interview and do the tasks

Tasks L to do the following tasks

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

❸

T/L

L/T

L/L

L/L

L/L

Review the seen items

Introduce the topic

Naming garments

Games and having fun in the past and present

WB

TXB

Idem

VAKMIT

Idem

Seq: 02. Lesson: I listen and do (part 03) L: 3ms.Objectives: BTEOTL, L will be able to talk about school wears in the past and present, fill in an interview card.

Time Framework

Procedure Focus Objectives Materials

VAKTMI

Pre listenIng:

While listening:

Post listenIng:

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

T asks L to open their books on p 53

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

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

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

T/L

L/L

L/L

L/L

Introduce the topic

School wear in the past and present

Fill in an interview card

TXB

WB

VAKTMI

Idem

Interview card : Grandma’s childhood.

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

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

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

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

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

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

School uniform: black gymslip and white blouses.

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

Childhood memories: impatient to learn.

❹Seq: 02. Lesson: I pronounce. (PPU) L: 3ms.Objectives: BTEOTL, L will be able to identify the sounds: / u, u: , ə, ɜ:/

Time

Framework

Procedure Focus Objectives Materials

VAKTMI

5’

10’

10’

Presentation:

Practice:

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

Today we’re going four new sounds

T writes the text below on the board or distributes handouts

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

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

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

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

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

❺

T/LL/T

T/L

T/L

L/L

introduce the topic

Present the new sounds

Practice the sunds

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

10’

10’

Presentation 2:

Practice:

T writes the text below on the board or distributes handouts

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

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

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

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

Sounds:/ u, u: /, / ɜ:, ə/

Task one p 60:Task three p 60:

❻

T/L

L/T

L/L

L/L

Idem

Idem

Discriminate between the learnt sounds

Seq: 02. Lesson: I pronounce. (PPU) L: 3ms.Objectives: BTEOTL, L will be able to discriminate between the vowel sounds /ə, æ, ᴧ/

Time

Framework

Procedure Focus Objectives Materials

VAKTMI

5’

10’

10’

Presentation:

Practice:

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

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

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

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

/ᴧ, æ, ə /

T asks L to open their books on P 58

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

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

Task two: (I listen and repeat each line)

T writes the passage below on the board or distributes handouts

❼

L/L

Introduce the target sounds

Practice the vowel sounds

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

10’

5’

20’

Presentation 2:

Practice:

Use:

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

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

W, TThey are called “silent letters”

Task two: I listen and repeat p 59:

Task three: I notice p 59.

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

❽

T/L

L/L

Introduce the target items

Identify the silent letters

Consolidate the learnt items

Seq: 02 Lesson: Ipractice Level: 3MS.

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

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

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

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

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

I You He Yes, She did. It We They

I You HeNo, She didn’t. It We They

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

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

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

Timing

Framework

procedure focus

objectives Materials

VKATMI

5’

20’

Warm up:

Presentation:

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

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

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

T/L

L/L

L/T

T/LL/T

Introduce the topic

Present the new item

Help L identify the new stre and its uses

White board

Miming

Gestures

Wksheets

KAIT

VKAM

10’

10’

20’

Practice:

Use:

T emphasizes the pronunciation of used toThe teacher explains:

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

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

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

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

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

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

NB: T may ad tasks of his own.

⓫

T/L

T/L

L/T

L/L

The different forms of the new stre identification

Consolidate the new stre uses in the L mind

Wksheets

WB

WBTXB

Idem

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.

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

Timing

Framework

Procedure: Focus Objectives Mat

VAKMIT

5’

15’

Warm up:

PresenTation

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

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

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

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

T/L

L/L

T/L

L/T

Introduce the topic

Remind L of the past use

Provide L with vocabulary

10’

10’

Practice:

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

⓭

Infinitive Simple past

Regular Irregular

1to be2345●●●12345678

Was ●

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

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

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

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

Rule:”To be” is different from the other

L/L

T/L

L/T

Identify the verb changes from infinitive to past

Chart completion

past tense forms

“to be”past tense uses

10’

15’ Use:

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

⓮

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

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

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

See the worksheet below

⓯

T/L

L/TT/L

L/L

Other verbs past uses

Consolidate the learned stre

The past simple : (Review and consolidation)

Task one : I complete the table :

Infinitive Past simple Infinitive Past simpleTakeWalkRainShutOpenSpeakClose

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

HaveBeTellWriteSitReadCook

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

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

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

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

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

Activity four : I write sentences in the past simple:

1.Amina (to go)……………………………………………………………………………… ………. 2.I (to speak ) ………………………………………………………………………………………….3.Life (to be) …………………………………………………………………………………………….

4.She ………………………………………………………………………………………………………5.Pupils …………………………………………………………………………………………………6.Teachers …………………………………………………………………………………………….7.My friend …………………………………………………………………………………………….8.Girls………………………………………………………………………………………………………9.You……………………………………………………………………………………………………….10.They…………………………………………………………………………………………………… ⓰Seq: 02. Lesson: PPU. Level: 3ms.Learning objectives: BTEOTL, L will be able to ask and answer questions using the time marker “ago”.

Timing

Framework

procedure focus Objectives Materials

VKMTIA

5’

15’

Warmup:

Presentation:

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

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

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

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

T reads the dialogue.T asks L to play it in pairs.

T/L

L/L

Introduce the topic

Idem

Enhance data from L

WB

Gestures

WBwkshts

VAKIM

Idem

10’

20’ Practice:

T asks some questions as a leading to the target structure.

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

Notice: 1. I got my exam in 2014.

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

2. I got my exam three years ago?

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

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

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

T/LL/L

T/L

L/L

Practice the new item

Check L understanding

Clarify the new structure use

Use the target stre

WB

WB

WBCPB

10’

Use:

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

Task one p 66. ⓲

L/L

Consolidation

TXB

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

Timiing

Framework

Procedure Focus

Objectives Materials

VKAMIT

5’

15’

warmup:

Presentation:

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

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

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

Task one: I read the dialogue below:

T reads the dialogue. T asks L to read it in pairs.

T/L

T/L

L/L

Introduce the new stre

Practice the new stre

Clarify the uses and forms of the new stres

WB

WB

Wkshts

VAK

Ide

10’

25’

Practice:

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:

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

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

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

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

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

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

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

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

T/L

L/L

L/L

Use the new stres in meaningful context

Consolidation

WB

WBCPB

TXB

m

Idem

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)

Timing

Framework

Procedure Focus Objectives Materials

KVTIMA

5’

20’

Warm up:

BeforeReading:

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

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

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

T/L

L/T

L/L

Enhance data from L

Introduce the topic

Situate the

WB

Map of Algeria

VKATI

20’

15’

While reading:

After reading:

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

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

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

T asks L to do the following task

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

L/L

L/L

L/L

Algerian cities on a map

Interpret non verbal texts

Analyse a written message to gather data

Reorder an email

Identify amenities

TXBCPB

WB

Handouts

Idem

22

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

to: from:

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

My town, Maillot !

CHIBANE Aissa pupils (Chorfa)

Amine2018@gmail.com

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

Mosque

Museum Court of justice Garde

n Buildings

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

Timing

Framework

Procedure Focus Objectives

Materials

VKTAI

5’

10’

20’

Warm up:

Before reading:

While reading:

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

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

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

T asks L to open their books on p 74

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

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

T/LL/T

L/L

L/L

Introduce the topic

Interpret a non verbal msg

Analyse the text and gather data

WB

Map

WB

CPBTXBWB

VKAIT

Hospital 1Bus station

Hospital2

Garden

Town hall

Cinema

Post office shops

Buildings

Shops

Shops Middle

school

BenBadis

High school

25’

After reading:

T checks, correction on the board

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

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

L/L

L/LTurn notes into an e-mail

Describe one’s region

Handouts

Idem

Idem

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.

Timing

Framework

Procedure Focus

Objectives Materials

VKIAT

5’

10’

10’

Warm up:

Presentation:

Practice:

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

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

T clarifies:Before writing our interview, we

T/LL/T

T/L

L/L

Introduce the topic

Review prior knowledge

Identify the situation problem

WB

TXB

VKTAMI

35’ Production:

need to fill in the interview card

(Interview card p 76)

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

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

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An interview sample:

27

L/L

Fill in an interview card

Conduct an interview

CPB

Idem

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

Timing

Framework

Procedure Focus

Objectives Materials

VKATMI

5’

10’

15’

Warm up:

Presentation:

practice:

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

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

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

T/L

L/T

Introduce the topic

WB

TXB

VKATMI

35’ Production:

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

Setif in 1917 Setif in 2017-Politics: under the French rule, Algerian people were colonized.Work for the colonizer.-dressing: women wore the haikMen Turkish pants and kachabia.

Dwelling: old houses of mud, tents, low quarters. 28Transport: Carriages, animals backs, on foot, bus.-Schooling: a few privileged went to school but most of the population was illiterate.

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

-wear all kinds of clothes (traditional or modern)

-buildings, villas, …

Transport: cars, buses, planes, …

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

A description sample:A hundred years ago, Setif was under the French rule. Algerian people were colonized and were considered as second degree citizens. Women used to wearthe haik and the Turkish pants and men used to wear the Turkish pants and kachabia.Only a few privileged were allowed to attend school. Most of the Algerian population was illiterate. They used to live in old houses of mud, tents or low quarters. They used to travel on the animals backs , carriages, or sometimes French buses.Today, Algerians are free citizens. Every Algerian child must attend school at the age of 6. Women are free to dress as they please and men too. People live in their own villas, houses or rent flats in buildings. Both men

T/L

L/T

T/LL/T

Provide L with helping notes

Guide L how to write their descriptions

WB

WB

CPB

Idem

and women work for their own welfare. Algerian people travel in cars, buses trains or whatever is available.There is a great change in lifestyles between 1917 and 2017. And it’s important to appreciate our national freedom.

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

NB: to be done at home.

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L/L