Initial situation:

You have just come back from a trip around Algeria with a group of friends. You want to post on your Facebook page the report of this trip to make people around
the world aware of the cultural and historical richness of your country. Describe your itinerary and talk about the landmarks you visited and the outstanding figures
in history, literature or arts that you learnt about during this trip.
Situation / Objectives Resources Communicative Reference Time Pre Cross Core
Lesson LGP
Sequence plan
tasks ( tasks in
textbook)
requisites CurricularCompetencies values

Teacher:RACHIDA MOSTEFA SBASchool: MOHAMED NEDJARI MIDDLE SCHOOL Project :01… Sequence …01..Level :4MSMS

Section 1:
By the end of sub-situation 1, the learners will be able todescribe an itinerary and identify its components in chronological order and
describe a famous landmark using specific information.

-To describe an itinerary Cruise- itinerary- ship- Information Tasks: 1hour / Intellectual National
Listen and and identify its stopover- sail- landmark- transfer- 22,23,24,25- and a competency: identity:
-Use his critical -Use the
do1 + components. Listening depart- wonderful- interview- page 15 half thinking skills markers of
script (Nabila) depart- famous itinerary- a fact when gathering identity to value
file Adapted tasks information for our country.
Pronounce -diphthongs /ei/; /ai/ /ei/, /ai/ learning and -Praise the
project work. beauty and
Discourse markers an First, then, -Solve problem diversity of the
Practice 1 Describe an itinerary and Itinerary Tasks15, 16, hour next, after situations using historical and
(review and expansion) religious places
identify its components in 17page 38 that, finally a varietyof
Chronology: (first, then, communication in Algeria
chronological next, after that,later, Task27 means. Show attracting
order(review). finally,) page16 creativitywhen visitors from all
I listen and Describe famous over the world.
designed- built- palace- producing oral
do 2 landmarks using specific Fact files Task54 page21 1 hour / and written National
residence- Ottoman conscience:
Information messages- show
 information. sultans- huge complex- transfer some degree of -demonstrate his
Narrate using historical heritage Photo caption autonomy in all respect for the
areas of nation’s
information about learning. symbols and his
landmarks. Methodological readiness to
-listening script: competency: protect them.
(describing Topkapi Fact files -work in pairs or -
Palace: adapted) in groups. Use
Practice 2 strategies for
Must be related to Tasks5,6 page 1 hour listening and
The passive voice (past 37 The past
simple tense) describing monuments
and sites (was built- was simple tense.
discovered ..)
Practice 3 Tasks1, 2, 3, 4
-Comparative of equality/ page36
Describe and compare
landmarks inequality: (as …as) (not
as …as)
-Comparative of
superiority with short
and long adjectives.

Section 2:
By the end of sub-situation 2, the learners will be able to narrate using biographical information about outstanding figure.

Listen and Narrate using biographical Outstanding figure ID card Tasks1 page 29 1 hour Diphthongs: / Interpreting oral
do3 information about Burial (tomb) was born- Biography (adapted) ei/, /ai/ discourses.
Develop
outstanding figures: died- effective study
listening script 5(review) methods,
 + pronunciation Silent lettres: “k”, “w”, mobilize his
(integrated as a skill) “l”, « t », « b », « n » resources
efficiently and
manage his time
rationally- use
Tasks18, 19 Cause and information and
Practise4 Describe famous Cause and effect 20 page39 2 effect communi-cation
landmarks using specific (because, as, since, hours (because, as, technology
information therefore, so, as a result) therefore, so) whenever he
needs it for
learning and
research-
Narrate using historical evaluate himself
Read and Do information about Establish- architectural- Tasks3,4,5 page and his peers.
landmarks found- lead- prayer- Fact file 41 1 hour Communicative
competency:
Text: The Great Mosque of Use drama and
Tlemcen role-play to
communicate
appropriately .
Learning situation to integrate:
Your English e-pal Richard has asked you about famous Algerian outstanding figures and landmarks that attracts lots of tourists every year. Write him an e-mail
in which you give some biographical information about one Algerian outstanding figure and one famous landmark.

I learn to Landmarks- 2hours NB: a grid of Personal and

integrate Describe and write about famous outstanding Fact files Suggested evaluation social
competencies:
Algerian landmarks and outstanding figures- situation helps a lot. -He is aware of
figures in history, literature or arts. ID cards / his role and
Situation of integration for assessment :(solving the initial situation): others’ rolein
-The teacher provides the learners the development
You havewith
justa come
unified model
back fromin aorder to trainAlgeria with a group of friends. You want to post on your Facebook page the report
trip around of of
projects.
this trip
He to make people
theaware
learners in groups is keen on
around the world of the culturalonand
thehistorical
right richness of your country. Describe your itinerary and talk about the landmarks you visited and the outstanding
promoting the
selection and integration of resources
figures in history, literature or arts that you learnt about during this trip. work of his
 to solve a problem. peers- he
respects our
national values
1hour
and behaves
Think and Task1 page consistently. He
Write Itinerary 42/ 43 is honest and
Lanmark/ Itinerary accountable for
Write a post on Facebook to describe monument ID card his work and
their itinerary and give information departure- Fact file respect others’
about a national outstanding figure in stopovers- work.
history, literature or arts and a itinerary- -Use
famous landmark. information and
destination
communication
(Solo work/ homework)) technology to
interact with
learners of other
Now I Can Review and recycle what they’ve cultures. He can
seen previously during the sequence process digital
data.
through a grid to assess themselves.
To recognize their mistakes and
errors to correct themselves to avoid
them in the future.

Note:Pronunciation can be fullyintegrated with the study of grammatical and lexical features, that is to say, it can be injected in listening and speaking
lessons or in language lessons rather than setting a whole lesson for it.
Teachers deal with the pronunciation issues that are relevant to the particular structures or lexis included in the lesson. In the learning plans, all pronunciation
issues are relevant to the functions, structures and lexis to be dealt with.
How_to_integrate_pronunciation_in_listeningand_speaking_lessons ?

While teaching listening , students need to make the difference between phonemes. Then, to practice through drilling in order to use them correctly when
they speak. Let’s see the example of 1st year middle school:

a. Noticing : It is obvious that in listening and speaking lessons teachers use listening materials. They can read the words with the sounds : / ai / & / ei /
included in the listening material, then ask students to listen and tell what the difference is ( teachers use gestures of pronouncing and hearing to facilitate
the understanding of the instruction). Students will recognize the difference immediately through this simple #noticing_task. Teachers, then , write the
phonetic symbols of the two vowel sounds and the words classified accordingly.

b. Drilling : It is a crucial part of pronunciation work that helps students achieve better performance. First, ask students to repeat chorally ( get the whole
class to repeat ), then ask some of them to repeat individually. c. Eliciting : Ask students to give you previously studied words with the two sounds.
1st year middle school learners do not have enough background knowledge, so teachers can use prompts, pictures, mimes, ect…