Sequence One :

Me,my abilities ,my

interests and my
personality

Teacher : ABOUBAKER CHOUIT

Level: 3MS S/Dridi Saadi Middle School T: A-Chouit
Sequence :01 Lesson:01(PDP) I Listen and I do
Learning Objective(s): by the end of this lesson ,my learner will be able to act out dialogues to
talk about themselves ,their own interests .
Targeted Competences: Domain (s): Oral-Written Materials: W .B-audio
Interact .Interpret .Produce (Both) scripts –Pictures-
Target Structures : WH-questions .Frequency adverbs.
Cross Curricular Competencies Core values
* Intel:He can understand, interpret verbal and non verbal *Valuing reading and learning I
messages. general.
* Meth: He can work in pairs or in groups. *Respecting the others ‘choices
*Com: He can talk about his and other interests. and interests.
* Per and soc: He socializes through oral and written messages. *Being positive.

Time Framework Procedure Focus Objectives Aids VA

KT
-T-Greets and welcomes his PPs T/PPs VA
05’ Warm Up: K
-T-Introduces talks about the project
work
In seq one, we’re going to talk about our
world s teens. We’ll describe ourselves from
the inside and outside, we’ll talk about our
interests, abilities and inabilities. WB

Introduce
the topic

-T-Introduces the new sequence WB/

15’ Pre Picture
listening -T-Sticks on the board pictures of (games-
sport-cinema…etc..)

VA
T
WB/
Picture
-Audio
scripts
-T-lets the PPs discus together then ask them
what do they like or prefer. PPs/
-T- Asks PPs to open their books on P 11 PPs
-T- Gives the instructions
You’re going to listen to some four
definitions. Then, you’re going to choose the
corresponding word from the list T/PPs
(Task 01 p 11).
-T-Asks the PPs to match each picture To
with appropriate definition. brainstorm -Audio
(Task 02 p 11). ideas about scripts
-PPs compare their answers and correct several PPs’
20’ During one another (Task 03 p 11). hobbies and Copyb
listening -T-Asks the PPs to listen to Japanese PPs/ interests ook VA
students introducing himself than PPs KT

complete his profile (Task 04 p 11). To interpret

Profile PPs/ aural
First name :………….. PPs messages
Sure name:…………………
Age:……………….
Nationality:…………. T/PPs
Country: …………….
Interests :………….

PPs/T
-T-Asks the PPs compare their answers
with their partners. (Task 05p 11).
-T-Invites the PPs to listen to the
interview than do (Task 06and 07 p 12).
-T-Invites the PPs to work in pair on(Task WB-
08 p 12) and use their interest and hobbies. To reinforce PPs’
peer Copyb
correction ook
and
15’ Post -T-Asks the PPs to use their partners cooperative
Listening answers and write her/him learning
E.g:My friend (name) is keen of
……….,he/she likes……………,(name)
(always)…………..(everyday
Transform
pieces of
information
into a short
text

The Teacher’s comments

What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….

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

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S/Dridi Saadi Middle School T: A-Chouit
Sequence :01 Lesson:02(PDP) I Listen and I do
Learning Objective(s): by the end of this lesson ,my learner will be able to fill in his and others’
profiles.
Targeted Competences: Domain (s): Oral-Written Materials: W .B-audio
Interact .Interpret .Produce (Both) scripts –Pictures-Copybooks
Target Structures:.Frequency adverbs (always .never) .Adjectives describing personality
features.
Cross Curricular Competencies Core values
* Intel Comp :He can understand, interpret verbal and non verbal *Being interested in people.
messages *Being in describing others’
He can pick up data from an interview to fill in a profile. personality features.
* Meth Comp : He can work in pairs or in groups.
- He can mobilize his resources to fill in a profile
*Com Comp : He can gather data from an interview.
-He can communicate his profile to others.
* Per and soc Comp : He socializes through oral and messages.
Time Framework Procedure Focus Objectives Aids VAK
T
-T- greets and welcomes his PPs T/PPs Introduce
05’ Warm Up -T- introduces the lesson’s subject the new AV
topic WB
Today we’ll talk about personality
features, we’ll learn to use adjectives
describing people’s personalities, fill in
profiles with meaningful data.

10’ Pre listening Task 01:

-T- brings cards representing, adjectives, T/PPs Review Pictures A V T
nationality, age, sex, country. needed voca +
Niger -T- Draws the chart below on the board and 13 WB
Niger asks PPs to complete it with the cards.
Natio Age Country Sex 13 Female
14 nality
-………. -………. -………. -……….
13 -………. -………. -………. -……….
Piruvian Algerian Nigerian Peru
USA

10’ Task 02: ( Task 10 P 13) PPs/T Listen and Audio

-T-Sets up the situation. You’re going to answer Scripts AVT
listen to a BBC radio interview(part 01) and +
you’re going to complete in two profile (a To reinforce WB
girl’s and a boy’s profiles) peer +
-T-Asks the PPs to check their answers in correction book
pairs before share it with whole class(Task and + VAT
12 P 13). cooperative PPs’ K
T/PPs learning Copy
05’ During describing character to provide PPs with books
listening some new vocabulary

Provide PPs picture

with some +
adjectives WB

Listen and Audio

Task 02: ( Task 15 P 15) PPs/T answer Scripts
10’ -T-Sets up the situation. You’re going to +
listen to a BBC radio interview(part 03) and To reinforce WB
Post you’re going to tick the word that best peer +
Listening describe each winner personality . correction book VAT
-T-Asks the PPs to check their answers in and + K
pairs before share it with whole class(Task cooperative PPs’
16-17 P 15). learning Copy
Task 05:: I complete my own profile: T/PPs books

20’ First name : …………………………….

Last anme : ……………………………

Nationality : …………………………..

Country : ………………………………..

Age : ……………………………………….

Sex: …………………………………………

Personality features:
PPs/T
I am: ………………………………. Consolidate WB
the new +
………………………………… items to talk PPs’
about Copy
………………………………….. themselves books
Sequence:01 Lesson:03 PPU
Learning Objective(s): by the end of this lesson,my learner will be able to ask and give
information about their and others’ abilities and inabilities.
Targeted Competences: Domain (s): Oral-Written Materials: WB-audio
Interact .Interpret .Produce (Both) scripts.PPs book.
Target Structures : Can in its three forms.
Cross Curricular Competencies Core values :
* Intel:He can understand, interpret verbal and non verbal *Identifying other person’s
messages. personality features
He can deduce meaning from context. .
* Meth: He can work in pairs or in groups.
He can evaluate himself and his peers.
*Com: He can interview his pattern.
* Per and soc: He socializes through oral and written messages.
Time Framework Procedure Focus Objectives Aids VAK
T
-T- greets and welcomes his PPs T/PPs Introduce
05’ Warm Up -T- introduces the lesson’ subject the subject WB AV

Today, we’ll talk about

abilities and inabilities. The
use of the modal “can”.

T/PPs
Pictures VAT

-T- Pins pictures on the board representing

10’ Presentai plants, birds and animals. Then lets PPs discuss
on about them
-T- guides and helps
-T- explains the words:( birdwatcher, Botany,
Biology)

05’
-T-Names some items and asks PPs to repeat
after her
 Task 01: ( Task 13 P 14) VA
15’ -T-Sets up the situation. You’re going to listen to KT
a BBC radio interview(part 02) and you’re going Get used to WB+PP
to cross out the wrong information . the s
pronunciatio Book+C
n of the new opybook
words

15’
-T-Asks the PPs to check their answers in pairs
Practice before share it with whole class(Task 14 P 14)
Task 02: (pair work)( oral practice) WB
Practice
-T- writes the dialogue below on the board or the new
distributes handouts item
VA
A : Tell me, what can you do ? K

B: I can sing.
WB
A: can you play the piano? +

B: No, I cannot play the piano but I can whistle. Handout

s
A: Can you jump?

B: yes, I can.

A: can you fly?

B: No, I can’t. I am not a bird.

-T-Reads the dialogue and pays attention to the WB VA

Checking
pronunciation of “can” pronunciati
+ KT
-T-Asks PPs to read in pairs and he checks the Handout
on
PPs pronunciation s+PPs
Use Task 02: I identify the right pronunciation of can Book+C
10’’ opybook
and complete the table below: Check PPs
assimilatio
WF /kən/ SF /kæn/ /kD:nt/ n
1-………………. 1………………….
2-………………. 2- can’t.

Task 04: (task 1 p19)

Homework : Read pronunciation tool P17
Sequence:01 Lesson:03 PPU
Learning Objective(s): by the end of this lesson,my learner will be able to ask and give
information about their and others’ abilities and inabilities.
Targeted Competences: Domain (s): Oral-Written Materials: WB-audio
Interact .Interpret .Produce (Both) scripts.PPs book.
Target Structures : Can in its three forms.
Cross Curricular Competencies Core values :
* Intel:He can understand, interpret verbal and non verbal *Identifying others other
messages. person’s personality features
He can deduce meaning from context. .
* Meth: He can work in pairs or in groups.
He can evaluate himself and his peers.
*Com: He can interview his pattern.
* Per and soc: He socializes through oral and written messages.
Time Framework Procedure Focus Objectives Aids VAK
T
-T- greets and welcomes his PPs T/PPs
05’ Warm Up -T- Reviews the previous lesson. WB AV

PIASP lesson:

05’ Presenton -T- Distributes the handouts with the dialogue T/PPs
and asks the PPs to pick out from the sentences
with “can”. Positive, negative and interrogative.

To express WB
Isolation 1- I can sing. abilities V
05’ A
’ and
S + Can + verb ( stem ,base) inabilities T
using the
2- I can not fly. model verb
with three
S +Can+ Not + verb ( stem ,base) form
’
Analysis
10
3- can you do jump?

Can + subject + verb ( stem ,base)+..?

10’ Stating the

Grammar tool p21 To elicit WB+PP
rule: the rule s book
about the V
use of can A
Task 14, 15, 16 p 29. WB+PP K
25’ Practice
-T-Asks the PPs to work alone . s book+ T
-T-Asks the PPs to check their answers in pairs PPs
before share it with whole class copyboo
k
Level: 3MS S/Dridi Saadi Middle School T: A-Chouit
Sequence :01 Lesson:04(PUP) I Listen and I do
Learning Objective(s): by the end of this lesson ,my learner will be able to ask and give
information using (always& never)
Targeted Competences: Domain (s): Oral-Written Materials: W .B-audio
Interact .Interpret .Produce (Both) scripts –Pictures-
Target Structures: Frequency adverbs(always, never) + present simple.
Cross Curricular Competencies Core values
* Intel:He can understand, interpret verbal and non verbal *Valuing group work.
messages. * Respect and turn taking when
* Meth: He can work in pairs or in groups. asking and answering.
*Com: He can use role play to communicate appropriately. *Being helpful.
* Per and Soc: He socializes through oral and written messages.

Time Framework Procedure Focus Objectives Aids VA

KT
-T-Greets and welcomes his PPs T/PPs V
05’ Warm Up: -T-asks L some questions:
-what do you like doing during your free
time ? Introduce
-Do you have any interests? the topic
-What fields are you interestd with?
Today we’ll talk about our interests,
and learn how to use the frequency
adverbs(always, never)
WB

15’ Presentati
on -T- splits the class into small groups of 4 or T/PPs
6 providing them with strips of paper VA
containing scrambled sentences and asks T
them to order them to get a coherent
dialogue. PPs are asked to act out the
dialogue in pairs after giving the correct
order.

Amal : Hi Karim, do you like computer games ?

Karim: yes, I am keen on them.

Amal : Which one do you prefer?

Karim: “Game of thrones”, it’s amazing.

Amal : How often do you play it ? PPs’

Copyb
Karim: I always play it but I never win. What about you? ook
Amal : I don’t like computer games, I am fond of reading.

K: How often do you read?

 VA
-T-reads the dialogue and asks PPs to play in PPs/ Check PPs KT
pairs. PPs understandin
-T-asks some questions: g
20’ -What’s Karim interested in?
-What game does he prefer?
-How often does he play it?
-what’s Amal interest? WB- VA
-What’s she keen on? PPs’ KT
Practice -How often does she read? T/PPs Copyb
Task 02 : 07/09 page 20 I pronounce To listen and ook
-T-Helps PPs to select words related to match words
abilities, inabilities, intrests and personalities PPs/ with its
20’ Then use them in meaningful statements. PPs corresponding
-T-asks PPs to work in pairs on their own sounds
sentences to form a previous dialogue then
Use they act it out. T/PPs
-T- corrects the dialogue with the whole class
Level: 3MS S/Dridi Saadi Middle School T: A-Chouit
Sequence :01 Lesson:05 I Read and Do. (PPU) I Listen and I do
Learning Objective(s): by the end of this lesson, my PPs will be able to act out dialogues to talk about interests
in Algerian music.
Targeted Competences: Domain (s): Oral-Written Materials: WB- map Recorded
Interact .Interpret .Produce (Both) musical sounds–Pictures-
Target Structures: Consolidation of frequency adverbs (always /never)W.H. Qs -Yes/No Qs.

Cross Curricular Competencies Core values

* Intel:He can understand, interpret verbal and non verbal messages. * Valuing the intangible cultural
* Meth: He can work in pairs or in groups. heritage.
*Com: He can use role play to communicate appropriately. * Being proud of belonging to
* Per and Soc: He socializes through oral and written messages. Algeria with it’s varied culture

Time Framework Procedure Focus Objectives Aids VA

KT
-T-Greets and welcomes his PPs To identify Record A
10’ Warm Up: -T-Invites the PPs to listen to some musical different ed
instruments and they try to guess which ones T/PPs musical sounds
they are. instruments of
musica
l
instru
ments

10’ Presentati -T-Pins on the board pictures representing /PPs/T To name Picture
on musical instruments from one side and their different s
names in the other side of the board and asks musical musica
them match. instruments l
and classify instru
-T-Asks PPs to name some music genres music in its ments VA
and classify them into modern and old ones. types + WB KT
PPs/
PPs
-T-Invites his PPs to do Task 01 P24
20’ Practice -T-Invites his PPs to do Tasks 3-4 P 25

T/PPs To reinforce VA
-T-Reminds his PPs with frequency verbs the use of KT
and he asks them to do task Tasks 9-10 P 27 frequency
verbs
 WB

20’ Use -T-Asks his PPs to do task 7 P 26 uesing the

example given and to try to act out the
dialogue with his partner and they are free to To act out the WB- AV
extra questions dialogue PPs’ T
How often …….? Copyb
Why do you like such kind of music? ook
-T-checks their works guide them and offer +book
some help later he corrects with the whole
class.
Level: 3MS S/Dridi Saadi Middle School T: A-Chouit
Sequence :01 Lesson:06 I Read and Do. (PPU) I Listen and I do
Learning Objective(s): by the end of this lesson, my PPs will be able to read texts and gather information about
famous characters. -Write speeches about their hobbies and interests
Targeted Competences: Domain (s): Oral-Written Materials: Mohammed’s video
Interact .Interpret .Produce (Both) WB- PPs’ Copybook +book
Target Structures: lexis and expressions related to interests and hobbies.

Cross Curricular Competencies Core values

* Intel:He can understand, interpret verbal and non verbal texts. * Valuing hard work and great
* Meth: He can work in pairs or in groups. achievements.
He can develop effective study methods, mobilise his resources efficiently * Valuing reading and thinking .
and manage his time rationally. *Supporting successful people
*Com: He can use information and communication technology, to interact *Sharing an outstanding person’s
with learners of other cultures. dream.
- He can face an audience.
* Per and Soc: He can be inspired from outstanding people as role model.

Time Framework Procedure Focus Objectives Aids VA

KT
05’ Warm Up -T-Greets and welcomes his PPs A A
video
-T-Invites the PPs to see Mohammed’s of
video then he asks these questions: T/PPs To introduce Moha
10’ Pre reading: Did you know the boy? the topic med
How did you hear about ? Farah
What is he talking about? Djaloul

-T- asks PPs to open their books on P 30.

-T- divides the class into two groups Interpret dif
texts in terms
G1, reads the text on P30 and deals with its of lexis and
tasks (Tasks 1,2, 3 and 4page 30) comprehensio
n
30’ While G2, reads the text on P31 and deals with its
Reading: tasks (Tasks 5,6 and 7 page 31) /PPs/T WB-
PPs’
-T -Asks each group to do his specific task Copyb V
and to report its work orally to the class. ook A
PPs/ +book K
-T-Asks PPs to reads the text on P32 and PPs T
deals with its tasks (Task 8 page 32 tasks 9,
10 and 11 page 33)

-T-Invites the PPs to answer theses

questions
what is your hobby? Why? Produce a
How can this interest or hobby help you? piece of
15’ Post Who is your hero? writing out of
reading: What did he / she do? PPs/T questions V
Do you have a dream? WB- K
What do you do to make it become true? PPs’ T
 -T- Asks PPs to use their answers and write a Copyb
meaningful speech about their interests ook
+book

The Teacher’s comments

What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….

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

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S/Dridi Saadi Middle School T: A-Chouit
Sequence :01 Lesson:08 I learn to integrate.((PDP)
Learning Objective(s): by the end of this lesson, my PPs will be able to work in small groups and write
Mohamed’s Profile.
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook
Interact .Interpret .Produce (Both) +book
Target Structures: lexis and expressions related to profile and reading

Cross Curricular Competencies Core values

* Intel:He can understand, interpret verbal and non verbal texts. * Being proud of belonging to
The learner can use his critical thinking skills when gathering information Algeria .
for learning and research. * Valuing the intangible cultural
He can solve problem situations using a variety of communication means. heritage.
He can show some degree of autonomy in all areas of learning.
* Meth: He can work in pairs or in groups.
He can develop effective study methods, mobilize his resources efficiently
and manage his time rationally
- He can share information with the whole class..
*Com: He can use information and communication technology, to interact
with learners of other cultures.
* Per and Soc: He can show responsibility towards team work.
Ti Framework Procedure Focus Objectives Aids VAK
me T
05 ’ Warm Up -T-Greets and welcomes his PPs A

-T- Asks some comprehension questions: WB- AV

Do you know the Arab reading challenge T/PPs To review
10’ Pre Writing compettion ? prior
Where do you watch it? knowledge.
What is the winner’s reward?

-T- Splits the class into small groups and asks PPs/ WB-
30’ While the PPs to gather information as much as PPs To collect PPs’
Writing possible about Mohammed Farah Djaloud. information Copyb
-T- Asks PPs to open the books on P37 ook V
-T- Asks PPs to read the situation +book A
-T- Asks PPs to read the lay-out of K
the profile on P38 T
The information on P 38
The texts P(30, 31,32) if necessary. /

Drafting: WB-
-T- invites PPs to start their work PPs’
-T- helps, guides…. PPs/ Copyb
PPs ook
Redrafting: +book
15’ Post -T- asks PPs to check their works in peers To produce a V
Writing profile K
 Editing: T
-T- asks PPs to write their final work PPs/T To involve the Poster
-T- invites PPs to present their posters to the PPs in
class. peer and group
correction.

The Teacher’s comments

What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….

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

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

,;
Level: 3MS S/Dridi Saadi Middle School T: A-Chouit
Sequence :01 Lesson:09 I think and write. Framework :PDP)
Learning Objective(s): by the end of this lesson, my PPs will be able to prepare a poster about The Arab Reading
Challenge.
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook
Interact .Interpret .Produce (Both) +book
Target Structures: lexis and expressions related to reading and the competition

Cross Curricular Competencies Core values

* Intel:He can understand, interpret verbal and non verbal texts. * Being proud of belonging to
The learner can use his critical thinking skills when gathering information Algeria .
for learning and research. * Valuing the intangible cultural
He can solve problem situations using a variety of communication means. heritage.
He can show some degree of autonomy in all areas of learning.
* Meth: He can work in pairs or in groups.
He can develop effective study methods, mobilize his resources efficiently
and manage his time rationally
- He can use reading strategies to collect data.
*Com: He can use English to write a poster.
He can process digital data.
* Per and Soc: He can show some degree of autonomy in learning.
Ti Framework Procedure Focus Objectives Aids VAK
me T
05 ’ Warm Up -T-Greets and welcomes his PPs A

-T- Asks some comprehension questions: WB- AV

Do you know the Arab reading challenge T/PPs To review
10’ Pre Writing compettion ? prior
Where do you watch it? knowledge.
What is the winner’s reward?

-T- Splits the class into small groups and asks PPs/ WB-
30’ While the PPs to gather information as much as PPs To collect PPs’
Writing possible about Mohammed Farah Djaloud. information Copyb
-T- Asks PPs to open the books on P39 ook V
-T- Asks PPs to read the situation To familiarize +book A
-T- Asks PPs to read the lay-out of the PPs with the K
poster on P39 layout of a T
The information on P 39 poster
The texts P(1, 2,3) if necessary. /

Drafting: WB-
-T- invites PPs to start their work PPs’
individually. PPs/ Copyb
-T- guides, motivates controls and offers help PPs ook
if needed. +book
15’ Post To produce a V
Writing Redrafting: poster K
-T- asks PPs to check their works in peers T
PPs/T To present the Poster
Editing: poster and
-T- invites PPs to present their posters to the share
 class and try to correct together. information
aith the whole
class

The Teacher’s comments

What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….

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

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………