4am Test4

4ms
Sequence: 3
Me, My Community And Citizenship
By Mr Djamel Djamel
Pre requisites :
- Imperative ( advice and recommendations )

- Present simple / future simple /imperative
- Sequencers
Communicative tasks :
- Open letter-
- Recipes
- Interview
- Debate/speech
- Problem solving
- Opinion gap
-Investigating
- Oral presentation
-Chaters
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 3 Session ; initial situation Framework: PDP
Me, my Community and Citizenship The main focus is on listening and
speaking
Objective of this session :to introduce and announce the communicative intention of the new sequence in terms of
topic, discourse, and structure.And to stimulate the students curiosity to learn this new sequence.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ flash cards/
produce.
lexis : Some lexis related to the topics of the
sequence : personality, personal profile,
dreams
Cross Curricular Competencies Core values
.Intellectual competency: The learner can use his critical thinking skills when gathering -Raising awareness of
information for learning and project work -he can understand and interpret verbal and
the importance of nationalsolidarity
non-verbal messages ฀He can solve problem situations using a variety of
communicationmeans ฀He can show creativity when producing oral and written - Promoting a world culture based on
messages ฀He canshow some degree of autonomy in all areas of learning mutual respect between people and
2.methodological competency : ฀He can work in pairs or in groups ฀He can use nations.
strategies for listening and interpreting oral discourse ฀He can develop effective study -valuing critical thinking
methods , mobilize his resources efficiently and manage his time rationally ฀He can -valuing freedom of speech
useinformation and communication technology whenever he needs it for learning and
-valuing wise, helpfu l
research ฀He can evaluate himself ฀He can evaluate his peers
3.communicative competency: ฀He can use drama and role-play to communicate advice/recommendations.
appropriately ฀He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures ฀He can process digital
data
4.personal and social competencies : ฀He is aware of his role and others' role in the
development of projects ฀He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently ฀He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of
Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
T greets his PPs .The PPs respond.
Warm
up The teacher shows his PPs some pictures ( or video segment Using prior
about a volunteer campaign ) which symbolize helping each knowledge
Pre Task other, charity , volunteer work ,environmental incidents …. flash V/
then ,invites his PPs to discuss in groups what do these pics cards A/
represent and share their thoughts.
T/L
a/v
W
board
To lead the
PPs to the
situation
T/L
Think aloud and share ;

The teacher asks some questions to brainstorm as many ideas as he can.
The
Task Can you live alone on this earth?,why ?
cycle Why do people help others?
What have you done recently that helped someone else?
What about your friends , ?Do you have some friends who
help people or students in need here in school or outside ?
Do you think that charity can change the society and make it
better ? W
How ? board
Do you think that we are all concerned to help others
Teacher writes the “initial situation” on the board.He reads

it.Then helps his pps to interpret it in terms of new lexis.
Initial situation
L/L V/
A/
Every day, You watch,you read or you K/T
hear about people asking for help .
But,at the sametimes,you hear about
friends who are engaged in
humanitarian activities.
to encourage
You feel concerned ,You want to make PPs to
your schoolmates aware of that. Write discuss and
an article for your school magazine to cooperate
show your school mates the importance to generate
of being charitable and how cant they
solutions
be good citizens.
T invites his pps to work in groups to discuss the problem and

suggest solutions in 10 minutes .
The teacher monitors and encourages his PPs .
The teacher invites his pps to read what they wrote. announce
the topics of
Using spider graphic organizer , the teacher starts the discussion sequence 3
To introduce the communicative intention of the new sequence T/L to engage
in terms of topics, discourse and structures.
the PPS and
stimulate
their
curiosity and
Give advice Make interest
recommendations
Defend
opinions and Sequence 3 -Compare
positive eating
Me, my Community habits and
actions
and Citizenship table
Experiences manners
Compare
Interviewing
recipes people ………and
other
topics……….
T : In this sequence : ‘ Me, my Community and Citizenship ‘’ We

are going to see all these topics and ideas
djamel djamel
Sequence 3 Lesson: I listen and do Framework: PDP
Me, my Community and Citizenship Language focus : language use
Learning Objective (s): By the end of the lesson, my pupils will be able to listen to a piece of advice and gather
information then analyse them and give their opinion s about them
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/
produce. textbooks/audio file
Target structure: - sequencers
.Intellectual competency: The learner can use his critical thinking skills when gathering valuing critical thinking
information for learning and project work -he can understand and interpret verbal and ■valuing freedom of speech
■valuing wise, helpfu l
communicationmeans ฀He can show creativity when producing oral and written
advice/recommendations.
messages ฀He canshow some degree of autonomy in all areas of learning
2.methodological competency : ฀He can work in pairs or in groups ฀He can use
strategies for listening and interpreting oral discourse ฀He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally ฀He can
3.communicative competency: ฀He can use drama and role-play to communicate
data

me work us ial kt
Warm
up Think –pair and share Set a good
Do you have a good relationship with your parents ? atmosphere to
What things you always do that make your parents happy ? arouse the VA
What things you always do and bug your parents ? learners’
Do they give you advice ? interest
Remember two pieces of advice your parents always give T/L
you and share them with us if it’s possible .
Pre
listening Mime it
Before students listen, the teacher writes on the board the To anticipate
topic of the subject : the topic
On the night before her death,a mother wrote a letter to her And Prepare
16-year-old daughter. students for the
Teacher mimes part of the letter to elicit the key words and vocabulary and
to arouse students interest.Then invites the PPs to listen and language
check . structures in W a/v
the script. board
The 1st listening
T: Listen to the mother and choose the correct answer
(a;b or c) (task 1 page 97). To listen and
choose the
The 2nd listening correct answer
Audio
The teacher invites his PPs to listen again to the beginning of file
the letter and choose the right phrase : “My …………Jana” To involve
T/L PPs in self
T: now work in pairs .Compare your answers in tasks 1 and 2 and peer
and correct each other. assessment
T/L
The 3rd listening
Text
The teacher invites his PPs to listen again and choose the To listen and book
correct statement (a,b or c) Task 5 page 97. identify the
correct
The 4th listening : meaning
While The teacher invites his PPs to listen again and match the
listening words that are closest in meaning to each other (Task 9 page V/
98). A/
K/T
The teacher invites his PPs to work in groups to discuss and say
what kind of person does the mother want her daughter to The PPs discuss Text
be (the teacher writes a list of characters and invites his PPS to share and
After choose ) : T/L book
listening defend their
Fearful - courageous- perseverant –caring – selfish- unselfish-
opinions .
Determined- frightened-
Do you agree with her ? Defend your opinion.
The PP can start like this :
Yes,I agree/No, I don’t agree with the mother’s piece of advice.
Because , I think …………………
djamel djamel
Sequence 3 Framework: PDP
Me, my Community and Citizenship Listening and doing
Language focus : language
learning/use
Learning Objective (s):By the end of this lesson the PPS will be able to listen to others’ opinions and gather information and
reinvest them to participate in a class debate then write an argumentative text where they give their arguments in order
using sequencers.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/textbooks/audio
produce. file
Target structure: - imperative
Sequencers : first / firstly second /
secondly . third / thirdly
data

me work us ial kt
Warm
up Recall the most important points which came in the mother’s Recall and bring
letter of advice part one Prior
Checking pre requisites knowledge into VA
Before students listen to part 2, the teacher reminds them the surface KT
with the use of imperative by writing some advice said by
the mother on the board like : T/L Check pre
“ go through the world with open eyes ” requisites
T: Where is the verb in this sentence.
Underline it. related to the
Where is the subject? use of
Go through is a verb in the imperative . imperatives
-Imperatives are verbs used at the beginning of sentences
either in the affirmative or negative to to give advice and
recommendations, to indicate instructions (like in a cooking
recipe), invitations, signs and notices or telling someone what
to do. W
-We use the base form of the verb without to such as: walk, board a/v
read,open,….etc and the command is given to (you ) .
-The imperative has "positive and negative" commands
Examples :
Pre Advice and recommendations :
listening - Have courage.
- Don’t be frightened and sad
The 1st listening

T: Listen to the mother reading part 2 of the letter and copy T/L
out the three imperative verbs that you hear at the beginning To listen and
of this letter. (task 18 page 99) identify the
T/L correct answers Text
The 2nd listening book
The teacher invites his PPs to listen again to part2 and match To listen and
While each of the three imperative verbs (found in task 18 ) with identify the
listening its corresponding definition (task 19 page99) right definition
T: Now work in pairs .Compare your answers in tasks 18 and To involve Text
19 and correct each other. PPs in self book
and peer
The 3rd listening assessment
The teacher invites his PPs to listen again and fill in each gap To listen and
with one word (Task 20 page 99). L/L Fill in the gap V/
A/
Home work : Task 24 page 100
Which of the three types of people will you become friends The PPs discuss
After with (a,b or c) .Choose the answer you agree with (a,b or c) and defend
listening and explain to your classmates the reasons why this is the their opinions
right answer.
I write
Objective : by the end of this session the PPs will be able to work with a group of partners to write an
argumentative texts using sequencers
Target structure
Sequencers (firstly , secondly , thidly /first , second , third)
The 1st stage

The teacher helps his PPs to remember the most famous advice came in the mother’s letter to her daughter.
Then , the teacher checks the home work given to the PPs during the last session (task 24 page 100) and invites some of the
learners to share their answers.
The 2nd stage : A class debate ( listening and speaking)

 Using think –aloud and share strategy , all the pupils should take part in this debate.
 The PPS should listen to their classmates and take notes.
T : The mother advises her daughter to ‘’fight and die ‘’for her opinion.
What does she mean by that?
Is she right ?
Who are for ? who are against ?
Those who are for ,should give one or more arguments.
Those who are against should give one or more arguments.
And you, will you fight and die for your opinion ?
The 3rd stage I write

When the class debate is over ,the PPs are invited to work with a group of partners and write a short report to summerize the
classmates opinions and arguments .
The teacher explains and shows the PPs how order and their arguments
T : To sequence (to put in order) your arguments in an argumentative text , you can use the following sequencers :
First/ Firstly (for the 1st argument ) ; Second/Secondly (for the 2nd argument) ; Third/ Thirdly ( for the 3rd argument).
T : Firstl, Secondly ,Thirdly are more formal than First,Second,Third
T : You can use : The first ,second, third argument/ point is……….
The PPs can use the following lay out to write their reports :
Those of our classmates who agree with Jana’s mother put forward the following arguments , Firstly , they think that ……..
Secondly , …………Thirdly ;……………
Those who disagree argue that …………………………………..

djamel djamel
Sequence 3 I PRACTISE Framework: PPU
Me, my Community and Citizenship Language focus : language
learning/use
Learning Objective (s): by the end of this lesson my PPS will be able to give advice and recommendation using imperatives.
Aand the modals should and shouldn’t
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbooks.
produce.
Target structure: - simple past
2.methodological competency : ฀He can work in pairs or in groups ฀He can use .
data

me work us ial kt
Warm To help the
up The teacher starts by helping the PPs to remember the main learners bring
points which came in the mother’s letter and refreshing the his/her prior
PPs’ minds about the use of imperative to give advice and knowledge into VA
how to form its positive and negative. surface KT
Discuss with your partner and share:
T: When the mother advises her daughter to “ go through the T/L
world with open eyes” she means :
The a) “Pay attention and don’t ignore people around you”
presenta And that also means Giving the
tion b) “You should pay attention and you shouldn’t ignore opportunity to
the people around you . the learners to
T : Now consider the statements a and b and tell us the guess and elicit
the new
differences you can notice .
structure
“ The teacher elicits the differences between giving
advice using imperative / using the moda verb l should
The teacher highlights rules W
In English, one way to ask for or give advice is using board a/v
the modal verb SHOULD. highlighting
We can make this type of question using …. rules
Should I + verb…?
For example:
Should I eat or Should I visit the doctor ?
One common way to respond to a question
Practice with SHOULD is to also use SHOULD in the
answer.
You can start by saying:
T/L
I think you should + verb*
I think you shouldn’t+verb……
Remember we say : he should/ she should.
T/L W
board
Task 1 : Reorder the words to get meaningful sentences.
1- involved- charity work- We – in –be-should.
2- shouldn’t- ignore- Citizens- their – duties.
3- respect -of others-should-We –the opinion.
4-people to smoke in public places-be - free –shouldn’t V/
Task 2 Make sentences using should or shouldn’t A/
people / watch / less TV - Consolidate and
______________________________________ reinforce the
the pupils / throw / litter/ - PPs
______________________________________ understanding
We / encourage / citizenship in terms of
______________________________________ form/meaning
/use
Task 3 (Task 6 page115 oral)
Task 4 I work with my partners , and give advice using should

and shouldn’t
My classmate is often late for school.
_______________________________________
My friend is selfish
The PPs
_______________________________________
Use reinvest what
My mother has got a terrible headache.
they learnt to
_______________________________________
give advice
My classmate throws rubbish everywhere.
using should
_______________________________________
My brother gets very bad marks at school.
_______________________________________
djamel djamel
Sequence 3 Lesson: I listen and do Framework: PDP
information then analyse them and give their opinion s about them
Target structure: - sequencers
data

me work us ial kt
Warm
up Think –pair and share Set a good
Do you have a good relationship with your parents ? atmosphere to
What things you always do that make your parents happy ? arouse the VA
What things you always do and bug your parents ? learners’
Do they give you advice ? interest
Remember two pieces of advice your parents always give T/L
you and share them with us if it’s possible .
Pre
listening Mime it
Before students listen, the teacher writes on the board the To anticipate
topic of the subject : the topic
On the night before her death,a mother wrote a letter to her And Prepare
16-year-old daughter. students for the
Teacher mimes part of the letter to elicit the key words and vocabulary and
to arouse students interest.Then invites the PPs to listen and language
check . structures in W a/v
the script. board
The 1st listening
T: Listen to the mother and choose the correct answer
(a;b or c) (task 1 page 97). To listen and
choose the
The 2nd listening correct answer
Audio
The teacher invites his PPs to listen again to the beginning of file
the letter and choose the right phrase : “My …………Jana” To involve
T/L PPs in self
T: now work in pairs .Compare your answers in tasks 1 and 2 and peer
and correct each other. assessment
T/L
The 3rd listening
Text
The teacher invites his PPs to listen again and choose the To listen and book
correct statement (a,b or c) Task 5 page 97. identify the
correct
The 4th listening : meaning
While The teacher invites his PPs to listen again and match the
listening words that are closest in meaning to each other (Task 9 page V/
98). A/
K/T
The teacher invites his PPs to work in groups to discuss and say
what kind of person does the mother want her daughter to The PPs discuss Text
be (the teacher writes a list of characters and invites his PPS to share and
After choose ) : T/L book
listening defend their
Fearful - courageous- perseverant –caring – selfish- unselfish-
opinions .
Determined- frightened-
Do you agree with her ? Defend your opinion.
The PP can start like this :
Yes,I agree/No, I don’t agree with the mother’s piece of advice.
Because , I think …………………
djamel djamel
Sequence 3 Framework: PDP
Me, my Community and Citizenship Listening and doing
Language focus : language
learning/use
Learning Objective (s):By the end of this lesson the PPS will be able to listen to others’ opinions and gather information and
reinvest them to participate in a class debate then write an argumentative text where they give their arguments in order
using sequencers.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/textbooks/audio
produce. file
Target structure: - imperative
Sequencers : first / firstly second /
secondly . third / thirdly
data

me work us ial kt
Warm
up Recall the most important points which came in the mother’s Recall and bring
letter of advice part one Prior
Checking pre requisites knowledge into VA
Before students listen to part 2, the teacher reminds them the surface KT
with the use of imperative by writing some advice said by
the mother on the board like : T/L Check pre
“ go through the world with open eyes ” requisites
T: Where is the verb in this sentence.
Underline it. related to the
Where is the subject? use of
Go through is a verb in the imperative . imperatives
-Imperatives are verbs used at the beginning of sentences
either in the affirmative or negative to to give advice and
recommendations, to indicate instructions (like in a cooking
recipe), invitations, signs and notices or telling someone what
to do. W
-We use the base form of the verb without to such as: walk, board a/v
read,open,….etc and the command is given to (you ) .
-The imperative has "positive and negative" commands
Examples :
Pre Advice and recommendations :
listening - Have courage.
- Don’t be frightened and sad
The 1st listening

T: Listen to the mother reading part 2 of the letter and copy T/L
out the three imperative verbs that you hear at the beginning To listen and
of this letter. (task 18 page 99) identify the
T/L correct answers Text
The 2nd listening book
The teacher invites his PPs to listen again to part2 and match To listen and
While each of the three imperative verbs (found in task 18 ) with identify the
listening its corresponding definition (task 19 page99) right definition
T: Now work in pairs .Compare your answers in tasks 18 and To involve Text
19 and correct each other. PPs in self book
and peer
The 3rd listening assessment
The teacher invites his PPs to listen again and fill in each gap To listen and
with one word (Task 20 page 99). L/L Fill in the gap V/
A/
Home work : Task 24 page 100
Which of the three types of people will you become friends The PPs discuss
After with (a,b or c) .Choose the answer you agree with (a,b or c) and defend
listening and explain to your classmates the reasons why this is the their opinions
right answer.
I write
Objective : by the end of this session the PPs will be able to work with a group of partners to write an
argumentative texts using sequencers
Target structure
Sequencers (firstly , secondly , thidly /first , second , third)
The 1st stage

The teacher helps his PPs to remember the most famous advice came in the mother’s letter to her daughter.
Then , the teacher checks the home work given to the PPs during the last session (task 24 page 100) and invites some of the
learners to share their answers.
The 2nd stage : A class debate ( listening and speaking)

 Using think –aloud and share strategy , all the pupils should take part in this debate.
 The PPS should listen to their classmates and take notes.
T : The mother advises her daughter to ‘’fight and die ‘’for her opinion.
What does she mean by that?
Is she right ?
Who are for ? who are against ?
Those who are for ,should give one or more arguments.
Those who are against should give one or more arguments.
And you, will you fight and die for your opinion ?
The 3rd stage I write

When the class debate is over ,the PPs are invited to work with a group of partners and write a short report to summerize the
classmates opinions and arguments .
The teacher explains and shows the PPs how order and their arguments
T : To sequence (to put in order) your arguments in an argumentative text , you can use the following sequencers :
First/ Firstly (for the 1st argument ) ; Second/Secondly (for the 2nd argument) ; Third/ Thirdly ( for the 3rd argument).
T : Firstl, Secondly ,Thirdly are more formal than First,Second,Third
T : You can use : The first ,second, third argument/ point is……….
The PPs can use the following lay out to write their reports :
Those of our classmates who agree with Jana’s mother put forward the following arguments , Firstly , they think that ……..
Secondly , …………Thirdly ;……………
Those who disagree argue that …………………………………..

djamel djamel
learning/use
Learning Objective (s): by the end of this lesson my PPS will be able to give advice and recommendation using imperatives.
Aand the modals should and shouldn’t
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbooks.
produce.
Target structure: - simple past
data

me work us ial kt
Warm To help the
up The teacher starts by helping the PPs to remember the main learners bring
points which came in the mother’s letter and refreshing the his/her prior
PPs’ minds about the use of imperative to give advice and knowledge into VA
how to form its positive and negative. surface KT
Discuss with your partner and share:
T: When the mother advises her daughter to “ go through the T/L
world with open eyes” she means :
The a) “Pay attention and don’t ignore people around you”
presenta And that also means Giving the
tion b) “You should pay attention and you shouldn’t ignore opportunity to
the people around you . the learners to
T : Now consider the statements a and b and tell us the guess and elicit
the new
differences you can notice .
structure
“ The teacher elicits the differences between giving
advice using imperative / using the moda verb l should
The teacher highlights rules W
In English, one way to ask for or give advice is using board a/v
the modal verb SHOULD. highlighting
We can make this type of question using …. rules
Should I + verb…?
For example:
Should I eat or Should I visit the doctor ?
One common way to respond to a question
Practice with SHOULD is to also use SHOULD in the
answer.
You can start by saying:
T/L
I think you should + verb*
I think you shouldn’t+verb……
Remember we say : he should/ she should.
T/L W
board
Task 1 : Reorder the words to get meaningful sentences.
1- involved- charity work- We – in –be-should.
2- shouldn’t- ignore- Citizens- their – duties.
3- respect -of others-should-We –the opinion.
4-people to smoke in public places-be - free –shouldn’t V/
Task 2 Make sentences using should or shouldn’t A/
people / watch / less TV - Consolidate and
______________________________________ reinforce the
the pupils / throw / litter/ - PPs
______________________________________ understanding
We / encourage / citizenship in terms of
______________________________________ form/meaning
/use
Task 3 (Task 6 page115 oral)
Task 4 I work with my partners , and give advice using should

and shouldn’t
My classmate is often late for school.
_______________________________________
My friend is selfish
The PPs
_______________________________________
Use reinvest what
My mother has got a terrible headache.
they learnt to
_______________________________________
give advice
My classmate throws rubbish everywhere.
using should
_______________________________________
My brother gets very bad marks at school.
_______________________________________
djamel djamel
Sequence 3 Lesson: I practise Framework: PPU
learning/ use
information then analyse them and give their opinion s about them .
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbooks/
produce.
Target structure: - conditional type 1
Simple present/simple future
.Intellectual competency: The learner can use his critical thinking skills when gathering -valuing critical thinking
data

me work us ial kt
Warm
up A game :Talk for one minute
The teacher prepares 6 funny questions and asks a pupil to
choose one question to answer but the PP should talk for one Use prior VA
minute. knowledge/set
What will you do if you loose your mobile ? a good climate
What will you do if you loose the house keys ? T/L for work
What will you do if your mother enters now ?
What will you do if you see some one you miss ?
What will you do if you see a bad dream ? To introduce the
What will you do if I give you 1000 0000 dollars ? target structure
in a context
presenta The teacher draws the following table on the board , suggests
tion some facts and invites the PPS to think about the consequences/
results and share them
Facts Consequences to elicit the
If you eat too much You’ll ……………… rules of W A/
If you meet him Tell him ………….. .
conditional board V
If she prepares well this year She ‘ll ………………….
If I listen to my father’s advice …………………………….
type 1
T : Now ;Underline the verbs in the simple present and circle
those in the simple future.
What do you notice ? in which parts the verbs are in

present/future ?
T/L
Then , the teacher joins the parts of one of the complex sentences
above inviting his learners to consider it and do the same with
other sentences : Text
Example : If you eat too much , You ‘ll be fat. T/L book
Practice Teacher elicits the structure of conditional type one from the To check and
reinforce the use
students: Conditional type
1 in terms of
IF + SIMPLE PRESENT + SIMPLE FUTURE meaning / form
The teacher weites the 2nd example and elicits rules : /use
If you meet him ,tell him about my proble Text
IF + SIMPLE PRESENT + Imperative book
V/
For further explanation , the teacher highlights more rules A/
about conditional type 1 ( my grammar tools page 112) T/L K/T
Practice :
The PPS are requested to do the following tasks :
Task 8 page 115
Write the correct form of the verbs in brackets : present or future.
Task 9 page 115 : Match each imagined future situation with its
corresponding result.
Task 10 page 115: Combine each pair clauses (condition and

result) IN TASK 9 starting with if clause .
Task 11 page 115 Rewrite all the combined sentences in task 10, PPs use what
starting with result /main clause. they learnt to
produce
Use : examples where
Task 12 page116 : the PPs work in pairs and each one think about they give their
USE
a solution and shares it with his partner. own opinions
What will you advise your classmate to do in each of the situations and advice
(a,b,c,d,e) ?
djamel djamel
Sequence 3 Listening and speaking Framework: PDP
Learning Objective (s): by the end of this lesson my learner will be able to give an oral presentation before his
classmates about some thing he sees important..
The PPS document a topic on the web.
Target structure: - imperatives
/sequencers
. 1.Intellectual competency: valuing human experience

- The learner can use his critical thinking skills when gathering and its role in shaping
information for learning and project work -he can understand and interpret character, personality and
verbal and dream.
non-verbal messages
2 Methodological competency: Respect the opinion of the others
- He can work in pairs or within the whole class.
- He can mobilize his resources
3.Communicative competency:
He can face an audience
4. Personal and social competencies:
- He socialises through oral or written exchanges.

me work us ial kt
Warm To anticipate
up The teacher writes the question below on the board then invites the topic
the PPS to think about the answer ; And Prepare
Tell us about things you personally see extremely important to students for the VA
succeed in your life . vocabulary and
Pre language
The teacher helps his PPS to remember the most important
listening T/L structures in
points and advice which came in the mother’s letter to her
the script.
daughter Jana.
The 1st listening

To listen and
T: Listen to Jana’s mother reading part 3and choose the
choose the
values of pieces of advice (a;b ,c,etc) (task 31 page 101).
While correct answer
listening The 2nd listening
Audio
The teacher invites his PPs to listen again and copy down the To involve file
sentence that expresses the argument used by the mother to PPs in self a/v
convince her daughter of the importance of “learning, and peer
reading and studying languages”.(task33 page 101) assessment
T: Now work in pairs .Compare your answers in tasks 31 and

33 and correct each other.
To listen and
The 3rd listening identify the
correct answer
The teacher invites his PPs to listen again part3 and choose
the correct statement (a,b c,d) Task 35 page 101. T/L
The 4th listening : WB

The teacher invites his PPs to listen again write the missing T/L
verbs in the following sentences from the letter (Task 39 To listen and
page 101). find the missing
word
39and correct each other.
The teacher invites his PPs to prepare an oral presentation and

Post give it before their classmates about the importance /benefits of The PPs face an
studying foreign language using the following steps ;
listenin audience
(see task 41 page102)
g /reinvest what Text
Note : The other learners take note while their classmates giving
theur oral presentations about the mistakes they makes in terms they learnt to book
the weakness or strenght of their arguments to be for or against. make an oral V/
T/L presentation . A/
K/T
Home work : (task 54 page 103) For home work , I will go on the
internet ;google the name of the mother (see photo caption on the right
) and find out about her life story (her biography) then , I will present
the mother’s Bio Card to my class
I speak
The 1st stage
- The teacher checks the home work.

- The PPS work in groups ,exchange ideas on the mother’s Bio Card.
- Each group presents his work to the class.
The second stage
The teacher invites the PPS to review all the previous listening tasks and make a list of all the pieces of advice the mother
gives to her daughter . Then answer the following questions :
Do you think that Jana’s mother is a good parent ?
Did she give her daughter the right kind of advice to be come a good person and a good member of ‘’ human society’
Defend your opinion before your classmates.
The learners express their opinions freely and can use the following vocabulary :
- I think/believe (or I don(t think/believe)

- In my opinion , it’s right/wrong ( or quite right/ quite wrong)
- I approve of/ disapprove of ( strongly approve of /strongly disapprove of)
- It(s a quite idea(thing)……..
djamel djamel
Sequence 3 Listening and speaking Framework: PDP
Learning Objective (s): -by the end of this lession my PPs will be to talk about his family’s eating habits and table
manners.
Target structure: - simple present/ plural
Intellectual competency: The learner can use his critical thinking skills when gathering .
Raising awareness of
the influence of other
messages ฀He canshow some degree of autonomy in all areas of learning cultures on one’s own
2.methodological competency : ฀He can work in pairs or in groups ฀He can use Raising awarness of the importance of
strategies for listening and interpreting oral discourse ฀He can develop effective study table manners
methods , mobilize his resources efficiently and manage his time rationally ฀He can Respect other cultures
data

me work us ial kt
Warm
up A class discussion Brainstorm ideas
T : let’s talk about the origin of some food , dishes and some about types of
table manners around the world food /activate VA
What’s the origin of : the learner’s
prior knowledge
Rice , couscous, sushi ; pasta, paella…………………….
T : Which food Chinese people prefer ? T/L
How do chinese people eat ?
Before What do they use to eat?
involving the
listening How do European people eat ? ‘( in a family or
learners /.paving
individually)
the way ./
What do they use ? ( knives, forks………..) ? Introducing the
What about Algerian people ? key words
Do women eat with men ?or separately ? needed to
Do Algerian people prefer to sit around tables or maidas . understand the
conversation
The teacher elicits the keywords which are : W a/v
One common plate,brass tray,maida, tables,silverware,brass board
trays brass trays , mattresses or carpets on the floor –
tablecloth, plates, and silverware
T : Mrs Driff the famous Algerian figurehas kindly accepted to
be interviewed and talk to you in your course book .
While The 1st listening

Gist listening to
Listening T: Listen to part 1 of Mrs Drif’s interview and choose the get general idea
correct answer (a;b ,c,or d) (task 58 page 104). about the Audio
T/L conversation file
The 2nd listening
The teacher invites his PPs to listen again to part1 and T/L
complete the table with the following words and phrases
(task60 page 104) listen and
WB
complete
60 and correct each other. encourage peer
The PPS are invited to work in pairs and do tasks 62 and 63 correction
page 104.
The 3rd listening
The teacher invites his PPs to listen again part1and each

pupil asks his/her partner 3or 4 questions to find out about The PPs
his/her family’s way of eating .The questions can be about T/L
reinvest what
V/
the place where the family eats/ the furniture/ the utensils they learnt to
After A/
(see task 66 page105) interview each
listenin K/T
other
g
T: Now change the role with your partner and answer the Text
questions. book
djamel djamel
Sequence 3 Lesson: I practise Framework: PPU
learning/ use
Learning Objective (s): by the end of this lesson my learner will be able to give instructions using imperative.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbooks
produce.
Target structure: - imperatives
/sequencers
. 1.Intellectual competency: valuing national identity and culture.

- The learner can use his critical thinking to deducethe rules promoting a world culture based on
2 Methodological competency: mutual respect between nations.
- He can work in pairs or within the whole class.
- He can mobilize his resources .
3.Communicative competency: .
He can interpret a recipe
- He socialises through oral or written exchanges.

me work us ial kt
Warm
up Do you like cooking ? Set a good
Do you help your mothers when she cooks ? atmosphere to
Does your mother use recipes when she cooks ? arouse the VA
Can you name some cakes /dishes/ drinks you or your learners’
mothers do at home ? Can you tell us about the
interest
ingredients to make them ?
T/L
The teacher asks his PPs to work in pairs and do Task 1page
Presenta
114 :
tion
They put verbs in brackets in the imperative
Giving the
opportunity to
1. Then , the PPS are requested to reorder the jumbled
instructions about how to make mint tea. the learners to
guess and elicit
Numbers 1 2 3 4 5
the new
structure
Letters W a/v
board
T : Check the ingredients again and answer the

questions :
2- list the ingredients we need to make mint tea ?
3- Do you need milk?
4- What about eggs ?
5- Find all the kitchen utensils you need.
6- Do you know other kitchen utensils ? T/L
T : Spot the verbs in the first instruction instructions.
What do you notice ?
PPS :The verb is in the imperative. T/L Highlighting WB
Teacher highlights rules rules
Wash is a verb in the imperative .
-Imperatives are verbs used at the
beginning of sentences either in the
affirmative or negative to indicate
advice ;instructions, invitations, or telling someone what to
do.
-We use the base form of the verb
without to such as: walk, read,
open,….etc and the command is given to
(you ) .
-The imperative has "positive and
negative" commands ex: peel potatoes! T/L
- Don't add water
T : Read the instructions and sort out the other verbs in the
Practic imperative. Text
e book
After reordering the jumbled instructions ,the PPS are invited Check and
to put them in a coherent paragraph using sequencers : consolidate in
First, next ; then , after that , finally. term of form and
The learners start like this : First, wash the tea with hot water meaning
V/
Then ; the PPS are invited to do task 4 page 114 The pps can use A/
what they have K/T
learnt
T : Now , work with your partners ,You use a dictionary to
Use make a list of all the ingredients and kitchen utensils we need
to make cheese omelette as in task 4 page 115
Consolidate
Task one :
Work with your partners and reorder the following istructions to get a recipe of pineapple juice :
2. A) Add more water if the juice is too thick.

b)Pour the juice in serving glasses.
3. C)Peel ½ kilo of pineapple and chop it into small pieces.
4. D)Add the pineapple pieces in a blender along with water and sugar.
5. E) Blend to make a smooth juice.
6. F) Strain the juice using a soup strainer.
Task 2 :
I work with my partner to write each noun next to the verb it goes with. Some nouns can be
used more than once.
bread- cake – butter- salt –oven- eggs- meat
1. Turn on the ………. . 5. Sprinkle
some…………….. on the meat.
2. boil some …………….. . 6. Fry the………….. in
a pan.
3. Spread the ……………… . 7. Melt………………
the in a pan.
4. Bake the …………... 8. Preheat the ……… .
9- roast ……………….. 10 grill ………………..
Task 3 laugh and learn

T INVITES HIS PUPILS TO CHOOSE ONE INSTRUCTION AND ACT IT IN FRONT OF THEIR
PARTNERS.
1 -Cut onions into small pieces.
2- break 3 eggs in the frying pan.
3 boil water.
4-Grill meat
5- fry potatoes
djamel djamel
learning/use
Learning Objective (s): by the end of this lesson my learner will be able to talk about his likes ,dislikes and
hobbies using a correct pronunciation of -/ŋ/ sound
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ textbooks/flash
interpret – produce. cards.
Target structure: -like , love, hate, enjoy
+ v ing different adjectives Ask and
answer about hobbies
.Intellectual competency: The learner can use his critical thinking skills when gathering Valuing critical thinking
advice/recommendations
data

me work us ial kt
Warm To help the
up The teacher shows the PPS some flash cards which represent learners bring
interests /hobbies like : his/her prior Flash
knowledge into cards VA
surface KT
T/L
The
presenta
tion
W a/v
board
Practice
T/L
T/L
W
board
Volunteer work -collecting coins , collecting stamps , video games ,
acting ,skateboarding , playing chess ……………
T asks the learners : What do you do after school ?
T :Do you have a hobby /interests? V/
A/
The teacher invites his learners to work in pairs and complete the
following dialogue with : - -playing , like , hate- helping
Teacher :What do you do in your free time,Sarah ?
Sarah :I love …………… chess
Teacher : And you Christina ? Giving the
Christina :Yes , as you know .I …………… working as a opportunity to
volunteer in a charity.I enjoy …………..people.I ………..wasting the learners to
time in playing and talking about people guess and elicit
The teacher elicits the target structure the new
T : Spot the verbs which mean like and don’t like structure
T : Look at the words which follow them. Are they verbs or
nouns ? How are these verbs formed ?
The teacher highlights rules

highlighting
To ask about someone interest or hobby I say : rules
What are you good at ? Are interested in …. ? What do you
like doing in your freetime ?
To talk about my interests/hobbies I say : I’m good at
…………… I enjoy (+v+ing
) I love +v+ing
I’m crazy about +v+ing
I'm interested in (+ noun or a gerund)
I'm keen on (+ noun or a gerund) Check and
To talk about something I’m not interested in I say Consolidate
I don’t like + v+ing/ I don’t enjoy ……. /I ‘m not keen on the PPs
………………. I hate +v+ing understanding
The target
Note : The teacher devotes time to present the correct structure in
pronunciation of the /ŋ/ terms of
Task one : I look at the list of hobbies above and tell my form/meaning
friends about which I like and which I don’t like doing . /use
Example : I love …………………………………….but I don’t like
Task two : I move in the class and ask my classmates about
what they like/don’t like doing in their free time ?
Example : What is your hobby /interest………. ? Are you good
at ……………. ? Why do you like…… ?
The PPS’ answers can be : it keeps me fit. ...it gets me out of
the house,! ...it's sociable. I meet lots of new people. ...it
gives me something interesting to do with my time…………. The PPs
Then I report : reinvest what
Example : My classmate Mohamed loves…………….because they learnt to
………………………… produce written
Use Task three : I tell my classmates about 3 thing I like doing and examples
three things I dont like doing .
I use : like/ enjoy/hate/ prefer
djamel djamel
Sequence 3 I pronounce Framework: PPU
learning/use
Learning Objective (s): By the end of the lesson, my pupils will be able to share their opinions using a correct
pronunciation and identifying the silent
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbook
produce.
Target sounds: - the silent letters: h-l-b-n-
w
.Intellectual competency: The learner can use his critical thinking skills when gathering valuing human experience
and its role in shaping character,
communicationmeans ฀He can show creativity when producing oral and written personality and dream.
messages ฀He canshow some degree of autonomy in all areas of learning Respect the opinion of others
data

me work us ial kt
Warm The teacher greets his pps .The pupils respond.

up T invites his pps to sing the song of the English alphabet. Prepare the
Teacher tells the students that today he will be talking about learner for the
silent letters. next phase VA
T explains that silent letters are letters that are spelled but KT
are not pronounced. These letters can come at the beginning,
middle, and end of words. T/L
Teacher may well reminds his pps of the silent letters which
they have already seen before (2ms/ 3ms) like : the letter r in
car /H in What - /k in well-known /w in -who and t in Giving the
Presenta mustn’t opportunity to
tion The presentation of the targeted sounds the learners to
Teacher : Now ,listen to me reading some words then circle guess and elicit
the letters which are not pronounced : the target
Knife – answer- walk – lamb - autumn sounds
T eacher explains that there are silent letter rules that will help W
them recognize when these letters should be silent board a/v
The teacher highlights rules of the silent letters : k-w-l-b-n
(My Pronunciation Tools page 108)
Drilling (individual/chorus)
The teacher invites his PPS to listen to him and repeat individual
Practice /chorus( I listen and repeat page 108) Highlighting
Guided practice
rules
Recogonizing and identifying the target sounds
The PPS are invited to do task 1 page 110 ,the learners listen and
identify the intruder in each list. T/L
The PPS are asked to add one word in each list.
The students are invited to work in pairs compare each other
answers, read My Pronunciation Tools again and correct each T/L Text
other book
Autonomy (independent work) To recognize
Some pupils are invited to read aloud the text in task 7 and and shape the
Use identify the silent letters while their classmates help them to L/L PPs’
correct their pronunciation mistakes pronunciation
of the sounds V/
To reconize and Text A/
memorize book K/T
The sounds
djamel djamel
Sequence 3 I pronounce Framework: PPU
learning/use
Learning Objective (s): By the end of the lesson, my pupils will be able to share their opinions using a correct
pronunciation and identifying the silent
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbook
produce.
Target sounds: - the silent letters: h-l-b-n-
w
and its role in shaping character,
communicationmeans ฀He can show creativity when producing oral and written personality and dream.
messages ฀He canshow some degree of autonomy in all areas of learning Respect the opinion of others
data

me work us ial kt
Warm The teacher greets his pps .The pupils respond.

up T invites his pps to sing the song of the English alphabet. Prepare the
Teacher tells the students that today he will be talking about learner for the
silent letters. next phase VA
T explains that silent letters are letters that are spelled but KT
are not pronounced. These letters can come at the beginning,
middle, and end of words. T/L
Teacher may well reminds his pps of the silent letters which
they have already seen before (2ms/ 3ms) like : the letter r in
car /H in What - /k in well-known /w in -who and t in Giving the
Presenta mustn’t opportunity to
tion The presentation of the targeted sounds the learners to
Teacher : Now ,listen to me reading some words then circle guess and elicit
the letters which are not pronounced : the target
Knife – answer- walk – lamb - autumn sounds
T eacher explains that there are silent letter rules that will help W
them recognize when these letters should be silent board a/v
The teacher highlights rules of the silent letters : k-w-l-b-n
(My Pronunciation Tools page 108)
Drilling (individual/chorus)
The teacher invites his PPS to listen to him and repeat individual
Practice /chorus( I listen and repeat page 108) Highlighting
Guided practice
rules
Recogonizing and identifying the target sounds
The PPS are invited to do task 1 page 110 ,the learners listen and
identify the intruder in each list. T/L
The PPS are asked to add one word in each list.
The students are invited to work in pairs compare each other
answers, read My Pronunciation Tools again and correct each T/L Text
other book
Autonomy (independent work) To recognize
Some pupils are invited to read aloud the text in task 7 and and shape the
Use identify the silent letters while their classmates help them to L/L PPs’
correct their pronunciation mistakes pronunciation
of the sounds V/
To reconize and Text A/
memorize book K/T
The sounds
djamel djamel
learning/use
Learning Objective (s): by the end of this lesson my learner will be able to talk about his likes ,dislikes and
hobbies using a correct pronunciation of -/ŋ/ sound
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ textbooks/flash
interpret – produce. cards.
Target structure: -like , love, hate, enjoy
+ v ing different adjectives Ask and
answer about hobbies
and its role in shapingcharacter,
communicationmeans ฀He can show creativity when producing oral and written personality and dream
messages ฀He canshow some degree of autonomy in all areas of learning .
2.methodological competency : ฀He can work in pairs or in groups ฀He can use Being positive
data

me work us ial kt
Warm To help the
up The teacher shows the PPS some flash cards which represent learners bring
interests /hobbies like : his/her prior Flash
knowledge into cards VA
surface KT
T/L
The
presenta
tion
W a/v
board
Practice
T/L
T/L
W
board
Volunteer work -collecting coins , collecting stamps , video games ,
acting ,skateboarding , playing chess ……………
T asks the learners : What do you do after school ?
T :Do you have a hobby /interests? V/
A/
The teacher invites his learners to work in pairs and complete the
following dialogue with : - -playing , like , hate- helping
Teacher :What do you do in your free time,Sarah ?
Sarah :I love …………… chess
Teacher : And you Christina ? Giving the
Christina :Yes , as you know .I …………… working as a opportunity to
volunteer in a charity.I enjoy …………..people.I ………..wasting the learners to
time in playing and talking about people guess and elicit
The teacher elicits the target structure the new
T : Spot the verbs which mean like and don’t like structure
T : Look at the words which follow them. Are they verbs or
nouns ? How are these verbs formed ?
The teacher highlights rules

highlighting
To ask about someone interest or hobby I say : rules
What are you good at ? Are interested in …. ? What do you
like doing in your freetime ?
To talk about my interests/hobbies I say : I’m good at
…………… I enjoy (+v+ing
) I love +v+ing
I’m crazy about +v+ing
I'm interested in (+ noun or a gerund)
I'm keen on (+ noun or a gerund) Check and
To talk about something I’m not interested in I say Consolidate
I don’t like + v+ing/ I don’t enjoy ……. /I ‘m not keen on the PPs
………………. I hate +v+ing understanding
The target
Note : The teacher devotes time to present the correct structure in
pronunciation of the /ŋ/ terms of
Task one : I look at the list of hobbies above and tell my form/meaning
friends about which I like and which I don’t like doing . /use
Example : I love …………………………………….but I don’t like
Task two : I move in the class and ask my classmates about
what they like/don’t like doing in their free time ?
Example : What is your hobby /interest………. ? Are you good
at ……………. ? Why do you like…… ?
The PPS’ answers can be : it keeps me fit. ...it gets me out of
the house,! ...it's sociable. I meet lots of new people. ...it
gives me something interesting to do with my time…………. The PPs
Then I report : reinvest what
Example : My classmate Mohamed loves…………….because they learnt to
………………………… produce written
Use Task three : I tell my classmates about 3 thing I like doing and examples
three things I dont like doing .
I use : like/ enjoy/hate/ prefer
Tutorial session
Objective : The learner will be able to share his opinion and give his point of view freely on different issues.
Material : Dictionaries, the student books.
Domain : oral
Stage one : The teacher helps his PPS to remember some useful vocabulary people use when they express their
opinions like :
- I think/believe (or I don(t think/believe)

- In my opinion , it’s right/wrong ( or quite right/ quite wrong)
- I approve of/ disapprove of ( strongly approve of /strongly disapprove of)
- It(s a quite idea(thing)……..
Stage two :
Teacher : There are other vocabulary frequently used when we deal with arguments.
The teacher provides his PPS with dictioaries and invites them to do task 16 page 116 and tasks 18 and 19 page 117.
Stage two :
The teacher writes on the board part 4 from the mother’s letter ,then invites them to read it ,list all the pieces of advice in
this part
Discuss them with your partners and say your opinion about them using the vocabulary learnt before.
The listening script part 4 :
Another value is work. Learn to love work! But even if you have to leave school one day and work, don’t stop learning and
studying. Read much, and study languages. You will broaden your mind and multiply its content. When I was in prison in
Germany during WWII, I read the letters of Maria. There s a to her daughter Marie Antoinette, the last queen of France. If you
see that book, 11 remember that I made up my mind at that time to write you this letter about my experiences and give you
some helpful advice. Extracts adapted from: “Women of Prague” by W. A. Iggers, Berghahn Books, Oxford, UK, 1995
djamel djamel
Sequence 2 Lesson: I read and do 1 Framework: PDP
Me, My Community And Citizenship Language focus : language use
Learning Objective (s): By the end of the lesson, my pupils will be able to: read an arguentative text about
‘globalisation’ sort out information. The PPS can discuss ,share and defend their opinions about globalisation
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board /textbooks/
produce.
Target structure: - simple present-
sequencers
.Intellectual competency: The learner can use his critical thinking skills when gathering Valuing critical thinking
■valuing national identity and culture
Raising the learners’ awareness about the
effects of the globalisation
websites page , discussion forums , platforms to interact with learners of other .
cultures -hecan use information and communication technology such as blogs ,
websites page , forumsof discussion , to interact with learners of other cultures ฀He
can process digital data

me work us ial kt
Warm A class debate :
up The teacher starts by writing the following quotation : ‘The Bring prior
world becomes a small village’ on the board and asks : knowledge to
Is that true? How? the surface VA
Then invites the students to write down what they think L/T
Pre read globalisation is, and whether or not it has had any effect on
people and how that can happen. T/L
To present
The teacher elicits the key words : culture , threaten, share the the key words
same habits, weaken national cultures/ traditions ; brand , impact. to facilitate
T : After this short debate , guess what is the topic of the text. the understand
Now , read the first 2 sentences of the text and check.
ing of the text
. V/
T : Open your books on page 118 . Read the text and complete
The bibliographical notes (Task 1 page 118) A
While T ; Now ,read the text again and answer the questions (Task 2 page W
reading 118) : To anticipate board
1-Who or what do the words in bold refer to ? the topic
3- the text is about : T/L To read and fill
a- economic globalization in bibliographical Text
b- b- cultural globalisation notes book
c- c- technological globalisation
4- Justify your answers to question 3 with two sentences from the
text.
6 find i the text the words that are closest in meaning to the -To read for
following words : more details( to
7- Find in the text the words that are opposite in meaning to the scan) –
following words To seek specific
8- in which paragraph does the author express his opinion on thhe informatio n).
cultural globalisation? Justify your answers with one or two
sentences from the text ?
11- does the author use sequencers when he presents his
arguments ?
12 – In the last paragraph , the writer summerises the pros and the
cons of cultural globalisation . copy them out and classify them in
the following table :
pros cons To enhance the THE
LS CRITICAL
TEXT
THINKING
After 13- Do you agree with the writer when he says that the’’ cultural BOOK
reading globalisation doesn’t seriously threaten the national identity’’
T, Now , choose the most appropriate title to the text (Task 3 page
119)
Home work : the teacher asks his PPS to document with a web search for more
articles and essays regarding the negative and The positive effects of cultural
globalizsation on national cultures .
djamel djamel
Sequence 2 Lesson: I read and do 1 Framework: PDP
Me, My Community And Citizenship Language focus : language use
Learning Objective (s): By the end of the lesson, my pupils will be able to: read a text about ‘charities ‘and sort out
information.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board /textbooks/
produce.
Target structure: - simple present-
■valuiing citizenship
Encourage the PPS to be good citizens
appropriately ฀He can use information and communication technology such as blogs , .
websites page , discussion forums , platforms to interact with learners of other
cultures -hecan use information and communication technology such as blogs ,
websites page , forumsof discussion , to interact with learners of other cultures ฀He
can process digital data

me work us ial kt
Warm
up Bring prior
knowledge to
the surface VA
L/T
Pre read
T/L
To present
the key words
to facilitate
the understand
ing of the text
. V/
A
A class debate :
Discuss these questions: What do you do to help each other
in school? Your family? Your friends ? Your neighbours?
While W
What do we mean by volunteer work ?
reading To anticipate board
T: How charities use Medias ‘TV,Radio , Newspapers, Social the topic
ones’ to encourage people to help each other? T/L To read and fill
What’s your favourite TV show for charity? in bibliographical Text
notes
T writes on the board the PPS’ answers book
T : After this short debate , guess what is the topic of the text.
Now , read the first 2 sentences of the text and check.
T : Open your books on page 120 . Read the text and complete -To read for
The bibliographical notes (page 121) more details( to
scan) –
T ; Now ,read the text again and answer the questions (Task 5page To seek specific
121) : informatio n).
1-Read the lead in and complete the the ID card in your copy
book :
Name of the charity,year of foundation ;……………..
2- Match the words/phrases from the text with their definitions
3- Justify your answers to question 3 with two sentences from the
text.Which of the following charity activities are not carried by nass
el kheir
5 Complete the folowingtable by explaining each charity activity or
event
6- Which ofthe activities(in question 5) appeals to you
After To enhance the
most ?Why ?
reading 7-WOULD YOU VOLUNTEER TO DO CHARITY WORK FOR LS CRITICAL THE
COMMUNITY LIKE NESS ELKHEIR ? WHY ? THINKING TEXT
-Suggest an other title to the text BOOK
Homework: the teacher asks his PPS to document and check more articles on the
internet regarding the youthcharities in Algeria and around the world.
djamel djamel
Sequence: 3 I learn to integrate Framework: PPP
Me, My Community and Citizenship
Learning Objective : By the end of the lesson, my learners will be able to work in small groups and write a an open letter in
which they weigh up the pros and cons of cultural globalization and express their point of view
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ text book-
– produce. photos
Target structure : imperative/ should/
Present/ if conditional

Intellectual competence:
- The learner can use his critical thinking skills when Valuing work in groups.
gathering information for learning and research. valuing national identity and culture
- He can reinvest prior knowledge. valuiing citizenship
2. Methodological competence:
- He can work individually, in pairs or within small
groups.
- He can mobilise his resources.
- He can assess himself and his peers.
3.Communicative competence:
- He can use ICT to make a quick research…
- He can show some degree of autonomy in all areas
of learning.
- He is aware of his role and others' role in
collaborative work.
- He develops attitudes of sharing data about
Algerian outstanding figures.
- He is honest and accountable for his work and
respects others’ work.
Ti Frame Procedure Foc Aims Mater Va

me work us ial kt
Warm T helps his PPS to remembe the class debate about the
up globalisation during ‘’I read and do 1’’ session To collect
T. presents the situation (Page 22)and helps the PPS to interpret it information/ photo
and define the task . Presenting the s V/
: Unlike Dominic Cole ,many people think that topic by A/
presenta cultural globalization is a new kind of colonialism or eliciting from
tion imperialism, which represents a real threat to T/L the PPs and
engaging them
national identities and cultures across the world. The
in the process
first victims are young people. You will write an open
letter to the Algerian in which you will weigh up the
pros and cons of cultural globalization and express
your point of view. Whatever your opinion, you will
give advice and make recommendations to your
young fellow citizens on how/why to protect your
national identity and culture.
To write this letter the teacher helps his PPS to remember what present the a/v
they have seen, as resources, in this sequence situation Text
book
Using spider graphic organizer , the teacher starts a discussion
Lexis related
Exress likes and dislikes
To the expression
of personal
Help them
opininon T/L remember
What I need The first the resources
condition they need to
lexis related al write this
argumentatio open letter
practice n
giving
advice
sequencing
The imperative/
should
Then , the teacher provides his pupils with the lay out (page123).
The teacher invites his PPs to exchange ideas with partners.

W
The teacher helps his PPs to engage in the task by controlling and board
monitoring The PPs start
drafting
producti The teacher invites his PPs to check their mistakes and improve A/
on their drafts before the presentation V/
Involve PPs in K
Each group will read aloud their letter .The students are invited L/L self and group
To vote on the best open letter and work together to improve it - correction
with the help of their teacher
djamel djamel
Sequence: 3 I think and write(situation for Framework: PDP
Me, My Community and Citizenship assessment)
Learning Objective : By the end of the lesson, my pupils will be able to an open letter to the Algrian youth in which the weigh
up the cons and the pros of the globalisation and express their point of view.
- write an essay a post on their facebok to convince people of their generation that true citizenship .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ text book-
– produce.
Target structure : sequencers, imperative ;
if type 1, simple present

Intellectual competence:
- The learner can use his critical thinking skills when valuing national identity and culture
gathering information for learning and research. valuiing citizenship
- He can reinvest prior knowledge.
2. Methodological competence:
- He can work individually, in pairs or within small
groups.
- He can mobilise his resources.
- He can assess himself and his peers.
3.Communicative competence:
- He can use ICT to make a quick research…
- He can show some degree of autonomy in all areas
of learning.
- He is aware of his role and others' role in
collaborative work.
- He develops attitudes of sharing data about
Algerian outstanding figures.
- He is honest and accountable for his work and
respects others’ work.
Ti Frame Procedure Foc Aims Material V

me work us a
kt
Warm T starts off by discussing tthe differences between the
up different formats of these documents :a short essay, a letter
– an email – SMS and an article, a composition)
Before Teacher presents the situation 1(page 124) and explains for V
writing the pupils: White /
- What are you going to write? To activate Board A
- For whom? T/L the PPS’ /
- What do you need to review/reinvest to write these letter? prior
PPs’
knowledge
books
The pps may check again the listening tasks 9.10.11.70.71
and the text 1 (I read and do)
- What do you need as grammar points ? and
While The teacher provides his PPS with the layout (page124)to Copy
writing write this article for the school magazine. books
Teacher presents the situation 2(task 2page 125) and present the
explains for the pupils: situation
- What are you going to write?
- For whom? To enhance
- What do you need to review/reinvest to write these letter? the a/
(the PPs may refer to the listening pupils to v
tasks ;14,20,24,25,29,31,44 ……) my grammar tools1 to 3 and write
read the text 2 again)
- What do you need as grammar points ? W
The teacher provides his PPS with the layout (page125)to board
write this short essay..
T/L
Presenta -T. asks half of the class to choose task one and the second PPs’ A
tion half task two. And start drafting. books /
The PPs V
T. invites the pupils with the same topic to share their first start /
Copy
draft, to check mistakes, correct them and to ask for more drafting books K
pieces of advice and ideas.
The pupils are invited to write the final draft, after correcting
mistakes and comparing it with the provided layouts.
- T. collects the PPS work to be assessed.
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4ms

Me, My Community And Citizenship

- Imperative ( advice and recommendations )

Cross Curricular Competencies Core values

Ti Frame :Procedure Foc Aims Mater Va

Think aloud and share ;

Teacher writes the “initial situation” on the board.He reads

T invites his pps to work in groups to discuss the problem and

T : In this sequence : ‘ Me, my Community and Citizenship ‘’ We

Ti Frame :Procedure Foc Aims Mater Va

Ti Frame :Procedure Foc Aims Mater Va

The 1st listening

Sequencers (firstly , secondly , thidly /first , second , third)

The 1st stage

The 2nd stage : A class debate ( listening and speaking)

What does she mean by that?

Who are for ? who are against ?

Those who are for ,should give one or more arguments.

Those who are against should give one or more arguments.

The 3rd stage I write

T : Firstl, Secondly ,Thirdly are more formal than First,Second,Third

Secondly , …………Thirdly ;……………

Those who disagree argue that …………………………………..

Ti Frame :Procedure Foc Aims Mater Va

Task 4 I work with my partners , and give advice using should

Ti Frame :Procedure Foc Aims Mater Va

Ti Frame :Procedure Foc Aims Mater Va

The 1st listening

Sequencers (firstly , secondly , thidly /first , second , third)

The 1st stage

The 2nd stage : A class debate ( listening and speaking)

What does she mean by that?

Who are for ? who are against ?

Those who are for ,should give one or more arguments.

Those who are against should give one or more arguments.

The 3rd stage I write

T : Firstl, Secondly ,Thirdly are more formal than First,Second,Third

Secondly , …………Thirdly ;……………

Those who disagree argue that …………………………………..

Ti Frame :Procedure Foc Aims Mater Va

Task 4 I work with my partners , and give advice using should

Ti Frame :Procedure Foc Aims Mater Va

What do you notice ? in which parts the verbs are in

Task 10 page 115: Combine each pair clauses (condition and

. 1.Intellectual competency: valuing human experience

Ti Frame :Procedure Foc Aims Mater Va

The 1st listening

T: Now work in pairs .Compare your answers in tasks 31 and

The 4th listening : WB

The teacher invites his PPs to prepare an oral presentation and

- The teacher checks the home work.

The second stage

Do you think that Jana’s mother is a good parent ?

Defend your opinion before your classmates.

- I think/believe (or I don(t think/believe)

Ti Frame :Procedure Foc Aims Mater Va

While The 1st listening

The 3rd listening

The teacher invites his PPs to listen again part1and each