File4 Around The World - 3AM Level - According To The ATF & AEF Compet PDF

sambounab@hotmail.
fr
Term
Month
File
competence
Learning
objectives
Type of
task
Resources
Grammar
Lexis
Pronunciation
Say it clear
Comparing
"
Interact
"Around
the World
Describing
(written) Adjectives
( oral
and locating
towns.
written )
Talking
Interpret
about history of
towns.
Describing
Produce
preferences (
agreement /
disagreement )
1) Read and
learn about
Prepositions English
of place.
oral
and
written
( oral
Expressing
/comparatives
and
superlatives
neighbour's
language
monuments.
File Four "4"
April
&
May
Term
Third
countries
p133
The "er"-"est" sounds

1- listen to the
Exclamations :
dialogue and note
how ? What!
how "er" is
pronounced
2- listen again to the
SNAPSHOTS OF dialogue then mark
the intonation
CULTURE p15
p140
Love your
The sound
2) Read and try

to find
differences in
spelling/
vocabulary /
Prepositions pronunciation
of time
between British
and American
English
3) Discuss and
write a
paragraph
about the
different
languages of
Algeria
Making a country profile

During your school year you saw
many countries and touristy

places ,but not your country ,
so you decided to make your
country 's profile .
Locate your country
geographically on the map of its
continent.
Name its capital city and
more /m / /m r/
1) listen say where you
some of its important towns.
hear
Find pictures of the capital
/m
/ and where you
city's places of interest (street
hear /m r/
, avenues, famous building)
2) listen to the
adjectives below and
Write one or two lines about
mark the stressed
each selected place (monument
syllable of each
or building) to encourage people
INTONATION
1) Listen to the
to visit it.
expressions and mark
Say what is special about its
the intonation with an
traditions ( languages ,dress,
arrow
2) React to the pictures cooking, celebrations)
using the given language
forms . Pay attention to Mentions some particularities
the intonation
you find in the other towns.
RHYTHM'N SOUND Your last page can take the
THE SOUND
form of a fact file synthesizing
"PH"="f"
all the information you have
phrase /freiz/
physics /"fiziks/
given before.
phonetic /f
netik/
1.Listen to the
pronunciation and say
how "ph" is
pronounced
1- The sounds /f/ - /g/
"gh":listen then
filling the table with
the right sound
2- The sounds "th"

that
Page 2
Module of integration (project)
thin
Present your work to your

classmates, discuss with them the
different points of your work.
Put your work in the school
library to be a source of
information for the next generation
pupils.
SWBAT :
Talk about one's
nation's profile.
What students could already do

Identify cartoon pictures
and decode the message from
them
Express polite request
Compare the cartoons and
their dialogues
Identify the means of
transport and place of traveling
Recognize the time
Recognize capitals of the
world
Listen and fill in forms"
traveling"
Name countries and locate
them
Recognize the vowel sounds
and discriminate between
them
Act and play roles
Read and maintain
interaction
Respect intonation and
stress
Interpret oral and written
messages
Interpret cartoons pictures
and improvise different
situations
Use different functions
"request-offer-suggesting" and
discriminate between them
Match pairs to have coherent
conversation
Recognize the interlocutor
Recognize the alphabet and
their pronunciation
Decode messages
Produce written messages and
exchange them with their
partners
Identify letters and
discriminate them from "emails"
Write letters expressing
apologies
Describe the British country
Introduce the Royal Family
Describe touristy places
By Mr. samir bounab
(sambounab@hotmail.fr)
Lesson Plan
Around The World
File Four :
3rd Am Level
Listen and Speak
Sequence One
Personal Goals:
During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Two-way communication with the world.
Communicative Competence.
Lesson Focus:
Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc ),vocabulary (words, word phrases,
idioms, etc)functions(polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:

Function : Comparing countries (locating and describing countries) & talking about distances and Time.
Grammar : Adjectives /comparatives and superlatives
Vocabulary : vocabulary related to countries , locations, journeys
Competencies :
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
Can interact orally to ask and answer questions in short exchanges and to respond briefly to the news of others.
Can deal with simple ,predicate travel situations related to transportation(asking where something is and how to get there asking and telling the times/schedules)
Objectives / Assessment :
:
Describe countries (locate , compare)
Talk about distance & orientations.
SWBAT by the end of the lesson ,students will be able to demonstrate
Required material and / or resources :

Maps of North Africa(Algeria & Egypt) - Britain compass & photos of Eiffel Tower-Big Ben Eshahid Monument.. .
Manual's script page 169
Page 3
Samir Bounab's Document
"Sambounab@hotmail.fr"
timing Rationale Interaction
Procedure
Sequence One
LISTEN & SPEAK
Competencies targeted
rd
File Four 3 Level
Warming up:
Naming
and
locating
famous
places
Making a
country
profile
Describing
a map
Teacher
students
Students
teacher
The teacher interacts with his pupils about what they have learnt in the previous file , and try to check their
comprehension about [describing regular activities /past actions using the present perfect expressing obligation-advice.)
The teacher invites the pupils to open their books on page 126 and try to interpret the photos . The pupils are asked to
describe each photo ,what does it show .
The teacher tries to make the pupils talk about (the place , what is in the picture and where does it take place?)
The teacher listens to the pupils interpretation and takes or reports some of their interpretation on the board. Later they
are asked to read what has been written on the board .
The teacher presents the new file and the project work which should be done by the end of this file ,he may ask the pupils to
split into their groups and explains that they should make: Making a country profile
During your school year you saw many countries and touristy places ,but not your country , so you decided to make your
country 's profile .
Interact with the

teacher about what
has been learnt
Look at the pictures
and interpret the places
Interact with the
teacher about the
project work
Pre-listening:
Students
teacher
Students
teacher
The pupils are invited to open their books on page 128,take their pencils and try to complete the map.
The pupils work in pair and try to name the countries on the map ,then they are asked to located them using the compass.
Activity 1p128: Look at the map ,name the countries using the compass.
The map represents : { Algeria in the centre , Tunisia in the north east Libya in the west Morocco in the north east
and Western Sahara in the west Mauritania, Mali and Niger in the South } of Algeria.
The pupils are asked to read the interpretations ,the teacher listens to them ,then asks the pupils to repeat the best work
done by their colleagues.
Next the teacher asks the pupils to compare the countries on the map just the "size" .
Activity 2p128: Compare the size of Algeria with the size of each country .
Algeria is larger then Tunisia, Morocco , Libya, and all the countries which have borders with Algeria. Algeria is the
largest country in the North of Africa.
While Listening :
The teacher explains the instructions of Activity 3 p 128 , then invites the pupils to listen and try to fill in the table .
Activity 3p128: Listen and complete the following table with the right information .
Location
Describing
Population
a country
Teacher
students
Land
Climate
In the continent
North West Africa
Bordering countries
Tunisia-Libya-Mali-Niger-Mauritania-Western Sahara-
Total
33,739,635 inhabitants
Density
14 persons per sq km
Area
2.381.741sq km
Regions of the country
The Tell The Tell Plateau and The Sahara Atlas and the Sahara
Highest peak
Mount Tahat in the Hoggar (3003 meters High)
In the north
Warm and dry in summer-mild and rainy in winter
In the south
Very hot in daytime but very cold at night ( in winter)
Page 4
Interpret the map

and decode what
countries are
represented on it and
try to compare their
size.
Listen to the script

and try to interpret it to
decode the message
and fulfill the right
information
Teacher
students
Comparing
Students
students
The teacher reads the script on page 169,but also adapts the information according to the latest statistics .
The teacher asks the pupils to give back their answer , he reports them on the board ,then invites them to read the script
on page 169 and check their answers. Later the pupils are asked to report the corrected answers on their books using their
pencils
Post listening: The teacher asks the pupils to look at the table again and try to compare its information.
Activity 4p128: Use the information in the table and compare:
The climate in the north is warmer and drier in summer , milder and rainy in winter.
1) climate (north south):
The climate in the north is not as hot as in the south in summer
The climate in the south is hotter in daytime but colder at night in winter.
2) Highest peak : (Mount Tahat Mount Chra Mount tikdjda) : Mount Tikdjda is higher than Mount Chra ,but Mount Tahat
Teacher
students
is the highest .
The teacher reports the pupils answers on the board then asks them to read the sentences .
Isolations: the teacher asks the pupils to read the words which are written in different colours ,he listens to them then
lists them on the board .
warmer drier milder hotter colder higher highest - as hot as .
Analysis: The invites the pupils to analyze the following words with their sentences .
The climate is warmer in winter. The west is as hot as the south . Mount Tahat is the highest peak in Algeria .
Interact with the

teacher about what
have heard in the script
and try to discuss the
different point and
compare them with
present time.
Interpret the
acquired information
in the table and
compare them
Interact about the
form of the structure
used in the
comparative
Comparing
Subject + verb+ adj+er + obj

Students
teacher
Comparative
of superiority
Stating Rule :
Subject + verb+as+adj+as +object
Comparative
of equality
Subject + verb + adj+est +
Comparing
Teacher
students
Interpret the
different forms of the
comparative and
discriminate between
them
Superlative
The comparative of superiority: Subj + verb+ adjective + er +obj "er" is pronounced /

Students
students
object
/ ( "r" is silent)
The comparative of equality:

Subject + verb +as +adj +as +object " as " is pronounced /
" est " is pronounced
/ ist /
The superlative : Subject + verb + adj+est + object
Practise Say it clear :

The teacher explains the instructions of "activity 4p129" then invites the pupils to make short dialogues using the
"comparative of superiority and equality" <communicative based task>
Activity 1p129: Make a short dialogue comparing two countries. For example : Algeria - [ large] Japan { rich }
You : Algeria is larger than Japan
Your partner: Yes , Japan is not as large as Algeria .,but Japan has a richer economy than Algeria.
You : Yes ,I agree with you.
The teacher instructs the pupils to look at the table on page 129, work in pairs and perform their drill [they should
respect the pronunciation of the "er" or "as".
The pupils are later asked to look at the instructions of "activity 2p129", listen to the teacher explaining the instructions
then invites them to perform the drill.
Page 5
Interpret the script

and the pronunciation
of the comparative
"er" "as" &
superlative "ist"
Produce written
messages using the
learnt language
Sambounab@hotmail.fr
Comparing
Students
students
Activity 2p129: Use the items in the box to ask and answer questions using the superlatives of adjectives.
highest peak in the world ?
highest peak in the world
Mount Everest
hottest desert in the world?
hottest desert in the world
The Sahara
You : What is the
biggest country in Africa Your partner : The biggest country in Africa is
Sudan
longest River in the world ?
longest River in the world
Nile River
largest ocean in the world ?
largest ocean in the world
The Pacific
The teacher invites the pupils to perform the drills "orally" ,substitute the key words ,while the teacher reports one of the
performed drills on the board .
The pupils read the written works on the board ,then write down on their copy books.
Sequence One
Practise & Imagine
Produce oral and

written messages using
the learnt language "
inquiring about
famous places using
the superlative"
File four 3rd Am Level
Warming up:
Teacher
students
Talking
about
intonation
Teacher
teacher
The teacher interacts with this pupils about the last hour and try to check the comprehension and their understanding of
the learning objectives .
The teacher may ask the pupils to perform one of the drills seen in the previous sance in order to lead them respect the
intonation .
The teacher supervises the learners intonations while performing the drills.
Intonation : {Note for the teachers}
The Intonation :
1.
2.
3.
4.
5.
goes
goes
goes
goes
goes
down (falling intonation) in " wh- questions "

down in statements .
up in "yes no" questions.
up when we go on listing items
down on the last item of the last you mention.
The teacher tries to explains to the pupils "briefly" where to "rise" and where to "fall" their intonation.
The pupils are asked to open their books on page 130 , pay attention at the instructions of "activity 1p130" ,listen to the
teacher reading the drill then perform the dialogue "respecting" the specially on the underlined words.
The pupils are asked to keep the same pattern and make dialogues .
Activity 2p130: Use the ideas in the boxes on page 130 and make correct dialogues.
Suggested dialogue:
Inquiring
about
one's
journey
Students
Student
A : Hello Omar !
B : Hi Sami ! I haven't seen you for weeks .Where have you been?
A : Oh , I have just come from Montral.
B : Where is it ?
A : It's in Canada
B : How far from Algiers?
A : It's thousand of miles from Algiers in the American Continent .
B : What was the weather like ?
A : It was wonderful .
The pupils give back their works ,the teacher reports the best one on the board the pupils read it .
page 6
Interact about the

previous course and
make a link to the
present day course
Interpret the
different ways the
intonation is uttered
Produce oral and

written messages
talking about journeys,
countries , weather and
using the comparative
and the superlative
Describing
Teacher
students
country
Students
students
The teacher interacts with his pupils and try to make them talk about the countries they have just talked about .
The teacher tries to make the pupils about the country they would like to visit .
The teacher suggests to the pupils to look at the map of "Egypt", listen to the instructions of "activity 3p130 " and try to
fill in the gaps.
Activity 3p130: Fill in the gaps to make a coherent paragraph about "Egypt".
I'd like to visit Egypt some day .it is situated in the North East of Africa . It is in the South East of Algeria . It is bordered by Libya
to the West ,Sudan to the South , the Red Sea to the south East and Palestine to the North East . In Egypt there is the longest
river in the world " the Nile" . I would like to visit one day and see its oldest Pyramids.
The pupils work in rough , the teacher supervises their works ,then invites them to read their paragraphs, later they are
asked to use their pencils and correct on their books.
Imagine page 130:

The pupils re invited to do more practice keeping the same pattern asking and inquiring about one's journey but here they
will use the simple present tense instead of the present perfect.
The pupils are asked to listen to the teacher explaining the instructions then try to do "activity one p130"
Activity 1p130: Complete what the people in the pictures are saying .
Inquiring
about
once
journey
Students
students
Bob : Hello Brenda , When did come back ?

Brenda : A week ago.
Bob: How was your stay in New York ?
Brenda :Wonderful ! New York is a marvelous city .How about you ?
Bob : Well ,Anna and I visited Egypt and we were really enchanted by the Pyramids. It was breathtaking!
The pupils try to fill in the dialogue, correct using their pencils 'on their books' then perform as a drill .
Talking
about
one's
holidays
Describing
Countries
Interact about
holidays and the places
the pps visited or
intend to visit one day
Interpret a short
paragraph and try to
complete the missing
words
Produce a written
production including
the learning objectives
Interpret cartoon
pictures and try to
decode the message in
them
Produce a correct
exchanges according
to the given pictures
Integrated Situation
Teacher
students
and
weather
The teacher invites the pupils to tackle "activity 3p130" as an integrates situation. They are asked to use all what they have
learnt till now as functions and structures .
The teacher writes on the board the instructions ,reads it then invites the pupils to read it and try to make a dialogue
talking about what the situation proposes.
You have just seen what "Cherif and Salima " ' Bob and Brenda' talking about their holidays ,the countries they visited, ,the
weather ,and the nice places the saw.
With your classmate try to speak about your last holidays. Where did you go? or try to imagine a destination you wished to visit .
try to make a dialogue about the country ,the towns, the historic places ,the food ,the people, the weather )use "for and ago
Suggested dialogue:
Students
students
A : Where did you spend your summer holidays?

B : In Tunisia.
A : How long did you stay there?
B :Well I stayed there for a week .
A : And when did you return home ?
B : I returned home two days ago .
A : Did you enjoy your stay there?
B: Yes ,very much .It's a nice country.

A: What towns did you visit ?
B: Tunis , Carthage and Sousse .
A: What was the weather like ?
B : It was fine and the hotel comfortable.
The pupils work in pairs , the teacher moves around ,help his learners , listens to them ,then invites them to read their
works. Later the teacher writes the best one on the board, the pupils read it then copy on their copy books.
Page 7
Interpret a problem
solving situation
Produce an
exchange in pair work
responding to the
problem solving
situation manipulating
all the learning
objectives
Lesson Plan
Around The World
File Four :
3rd Am Level
Read and Write (1+2)
Sequence One
Personal Goals:
Supported and purposeful development
Meaningful activities & tasks
Active evolving process .
Ongoing assessment of learning.
Active Learners .
Lesson Focus:

Function : Describing a country profile. & Talking about history of countries.
Grammar : Adjectives /comparatives and superlatives + simple present and simple past tenses
Vocabulary : vocabulary related to countries , locations, journeys
Competencies :
Can read and understand the main points and important details of short simple texts
Can write short factual description about places & describing countries
Can write a very short letter (of persuading)
SWBAT by the end of the lesson ,students will be able to demonstrate
Describe a country's profile

Talk about the history of the British countries .
Maps of United States - Britain & Australia - Pictures of Olympic Games Algerian towns hotels-stadiums
Manual's script page 133 & 134
Page 8
Procedure
Sequence One :
Describing
countries
Talking
about
journeys
3rd Am Level
Read & Write {1+2}
Warming up : " Pre-reading "

Teacher
students
Comparing
Students
students
The teacher interacts with his learners about the previous lesson , he makes his learners talk about what they have learnt ,
try to check if they can master the learning objectives { describing countries ,talking about one's journey & pronunciation of
the comparative }
The pupils are asked to open their books and pay attention at the maps on page 132
The pupils are asked to pay attention at the maps ,they are first asked to identify and name the countries shown on the map
,then they are asked to compare those countries.
The pupils will interpret the two maps and try to produce an "oral" production using the previous learning objectives .
While reading :
The pupils are invited to listen to the teacher explaining the instructions of "activity 2p132" ,then try to read the text on
page 133 and try to answer the questions.
Activity 2p 132 : Read the text on page 133 and answer the following questions . < Reference questions>
Country
1.England
2.Scotland
Teacher
students
Talking
about
countries
and
capitals
Students
students
Talking
about
countries'
profiles
Interact with the

teacher about the
theme of the lesson and
about what has already
been seen
Capital
1.London
2. Edinburgh
Country
3. Wales
4.Northern Ireland
Capital
3. Cardiff
4. Belfast
The pupils read the text silently then try to fill in the table with right answer.
The teacher invites the pupils to giveback their answers ,he reports them on the board .
The teacher invites some pupils to read the text "loudly " while he explains some new and difficult words.
{lie- islands-monarchy-extends-density }
The pupils listen to the teacher explaining the instructions of "Activity 3p132" ,read the text then try to answer the
activity .
Activity 3p132: Read the text then answer the following questions .
a- Ulster and Eire belong to two different states .What are they ? Ulster belongs to Northern Ireland and Eire to
Southern Ireland .
b The U k does not have the same political system as Eire .Which sentence says so ? The sentence is : The United
Kingdom is a monarchy while Eire is a republic .
c What are the languages spoken in UK ? The official language in all the countries is English
d Use the verbs 'to lie' and "to extend" in sentences of your own .
This river lies 30 km to the south .
Algeria extends over an area of 2.381sq/km.
The teacher tries to explains the difference between the two meaning : lie : to be in a horizontal or flat position on a
surface / extend : to make something bigger or longer.
Interpret maps and

try to decode the
message
Read and interpret

a written text
Read a text and

produce written
messages according to
the given questions
Produce very simple

sentences using a given
vocabulary
Post reading :
Teacher
students
The teacher invites the pupils to give back their answers ,reports the best one on the board ,then invites them to read the
sentences .
The teacher invites the pupils to read again the text ,and try to discuss each paragraph. And try to make an idea about each
one ,compare the countries [ size ,weather ,population]
The teacher makes the pupil stalk about the text ,compare , and try to make the difference between UK and Algeria.
The teacher asks the pupils to read the written work on the board then write down on their copy books .
Page 9
sambounab@hotmail.fr
Describing
countries'
profiles
Writing a
letter
Teacher
students
Students
students
Write it out
Integrated Situation
Seq one -3rd Am File4
Warming up : < Pre- writing>
The teacher interacts with his learners about what they have studied in the previous hour and tries to make them talk about
they have seen [the teacher tries to notice if the pupils have really acquired the learning objectives of the previous hour]
The teacher asks his pupils about their hobbies and if they like and perform sports tasks and if they watch sport TV
programs , in order to lead them talk about the last "Olympic Games", where did they take place , and when ,make the pupils
interact about that big event .
The pupils are invites to split into groups ,open their books on page 132 and pay attention at the instructions of "write it out".
While Writing :
The teacher reads the instructions and explains using visuals showing [ the Olympic Games Algeria stadiums hotels
restaurants touristy places ].
The pupils are split into groups ,asked to read the instructions ,while the teacher designs on the board the following table to
The integrated situation :
You want your city or your country to be the site of the Olympic games in 2016.
Split into a group of three or four students .
Write a letter to the International Olympic Committee to persuade them to choose your city or country for the site of
the Olympics.
Use the comparatives and superlatives of adjectives .
interact about the

previous hour
interact about the

Olympic Games"
interpret the problem

solving situation
The teacher reminds the pupils about the lay out of the letter and asks them to work in groups ,but shows them how to
tackle the activity .
Eliciting information constituents from the learners:
The teacher shows to the pupils how to elicit their notes and try to organize their ideas about the theme proposed.
Country
Talking
Students
about one's teacher
country
profile
Algeria
Cities
AlgiersOran
AnnabaConstantine
Sport infrastructures
Stadiums sport
complexes swimming
pools racing circuits
Hotels
New
hotelsgood
service
Food
Tasty
and
delicious
weather
Means of transport
Fine and
sunny
Buses cars trainstubes -
People
Friendly
Nice
The teacher instructs his learners to work in this ,list all their idea ,the pupils may have tackle the following ideas.
Next the teacher asks the pupils to select the information because they won't be able to write about all what they have
listed in the previous step.
Teacher
students
Talking
about one's
country
profile
produce written
composition trying to
solve the problem
exposed in the
integrated situation
Selecting information constituents from the learners:

The teacher selects from the previous lists what he thinks with his learners what they think should be the constituents to
select
Country
Algeria
Cities
Algiers- Oran
Annaba- Constantine
Sport infrastructures
Stadiums sport complexes swimming
pools racing circuits
Page 10
Hotels
Food
weather
New hotels- Tasty and Fine and
good service delicious
sunny
Fleshing out the information constituents : In groups the pupils try to make a letter .
Suggested answer
Talking
about one's
country
profile
Students
students
Teacher
students
Talking
about the
history of
The
British
countries
Talking
about the
history of
The
British
countries
Teacher
students
International Olympic Committee,

People of
Algeria
Vidy 1,Olympic House,
1007,Lausanne Switzerland,
Dear Sir ,
We are writing to you from Algeria .We would like you to consider our country Algeria for the Olympic of 20165.
Algeria is the largest country in the north west of Africa . It's larger than Tunisia and Morocco . There are many cities
in Algeria which can hold the games like : Algiers the capital ,- Oran in the west ,Annaba and Constantine in the east
are the nicest and the biggest of the country .
Algeria has many sport infrastructures like stadiums, sport complexes ,swimming- pools ,racing circuits There are also
big and new hotels where the service and food are excellent .The weather the sunniest and finest of the north Africa .
The teacher supervises the learners works ,moves around ,try to inquire if they require help .
The pupils are asked to design their leader to read what they have written . The pupils listen and the teacher reports the
best paragraph on the board
The pupils are asked to read ,the paragraph ,then write down on their copy books .
Read & write II
The pupils are invited to open their books on page 134 and pay attention at the maps, the teacher tries to make the pupils
talk about them ,compare them and provide more information about them .
The teacher explains the instructions of "activity 1p134" ,then invites the pupils to work in rough ,later they are asked to
give back their answers "oral" task.
The teacher reads the short paragraphs, then invites the pupils to read them .
Activity 1p134: Read the histories of some English speaking countries ,then compare them with one another
a. Which
b. Which
c. Which
d. Which
e. Which
Students
students
produce a written
letter solving the
problem raised in the
integrated situation
country was colonized earlier than New Zealand ? Ireland was colonized earlier than New Zealand.
country gained its independence later than Ireland ? New Zealand gained its independence later than Ireland
country gained its earlier independence than Jamaica? ? Australia gained its independence earlier than Jamaica
country was colonized the latest by the English? Australia was colonized the latest by the English .
country was colonized the earliest by the English ? Ireland was colonized the earliest by the English .
The teacher asks the pupils ,the pupils try to interpret the texts on page 134 and try to answer the teacher's questions one
by one.
The pupils are also asked to perform the task as question answer activity .
Later the teacher explains the instructions of "activity 2p134" and invites the pupils to make a short paragraph about two of
the countries seen on page 134. The task may be done "orally" to save time
Activity 2p134: Choose two countries and write a paragraph about their histories (use the comparative & the superlative)
The paragraph:
Ireland and Australia are the oldest colonies of the British . The British colonized Ireland earlier than Australia ,but Australia got
its independence earlier before Australia.
The pupils are free to use any country to talk about ,then the teacher invites them to read their compositions.
The learners read the written works on the board ,then copy on their copy books .
page 11
interact about the

maps
interpret the maps

and the written texts
listen to oral
questions and interpret
the situation using
what has been learnt
previously
produce very simple
composition "oral"
including the learnt
learning objectives
Lesson Plan
Around The World
File Four :
3rd Am Level
Listen & Speak
Sequence Two:
Personal Goals:
communicative competence
Lesson Focus:

Function : Describing famous places and monuments / comparing Locating & Advertising
Grammar : Simple present tense - Comparative of superiority and Inferiority & prepositions of place
Pronunciation : pronunciation of the consonant "r"
Vocabulary : vocabulary related to countries ,monuments & advertisement
Competencies :
Can interact orally to ask and answer questions in shot exchanges and to respond briefly to the news of others.
Can listen to and understand unfamiliar instructions and explanations that are accompanied by visuals.
Can orally tell a very short story or give a short description
Can use sufficient vocabulary to carry out exchanges .
Can use simple structures accurately
Can pronounce practiced words, phrases and some simple sentences .
SWBAT by the end of the lesson ,students will be able to demonstrate :
talk and describe famous places and monuments
Talk about adverts using the comparatives of superiority and inferiority

Maps of Manhattan (USA) UN building Picture page 136 - Manuals pictures page 139
Page 12
Talking
about
countries
profile
Describing
places and
monuments
Describing
places
Procedure
Sequence Two :
Listen & Speak
3rd Am File Four
Warming up:
Teacher
student
The teacher interacts with his pupils about the last lesson ,tries to make them talk and use the learning objectives they have
already seen.
Pre-listening :
The pupils are invited to open their books on page 136 and pay attention at the photos . They are asked to talk about the photos.
What do they know about them or try simple to name them.
Student
Picture on the left : "The Statue of Liberty" .
Picture on the right : " The United Nations (UN) Building "
teacher
The pupils are invited to repeat or practise in short drill inquiring about names of those photos .
The teacher tries to interacts with his learners about the place of those building and monument
The teacher informs the pupils that those building and monument are in USA and specially in Manhattan district . And through a
picture he tries to locate them the place of those building(UN) and monument ( Statue of Liberty) .
While listening :
The teacher explains the instructions of "Activity 2p136" and invites the pupils to use their pencils ,listen to the script and try
to answer the activity.
Activity 2p136: Listen and complete the table below
Number of boroughs in New York
6
Length of Manhattan
13 miles
Students
Width of Manhattan
2 miles
teacher
People of Italian origin
Little Italy in Lower East Manhattan
Places where people live
People of African origin
Harlem, in the West side of Upper
People of Chinese origin
China Town in Lower East Manhattan
People sell and buy stocks there
The New York Stock Exchange ,in Wall Street
Places of activities
Representatives of different nations
The U.N Building (United Nations Secretariat Building) in
meet there to discuss world affairs
Midtown Manhattan
The teacher reads the script twice then asks the pupils to fill in the table, the pupils are asked to give back their answers, the
teacher reports them on the board .
Teacher
The pupils are asked to read the corrected activity ,then use their pencils to correct the activity on their books.
students
Post listening : The teacher invites the pupils to pay attention at the "activity" and try to discuss each point the table talks
about.
Ex: The number of Italian people is less important than Chinese people .The Statue of Liberty is more beautiful than the UN building.
Comparing
Teacher
students
Comparing Students
teacher
Presentation
The teacher invites the pupils to open their books on page 170 , take their pencils , listen to the teacher reading the script and
underline the following words and statements .
" most populated - less important - more beautiful "
The teacher invites the pupils to read the script ( 4 to 6 pupils) ,then asks them to remind him about what they have underlined .
Isolation:
" most populated " " less important " " more beautiful"
Then teacher invites the pupils to isolate the whole sentences containing the isolated words .
It is the most populated area in New York .
The number of Italian people is less important than Chinese people
The Statue of Liberty is more beautiful than the UN building
Page 13
Interact with
the teacher about
the what has been
seen and about the
new theme
Interpret the
pictures and try to
talk about them
Interact about
the place of those
monument and
building
Listen and try

to interpret a
listening script
To decode the
message involved
in them
Interact and try

to produce oral
messages about
the studied script
Interact about
the structure of the
statements
Analysis : The teacher invites the pupils to analyze the statement

The number of Italian people is less important than Chinese people.
Students
Subject
Verb + less + adjective +
object
The Statue of Liberty
Subject
is
more beautiful than
Verb + more+ adjective +
Comparative
Of inferiority
Comparing
-
object
Comparative
of superiority
It
Teacher
the UN building
is
the most populated area in New York .
Sub +Verb + the most + adjective +
Interpret the
main constituents
of the statements
Discriminate
between the
comparatives of
"superiority
inferiority &
superlative"
object
Superlative
Stating Rule : The learners are asked to deduce the rules from the previous analysis.
Students
- students
the + adjective (one syllable) + est
Inferiority less + adjective
Superlative
Comparative of
Superiority more+ adjective
the + most + adjective (two syllables)
Deduce the
structures of the
comparatives &
superlatives
Observation :
Sound
pronunci
ation
Teacher
students
In fast speech ,the consonant "r" at the end of "more" is pronounced and is linked to the adjective or the adverb, if
the adjective or the adverb starts with a vowel . e.g. more /m r / intelligent
The consonant is not pronounced if the adjective or adverb starts with a consonant . e.g. more
/m
Interact about
the pronunciation
of the comparative
r /friendly
Practise : The learners are invited to perform the following activities .

Activity 1p137: Write sentences comparing the city and the countryside .Use comparative of superiority and inferiority .
1. life (expensive- comfortable) Life in the countryside is less expensive and more comfortable than in the city.
Students
2. city / attractive/countryside The city is more attractive than the country side.
students
3. streets / crowded The streets in the city are more crowded than in the country side.
Comparing
4. air / polluted: The air in the country side is less polluted than in the city .
5. social life ( interesting enjoyable) Life in the country side is more interesting and enjoyable than in the city.
The pupils work in rough ,correct on the board then read and write down .
The teacher explains the instructions of "activity 2p137" ,then asks the pupils to work in pair .
Activity 2p137: Write a talk of five to six lines using the comparative of adjectives in 'activity 1" ,then read it to the class.
Students
I prefer to live in the countryside . This is because the air is less polluted than in the city . Life in the countryside is less
Students
expensive and more comfortable than in the city. The city is more attractive than the country side. The streets in the city are
more crowded than in the country side.
The pupils are asked to read their compositions in front of their colleagues . The teacher has to focus on the pronunciation of
the letter "r" .
Page 14
Interpret and
perform tasks
using the
comparatives
Practise page 138

Teacher
students
Locating
Teacher
students
The pupils are invited to open their books on page 138 and pay attention at the map of Manhattan, the teacher has to provide a
bigger one .And try to provide pictures showing the most famous places of Manhattan .
The teacher read the maps and describes the different places that the Manhattan borough contains .The teacher locates the
places ,then invites the pupils to repeat them .Then they are asked to do the following task. < Oral Task>
Activity p138: Look at the map of Manhattan ,use the expressions given below and locate the following places .
1)New York Public Library:
A: Can you show me where the New York Public Library is ?
2)New York Stock Exchange:
A: Where is the New York Stock Exchange ?
B : It's south of New York City Hall .
3) United Nations headquarters: A: Can you show me where the United Nations headquarters ? B: It's east side of Empire State building .
4) Greenwich village:
A: Where is the Greenwich located ?
5) China Town :
A: Can you show me where China Town is ?
B: It's near little Italy .
6) Rockfeller Center:
A: Where is Rockfeller Center located ?
B: It's beside St.Patrick's Cathedral.
7) Times Square: A: Can you show me where Times Square is ?

Student sstudents
B: Yes it's north of Empire state building.
8)Empire State Building .
B: It's on the west side of East Village
Interact about a
given visual aids
Interpret the
map and locate the
different places of
it.
B: It's between Port Authority Bus Terminal and Rockfeller Center .
A: Where is the Empire State Building ?
B: It is in the North of Manhattan .
The pupils work in pairs then try to act their drills . The teacher reports the answers of the drills on the board(focus on the
prepositions)
Imagine page139
The teacher interacts with his learners about the pictures on page 139. The pupils are asked to number the picture then try to
interpret them .
The teacher explains the instructions of the tasks and invites the pupils to work in pairs.
Activity 1p139: Look at the pictures and make adverts using comparatives .Add "er" , "more" or "less"
1. top left picture: Run faster / Be stronger / Jump Higher .
2. Top right picture : With the London Pass ,you see more and pay less.
Advertising
3. Middle left picture : travel more comfortably and more safety with Air Algeria.
Students
students
4. Down left picture : Wake up later and arrive earlier with the London Cabs.
5. Down right picture : Hop on and have a less expensive and more exciting tour of London with the Big Bus Company.
The pupils work in rough with their colleagues , give back their works "orally" ,then teacher report three of the answers one
with "er" , one with "more" and one with "less"
The teacher invites the pupils to interact about the five advertisements ,then explains the instructions of the next "activity"
Activity2p139: Now think of three products that you like and make adverts for them .
Advertising
Students
students
Example :
Practise sports get up earlier eat less grease and sweets lose more weight read more books learn more watch less Tv .
The teacher invites the pupils to talk about their likes and dislikes through adverts , then asks them to read their productions
and report their answers on their copy books.
The pupils read all the written works on the board ,then copy down .
Page 15
Produce oral
and written
messages
including the
learnt language
Interpret
pictures and
adverts
Produce written
messages talking
about
advertisements
Lesson Plan
Around The World
File Four :
3rd Am Level
Read & Write
Sequence Two:
Personal Goals:
Meaningful activities & tasks
Active evolving process .
Ongoing assessment of learning.
Active Learners .
Lesson Focus:

Function : Describing famous places and monuments
Grammar : Simple present tense & prepositions of place
Vocabulary : vocabulary related to countries & monuments
Competencies :
Can read and understand the main points and important details of short simple texts
Can write short factual description about places.
SWBAT by the end of the lesson ,students will be able to demonstrate :
talk and describe famous places and monuments
Talk about adverts using the comparatives of superiority and inferiority

Pictures of Washington page 140 & the White House page 141
Page 16
Sequence Two :
Describing
famous
places
Teacher Students
Procedure
Read
File Four 3rd AM
Pre-reading :
The teacher interact with his learners about the last hour ,about what they have seen ,lets them talk and discuss about the
places the saw previously in order to lead them talk about the country the places belong (USA)
The teacher tries to lead the pupils guess the capital of the USA < Washington >
The pupils are invited to open their book son page 140 and try to interpret the photo. The teacher may ask the pupils to talk
about what they can see in the photo.
The pupils are asked to describe what they can see in the photo ,places ;monuments ,roads..
The teacher listens to the pupils answers ,reports the best one on the board and invites the pupils to read it.
While reading:
Describing
places
Teacher
students
Student steacher
Teacher
students
Students
students
Students
teacher
Students
Interpret the
photos and try to
identify places on
them
Interpret a
written text and try
to answer the
questions referred
to
Activity 1p140: Read the text ,name and locate "a monument " and "a building" on the photo page 140.
1) A monument: "The Washington Monument (in the background) . 2) A government building : The Capitol .(in the foreground)
The pupils try read the text and answer the activity . The teacher reports the pupils' answers on the board ,then invites the
pupils to read it.
The teacher explains the instructions of "activity 2p140" and invites the pupils to work.
Activity 2p140: Read the text again and answer the questions.
Describing
country
profile
Talking
about
country
profile
The teacher reads the text once ,the pupils listen to his reading and explaining some new and difficult words.
[foreigners- belongs- location- territory attractions-marble-elevator- top ]
The pupils are invited to pay attention at "activity12p140" ,listen to the teacher explaining the instructions then read the text
and do the activity.
Interact about
famous places in
USA
a- How many states are there in the USA?

There are 50 states.
b- In what ways is Washington D.C different from other cities in the USA?
It belongs to no state.
c- Why is "1600,Pennysylvania Avenue" a special address?
Because the White House is located there.
d- From where can tourists have a full view of Washington ?
They can have a full view of Washington from the Washington
Monument ,because it is 169 m high and overlook the city.
Read and
answer questions
according to a
written text
The pupils read the text silently and do the activity ,while the teacher monitors the operation, he walks and offers individual
help when required .
The pupils are invited to give back their answers ,the teacher reports the answers on the board, then invites the pupils to read them.
Post reading :
The teacher reads the text paragraph by paragraph , interacts with his learners about each idea included in each paragraph.
He evaluates the learners performances while they did the "activities" related to the text.
Try to make the pupils talk about each passage in the text and compare it with their own or hometown.
Asks the learners to summaries the text in a very short description in order to prepare them for the next task "the integrated
situation".
Page 17
Consider the
text and try to
interact about
each its passages
Write it out
Talking
about
hometown
Teacher
students
Students
teacher
< Integrated Situation>
The learners are invites to a problem solving situation , they are asked to pay attention to the teacher presenting the situation
of integration.
Your American sent you a letter talking about their Capital Washington .In his letter he spoke in details about all
the amenities in his city .
It's your time to answer his letter talking about your hometown.
Include postcards, maps , or any drawing that describe more your hometown's location
Talk about famous and historic places , government buildings
Use comparative, superlative and prepositions of place
Suggested answer:
Talking
about
hometown
Students
students
Talking
about
hometown
Harry James,
Ahmed Khalil,
36 P.O Box Washington D.C
56 P.O Box Algiers
USA.
Algeria.
Dear Harry,
Thank you very much for your letter and for the lovely postcards about your capital Washington ,they are really very nice .
It's my turn to tell you about my hometown "Algiers" ,the capital of my country Algeria, is also called "Alger la Blanche" .
Algeria is in the north west of Africa , it's 2.318.741 sq/ km ,it has more than 33 million inhabitants and Algiers is the most
populated city of the country .
There are many important places you can visit in my capital, the old city "Ekassaba" which is one of the oldest cities in the
world ,there is also "Tem Monument of the Martyrs " which on the top of a hill ,from it you can have a general view of the
city and the sea.
Many tourists visit the capital , walk through the narrow streets of the old city ,take photos and admire the beauty of the
city.
Waiting forward to your reply
Yours
Ahmed .
Teacher
students
Interact about
the problem
solving situation
Talk about
what has been
seen and try to
make a link
between the new
situation
Interpret the
instructions
Consider the
given details and
try to analyze i
Produce a
written message
'letter' trying to
solve the problem
Present to
production to the
audience and
interact about it
The pupils work in rough ,the teacher moves around and tries to help the pupils to listen their information, select the best ones,
try to inform them how to include the learnt learning objectives and since it is a letter remind them about the lay out of the letter.
The pupils are later invited to read their letters and copy them on their copy books with all the written work on the board.
Page 18

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File Four "4"

2) Read and try

Making a country profile

many countries and touristy

Module of integration (project)

Present your work to your

What students could already do

Around The World

Listen and Speak

In this lesson I will teach the following aspects of language:

SWBAT by the end of the lesson ,students will be able to demonstrate

Required material and / or resources :

timing Rationale Interaction

LISTEN & SPEAK

File Four 3 Level

Interact with the

North West Africa

Regions of the country

Mount Tahat in the Hoggar (3003 meters High)

Warm and dry in summer-mild and rainy in winter

Very hot in daytime but very cold at night ( in winter)

Interpret the map

Listen to the script

Interact with the

Subject + verb+ adj+er + obj

Subject + verb+as+adj+as +object

Subject + verb + adj+est +

The comparative of superiority: Subj + verb+ adjective + er +obj "er" is pronounced /

The comparative of equality:

Practise Say it clear :

Interpret the script

Practise & Imagine

Produce oral and

File four 3rd Am Level

down (falling intonation) in " wh- questions "

Interact about the

Produce oral and

Imagine page 130:

Bob : Hello Brenda , When did come back ?

A : Where did you spend your summer holidays?

 B: Yes ,very much .It's a nice country.

Around The World

Read and Write (1+2)

In this lesson I will teach the following aspects of language:

Describe a country's profile

timing Rationale Interaction

Read & Write {1+2}

Warming up : " Pre-reading "

Interact with the

Interpret maps and

Read and interpret

Read a text and

Produce very simple

interact about the

interact about the

interpret the problem

Buses cars trainstubes -

Selecting information constituents from the learners:

International Olympic Committee,

interact about the

interpret the maps

B: Yes ,very much .It's a nice country.