MS3 Sequence One

LEVEL: MIDDLE SCHOOL
THREE YEAR
ME, MY
ABILITIES, MY
TEACHER: MRS.
GHANIA
INTERESTS AND
MY PERSONALITY
BELLOUCHE /
MERZOUKI
Teacher: MRS.BELLOUCHE Page 1

MS3 Sequence One MAP
Session Lesson Learning objectives
Session 01 Project announcement/ Initial Starting off situation/ Introducing the sequence topic and project.
situation
Session 02 Lesson 01: I listen and do (1) Act out dialogues to talk about oneself, his/her interests.
PDP
Session 03 Lesson 02: I practise Ask and answer about abilities/inabilities and fill in a form.
PPU
Session 04 Lesson 03: I listen and do (2) Infer someone’s personality and write about him/her using frequency
PDP adverbs ”always/never” and personality adjectives
Session 05 Lesson 04: I practise Asking and answering about someone’s physical appearance and
PPU personality, distinguish personality adjectives from physical
appearance adjectives.
Session 06 Lesson 05: I pronounce Different pronunciation of final “s” in present simple verbs and
PPU words
Session 07 Lesson 06: I practise Act out dialogues to talk about interest in Algerian music.
PPU
Session 08 Lesson 07: I read and do (1) - Read texts and gather information about Mohamed Farah Djelloud
PDP - Write speeches about hobbies and interests.
Session 09 Lesson 08: I read and do (2) - Read texts and gather information about Tuareg and Imzad culture.
PDP - Make a poster to save and promote the cultural heritage in their
regions.
Session 10 Lesson 09: I learn to integrate (GROUP WORK) Learners will write Mohamed’s profile in small groups.
PPP
Session 11 Lesson 10: I think and write Prepare a poster about The Arab Reading Challenge.
PPP
Session 12 Lesson 11: I can do Self assessment/ remedial work
Session 13 Lesson 12: I play and enjoy Remedial work through fun and games
Session 14 Project one presentation: An illustrated article introducing your region (Beni Ouartilane) to
represent BERBER civilisation.
SEQUENCE ONE OBJECTIVES AND FUNCTIONS

Learning objectives Communicative tasks Grammar Lexis Pronounce
 Describe myself: my  Interview  The present simple  Related to ability/  Weak and
abilities/inabilities  Role play tense (review and inability: I can/ I can’t strong forms of
 My likes and dislikes  Chat/ email: personal expansion)  Related to interests: “can” and “can’t”:
 Talk about letter  Frequency adverbs - I’m interested in /ǝ/, /æ/ and /ɑ:/
personality features.  Short video segments  The relative clauses botany.  Final “s”
 Ask and answer  Poster  Qualifiers (review and - I like/ I dislike pronunciation: /s/,
questions about  ID card (people and expansion/ personality - I’m keen on/ I’m /z/, /iz/
hobbies. animals) features) fond of
 Ask and give  Discourse markers for - I always play chess.  Silent letter: “k”,
information about: wild classification  related to “w”, “h”, “t”.
life and pets.  To be made of/ to be personality:
made in. - I’m very friendly and
outgoing.
- My friends think I’m
shy.

By the end of this sequence, my learners will be able to talk about themselves, their personality features, their
abilities and inabilities as well as their interests through oral communication, writing letters, filling forms and profiles
and interpreting. As they will value their Algerian music and its traditional musical instruments.
Topic: An illustrated You love Beni Ouartilane and you

article introducing are proud of it.
your region (Beni
Ouartilane) to - Introduce it to the world!
represent BERBER - Tell us about:
civilisation.  Traditions.
Teacher: MRS.BELLOUCHE  Food/pottery Page 4
People dressing/ jewellery
Write your article and give explanations of each point.
 Use pictures.
 Ask your grand parents and parents.
 Make researches on the web.
 Check up difficult words in the dictionary.
 Ask your teacher for help.
AZRO IFLANE: The pierced mountain
1-The Initial Problem Solving Situation
Muslim Teens Magazine is announcing a

WRITING CONTEST for its readers:
Teacher: MRS.BELLOUCHE “The Idol Teenage Character”. Page 5
Write an article in which you talk about yourself,

2- The learning Situations to install the resources/ apprenticeship
3- Describing personality
1- Describing personal interests features:
2- Expressing ability/inability:
and spare time hobbies:
Using an ‘Outside vs. Inside’
On a Facebook Messenger group A man, who has a broken arm,
incomplete poster.
chat, a friend asked about your after a car accident, received a
interests and spare time hobbies form to fill in and send it back Your classmate knows
and how often you practise to the factory, but his problem, his/her outside description.
them, through the conversation, is that he is right-handed and he
Teacher: MRS.BELLOUCHE
Help him/her complete Page 6
you found out that you have can’t fill in this form.
his/her inside one.
different interests and hobbies.
3- Learning How to Integrate Situation/ Group Work

Your School Magazine Editor asked you to
write an article about a Muslim Teenage Idol,
Mohamed Farah Djelloud. You decided to present his
profile first to make all your schoolmates know what a
2nd year primary school pupil can do. You want to make
them understand that reading is important and
necessary for the development of individuals and
nations.
4- Target situation for assessment/ Integration (Individual Work)

1- Solving the initial Problem Solving Situation: Writing an article for a Muslim Teenage
Magazine about the Idol Muslim Teenage Character.
2- An assistant for the “Teenage Entertainment Club” of your city is needed.

Have you the following qualifications: Active, caring, thoughtful, helpful, funny, creative, friendly
and smart? Send an email to apply for this part-time job.
Sequence One My, my abilities, my interests and my personality MS3
Sequence One Lesson focus: Domain: Target competencies:

Lesson 01
I listen and do (1) Language Learning  Oral- written- Both  Interact- interpret-
Frame : PDP produce
Learning Objectives Materials Target structures

By the end of this lesson , my learners will be able to:  Whiteboard  W.H questions: What...? How
 Act out dialogues to talk about them.  Cartoons often...?
 Talk about their interests using “what.....?”/ “How often...?” /  Newspapers cut outs  Frequency adverbs: never ,
Frequency adverbs (never/always)  Audio scripts always
Cross- curricular Competencies Core values

1- Intellectual Competency:
 The learner can express himself and talk about his interests.  Valuing reading and learning in general.
 He can use his previous knowledge to relate pictures to names.  Respecting the others’ choices and interests.
 He can understand and interpret verbal and non-verbal messages.
 Being positive.
2- Methodological Competency:
 He can work with his partners.
 He can assess his work and his peers.
 He can use strategies for listening and interpreting oral discourse.
 He can develop effective study methods, mobilise his resources
efficiently and manage his time rationally.
3- Communicative Competency:
 He can play roles to communicate appropriately.
4- Personal and social Competencies:
 He is keen on promoting the work of his peers.
 He socialises through oral or written exchanges.
Timing Framewor Procedure Focus Objectives Materials & VAKT

k aids MI

-T/ invites PPs to look at the pinned pictures and answer the questions.
T/PPs
To brainstorm Whiteboard V+A+T
ideas about Cartoons
PPs interests, strips
05´ Warm up Karaoke sports and
games
Cinema
Anime
Sports
PPs/PP
Manga S
Sudoku
Interests
Strip cartoons
Pre- -T/ invites the PPs to discuss in small groups and tell what their T/PPs To reinforce Whiteboard A+T
15´ listening favourites among the given list are. previous lexis Copybooks
PPs/PP and familiarize V+A+T
s PPs with new
vocabulary
related to
20´ During- hobbies.
-T/ asks PPs to listen to the definitions and circle the correct answer- The
listening To interpret Book
first one is given as a demo. (Task 1 page 11) T/PPs aural/oral Pictures A+T
T/ asks PPs to match the definitions with their appropriate pictures messages. Whiteboard
(Task2 page 11). PPs compare their answers and correct before sharing PPs/PP
the whole class. (Task3 page 11) s
-T/ shows PPs the picture on task 4 and asks them to answer the To prepare PPs
questions: T/PPs for the listening Textbook V+A+T
1- Is he Algerian? -No, he isn’t. phase. To help Audio script
2- What is the boy’s room decorated with? - With manga and anime. them interpret
3- Does he like reading? -Yes, he does. pictures.
-T/ asks PPs to listen to the Japanese student introducing himself then To listen and fill Copybooks
PPs in a profile. whiteboard V+A
complete his profile. (Task 4page 11)
To reinforce
peer correction
-T/ asks PPs to compare their answers with partners. (Task 5 page 11) PPs/PP and cooperative PPs’ copy-
s learning. books
whiteboard
-T/ invites PPs to listen to the interview and tick the right answer them
write the questions. (Task 6-7 page12).
15´ Post – -PPs are invited to work in pairs and interview one another to talk PPs/PP To conduct an
listening about their interests using: s interview with
What do you....................................? peers.
How often do you............................?
To transform an
-T/ asks each pupil to use his partner’s answers and writes about interview into a
him/her. short
Eg: My friend (name) is keen on........................, he/she (always).................... descriptive
everyday. piece about
Homework: I note my teacher’s answers and write a short paragraph to someone’s
describe her hobbies and interests. hobbies and
interests.
The Teacher’s comments
What worked What hindered Action plans
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Lesson 02
I practise  Language Learning  Oral- written- Both  Interact- interpret-
Frame : PPU produce

By the end of this lesson , my learners will be able to:  Whiteboard  Are you interested in....?
 Ask and answer about interests, abilities and inabilities.  pictures  Can you.........?
 Fill in a form.  Audio scripts
 Use “what” and “Yes/No” questions.

 The learner can deduce meaning from context.  Identifying other person’s positive personality features.
 He can understand and interpret verbal and non-verbal messages.  Being responsible.
 He can work with his partners.
 He can fill out forms about interests, abilities and inabilities.
 He can process digital data.
 He is keen on promoting the work of his peers.
Timing Framework Procedure Focus Objectives Materials & VAKT

aids MI

-T/ invites PPs to look at the pinned picture and interpret it by
05´ Warm up answering the questions. T/PPs
- What does this picture represent? To review and Whiteboard V+A+T
let PPs talk Picture
It represents interests. about A+V
PPs
interests,
- Are you interested in one of these PPs/T sports and
mentioned hobbies? What is it? games.
Yes, I am. I’m interested in football/ reading/
tennis...
Presentation -T/ sticks two pictures on the - How often do you read/play football? T/PPs Whiteboard V+A+T
15´ board (the ones on the right side) To brainstorm Pictures
I (always/ never)read/ play football at weekends PPs
and asks PPs to look at them and and elicit key V+A
interpret them by answering the structural lexis
PPs/T
questions:
A+V
- What do the pictures represent?
An injured, man on a wheelchair,

and a form. - What happened to the man?
- Where do we find such forms? He’s injured on a wheelchair.
Applying for a job, at contests, - What can be the cause of his case?
passports applications.... Whiteboard V+A
A car accident/ He may fall from a higher T/PPs
- T/ asks PPs about the man’s body parts which are broken. To preview picture
building.
Neck, leg, arm. body parts
-T/ the man wrote a letter of application for a job to a company and
To introduce
he received a reply in which he found a FORM to fill in and send it
the target
back, complete the speech bubbles using: “can” or “can’t”
structure in
context
Whiteboard A+V
can
I ………………..fill in this The man ……………………..fill in PPs/T Bubbles
Can‘t
form. this form
-T/ invites the PPs to correct with the elicited words on the board PPs PPs’ C/
-T/ presents the rules (the forms and the meaning) To express books
The affirmative form: abilities and Whiteboard Au
“I can fill in this form”. T/PPs inabilities
using the
Subject + can + verb (stem/base)+C To express ability modal “can”
I/to speak English. with the three
You/to play a musical instrument. forms
The negative form: PPs/PP
“The man can’t fill in this form”. s V+ Au
To express
Subject + can’t + verb(stem/base) + C Whiteboard
inability
The man can’t walk. To elicit the
I/ to run more than 2kms. T/PPs rule about the
You/to drive a car. use of “can”
The interrogative form: V+A+ T
“Can the man walk?”
No, he can’t.
Can + subject+ verb (stem/base) + C? V+T
You/to speak Chinese?
You/to draw?
Practice -T/ devotes time to present and focus on the pronunciation of “can”: T/PPs Whiteboard
20´ Task 1 page 17(a & b): I listen and repeat to elicit the rule: To focus on the Copybooks
PPs/T right
- „Can“is pronounced /kǝn/ in questions and in the middle of statements pronunciation Textbooks V+t
(declarative sentences). /kǝn/ is a weak form of “can”. of “can” and Audio scripts
“can’t” (weak
- “Can” is pronounced /kæn/ at the end of a short Yes/answer. /kæn/ is a and strong
strong form of “can”. T/PPs forms)
Whiteboard
-“Can’t” is pronounced /kɑ:nt/ in British English. /kɑ:nt/ is a strong PPs/PP
form, it has no weak form. s
Task 1 page 19: I listen and tick the right pronunciation of the words in T/PPs Textbook
bold. To check and Audio script Au

1- I can’t do my homework. /kɑ:nt/ consolidate the
2- This is an interesting website. You can download... /kǝn/ right
3- Can you play a musical instrument? /kǝn/ PPs pronunciation
of “can”. Copybooks
- Yes, I can. /kæn/
- No, I can’t. /kɑ:nt/ whiteboard
T/ sticks pictures and the board and asks PPs to work in pairs asking and
answering about their abilities/inabilities using appropriate PPs/PP Pictures
pronunciation of the modal “can” s To check how whiteboard V+A+T
What can you do? I can swim, but I can’t sing. meaning
Can you play the guitar? Yes, I can/ No, I can’t.
PPs/PP
s
PPs
Play the guitar paint swim skip
15´ Use -T/ I read an ad about “Talent Show” in my city and I want to participate. To fill in a form

I fill in the form and tell about my act and abilities.
Name: ............................................. Last name: ..........................................
Date of birth: .................................... Sex: Female Male
Phone number: ................................ Email: ..................................................
Address: .........................................................................................................................
Acts:  Singer  Dancer  Acrobat  Artist  Clown
 Magician  Comedian
Tell about your act and abilities:

...............................................................................................................................................
...............................................................................................................................................
Date:.......................................... Signatur e:

What worked What worked What worked
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Lesson 03
I listen and do (2)  Language Learning and  Oral- written- Both  Interact- interpret-
Frame : PDP use produce

By the end of this lesson , my learners will be able to:  Worksheet/ questionnaires  Frequency adverbs (always/
 Infer someone’s personality and write about him/her.  Profile/ PPs’ book never
 Fill in a profile.  slide/ data show  Personality adjectives
 Use frequency adverbs “always” and “never”.  Audio scripts  I’m keen on/ I’m fond of

 The learner can use his critical thinking.  Being interested in people.
 He can understand and interpret verbal and non-verbal messages.  Being interested in nature.
2- Methodological Competency:  Being honest when describing someone’s personality features.
 He can work in pairs or in small groups (cooperative learning).
 He can fill in forms.
 He is keen on knowing about others’ profiles.

aids MI

-T/ invites PPs to look at the pinned picture and interpret it by
02´ Warm up answering the questions. T/PPs Data show V+A
To let PPs
A slide
understand the
- What does this picture topical lexis. A+V
represent?
PPs/T
It represents a FACEBOOK
profile.
-T/ asks PPs what they may find in a profile and then presents a table in
which they should match each heading with its appropriate information
To make PPs
Name: - Maths Worksheet
familiar with V+A+T
Pre- Date of birth: - I enjoy playing computer A slide
PPs/T profiles
15´ listening games/ watching TV/ seeing my friends. personal
Place of birth: - Pizza and chips. information
Age: - 04/03/1998 A+V
Nationality - I’ve got three sisters and one brother
Address: - 15
School: - London, UK
Family: - English
Favourite food: Tom Anderson
Favourite colour: - Richworth School
Favourite sport: - Jeans
T/PPs
Pastimes/hobbies: - Blue.
Favourite item of clothing: - Football
Pets: - One cat and two dogs
Favourite subject - 23 Lyn ford Drive, Bradford
BD 2 7BH
20´ During- Audio V+A+T

The 1st listening: PPs/T To listen and
listening scripts

-T/ invites the PPs to listen to the BBC Radio interview (1st listening answer the Slide
part 1) and answer these questions: questions. Textbooks
- How many people are speaking? Three.
- Who are they? Adamou, Maria , BBC speaker To listen and
nd
The 2 listening: PPs complete PPs’
V+Au
information C/books +
T/ invites PPs to listen again and fill in the first part of each
To involve PPs
teenager’s profile. (Task 10 page 13) in peer Audio
V+A+T
-T/ asks PPs to check their answers in pairs before sharing with the +K
assessment scripts+
whole class. (Task 12 page 13).
Slide+
The 3rd listening: T/PPs
-T/ invites PPs to listen to the 2nd part of the interview and cross out To listen and Profile form
the wrong information between brackets in each teenager’s profile. cross out the V+ Au
(Task 13 page 14) PPs/PP wrong
-T/ asks PPs to check their answers before sharing with the whole s information
class.
The 4th listening:
-T/ invites PPs to listen to the 3rd part of the interview and tick the T/PPs PPs’
To listen and C/books +
words that best describe each winner’s personality. (Task 15 page
T/PPs tick the best
15) PPs/T description Audio
The 5th listening: scripts+
- T/ invites PPs to listen to the conversation between Karim and To listen and
Nadia then fill in the gaps with the missing words. (Task 18 page 16) PPs/PP provide the Slide+
After checking answers in pairs, T/ invites PPs to correct. s missing words
in the
- T/ invites PPs to do (Task 21 page 16) where they have to order the conversation
sentences and build up a coherent conversation.
-T/ elicits from this conversation Ali’s personality features.
- T/ sets PPs to listen to the conversation and check their answers
after sharing in pairs.
Questionnai
- T/ provides PPs with a questionnaire (Task 14 page 29)
Post - To interpret res
20´ listening -T/ asks PPs to exchange their questionnaires in pairs and interpret the results of a handouts
the results to deduce and select the best adjectives describing his questionnaire.
partner’s personality. PPs’ copy
-T/ invites each pupil to write a short report about his partner’s To write a books
personality. report about
one’s partner
personality

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Lesson 04
I practise  Language Learning and use  Oral- written-  Interact- interpret-
Frame : PPU Both produce

By the end of this lesson , my learners will be able to:  Worksheet  Appearance adjectives
 Ask about physical appearance and personality.  PPs’ book  Personality adjectives
 Interpret definitions of personality adjectives.  Pictures  What does she look like?
 Make a difference between adjectives of personality and appearance.  What is she like?
 The learner can use his critical thinking.  Being interested in people.
 He can understand and interpret verbal and non-verbal messages.  Accepting other’s personality.
2- Methodological Competency:  Being honest when describing someone’s personality
features.
 He can develop effective study methods, mobilise his resources efficiently and
manage his time rationally.
 He can understand definitions of adjectives.
 He is keen on knowing about others’ profiles.

aids MI
Warm up -T/ Shows the picture of Maria and Adamou and asks PPs to say what T/PPs Whiteboard
5´ each one is interested in. To consolidate pictures V+A
the new lexis
Adamou is interested in
Ornithology: The science PPs
that studies birds.
A+V
Maria is interested in
Botany: the science that
A+K
studies plants.
15´ Au
Presentation -T/ invites PPs to work in pairs read the texts and help the detectives PPs/PP To check if PPs Worksheet
find the suspects. s assimilated pictures
-T/ asks PPs to exchange their answers with their classmates in physical
small groups. PPs/T description and
consolidate
-T/ invites PPs to correct on the board.
PPs/PP To encourage
s peer correction Worksheet
-T/ invites PPs to classify adjectives of personality and appearance PPs/T
into the right box.
20´ -T/ invites PPs to exchamge with their partners and correct in class To distinguish
Practice adjective of
T/PPs personality from
-T/ invites PPs to do the task through reading the definitions and
PPs those of
completing with the appropriate adjective of personality. appearance
-T/ asks PPs to share their answers before sharing with the whole PPs/T
class. Elicit the
-T/ invites PPs to match synonyms and antonyms of adjectives. T/PPs meaning
Then PPs share their answers and correct in class.
To distinguish
- T/ invites PPs to do (Task 11 and 12 page 28)
PPs adjectives
To consolidate

20´ Use -T/ invites PPs to do (Task 13 page 28) PPs’ copy
I write three sentences describing myself using three adjectives of books
the tasks 11 and 12 page 28.

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Lesson 05  Interact- interpret-
I pronounce  Language Learning and use  Oral- written- produce orally
Frame : PPU Both

By the end of this lesson , my learners will be able to:  Whiteboard  Words and verbs ending in “s”
 Act out dialogues.  PPs’ book/ Copybooks
 Talk about personalities, interests, abilities and inabilities.  Audio scripts/ strips
 Discriminate between the sounds of the final”s”: /s/, /z/ and /iz/.  Envelops/ scrambled stcs.

 The learner can interpret and identify sounds.  Being helpful while working with the others.
 He can interpret verbal and non-verbal messages.  Valuing group work.
2- Methodological Competency:  Respect and turn taking when asking and answering.


aids MI

Warm up -T/ splits the class into small groups providing them with strips of paper T/PPs Strips of T+V+A
10´ containing scrambled sentences and asks them to order them to get a To order sentences
coherent dialogue. information Envelopes T+A+V
PPs are asked to act out the dialogue in pairs after giving the correct PPs/T within a +K
order. dialogue
A+V
Strips of
Presentation T/PPs To identify the
20´ - T/ provides the groups with three envelopes and strips of words ending different sounds words
in “s”. T/ asks PPs to work within the groups to put each word in the (task7 and
corresponding envelope. 9)
Whiteboard
/iz/
/z/
Profiles PPs’ copy A+V+T
Fans To set the rule books
Pianos related to the PPs’ books
Webpages
Smartphones pronunciation
Places PPs/T of the final “s”
Messages Emails
Prizes Downloads
Features
Mountains
-T/ presents the rule from « My pronunciation Tools »
/s/ V+A
strips
 “s” is pronounced /iz/ after the
Teacher: MRS.BELLOUCHE following sounds: /s-z-∫-ʒ-t∫-dʒ/ ( or Page 27
the following alphabet letters: s, ss, x,
PPs PPs’ copy
Tablets
books
Months
Video clips
Botanists
V+A+T
-T/ asks the groups to check the words in the envelopes and correct
when necessary, after reading the rule.
Audio script
20´ To reinforce PPs’ books
Practice -T/ asks the PPs to listen and tick the right pronunciation of the T/PPs and Whiteboard
ending “s” in each word. (Task 7 Page 20) consolidate PPs’ copy
-T/ helps the PPs to select three words related to interest, abilities, PPs/PP pronunciation books
inabilities (from the task) them use them in meaningful sentences. s
-T/ asks the PPs to do (task ) page 20)
T/PPs To listen and Audio script
match each PPs’ books
word with its Whiteboard
corresponding PPs’ copy
sound books
PPs/T
20´ Use To reinvest
-T/ invites the PPs to work in pairs and use the sentences produced prior
previously in a meaningful dialogue. knowledge
The PPs act out their dialogue focusing on the appropriate related to
pronunciation of the words ending in “s”. pronunciation
in a meaningful
dialogue

What worked What worked What worked
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I practise  Language Learning and use  Oral- written- Both produce orally
Frame : PPU

By the end of this lesson , my learners will be able to:  Recorded musical instrument  Consolidation of frequency
 Act out dialogues.  PPs’ book/ cp books/ data adverbs (always/never)
 Talk about interests in Algerian music. show / slide W.H Qs and Yes/No Qs.
 Distinguish Algerian musical instruments.  Pictures of instruments.
 Map of Algeria/guitar, flute
 The learner can understand and interpret verbal and non-verbal messages.  Being proud of belonging to Algeria with its varied music.
 He can ask questions and express himself through his personal reflection.  Valuing the intangible cultural heritage.
 He can use drama and play roles to communicate appropriately.


aids MI
Warm up -T/ brings a guitar and a flute and asks the PPs if they can play them. T/PPs To brainstorm Guitar T+A+V
10´ T: Can you play the guitar? PP: Yes, I can/ No, I can’t PPs with the flute +K
T: Give me the name of a kabyle singer who plays the guitar? language of
PPs: Ait Menguellet/ Idir / Matoub... PPs/T musical
-T/ holding the flute asking the PPs: instruments and
their regions
What do we call in our mother tongue? PPS: Ajawaq
T: Do you know how we call it in English? PPs: the flute
T: where can we find the flute? PPs: In Beni Ouartilane To identify the
different Recorded A
20´ Presentation -T/ displays a video of some Algerian musical instruments and asks them sounds
musical
to guess what they are. instruments Pictures of T+A+V
musical +K
-T/ sticks pictures of musical instruments on one part of the board and a To match the instruments
musical And strips of
list of words on the other part.
instruments paper with
- T/ invites the PPs to match each instrument with its name. their names
with each
20´ Practice -T/ involves the PPs to do (Task 1page 24) I Practise T/PPs category, then
classify them
The A+V
Algerian
PPs/T To reinforce map and
the use of the pictures of
frequency instruments
adverbs

-T/ asks PPs to match each category of musical instruments with its T/PPs PPs’ copy
corresponding definition then classify the given musical instrument on books
the table. (Tasks 3 and 4 page 25) PPs/T PPs’ books
-T/ reminds the PPs about the use of adverbs of frequency, then invites
them to do (tasks 9 and 10 page 27)
To correct Maria’s mistakes in her e-mail to Karima and Nadia. PPs/PP
s
Use -T/ invites PPs to follow the example (Task 7 page 26) and act out a
20´ dialogue with his partner asking and answering questions about their To act out a
interest in music. dialogue
-T/ gives freedom choice to add extra questions.
How often do you..........?
Why do you like...............?

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I read and do (1)  Language use  Oral- written- Both produce
Frame : PDP

By the end of this lesson , my learners will be able to:  Mohamed’s speech video  Lexis and expressions related to
 Read texts and gather information about Mohamed Farah  PPs’ book/ data show interests and hobbies.
Djelloud.  /PPs’ copybooks
 Write speeches about their hobbies and interests.  A worksheet/ a slide

 The learner can understand and interpret verbal and non-verbal messages.  Valuing hard work and great achievements.
 He can show creativity when producing oral and written messages.  Valuing reading and thinking in particular.
2- Methodological Competency:  Supporting successful people.
 Sharing an outstanding person’s dream.
 He can use information and communication technology such as
blogs, website pages, and forums of discussion, to interact with
learners of other cultures.
 He can face an audience.

 He can be inspired from outstanding people as role model.

aids MI

5´ Warm up -T/ invites his PPs to watch the video segment and asks to identify the T/PPs To motivate and Video A
boy and say what he is talking about. PPs/T brainstorm segment
ideas to identify
-T/ asks PPs to work in pairs and match each word with the appropriate T/PPs an outstanding
10´ Pre - personality
reading definition. PPs can use their dictionaries.
Was awarded To introduce
- Special printed form on which one writes the topic and Worksheet T+A+V
Managed an order to a bank to pay a sum of money. the key lexical matching +K
- Thankful items the words
Modest - A person who studies an academic PPs/PP with V+A
subject deeply. s definitions,
Cheque synonyms or
- Was given.
- Failed opposites
Evaluate
- Arrogant
Keen on - Fond of
- Assess
Grateful
Scholar
30´ During- -T/ asks PPs to read text 1 and fill in the bibliographical PPs/PP
reading To interpret
notes/reading notes. (Task 1, 2, 3, and 4 page 30). s
different texts PPs’ books A+V
in terms of
-T/ asks PPs to read text2 and fill in the bibliographical lexis and
notes/reading notes. (Tasks 5, 6 and 7 page 31). comprehension
T/PPs
-T/ asks PPs to read text3 and fill in the bibliographical notes/
reading notes. (Task 8 page 32, 9, 10 and 11 page 33).
Post- To produce a
15´ -T/ invites PPs to work in pairs, ask and answer these questions: PPs/PP PPs’ copy
reading 1- What is your main interest? s piece of books
2- Why? writing from a PPs’ books
3- How can this interest or hobby help you? set of
4- What is your dream? questions
5- How can you make it become true?
-T/ asks PPs to use their answers and write a short attractive and
meaningful speech about their interests.

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I read and do (2)  Language use  Oral- written- Both produce
Frame : PDP

By the end of this lesson , my learners will be able to:  video of Imzad  Lexis and expressions related to
 Read texts and gather information about Tuareg and Imzad culture.  PPs’ book/ data show national culture (music/songs/
 Make a poster to save and promote the cultural heritage in their region.  /PPs’ copybooks instruments/ dances...).
 Pictures/ slide

 The learner can understand and interpret verbal and non-verbal messages.  Valuing hard work and great achievements.
 He can show creativity when producing oral and written messages.  Valuing reading and thinking in particular.
2- Methodological Competency:  Supporting successful people.
 He can develop reading skills strategies.
 He can use notes.
 Sharing an outstanding person’s dream.
 He can use information and communication technology such as
blogs, website pages, and forums of discussion, to interact with
learners of other cultures.
 He can process digital data in English.
 He can show responsibility towards his nation and its culture.

aids MI

5´ Warm up -T/ asks PPs about their favourite music. T/PPs To introduce Board A
-T/ lists down the PPs’ answers on the board the topic about Video
T: Which of these music or songs is disappearing? Why? PPs/T different music segment
-T/ shows a video of Imzad and asks PPs if they know it. genres V+A
Pre - T/PPs To match

10´ -T/ asks PPs to work in pairs and match each word with the appropriate PPs’ books
reading definition. PPs can use their dictionaries. (Task 18 page 36) words with whiteboard
A+V
PPs/PP their
s
corresponding
definitions.
V+A
PPs’ books
A+V
T/PPs To interpret
During- -T/ asks PPs to read text4 and fill in the bibliographical notes/reading different texts PPs’ copy
30´ reading notes. (Tasks 12, 13 and 14 page 34). PPs/PP in terms of books
s lexis and PPs’ books
-T/ asks PPs to read text5 and fill in the bibliographical notes/ reading comprehension
notes. (Tasks 15, 16 page 35 and task 17 page 36).
Post- -T: In the region where you live there is an old musical genre (or a PPs/PP
reading traditional musical instrument, or popular songs or dances), or a s To make a
traditional craft (pottery, carpet weaving, jewellery, etc) which is dying. poster to save
15´ This represents your regional culture which is part or your Algerian the cultural
national culture. heritage
With a group of friends, you decide to found an association and make a

poster to suggest the building of a “DAR” (like “Dar Imzad”). The poster
will be published on the internet (social network pages, etc.) and also
sent to the UNESCO to make this traditional culture part of the
“Intangible Cultural Heritage of Humanity”
(Task 2 page 40 in I think and write).

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I learn to integrate  Language use  Oral- written- produce
Frame : PPP Both

By the end of this lesson , my learners will be able to:  PPs’ book  Lexis and expressions related to
 Work in small groups and write Mohamed’s profile.  /PPs’ copybooks profile and reading.
 Poster/ whiteboard

 The learner can use his critical thinking skills when gathering information for  Valuing hard work and great achievements.
learning and research.  Valuing reading and thinking in particular.
 He can show creativity when producing oral and written messages.
He can understand and interpret verbal and non-verbal messages.
 Supporting successful people.
 He can solve problem situations using a variety of communication means.  Sharing an outstanding person’s dream.
 He can show some degree of autonomy in all areas of learning.
 He can work in small groups.
 He can share information with the whole class.
 He can use information and communication technology such as blogs, website
pages, and forums of discussion, to interact with learners of other cultures.
 He can process digital data in English.
 He can show responsibility towards team work.
Timing Framework Procedure Focus Objectives Materials VAKT

& aids MI

5´ Warm up -T/splits the class into small groups and asks PPs to try to remember as T/PPs To review prior Board A
much information as possible about Mohamed Djelloud. knowledge
PPs/PP
s V+A
PPs/T
-T/ collects the information from each group. Groups will take turn to PPs’ books
T/PPs To collect
give the answers. One point for each group that gives the right information whiteboard A+V
information.
Presentation -T: “your School Magazine Editor asked you to write an article about PPs’ books
10´
Mohamed Djelloud. You decided to present his profile first to make all PPs/PP To fill in the PPs’ copy A+ V+K
your schoolmates know what a 2nd year primary school pupil can do. You s KSA table. books
want to make them understand that reading is important and necessary
for the development of individuals and nations”.
-T/ provides PPs with the KSA table in addition to their answers and the
layout of the profile.
PPs / To produce a
Practice -T/ invites the groups to read the texts about Mohamed to help PPS poster
30´ them do (Tasks 1, 2, and 3 page 30). Posters
To involve the
-T/ helps the PPs to engage in the tasks by controlling, monitoring PPs in peer and
group
and offering help when needed. correction.
-T/ invites the PPs to check the mistakes and correct them before
posting.
Production To share
-T/ invites the PPs to display the profile and the article on the walls information
15´ and invites the other groups’ members to move around, check, take with the whole
notes and assess the posters. class about the
posters
produced.

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I think and write  Language use  Oral- written- produce
Frame : PPP Both

By the end of this lesson , my learners will be able to:  PPs’ book  Lexis and expressions related to
 Solve the initial problem situation.  /PPs’ copybooks the competition and reading.
 Prepare a poster about The Arab Reading Challenge.  Poster/ whiteboard

 The learner can use his critical thinking skills when gathering information for  Valuing hard work and great achievements.
learning and research.  Valuing reading and thinking in particular.
 He can show creativity when producing oral and written messages.
He can understand and interpret verbal and non-verbal messages.
 Supporting successful people.
 He can solve problem situations using a variety of communication means.  Sharing an outstanding person’s dream.
 He can work alone, in pairs or in small groups.
 He can use reading strategies to collect data.
 He can use English to write a poster.
Timing Framework Procedure Focus Objectives Materials VAKT

& aids MI

5´ Warm up -T/brings an announcement about the international competition in Dubai T/PPs To review prior An V+A
for the best Arab Reading Challenge Poster. knowledge announceme
T: Who organizes this competition? PPs/PP nt
- What will be the reward? s
- What is it about? PPs/T V+A
- Are you going to participate?
T/PPs To collect
information
PPs’ books
whiteboard
PPs/PP To fill in the

s KSA table. PPs’ books
PPs’ copy
books
T/PPs
10´ -T/ provides his PPs with the situation (Task 1 page 39) To brainstorm
Presentation Your school is going to participate in an international competition in
ideas in order PPs’ books
Dubai for the best Arab Reading Challenge Poster. You decided to take PPs / to prepare the PPs’
part and prepare a nice poster. You need some information about the PPS PPs for the A+
copybooks V+K+T
event. written
production
PPs/PP
s
30´
Practice -T/ provides the PPs with the layout of the poster and guides them
to read (the texts about the Algerian winner Mohamed Djelloud). PPs/PP
s To familiarize
-T/ helps the PPs to engage in the task by controlling, monitoring the PPs with
and offering help when needed. the layout of a
poster
To involve the
-T/ invites the PPs to have peer correction before posting. PPs in peer and

group
correction.
15´ Production -T/ invites the PPs to present the posters and let the classmates To present the
check, take notes and assess the posters. posters and Posters
share
information
with the rest of
the class.

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MS3 Sequence One

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MS3 Sequence One

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LEVEL: MIDDLE SCHOOL

Teacher: MRS.BELLOUCHE Page 1

SEQUENCE ONE OBJECTIVES AND FUNCTIONS

Teacher: MRS.BELLOUCHE Page 3

Topic: An illustrated You love Beni Ouartilane and you

AZRO IFLANE: The pierced mountain

1-The Initial Problem Solving Situation

Muslim Teens Magazine is announcing a

Write an article in which you talk about yourself,

Teacher: MRS.BELLOUCHE Page 7

4- Target situation for assessment/ Integration (Individual Work)

Teacher: MRS.BELLOUCHE Page 8

2- An assistant for the “Teenage Entertainment Club” of your city is needed.

Sequence One My, my abilities, my interests and my personality MS3

Sequence One Lesson focus: Domain: Target competencies:

Teacher: MRS.BELLOUCHE Page 9

Learning Objectives Materials Target structures

Cross- curricular Competencies Core values

Timing Framewor Procedure Focus Objectives Materials & VAKT

Teacher: MRS.BELLOUCHE Page 10

Teacher: MRS.BELLOUCHE Page 12

Learning Objectives Materials Target structures

Cross- curricular Competencies Core values

Timing Framework Procedure Focus Objectives Materials & VAKT

Teacher: MRS.BELLOUCHE Page 13

An injured, man on a wheelchair,

- Where do we find such forms? He’s injured on a wheelchair.

Teacher: MRS.BELLOUCHE Page 15

Play the guitar paint swim skip

Teacher: MRS.BELLOUCHE Page 16

Name: ............................................. Last name: ..........................................

Date of birth: .................................... Sex: Female Male

Phone number: ................................ Email: ..................................................

Acts:  Singer  Dancer  Acrobat  Artist  Clown

Tell about your act and abilities:

The Teacher’s comments

Sequence One My, my abilities, my interests and my personality MS3

Teacher: MRS.BELLOUCHE Page 17

Learning Objectives Materials Target structures

Cross- curricular Competencies Core values

Timing Framework Procedure Focus Objectives Materials & VAKT

Teacher: MRS.BELLOUCHE Page 18

20´ During- Audio V+A+T

Teacher: MRS.BELLOUCHE Page 19

The Teacher’s comments

Teacher: MRS.BELLOUCHE Page 21

Sequence One Lesson focus: Domain: Target competencies:

Learning Objectives Materials Target structures

Teacher: MRS.BELLOUCHE Page 22

Teacher: MRS.BELLOUCHE Page 23

The Teacher’s comments

Teacher: MRS.BELLOUCHE Page 24

Sequence One My, my abilities, my interests and my personality MS3

Sequence One Lesson focus: Domain: Target competencies:

Learning Objectives Materials Target structures

Cross- curricular Competencies Core values

Teacher: MRS.BELLOUCHE Page 25

4- Personal and social Competencies:

Timing Framework Procedure Focus Objectives Materials & VAKT

Teacher: MRS.BELLOUCHE Page 26

-T/ presents the rule from « My pronunciation Tools »

The Teacher’s comments

Teacher: MRS.BELLOUCHE Page 29

Sequence One Lesson focus: Domain: Target competencies: