REVISED

 Bloom’s  Taxonomy  Action  Verbs  

 
 
 
 
Definitions   I.  Remembering   II.  Understanding   III.  Applying   IV.  Analyzing   V.  Evaluating   VI.  Creating  

Bloom’s   Exhibit  memory   Demonstrate     Solve  problems  to   Examine  and  break   Present  and   Compile  
Definition   of  previously   understanding  of   new  situations  by   information  into   defend  opinions   information  
learned  material   facts  and  ideas  by   applying  acquired   parts  by  identifying   by  making   together  in  a  
by  recalling  facts,   organizing,   knowledge,  facts,   motives  or  causes.     judgments  about   different  way  by  
terms,  basic   comparing,   techniques  and   Make  inferences   information,   combining  
concepts,  and   translating,   rules  in  a  different   and  find  evidence   validity  of  ideas,   elements  in  a  
answers.   interpreting,  giving   way.   to  support   or  quality  of  work   new  pattern  or  
descriptions,  and   generalizations.   based  on  a  set  of   proposing  
stating  main  ideas.   criteria.       alternative  
solutions.  
Verbs   •   Choose   •   Classify   •   Apply   •   Analyze   •   Agree  
•   Adapt  
•   Define   •   Compare   •   Build   •   Assume   •   Appraise    
•   Build  
•   Find   •   Contrast   •   Choose   •   Categorize   •   Assess  
•   Change  
•   How   •   Demonstrate   •   Construct   •   Classify   •   Award  
•   Choose  
•   Label   •   Explain   •   Develop   •   Compare   •   Choose  
•   Combine  
•   List   •   Extend   •   Experiment  with   •   Conclusion   •   •   Compile  
Compare  
•   Match   •   Illustrate   •   Identify   •   Contrast   •   Conclude  
•   Compose  
•   Name   •   Infer   •   Interview   •   Discover   •   Criteria  
•   Construct  
•   Omit   •   Interpret   •   Make  use  of   •   Dissect   •   •   Create  
Criticize  
•   Recall   •   Outline   •   Model   •   Distinguish   •   Decide  
•   Delete  
•   Relate   •   Relate   •   Organize   •   Divide   •   Deduct  
•   Design  
•   Select   •   Rephrase   •   Plan   •   Examine   •   •   Develop  
Defend  
•   Show   •   Show   •   Select   •   Function   •   Determine  
•   Discuss  
•   Spell   •   Summarize   •   Solve   •   Inference   •   Disprove  
•   Elaborate  
•   Tell   •   Translate   •   Utilize   •   Inspect   •   •   Estimate  
Estimate  
•   What     •   List   •   •   Formulate  
Evaluate  
•   When   •   Motive   •   Explain  
•   Happen  
•   Where   •   Relationships   •   •   Imagine  
Importance  
•   Which   •   Simplify   •   •   Improve  
Influence  
•   Who   •   Survey   •   Interpret  
•   Invent  
•   Why   •   Take  part  in   •   Judge  
•   Make  up  
•   Test  for   •   Justify  
•   Maximize  
•   Theme   •   Mark  
•   Minimize  
•   Measure  
•   Modify  
•   Opinion  
•   Original  
•   Perceive  
•   Originate  
•   Prioritize  
•   Plan  
•   Prove  
•   Predict  
•   Rate  
•   Propose  
•   Recommend  
•   Solution  
•   Rule  on  
•   Solve  
•   Select  
•   Suppose  
•   Support  
•   Test  
•   Value  
•   Theory  
  •   Maximize  
•   Minimize  
Anderson,  L.  W.,  &  Krathwohl,  D.  R.  (2001).  A  taxonomy  for  learning,  teaching,  and  assessing,  Abridged  Edition.  Boston,  MA:  Allyn  and  Bacon.  
Level :3ms

SEQUENCE :ONE
ME MY ABILITIES MY INTERESTS AND MY PERSONALITY
BY DJAMEL DJAMEL

The initial situation:

You are entering a national competition

organised by the Algerian Ministry of
National Education for middle school
students about the “Best Personal
Profile” written in English. Competitors
are required to upload their profiles to the
website of the Algerian Ministry of
National Education before December
20th.
The first three winners will be offered a
four-week English language course in
London next summer
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: I listen and do 1 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language
learning.

Learning Objective (s): by the end of this lesson my learners will be able to talk about their interests using adverbs
of frequency(always / never).
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. audio scripts/textbooks
Target structure: - what …./how
often….?
Adverbs of frequency: always , never
Cross Curricular Competencies Core values

 Intel: Learner can talk about his interests.  Respecting the others’ interests
He can interpret verbal and non-verbal messages.  Valuing time and being positive
 Meth: he can use strategies for listening and
interpreting oral discourse.
he can work in pairs or in groups
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt

Warm up T shows his Ls a picture of Sudoku or any other Brainstorm ideas Pictures
fame game then asks a variety of questions : T/L about interests
what is it ? Are you fond of playing it ? to introduce the A/V
Pre listen when do you play it ? new topical lexis Text
The teacher pins on the board other pictures books
about interests and sports( Chess, Billiard , L/L
Crosswords, Sudoku , video games ,famous films, V
animated cartoons , reading cookery books Encourage the
,famous stories for kids ,then invites his learners T/L learners to work
to work in pairs or in small groups and tell which in pairs and help Audio
one among the given list they are interested in? each other script

While listen T invites his learners to open their books on page T/L Au
11 and do tasks 1 and 2 page 11. To listen and fill
in the profile T books
T asks his students to focus on the picture(page
11) and answer the following questions: L/L
Is the boy playing computer games?
So , what is doing? Audio
Where is he ? script
T invites his learners to listen to this Japanese
boy introducing himself and fill in the profile task T books A/V
4 page 11 T/L
T invites his students to listen to the interview
and tick the answer which suits them (task 6
page 12)
The teacher asks his pps to listen to the W board
interviewer and write the questions in task 6. To listen and
What do you like reading? identify the
How often do you read? question Audio
 What kind of music do you listen to? script
What kind of games do you like?
T asks his pps to compare their answers and
correct each other.
*Note : Teacher devotes time to show the
learners how to talk about something they
are interested in /not interested in : L/L A/V

1- I’m (not)a fan of ………..

2-I ‘m (not)keen on …………

3-I’m (not) interested in ……… To conduct an

interview
4-I’m (not ) fond of ………………

5- I (don’t) like ………………….. L writes a short

piece of writing
Post listen about his partner
T invites his pps to work in pairs and interview ‘s interests.
each other about their interests by using :
-What do you like doing at the weekend/ in your
spare time / when you get the time?
-How often do you …………………… ?
The pp is asked to use his partners’ answers and
writes about him/her.
Example :
My partner ( name) is fond of (interest) .He / She
always ………………………………..in the evenings
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 2 Framework: PPU
INTERESTS AND MY PERSONALITY Language focus : language
learning/use.

Learning Objective (s): by the end of this lesson my learner will be able to ask and answer questions about
abilities and inabilities using can and can’t.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. I pronounce: weak / strong audio scripts/textbooks- handouts
Target structure: - can / can’t forms of can /kən//kæn//ka:nt/
Affirm/ negative/ interrogative forms
Cross Curricular Competencies Core values

 Intel: Learner can talk about his abilities  Raising awareness among teens and encourage them
learner can interpret verbal and non-verbal to reflect on their talents.
messages.  Valuing time and being positive
 Meth: He can use listening strategies
He can work with his partner.
 Com: He can interview his partner
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt
The teacher uses pictures or mimes to elicit
Warm up some activities eg: : swim ,cook , ride a flashcar
bicycle, sing , climb a mountain…………… etc. Brainstorm ds
The teacher shows the learners a picture of a about
actions(abilities) Wboard V
boy with a tablet and asks the following
T/L A
questions :
T show his pps a tablet and writes some
questions on the board : To get all the
presentation Who has a tablet at home ? learners involved
What can we do with tablets? Flash V
Can you write an email in Arabic? card A
Can you write an email in English?
Can you write an email in Chinese ?
Why ? T/L To elicit the Wboard
T highlights the rules target structure

To talk about things I or an other person can

do I use : can + verb .(ability)
Example : I can write an email in Arabic.
To talk about things I or an other person
can’t do I use : can’t + verb (inability)
Example : I can’t write an email in Chinese?
To ask questions about ability/ inability
I use : Can + subject + verb Wboard
Example : Can you play the guitar?
Yes ; I can . T/L
To familiarize the
No , I can’t
learners to the
new target
structures V/A
 T highlights the different ways to pronounce
'can'. Example:
Can you swim? /kən/
Yes, I can. /kæn/
T/L
No, I can't. /ka:nt/
To focus on the
(‘Can’ is weak in ‘Can you swim?’ because it
right
isn’t stressed. It is strong in ‘Yes, pronunciation of
I can’ and ‘No, I can’t’.) can and can’t
PPS drill chorally and individually the different Wboard
pronunciation of can and can’t .
The teacher devotes time to show the learners
the difference between the sounds /ə //æ/ To differenciate
and /a:/ by doing task A page 17 between these
Task 1 :I reorder the words to get correct sounds
sentences /ə / / æ/ / a:/
- Can/?/you /write/an email
Audio
- I /draw/ can/.
To check /and script
- Can’t/ my brother/a car/ drive.
reinforce
Task 2 ( tasks 1 and 2 page 19)(I pronounce)
Practice Task 3 : A)I move in the class and find
someone who can do some of the things on
my list ( play tennis , run , speak and write
English, ride a bicycle, drive a car , read T/L
stories , swim ,sing ,draw ,use computer, To conduct an
make cookies……….) interview about
Students are to ask as many classmates as abilities / V/A
they can in 2minutes. inabilities
B) Students report on their findings.
L/L
E.g. Karima can't play the guitar, but she can
play the violin. handout V/A/
Use To fill in a form s K/T
Task 4 : You want to join Where they write
“www.kidsgottalent.org “ site . The about unusual
administration of this site sent you this form things they can
to be filled. do.
 Membership Form
http://www.kidsgottalent.org/
You are gratefully accepted and always welcome..
be a part of our community
To join us fill in this f or m

First Name ……………………………………………………………………………

Last Name
………………………………………………………
Gender
……………………………………………………
Level ……..………………………………………………………………

Country …….………………………………………………………………………

Address ……………………………………………………..

Telephone N …………………………………………………………………………………

Email Address …………………………………………………………………………………..

Unusual things I can do :

………………………………………… ……………………….
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 3 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language
learning.

Learning Objective (s): by the end of this lesson my learner will be able to ask and answer other people questions
about their personal information and interests.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. I pronounce: weak / strong audio scripts/textbooks
Target structure: - ask/answer forms /kən//kæn//ka:nt/
questions about interests
Cross Curricular Competencies Core values

 Intel: Learner can talk about his abilities  Raising awareness among teens and encourage them.
learner can interpret verbal and non-verbal to reflect on their talents.
messages.  Valuing time and being positive
 Meth: He can use listening strategies  Being interested in nature
He can work with his partner.
 Com: He can interview his partner
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt

Warm up A quick revision of the previous lesson (talk To pave the way
about the personal information that the previous T/L
ID form contain : name, age , gender, interest , Wboard
Before hobby ….) V
listening T introduces the new topical lexis to prepare the To elicit A
Ls for the listening phase /introduce the
Who is interested in maths? new topical lexis
Who is interested in history
Are you fond of botany ( plants) T/L
Do you have plants at home? A/V
Are you keen on birds ?
Do you have birds at home?
While The 1st listening:
listening T invites the Ls to listen to the BBC radio Audio
interview part 1 and answer the following To listen and script
questions : T/L answer questions
How many persons are speaking?
Who are they ? To encourage
Ls discuss their answers with their partners. the Wboard
The 2nd listening : Peer correction / audio
Ls listen to the BBC radio interview part 1 again script/ A/V
Fill in the first part of each teenager profile To listen and fill Student
The 3rd listening: in a profile book
Ls Listen to BBC interview part 2 and do tasks 13
and 14 page 14. To listen and find
Post listening A)T invites the learners to work in pairs and ask T/L the wrong
each other about their personal information and information W board
interests .
Example :
What is your name? L/L
How old are you? to ask others a
Where do you live? and write
What are you most interested in learning about ? about their
Are you keen on reading about……………………… personal
B) The pps report their findings information V/A
Example : and interests
My friend Halima is 14. She is from Relizane. She
is a middle school student . She is interested in
cooking .She loves watching Samira Tv and
reading cookery books.
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 4 Framework: PPU
INTERESTS AND MY PERSONALITY Language focus : language
learning / use .

Learning Objective (s): by the end of this lesson my learner will be able to describe his personality / ask and talk
about other’s people personality using different adjectives.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. textbooks
Target structure: - adjectives
representing personality features
Cross Curricular Competencies Core values

 Intel: Learner can use his critical thinking skills.

learner can interpret verbal and non-verbal messages.  Respect other’s people personality
 Meth: He can work in pairs or in small groups.
 Com: He can interview his partner
 Per and soc: He socializes through oral or written
exchanges

Time Framework Procedure Focus Aims Material Vakt

Warm up A game : T/L Activate the V

Find someone who (istall ,small , thin , has blue class’s prior A
eyes,brown, long hair, wavy .. ………., in the class knowledge on K
.etc.(revision 2ms))" physical traits Wboard T
presentation T invites his learners to work in small groups ( or
in pairs) and classify the following adjectives: T/L
intelligent –strong- blue eyes – shy – nervy-
smart- respectful towards nature – respectful To elicit and
towards people – tidy-cool- calm – perseverant- introduce the
patient. T/L new topical lexis V/A
Personality traits Physical traits
To differenciate
between physical
appearance and
personality
Teacher presents (very quickly) the rules from features ( traits) Course
my grammar tools page 23 : book

a) Some adjectives to describe the T/L to familiarize the

personality features. LS with the new
b) How to ask about people’s personality vocabulary
related to V/A
c) How would I describe my personality?
personality
d) The adjectives which describe features
personality from their antonyms:
patient≠ impatient T/L
respectful ≠ disrespecful
tidy ≠ untidy

Task 11 page 28 : I read my grammar tools 3 and To check and

Practice match the synonyms reinforce Course
Task 12 page 28 : I read my grammar tools 3 and T/L Book
Wboard V/A
 match the antonyms
Task 13 page 28:(oral) I write three sentences T/L L talks about his
about myself using three adjectives from task 11 personality
and 12
Starting like this : L/L To interpret
I think I’m ………………………… a questionnaire
Task 14 page 29 : I work with my partner.I ask Course
use him/her to fill in the questionnaire to know more book/
about his/her personality. To write about Wboard
T invites his pps to interpret the questionnaire One’s partner V/A
(task 15 page 29) and write 3 sentences to personality
describe his partner’s personality.
The learner can start like this :
My partner can be very patient………………
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 5 I pronounce Framework: PPU
INTERESTS AND MY PERSONALITY Language focus : language
learning/use.

Learning Objective (s): by the end of this lesson my learner will be able to write a report about his peer’s interests
with the right pronunciation of the final “s”.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/ /textbooks
interpret – produce. I pronounce: the pronunciation
Target structure: - ask and answer of the final “s”
questions about interests
Cross Curricular Competencies Core values

 Intel: Learner can talk about his interests  Raising awareness among teens and encourage them.
He can use his critical thinking skills to reflect on their talents.
learner can interpret verbal and non-verbal messages.  Valuing time and being positive
 Meth: He can use listening strategies
He can work with his partner.
 Com: He can interview his partner
He can transform an interview into a piece of writing
 Per and soc: He can socialize through oral exchanges
Tim Framework Procedure Focus Aims Material VAKT
e

Warm up
Game : T invites his learners to move in the class T/L Brainstorm ideas
find who is fond of nature: birdwatching , about interests Wboard
flowers, plants , whalewatching , picnics ………. and pave the way V
T invites his learners to work in small groups or A
Presentation in pairs to read the following short text and fill in To encourage the K
the gaps with : flowers – goes- loves- books - Ls to work in T
places groups or in pairs Wboard
My brother Hamid …………. hiking . He always
…………. for a Long walk to discover new ……………
but my sister Samira is fond of botany .She T/L V
sometimes reads …………….. about plants and to introduce the A
…………. at weekends. different sounds
T asks his learners to classify the missing words of the final “s”
according to the pronunciation of the final
« s » :flowers – goes- loves- books –places
according to the pronunciation of their final s.
/s/ /z/ /iz/ A
V
T presents the rules from my pronunciation
tools page 18. Course
“ s” is /s/ pronounced in words that end in the To present the book
following consonant sounds :/f/ , /k/ , /p/ , /t/ rules related to
,/θ/. the
‘s’ is pronounced /z/in words that end in the T/L pronunciation of
following vowel sounds (a, e, i, o, u ) or the ending “s”
consonant sounds: /b/ , /d/ , /g/ , /l/ , /m/ , /n/ ,
/r/ , /v/, / t∫ /
‘s’ is pronounced /iz/in words that end in the
sounds : / t ∫ / , /s/ , /d / , /z/ , /∫ /
plurals and verbs that end in :( -ches, -ces, -ges, -
ses, -shes, -sses, -xes, -zes)
 After discussing the rules ,T invites his learners to
practice check their answers and correct their mistakes . T/L V
T invites his pps to listen and tick the right A
pronunciation of the final”s”. task 7 page 20.
the teacher invites his learners to read again my To check and
pronunciation tools 2 and correct each other. reinforce Course
T invites his learners to do task 9 page20 : Book
they listen and match each word with the
corresponding pronunciation of its final “s”.
T invites his learners to work in pairs and ask
each other The following questions then
Use transform the information into a short piece of L/L To conduct an
writing. interview with A
Are you interested in ………(nature , sports, music peers V
video games ,watching films ……..)?
Are you fond of reading books?
What do you read ? Wboard
Do you watch documentaries about ….( nature…) To write about
What do you do at weekends? L/L peer’s interests
T invites his Ls to read their reports about their focusing on the
partners’ interests focussing on the correct right
pronunciation of the final “s” pronunciation of
Example : the ending “s”
My friend X is interested in ………… .He always
reads books about ……………. .At week ends, He
………………………
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 6 I read and do 1 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language use.

Learning Objective (s): by the end of this lesson my learner will be able to read a text and gather information
about famous people
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/ /textbooks
interpret – produce.
Target structure: - ask and answer
questions about interests
Cross Curricular Competencies Core values

 Intel: He can use his critical thinking skills  He is keen on communicating about outstanding Algerian
learner can interpret verbal and non-verbal messages. figures
 Meth: he can develop effective study methods.  Raising awareness among teens and encourage them.
mobilise his resources efficiently and manage his time to reflect on their dreams.
rationally  Valuing time and being positive
He can work with his partner.
 Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
 Per and soc: He can socialize through oral exchanges
he respects our national values and behaves
consistently
Tim Framework Procedure Focus Aims Material Vakt
e

Warm up Teacher asks his learners some questions :

What’s your favourite subject at school ? To brainstorm Wboard
5m (Arabic , French , English , maths ,art ,sport …….) ideas about
n T asks them about which people would they most T/L heroes V
like to follow (their heroes) f? E.g. top model, a A
Pre read famous film star, a scientist ,a teacher , sport
person etc.
T invites his learners to open their books on page The Text
30 and asks them to look at the picture and book
answer the following questions :
How old is this boy ? A/V
Where is he from ?
Why is he happy? T/L To introduce the
Guessing from Words: Before students look at key words
the text, the teacher writes 6 or 7 key words
from the text on the board and asks the students
to guess the topic..
Example :
5m Wboard
n was awarded Arab Reading Challenge
Algerian boy
( little prince)
150 000 Dollar prize in Dubai (Emirats)
W read To read and
T invites his learners to read text 1 and fill in the gather Text
bibliographical notes/the reading notes page 30. information book
 Wboard
T invites his learners to read Mohamed’s speech T/L A/V
and tick the correct answer task 6 page 31 encourage peer
T invites his learners to read text 3 and answer assessment
the questions (task 10 page 33) .The learners A/V
work in pairs and correct each other. to give the pps an
opportunity to Wbaord
Post read T discusses with the class any dreams or make a
ambitions they may have. connection with
T asks the students to think whether these T/L text and his own
dreams can be achievable and how can be so ? experiences
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 7 I read and do 2 Framework: PDP
INTERESTS AND MY PERSONALITY Language focus : language use.

Learning Objective (s): by the end of this lesson my learner will be able to read a text and gather information
about Imzad culture and Touereg
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/
interpret – produce. /textbooks/video segment
Target structure: lexis related to the
national culture
Cross Curricular Competencies Core values

 Intel: He can use his critical thinking skills -Valuing Algerian cultural heritage and its preservation
learner can interpret verbal and non-verbal messages. -Understanding that Algerian culture and history are
 Meth: he can develop effective study methods. also parts of this universal cultural heritage
mobilise his resources efficiently and manage his time -Valuing the past: traditional culture
rationally
He can work with his partner.
 Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
 Per and soc: He can socialize through oral exchanges
he respects our national culture and behaves
consistently
Time Framework Procedure Focus Aims Material Vakt

Warm up T invites his learners to watch this short video

(2.06 minutes) about Imzad in this link T/PPS To motivate the Video
https://www.youtube.com/watch?v=itOfNPVQY5o pps and segment V
Is Imzad a modern instrument? brainstorm ideas A
In which part in Algeria it is used? about
It seems like another famous instrument, which musical W
one is it ? instruments Board
How many strings does it have,!,
Is it played by men or women(ladies)?
Why Is it dying ( disappearing)?
Pre read Guess from TheTitle teacher invites his
learners to examine the title of the text : “SAVE A
THE IMZAD “and give their opinions how can we V
save the Imzad. T/PPS To elicit the key W
(Teacher helps his learners to find the right words words Board
Eg : associations , training , workshops , …..

While read The teacher invites his learners to read text The
4(page 34 and filling the bibliographical notes). Text
T invites his learners to read the text again and To read and Book
answer the questions (task 13 page34) then work gather
in pairs and correct he answers of each other. T/PPS information V/A
T invites his pps to read text 5 (page 35) and fill in
the bibliographical notes and the reading notes PP/PPS
page 35.

T pins on the board pictures of some musical to give the pps an

post read instruments (example : Oud , Piano, Karkaboo , opportunity to
shakwa ( bag pipe) ,violin ,bendir , tambourine, make a
guessba(flute) …….)and asks his pps to work in connection with W A/V
groups to find out which one among the given list PPS text and his own board
is disappearing and say how it can be saved . experiences
Level : MS3 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME MY ABILITIES MY Lesson: 8 I learn to integrate Framework: PPP (writing process)
INTERESTS AND MY PERSONALITY Language focus : language use.

Learning Objective (s): by the end of this lesson my learner will be able to work in groups to write Mohamed
Farah ‘s profile
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/
interpret – produce. /textbooks/poster
Target structure: lexis related to profile
Cross Curricular Competencies Core values

 Intel: He can use his critical thinking skills Valuing knowledge and learning in general
learner can interpret verbal and non-verbal messages. Being honest when writing about other’s profile
He can show creativity when producing oral and written
messages.
He can solve problems
 Meth: he can develop effective study methods.
mobilise his resources efficiently and manage his time
rationally
He can work in small groups.
 Com: he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
 Per and soc: He can socialize through oral exchanges
he respects our national culture and behaves
consistently
Time Frame Procedure Focus Objectives Materials VAKT
work MI
Warm up: T splits his learners into groups and T/L
helps them to remember some information Consolidate and W A
related to Mohamed Farah profile : reinforce board
1)Perosnal information ; name ,age ……,… etc
2) interests ;( ………………………….. To prepare the pps
3) personality features ( traits) : ,………………,…….. for the writing
phase
T sets up the situation and invites T/L V
A

Your School Magazine

Editor asked you to write A/V
presentation an article about Mohamed
Farah Jelloud. You decided

make all your schoolmates

nd
know what a 2 year
primary school pupil can W
do. You want to make them board
understand that reading is

the development of
individuals and nations.

V/A

T invites his learners to fill in the KSA chart page

37.
Fill in KSA chart
 T provides his pps with the lay out (page 38).
practice With the help of their teacher, the learners T/L To guide the
start drafting . learners
Teacher helps his learners to find out and
L/L
correct typographical errors and mistakes in
Posters V
grammar, style, and spelling. make a poster A
K
T asks L to display the profile and the article on to encourage T
the wall and invites the ls to move around and /L peer assessment
produce check the posters

L/L