School: Charef Ben Khada middle school Sequence: One

Bougirat – Mostaganem

School year: 2019/2020

Me, Universal landmarks and

outstanding figures in
art, literature, and
history

Level: 4ms. Sequence: 1. ME. Universal landmarks and outstanding

Lesson: Initial situation
figures in history, literature and art

Lesson focus: Language learning.

 Learning objective: BTEOTL, L will be able to interact orally to suggest solutions to solve a given problem situation
Target competencies: Interact, Interpret, Produce
Domains: oral and written.

Cross curricular competencies:

-Intel comp: He can understand and interpret verbal and non-verbal messages.
-Meth comp: He can work in groups.
-Com comp: He can communicate appropriately. He can generate solutions to a problem
-Pers and soc comp: He can socialize through oral or written exchanges.

Core values: Valuing work in groups. / Valuing world heritage.

Time Framework
Procedure Focus Objectives Materials VAKTML

T greets his L and welcomes them. T/L

10’ - T pins on the board some pictures representing Activating Ls
Warm universal landmarks interest
up V
K
Pictures

T.

10’
interacts with his Ls
Pre
What do these pictures represent?
task
Where are they located?
Do you know other famous landmarks?
Why do people visit them?
How do you call a person who travels to see these
Introducing V
landmarks?
the new K
vocabulary
T. distributes the following
T/L White
handout to his Ls
board
Identifying
Do you like travelling?
famous A
What are the countries that you
landmarks
wish to visit?
around the
Ls react
world
T. pins other pictures representing outstanding
figures

Interacting
T/L about
Now, what do these pictures represent? outstanding
10’ T. asks who are they? figures
What field are they famous in ? Pictures
 (art , literature , history)
Do you know other famous figures?

T. writes the initial situation on the board or

distributes a printed copy to Ls

Initial situation: L/L

Task
cycle Your teacher of English asked you to
write about your last summer holidays. You
went on a trip to London with your friends.
Post a report on your facebook page to
10’ show your friends the outstanding A
landmarks you visited and the historical V
figures you learnt about during the trip. Introducing
and
interpreting
T. reads the intial situation then helps the Ls to T/L the initial
interpret it situation Copybook

T. asks Ls to work in pairs to discuss the problem

and suggest solutions
10’
T. monitors and encourages his Ls then invites
them to read what they wrote

T. interacts with his Ls using spider graphic

Name some landmarks name some cities

Adjectives What i need Encourage

to discuss
and
Locate places on a map name some cooperate to A
famous figures generate V
10’ solutions
K
T

Level: 4ms. Sequence: one. Lesson: 01 I listen and do 1 (PDP)

Lesson focus: Language use.

Learning objective: BTEOTL, L will be able to describe a famous landmark in their city, region or country
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: Adjectives / sequencers.
Materials: pictures, white board, listening script.

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.

Time FrameworkProcedure focus Objectives Materials VAKTMI

Warm T greets his L and welcomes them T/L

5’ up: T reviews with his Ls the famous landmarks seen in
the previous session through “ missing flashcard
game” Brainstorming
using prior
T. removes all the flashcards except one that knowledge
represents London
T. asks what do you know about London? A
Ls react V
T. shows more flashcards representing London’s
most famous landmarks ( big ben , Westminster
palace , Tower bridge …. )

T.
Prepare Ls Pictures
for listening

K
L/L White
board
15’ pre interacts with Ls
listening How do tourists visit these famous landmarks?
Do they go by train, taxi or a tourist bus? Explain the
Ls: a tourist bus key words
T. asks who talks to tourists about famous places
during a tour on a bus? (Tourist guide)

T. sets up the situation

Now, you are going to listen to a group of Algerian Set up the

students. They are visiting London on an open top situation
double decker bus with a tourist guide. He is Pics
showing them London’s most famous landmarks
and monuments.

During T. explains the new lexis ( open top double decker

listening bus, tourist guide , Thames river , Westminster
palace through flashcards

Task one: I listen to the tourist guide then I choose

the correct answer White B
Pics
- The Algerian students are going on a Tourist guide: good morning everybody
Students: good morning sir
 sightseeing tour around:
Liverpool Manchester London

- The clock tower is called

Benjamin hall Big ben big bell

Task two: I listen again then I complete the table Listening

T/L script
Name of landmark: …………
Location: …………...
Architect: …………….
Height: ……………….
A
First time chimed: ……………….. Encourage V
10’ L/L pair work
T. invites Ls to correct on the board

Task three: I use the information below to write a

short paragraph about a famous landmark in
Algeria.
15’
Name of landmark: Martyrs Memorial
T/L
Location: Algiers – Algeria V
K
Architect: Bachir Yelles , Marian Konieczny
Reinvest the A
Height: 82 meters high listening
Post phase to
listening: First time opened : July, 5th 1982 describe a
landmark of
15’ L/L their
Martyrs memorial is a famous landmark in Algeria. It is located in country Copybook
Algiers city. Martyrs memorial was designed by Bachir Yelles and
Marian Konieczny. It is 82 meters high and it was first opened in 1982.
T checks / correction on the board

T
V
K

Level: 4ms. Sequence: one. Lesson: 02 I practise (PPU)

Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to describe famous landmarks using comparison of equality and inequality
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: as ….. as / as not … as.
Materials: Flashcards, white board.
Cross curricular competencies:
-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.
Time Frame Procedure Focus Objectives Materials VAKT
work
5’ T greets and welcomes his learners T/L Pave the
Warm L/T way to the
up T. pins on the board some pictures of famous coming Flashcards VA
landmarks then asks Ls to name them steps by
activating
T. keeps two pictures that represents the Pisa tower Ls existing
and the Eiffel tower with some information (height knowledge
Present and year of construction)
ation:
T. asks Ls some guiding questions using gestures

10’ T/L

300 m 55 m W.B

1889 1172

Is the Pisa tower as famous as the Eiffel tower?

Is the Pisa tower as old as the Eiffel tower?
Is the Pisa tower as tall as the Eiffel tower?

1. The Eiffel tower is as famous as the pisa tower T/L

15’ Isolation:
2. The Eiffel tower is not as old as the pisa tower
Introduce
the target
The Eiffel tower is as famous as the pisa tower lge
The Eiffel tower is not as old as the pisa tower

Stating
the
rule T. clarifies and guides Ls to state the rule
Comparative of equality: (=)
As + adjective ( short or long ) + as
Elicit the
10’ Eg. The Eiffel tower is as famous as the pisa tower new
structure
Comparative of inequality: (=/=)
 Not as + adjective (short or long) + as T/L

Eg. The Eiffel tower is not as tall as the pisa tower

T. checks Ls comprehension of the new structure by

asking them to give examples from the classroom.

Task one: I reorder the following words

practice London / as / Paris / beautiful / is / as

………………………………………………………. Check how
Burj khalifa / not / as / tall / Eiffel tower / as/ is well Ls
10’ ………………………………………………………... grasped
the
meaning
Task two: I compare and join each pair “a and b” and form
using: (as …. As / not as …… as)

a- Ketchaoua mosque is old

b- Sultan Ahmed mosque in Istanbul is old too
………………………………………………………………
a- Travelling by plan is exciting Practise
b- Travelling on a ship is more exciting the new
structure
10’ ……………………………………………………………..
a- The Italian painter Michel Angelo is famous
b- The Italian painter Da Vinci is famous, too

………………………………………………………………………
a- Egypt is large ( 1.001.450 km2)
b- Algeria is larger ( 2.382.000 Km2)
……………………………………………………………………..

Correction on board, Ls copy down the lesson

Level: 4ms. Sequence: one. Lesson: 03 I listen and do 2 (PDP)

Lesson focus: Language use.

Learning objective: BTEOTL, L will be able to write a short descriptive paragraph about an outstanding figure
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: past simple
Materials: pictures, white board, listening script.
Cross curricular competencies:
-Intel comp: He can understand verbal and non-verbal messages.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: valuing outstanding figures in Algeria and in the world.

Time Framework Procedure focus Objectives Materials VAKT

Warm up: T greets his L and welcomes them T/L
5’ T makes a quick review (recall some information
related to Big Ben)
Brainstorming
T. pins on some pictures representing using prior
outstanding figures in history, art and literature knowledge
T. asks Ls to identify and say what they know
about them A
V
Ls react Tourist guide: now we are in Stratford upon
T. keeps William Avon, we are heading to the house of the
Shakespeare’s picture on the
famous playwright William Shakespeare.
pre board then asks:
William Shakespeare is an outstanding
listening Who is this on the picture?
Where is from? figure inPrepare
EnglishLsLiterature. He was born on
Pictures
What is he famous in? April 23for, 1564
rd
in Stratford upon Avon,
listening
England, he was an actor, a playwright and
T sets up the situation one of the greatest English poets.KHis
writings
L/L are known worldwide.
White
The Algerian students were taken by their Shakespeare wrote Romeo board and Juliet. One
15’ tourist guide to Stratford upon Avon town near of the greatest plays in Literature. He died
London the birth place of the famous English on April 26th 1616.
playwright William Shakespeare Explain the Script
key words
Task one: I listen to the tourist guide then I
underline the correct answer

During Shakespeare was born in:

listening
-Stratford upon Avon - Bradford - Leicester Set up the
situation
Shakespeare is a: - playwright - Philosopher Pics
-Painter

T. explains the new lexis (playwright, poet, actor,

Literature … )

Task two: I listen again then I complete the ID

card

Name: …………………………….. White B

-What does she look like ?
Pics
-She
Dateisand
tallplace
and slim. She has
of birth: ………..………...
curly blonde hair and blue
Occupation: …………………….
eyes.
Achievements: ………………..
Encourage
Date and place of death: …………………
 pair work

Listening
T/L script
T. invites Ls to correct on the board

Task two: I use the information below to write a

short paragraph about William Shakespeare

………………………… is an outstanding figure in A

English literature. He was born on …………in…..…. V
10’ ………he was a …............, ……………….., and L/L
……………. He wrote …………………………. Reinvest the
listening
Task three: (Homework) I use the information phase to
Post below to write a short paragraph about the describe a
listening: famous Algerian writer Mohammed Dib famous
15’ figure of
Name: Mohammed Dib T/L their
country V
Date and place of birth: July 21st , 1920 – K
Tlemcen - Algeria A

Occupation: Novelist, playwright and a poet

Achievements: the great house

15’ Date and place of death: May 2nd, 2003 Paris- L/L
France Copybook

T
T checks / correction on the board V
K

Level: 4ms. Sequence: 1. ME. Universal landmarks and outstanding Lesson: 04 I pronounce (PPU)
figures in history, literature and art

Lesson focus: Language learning.

Learning objective: BTEOTL, L will be able to produce and present an oral piece of writing using the right
pronunciation of the diphthongs
Target competencies: Interact, Interpret, Produce
Domains: oral and written.
Target structure: the sounds / aɪ , eɪ , ɪə , ɪə , əʊ /
Materials: Flashcards, white board.

Cross curricular competencies:

-Intel comp: He can understand and interpret verbal and non-verbal messages.
-Meth comp: He can work in groups.
-Com comp: He can communicate appropriately. He can generate solutions to a problem
-Pers and soc comp: He can socialize through oral or written exchanges.

Core values: valuing outstanding figures in Algeria and in the world.

Time Framework Procedure Focus Objectives Materials VAKTML

T greets his L and welcomes them. T/L

10’ Warm T reviews with his Ls the English alphabet Recall and
up Then asks some questions use prior
knowledge V
How many letters do we have in English alphabet? to pave the K
T. asks Ls to name the vowels and the way Pictures
consonants?
Ls. React
T. draws or sticks a picture of a head on the board

10’
presentation

then invites Ls to name its different parts Present

the target
T. invites Ls to listen and focus on the sounds that sounds in a
contains these parts context
V
aɪ eɪ ɪə əʊ K

Eye Face Ear Nose T/L White

Giving the board
opportunity
T. helps Ls to identify the sounds that these words
to Ls to A
contain then invites them to repeat these sounds
analyse
individually then chorally
the target
sounds

Analysis:
Highlighting
How many sounds do you hear when pronouncing
the rule
the vowel in words: Face and Nose?
Ls: Two sounds
T/L
T. clarifies
10’
These are diphthongs, a combination of two
Pictures
vowels like: aɪ (a + ɪ ) and eɪ (e + ɪ ) Check and
Practice reinforce
 Task one: I listen and match

 aɪ Paint

 eɪ Write L/L

 ɪə Tear

 əʊ Go

10’ A
Task two: I listen and identify the intruder V
diphthong

/aɪ/ : writer , Height , may , life , Fly

T/L
/eɪ/ : take , stay, make, try , famous Copybook
/ɪə/ : fear, Fair , Air , here , ear
/əʊ/: poet, go, close, tower, know
10’ Ls reinvest
what they
use Task three: I listen to the pronunciation of the learnt to
letters in bold then I choose the correct pronounce
diphthong correctly

William Shakespeare (ɪə /eɪ ) is a famous (eɪ

/aɪ ) figure in English literature. He was born
on April (eɪ /aɪ ) 23rd , 1564 in Stratford upon
avon (aɪ/eɪ ). He was a playwright (eɪ /aɪ ) and A
V
10’ a poet (aɪ/əʊ ).
K
T

Level: 4ms. Sequence: ME. Universal landmarks and outstanding Lesson: 05 I practise (PPU)
figures in history, literature and art
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to write a short paragraph describing a famous landmark using passive voice
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: Active / passive voice.
Materials: Flashcards, white board.
Cross curricular competencies:
-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.
Time Frame Procedure Focus Objectives Materials VAKT
Work
5’ T greets and welcomes his learners T/L Brainstorming
Warm L/T using prior
up T. pins on the board some flashcards of famous knowledge
landmarks and asks his Ls to name them Flashcards

T. removes the flashcards except one that

represents Martyrs memorial and asks Ls to say
what they know about it
Introduce
Present T. distributes the following text then asks some the target
ation: guiding questions lge in
10’ (T. underlines the target structure) T/L context

Martyrs memorial is a famous landmark in Algeria. It is located in WB

Algiers city. Martyrs
T-Invites his Lsmemorial wasfocus
to read and designed bysounds
on the Bachir Yelles. It was
first opened in 1982
/ʒ , dʒ/

Where is Martyrs memorial located?

Who designed it?

10’ T. introduces the target structure and invites Ls to

read
T/L
Isolation:A/ Bachir Yelles designed Martyrs memorial.

B/ Martyrs memorial was designed by Bachir Yelles.

T. draws Ls attention and asks Ls to:

Underline the subject/verb /object in sentences A Elicite the
and B new
structure
What do you notice?
What happened to the S and the O in sentence B? L/L

A/ Bachir Yelles designed Martyrs memorial.

S V O W.B
B/ Martyrs memorial was designed by Bachir Yelles.
O V S
15’
T. clarifies and guides Ls to state the rule
Sentence A is in active voice
sentence B is in passive voice
Stating
 the Active voice:
rule Bachir Yelles Designed Martyrs T/L
memorial Identify
Subject Verbs in the Object the form
past simple and
meaning
Passive voice:
Martyrs Was designed By Bachir
memorial Yelles

Object Was/were + the past subject

participle

Task one: I reorder

Practise
Da Vinci / by / Mona Lisa / painted / was the new
…………………………………………………………….. structure
Sarah / written / date / the / by / was
…………………………………………………………….

Task two: I turn the following sentences into the

passive
A / Thomas Edison invented the light bulb
B/ ……………………………………………………….
practice A/ 250 workers built Eiffel tower
B/ …………………………………………………….
A/ Christopher Columbus discovered America
B/ ……………………………………………………….

Task three: I use the fact file below to describe

Eiffel tower

Fact file
Name of landmark: Eiffel tower
Location: Paris – France
Architect: Gustave Eiffel
Year of construction: 1889

Eiffel tower is ……………………….…………………………..

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

Teacher checks and helps his learners.

Correction is done on the board.
Level: 4ms. Sequence: one. Lesson: 06 I read and do 1 (PDP)

Lesson focus: Language use.

Learning objective: BTEOTL, L will be able to describe an itinerary using chronological time markers
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: past simple / chronological markers
Materials: pictures, white board, text sheets.

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: valuing travelling as a source of knowledge

Time Framework
Procedure focus Objectives Materials VAKT

Warm T greets his L and welcomes them T/L

5’ up:
T. interacts with his Ls
Do you like travelling? Activating Ls
Where do you like to travel? interest
Do you like to travel by plane or by train…?

Ls. React A
V
T. draws the following bubble on the board and asks
Ls to complete it with other means of transport

Train Bus
pre To go (travel) by
reading: Plane Ship Pictures

Car
K
T. distributes text sheets to his Ls and invites them to L/L White
do the following tasks Locate board
15’ landmarks
on a map
Task one: I read the text then I write true or false

 Mark is from Italy ………

 Mark spent his holidays in Turkey ……….
 He travelled to Spain by plane …………

Lexis:
Travelled = ………….
Pics
Great = ………………

Task two: I read again then I complete Mark’s

During
itinerary ( T. explains the word itinerary)
reading
Departure: 1/ Rome – Italy Check Ls
comprehension
Cities: of the text
2/ Paris - France White B
Pics
-What does
3/ Barcelona she look like ?
- Spain
-She is tall and slim. She has
4/ London – England
curly blonde hair and blue
Return: 5/ Rome – Italy
eyes.
10’
T. invites Ls to correct on the board worksheets
T/L
T. draws Ls attention to the highlighted words in the
text ( First , then , after that , finally)

T. asks what are they used for?

Could you name others?
Encourage A
T. clarifies: pair work V
15’ L/L
First – then – after that – finally are
chronological markers. They are used to
organise a series of events.

Task three: I describe an itinerary of a cruise

following Mark’s example T/L
V
Ls are required to use the itinerary below and the K
chronological time markers ( First , then , after that , A
finally)

Post Departure: 1/ Algiers – Algeria

reading:
2/ Tunis - Tunisia
L/L Copybook
3/ Cairo - Egypt Reinvest
15’ what they
4/ Istanbul - Turkey
learnt to
Return:
T checks 5/ Algiers on
/ correction – Algeria
the board describe an
itinerary
T
V
K
Ahmed: welcome back, Walid. How was your cruise?
Walid: Hi! Ahmed … the cruise was wonderful! First, I sailed from Algiers to
Tunis on a cruise ship, Then I travelled by car to Cairo in Egypt. After that I went
to Istanbul by plane to see Ahmed Sultan mosque. Finally, I returned to Algiers.

T. asks Ls to read their work then chooses the best

one to be written

Liz: welcome back, Mark. How was your cruise?

Mark: Hi! Liz … the cruise was wonderful! First, I sailed from Rome to France on
a cruise ship. I visited Eiffel tower in Paris, Then I travelled by car to Barcelona
in Spain. After that I went to London by train to see the Big Ben. Finally, I
returned to Rome .

Liz: welcome back, Mark. How was your cruise?

 Liz: welcome back, Mark. How was your cruise?

Mark: Hi! Liz … the cruise was wonderful! First, I sailed from Rome to France on
a cruise ship. I visited Eiffel tower in Paris, Then I travelled by car to Barcelona
in Spain. After that I went to London by train to see the Big Ben. Finally, I
returned to Rome .

Liz: welcome back, Mark. How was your cruise?

Mark: Hi! Liz … the cruise was wonderful! First, I sailed from Rome to France on
a cruise ship. I visited Eiffel tower in Paris, Then I travelled by car to Barcelona
in Spain. After that I went to London by train to see the Big Ben. Finally, I
returned to Rome.

Liz: welcome back, Mark. How was your cruise?

Mark: Hi! Liz … the cruise was wonderful! First, I sailed from Rome to France on
a cruise ship. I visited Eiffel tower in Paris, Then I travelled by car to Barcelona
in Spain. After that I went to London by train to see the Big Ben. Finally, I
returned to Rome .

Task one: I read the text then I write “true” or Task one: I read the text then I write “true” or
“false” “false”

 Mark is from Italy ………  Mark is from Italy ………

 Mark spent his holidays in Turkey ……….  Mark spent his holidays in Turkey ……….
 He travelled to Spain by plane …………  He travelled to Spain by plane …………

Task one: I read the text then I write “true” or Task one: I read the text then I write “true” or
Level: 4ms. Sequence: 1. ME. Universal landmarks and outstanding Lesson: 07 I pronounce 2 (PPU)
figures in history, literature and art

Lesson focus: Language learning.

Learning objective: BTEOTL, L will be able to produce and present an oral piece of writing using the right
pronunciation of diphthongs and consonant clusters
Target competencies: Interact, Interpret, Produce
Domains: oral and written.
Target structure: the sounds consonant clusters
Materials: Flashcards, white board.
Cross curricular competencies:
-Intel comp: He can understand and interpret verbal and non-verbal messages.
-Meth comp: He can work in groups.
-Com comp: He can communicate appropriately. He can generate solutions to a problem
-Pers and soc comp: He can socialize through oral or written exchanges.

Core values: valuing outstanding figures in Algeria and in the world.

Time Framework Procedure Focus Objectives Materials VAKTML

T greets his L and welcomes them. T/L

10’ Warm T reviews with his Ls diphthongs seen in I Recall and
up pronounce 1 and asks: use prior
What is a diphthong? knowledge V
How many diphthongs have we seen? to pave the White K
Can you name them? way board
Ls. React

T. invites Ls to give some words that contain these

diphthongs

T. draws the following bubble on the board and

10’ highlights the target sounds
presentation
Travel, Construct, describe, Touri
st, monument, plane event, La
ndmark
Giving the White
T. invites Ls to read the words inside the bubble opportunity board
to Ls to V
T. asks Ls how many consonants are there in the analyse K
beginning of the word Travel? Ls: two “T and R “ the target
T/L sounds
Are they separated by a vowel? LS: No

What about the other consonants in the words A

(Construct, describe, monument, ….) are they
separated by a vowel? Ls No
Highlighting
T. clarifies: the rule
10’ These are consonant clusters: a group of
consonants without a vowel, they may occur in
the beginning, the middle, or in the final position

T. invites Ls to classify the words in the right box

Consonant clusters T/L

Initial Middle Final

position position position
……………… ……………… ………….. Check and
Practice reinforce

10’
Correction on board.
 Task one: T. elicits from Ls some words that
contain consonant cluster L/L

T. writes them on the board then invites Ls to

identify the position of consonant clusters in each
word they came up with. Copybook

Task two: I fill in the table below with words from A

15’ the text (seen in I read and do 1) V

Consonant clusters
Ls reinvest
Initial Middle Final T/L what they
position position position learnt
use ……………… ……………… …………..

Liz: welcome back, Mark. How was your cruise?

Mark: Hi! Liz … the cruise was wonderful! First, I sailed from Rome to
France on a cruise ship. I visited Eiffel tower in Paris, Then I travelled
Analysis: in Spain. After that I went to London by train to
by car to Barcelona
How many sounds do you hear when pronouncing
see the Bigthe
Ben. Finally,
vowel I returned
in words: to Nose?
Face and Rome.
A
V

K
T

Level: 4ms. Sequence: one. Lesson: 08 I practise (PDP)

Lesson focus: Language use.

Learning objective: BTEOTL, L will be able to describe a famous landmark in their city, region or country using strong
adjectives
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: Adjectives / sequencers.
Materials: pictures, white board, listening script.
Cross curricular competencies:
-Intel comp: He can understand verbal and non-verbal messages.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.

Time FrameworkProcedure focus Objectives Materials VAKTMI

Warm T greets his L and welcomes them T/L

5’ up: T reviews with his Ls the famous landmarks seen
previously
Recalling
T. distributes the passage below or writes it on the
board

BigBurj
BenKhalifa is very ………..
is a well-known landmark in London. It is a A
Sultan ahmed mosque
very beautiful tower and isit very ………..
is also very big, the clock V
The pyramids are very ………..
tower is very old, it was constructed in 1854.

T. invites Ls to read the passage then asks some

comprehensive questions Pictures

Where is Big ben located? Set up the

Is it a famous landmark? situation K
Do you think it’s old? L/L White
board
15’ presentation
Ls react

T. writes the target structure on the board

a / Big Ben is a well-known landmark

b / it is a famous landmark

a/ It is very beautiful and very big

b/ It is stunning and huge

a/ It is very old b/ it is ancient

Pics
T. invites Ls to find the adjectives then asks: some
adjectives are preceded by “Very” and some are
not? Why?
Ls react

T. clarifies:
Beautiful, big and old are base adjectives
stunning, ancient and huge are strong adjectives
they have the meaning of very
White B
Very big = huge Pics
Very old = ancient
Very beautiful = stunning
practice
Task one: I complete the table below using the
 following adjectives:

Very big , very small , awful , excellent , very

beautiful , freezing , terrified, ancient, enormous T/L

Base adjectives Strong adjectives

Well known Famous
…………………… Huge
A
…………………….. Tiny V
10’ Very old …………………… L/L
…………………….. Stunning / attractive
……………………… Awful
very cold ………………… Reinvest
15’ Very good ……………….. what they
T/L learnt to
Very large …………………
describe a V
famous K
Task two: I choose the right strong adjective landmark A

a/ the pyramids are very old. They are …………….

Use b/ Paris is very beautiful. It is ……………
c/ Russia is very cold. It is ………… Copybook
15’ d/ Shakespeare is a well-known figure. He is …….. L/L

Task three: I replace the base adjective with the

right strong adjectives

Pisa tower is a well-known landmark. It is located in

Italy. It is very nice and very big. The landmark is T
very old; it was constructed in 1372. V
K

T checks / correction on the board

Level: 4ms. Sequence: one. Lesson: 09 I read and do 2 (PDP)

Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to write a short biography about an outstanding figure of his country or
region
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: past simple / passive voice / cause and effect
Materials: Flashcards, white board, text sheets

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
 He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national leaders

Time Frame Procedure Focus Objectives Materials VAKT
work
5’ T greets and welcomes his learners T/L
Warm L/T Activating
up T. pins on the board some pictures of Algerian Ls interest Flashcards VA
historical figures.
T. asks Ls to say what they know about them

10’ Pre T/L

reading Prepare Ls
T. pins a picture of Larbi Ben for the
Mhidi on the board and asks Ls next phase W.B
Who is he?
Where is from?

T. distributes text sheets to his ls then invites them to

do the following tasks

Task one: I read the text then I complete the ID card

below Check Ls
T/L comprehension
15’ Name: …………………………….. of the
text
Date and place of birth: ……….……...
Occupation: …………………….
Achievements: ………………..
Date and place of death: ………………

During
reading
Task two: I read again then I answer the questions

Who is Larbi Ben Mhidi? Encourage

……………………………………….. pair work
Why was he killed?
………………………………………..

Lexis:
10’ Outstanding= ………………. , established = …………….

Task three: I use the ID card below to write a short

biography T/L

Name: Ahmed Zabana

Date and place of birth: 1926 - Mascara
 Post
reading

Ls reinvest
what they
learnt to
write a
short
15’ biography
Ahmed Zabana is …………………………………………………
…………………………………………………………………………….
……………………………………………………………………………….
…………………………………..

Text:
Larbi Ben Mhidi is a prominent figure in Algerian history. He was born in
1923 in Ain Mlila. He was a revolutionary leader during the Algerian
revolution. Larbi Ben mhidi and others founded the national liberation
front also known as FLN. Larbi Ben Mhidi was captured by the French army.
He was killed because he refused to surrender. He died on March, 1957 in
Algiers.

Level: 4ms. Sequence: ME. Universal landmarks and outstanding Lesson: 10 I practise (PPU)
figures in history, literature and art
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to express cause and effect using because, as / so, therefore
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: because, as / so, therefore
Materials: Flashcards, white board.

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.
Core values: Being proud of national leaders
Time Frame Procedure Focus Objectives Materials VAKT
Work
5’ T greets and welcomes his learners T/L Brainstorming
Warm L/T using prior
up T. reviews with his Ls the outstanding figure seen in knowledge
Flashcards
last session
What was the text about?
Present Who is Larbi Ben Mhidi?
ation: Why was he killed?
Introduce
Ls react the target
lge in
10’ T. introduces the target structure and invites Ls to T/L context
read
WB
Isolation:Larbi Ben Mhidi was killed because he refused to
surrender.

T. draws Ls attention and asks Ls:

- Why was he killed?
Because he refused to surrender

10’ Analysis Cause

What was the result of refusing to surrender?
T/L
He was killed.

Effect
T. write the same sentence using therefore then asks
ls to find the cause and effect.
Elicit the
new
Larbi ben Mhidi refused to surrender. Therefore , he
structure
was killed.
L/L
Stating
the
rule
T. clarifies: W.B
In sentence A the focus was on the Cause
In sentence B the focus was on the result
15’

To express cause (reason), I use because / as

Eg. Sarah did not go to school because she was sick
To express effect (result), I use therefore / so
Eg. Mark wanted to see Eiffel tower therefore he
travelled to paris. T/L

Task one: I find the cause and effect in the following

Check how
sentences.
well the Ls
Grasped
 practi 1- I decided to stay at home because The weather the
ce meaning of
was awful
the nw tgt
2- I wanted to see Big ben. Therefore, I went to structure
London.
3- She prepared for the test, so she got an excellent
mark

Cause (reason) Effect ( result)

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

Practise
the new
Task two: I join the pair of sentences using the given structure
connector

Ahmed was late for school. Ahmed missed the bus

( therefore)
……………………………………………………………….
He didn’t wake up early. he was late for work.
( because)
………………………………………………………………….
Big ben was far from my hotel. I took a double
decker bus.
( as)
……………………………………………………………………
He failed his exams. He was lazy.
(because)
………………………………………………………………………

Teacher checks and helps his learners.

Correction is done on the board.
Level: 4ms. Sequence: one. Lesson: 11 I read and do 3 (PDP)
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to: - read a text about the Kasbah of Algiers and gather information
- Write a short paragraph about a historical landmark of his country or region
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: past simple / passive voice
Materials: Flashcards, white board, text sheets

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.
Core values: valuing historical and Islamic landmarks
Time Frame Procedure Focus Objectives Materials VAKT
work
5’ T greets and welcomes his learners T/L
Warm L/T Activating
up T. pins on the board some pictures representing Ls interest Flashcards VA
famous landmarks then asks Ls to name them

10’ Pre T. T/L

reading

W.B

invites Ls to
complete the table
Prepare Ls
Pyramids , Pisa tower , Statue of liberty , Martyrs for the
memorial, Al Kasbah , Mansourah mosque , Timgad next phase

National landmarks International landmarks T/L

15’ …………………………. ……………………………….
………………………… ………………………………

T. shows Ls the picture of Kasbah then asks:

What is it?
What do you know about it?
Ls react
T. distributes text sheets to his ls then invites them to
do the following tasks

Task one: I read the text then I complete the fact file
below
During Check Ls
reading Fact file comprehension
of the
Name of landmark: AL Kasbah
text
Location: Algiers – Algeria
10’
Founder: Ottomans
Date of construction: 16th century
T/L

Task two: I read again then I answer the questions

Is Kasbah a historical landmark?

……………………………………….. Encourage
Was it built by the Romans? pair work
 ………………………………………..

Lexis:
15’ Post Built = ………………. , monument = …………….
reading
new =/= ………….. , wide =/= …………….

Task three: I use the fact file below to write about

Timgad
Ls reinvest
Fact file what they
learnt to
Name of landmark: Timgad write
Location: Batna – Algeria about a
famous
Founder: Romans landmark
Date of construction: 1st century

Timgad is……………………………………………………………….
……………………………………………………………………………..
…………………………….

Text:
The Kasbah of Algiers is a famous historical landmark in Algeria. It is located in
Algiers city. it was constructed by the Ottomans in the 16th century, it is as old as
……………………………………………………………………………….
Marrakesh city in Morocco. Kasbah is a wonderful city which consists of white
…………………………………..
houses, narrow streets, ottoman palaces and ancient mosques like ketchawa
mosque. Kasbah is an Islamic ancient city. Therefore, it was proclaimed by UNESCO
as a heritage site in 1992. Every year thousands of tourists come to Kasbah to see its
Islamic architecture.
Adapted from: www.algeria.com