Level : Sequence: 01 Me, Universal Landmarks Lesson: Introducing :01 Lesson Focus:

.Ms 4 . and Outstanding Figures in -The sequence theme the Language use
. History,Literature and Arts project and the I. P. S.S By: Izountar Abd el Alim
Learning Objective: -To introduce the sequence theme and the first term project
-To involve and put the learners into problematic situations as well as to highlight the communicated tasks to be
presented in separated lessons serving the sequence learning objectives.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: The simple present Materials: White-board / book / pictures
Cross-curricular Competencies: Core-values:
1. Intellectual competence: • Valuing
- The learner can use his critical thinking skills when elicitingthe new target structure. landmarks and
- He can understand and interpret verbal and non-verbal messages (pictures of landmarks) outstanding
2. Methodological competence: figures in
- He can work in pairs or within the whole class. Algeria and in the
- He can mobilize his resources in English. world.
- He can assess himself and his peers. -Raising
3.Communicative competence: awareness of the
- He can gather information from different sources using English. importance of
4. Personal and social competencies: travelling to learn
- He socialises through oral or written exchanges. from other cultures
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up T/PPs -To activate White V
mnts -T greets his PPs then starts a discussion about the PPs board and A
their summer holidays activities focusing on learning pupils’
travelling( where, when and how they travelled schemata copybooks
/ impressing monuments, places, buildings and -To recall
people / what they learnt from their trips / their prior
Presenting favorite destinations. etc) knowledge V/A
the PPs/T -To present
sequence T invites the PPs to have a look on page 09 and some new
theme interpret the picture. vocabulary.
-What does the picture represent? ..some famous
people and places in the world…. -To check
-Who are they? ..some are known and some are not…( T their prior
writes their names on the board: Kateb Yacine, Leonardo da-
vincci, Rachid Boudjedra, William Shakespeare, Mohamed knowledge
Dib. about famous
figures V/A
T invites the PPs to read the sequence title.
T writes the title on the board and explains the
key words
White
Announcing the project: board.
1. Our Universal Landmarks Brochure and
Presenting With the collaboration of my partners, I design a -Presenting pupils’
20 the first brochure that will include descriptive texts and T/PPs the books.
mnts term visuals about some of the most famous landmarks instruction
project in my country and the world. PPs/ A
2. Our Mini-Anthology of Outstanding Universal
PPs
Figures:
With the collaboration of my partners, I design a
mini-anthology that will include an alphabetical
list of outstanding national and international
figures in history, literature, science and Arts. T/PPs .
Each entry in this mini-anthology should include A
photos of the famous person, a biography
(narrative text), a list of the titles of the major A
works/ writing and short excerpts from the poems, PPs/
novels, plays, articles, etc. this person has written. PPs/
T writes and asks the PPs to write the instructions.
 T explains the words in bold in the small board. -Making
T draws their attention to fill in each landmark’s T/PPs things
and outstanding figure’s information card then to clearer
develop the information in short descriptive texts
accompanied with visuals
Pupils’
Universal landmark
Name ……………………………
books and A
Town …………………………… copybooks
Country ……………………………
Built in: / By: ……………………………
Inaugurated in: / By: ……………………………
Description: ……………………………
Number of tourists: ……………………………
Outstanding figure PPs/
Name: …………………………… PPs
Nationality: ……………………………
Occupation: ……………………………
Date and place of birth: ……………………………
Achievements: ……………………………
Date and place of death: ……………………………
T explains the instructions and the steps in the
-to explain
green box on page 10 ( the starting off / the
PPs/ the
building of the project / the presentation)
PPs methodology
then lets his/her PPs form the groups

T invites the PPs to write the following I.P.S.S:

K
Presenting Your friend was chosen in the random
the initial lottery and was selected for travel and
problem permanent residence in the United States
solving of America. He asked you to tell him
situation about this vast country and about its
outstanding figures, famous landmarks
and beautiful tourist’s spots. -To involve
PPs in co-
-The teacher splits the PPs into small learning and
Pre- groups and provides them with the peer
writing required guidance and assistance (He may assessment
give some names of landmarks and to improve
figures). their
-T. invites the pupils to share their first writing. -To
During draft, to check mistakes, correct them and compare the
writing to ask for more pieces of advice and ideas. PPs written
- T. asks pupils to take their partners’ productions
advice into consideration and start writing To involve
Presentation PPs in co-
and the second draft. - Pupils are invited to
write the final draft, after correcting learning and
assessment assessing.
mistakes. - T. invites pupils with the
different topics, to work in pairs, read and
assess each one’s work.
What worked What hindered Action points
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 02 (PDP)
Lesson Focus:
.Ms 4 Outstanding Figures in History,Literature and Arts Listening (01)
Language use
By: Izountar Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo listen to conversations, gather information and
re-invest them to describe famous monuments and landmarks using the past simple tense.

Target Competencies: interact – interpret – produce Domains: Oral – Written - Both

Target Structures: Materials:

The simple past and the passive voice White-board / book / pictures
Cross-curricular Competencies: Core-values:
1. Intellectual competence: • Valuing
- The learner can use his critical thinking skills when elicitingthe new target structure. landmarks and
- He can understand and interpret verbal and non-verbal messages (pictures of landmarks) outstanding
2. Methodological competence: figures in
- He can work in pairs or within the whole class. Algeria and in the
- He can mobilize his resources in English. world.
- He can assess himself and his peers.
3.Communicative competence:
- He can gather information from different sources using English.
4. Personal and social competencies:
- He socialises through oral or written exchanges.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up -T greets his PPs then asks about their T/PPs -To activate White V
mnts holiday’s activities…(reading,,watching tv, travelling)… the PPs board and A
learning pupils’
Tourism means of transport restaurants schemata copybooks
-To recall
Itinerary Monuments prior
Tour trip Travelling Landmarks knowledge V/A
PPs/T -To present
Sightseeing monuments airport hotel some new
vocabulary.

-T. asks the pupils to complete the table below: -To check
What do you already know about London? their prior
……………….. ……………….. knowledge
Pre- -T. asks the pupils to identify which is the open about London
05 listening top double-decker bus among the three V/A
mnts illustrations?

First listening:
T. invites the pupils to listen to the tourist guide White
and write down the missing words board.
( task 2 page 11) -To listen Books or
1- London 2- minutes 3- river 4- century for the gist pictures of
5- later 6- afterwards T/PPs buses and
Second listening: -To involve London
During Tasks 3 and 4 page 11 to check and compare PPs/ PPs in self buses. A
listening their answers. PPs and peer Audio
20 Third listening: (part 2) assessment. listening
mnts T. involves the pupils in listening to the tourist -To listen scripts and
guide speaking about Big Ben and asks them to for specific pupils’
elicit information about it (tasks 5 and 6page T/PPs information books.
12) (answers: sentence “b” and “c”) A

Task 7: pupils check and compare their answers -To involve A

PPs/ PPs in Peer
 Fourth listening: (Part 3) PPs/ correction.
T. involves the pupils to listen to part 3 and do -To listen
tasks 8 and 11 page 12 for specific Audio
1- Edmund Beckett Denison T/PPs information listening
2- Edward Dent scripts and
3- July 11, 1859 pupils’
4- 1932 books.
5- 13.7 tons A
6- 96 meters
7- 200 kg

Tasks 9 and 10 page 12, pupils check and -To involve

compare their work. PPs in
PPs/ Peer
PPs correction.
T. splits the class into groups of four or six.
Post- T: You want to promote tourism in your
listening village, town, or a wilaya next to yours, choose -To produce Pupils’
one and write a short description including a piece of books and
information about monuments, landmarks, writing to copybooks
outstanding figures in your village, wilaya or a PPs/ promote
wilaya next to yours. following the model (task PPs tourism in
11page 12 about Big Ben) Algeria.

What worked What hindered Action points

………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 03 (PPU) Lesson Focus:
.Ms 4 Outstanding Figures in History, Literature and Arts pronunciation Language learning
By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo produce and present an oral piece of writing,
using the right pronunciation of the diphthongs and the consonant clusters correctly.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: diphthongs and consonant clusters Materials: books/ White-board / pictures / portrait
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Raising PPs’
- The learner can use his critical thinking to solve the pictures puzzles. awareness toward
- He can understand and interpret a conversation. the important role
2. Methodological competence: Algerian
- He can work individually, in pairs or within the whole class. outstanding
- He can assess himself and his partner. figures played
3.Communicative competence: throughout
- He can interview partners to gather information. history.
- He can re-invest the language in a real life situation
4. Personal and social competencies:
- He socialises through oral exchanges.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up 1-T greets the PPs then sticks on the board T/PPs -To activate White V
mnts some pictures and portraits with incomplete the PPs’ board and A
names. After that, he invites them to complete learning flash cards K
the names with the appropriate vowels. schemata
The gr…t w.ll of ch..na / World tr..de center -To review
/ Sh..kh Tah.r ..t Aljet vowels and
consonants.
T invites the PPs to write the following text: T/PPs
Sheikh Tahar Ait Aljet was born in
20 1917 in Tamokra, Bejaia . He learnt Quran
Mnts Presentation when he was a child. He was not like other -To present
boys in his town. He decided to join some the new
scholars in that time to learn Arabic, history, structures in
mathematics and theology. So, he developed context.
both the spiritual and intellectual aspects. T/
Near his house, there was a Zaouia where he PPs A/V
taught Quran. His goal was to help people
have pure spirits and lives.

Isolation: -To isolate

1) Ait /like /boys /town /go /Near /there /pure. the target
2) scholars / aspects / intellectual / spirits structure.
Analysis:
1)- How many sounds do you hear when -To let the
pronouncing the vowel in the words PPs analyse
“like”and “boys”? the new A
…… (Two)… “a” and “i” = / aɪ / structure.
“o” and “i” = / ɔɪ / T/
➢ The combination of two vowels like in /aɪ / PPs
and /ɔɪ / is called a diphthong.
2)- How many consonants are there in the
begining of “spirits”? ..two, “s” and “p”..
Are they separated by a vowel? ..No.. PPs/ A
➢ A group of consonants without a vowel is PPs
referred to by: a consonant cluster. It may
occur in the beginning, the middle or in the
last position.
 Eliciting the rule:

1 – A diphthong is a sound formed by a .. -To let the

combination.. of..two… vowels in a single syllable. PPs elicit
the rules
/eɪ/ /aɪ/ /ɔɪ/ /əʊ / /aʊ/ / ɪə / / eə/ /ʊə/
PPs/ themselves
say my boy no how fear fair tour
PPs
2 – A consonant cluster is …a group.. of two,
three or more …consonants…combined together
without …a vowel… .
➢ A consonant cluster can come in ..the first..,
..the middle.. or in the final position of a word.
The ...The first… …The Middle… ..The final..
position
Examples split include insects

Tasks The teacher invites the PPs to do Task 1

15 Practice and 4 page 29/ Task 12 page 30. . They may PPs/ -To identify -book
mnts work in pairs. PPs the intruder
❖ The teacher invites the PPs to check and diphthongs
compare their answers with their -To involve
partners the PPs in
Tasks 12 and16 page 30 peer
15 Task six: correction
mnts Use I listen carefully to the to the pronunciation of
the letters in bold type in each word and write
the appropriate diphthong:

“I ../ /..am going to write ../ /..about ../

/..an outstanding ../ /..figure who lived in -To
Algeria../ /..His name../ /..is Ahmad Hamani. recognize
He was born in Elmilia ../ /..Jijel. He stayed.. the
/ /..there ../ /..until the year../ /..1930. Then, diphthongs
he started his tours../ /..to Constantine where and
../ /..he joined ../ /..Sheikh ../ /..Ben Badis’ pronounce
classes, then to Tunisia../ /..in 1935. He them
showed ../ /..a great ../ /..interest in learning correctly
and that was the starting point ../ /..for a very when
long career../ /.. in learning and teaching. He reading
wrote ../ /..many books and left behind him texts
many newspapers articles. He died in 1998.

Homework: -To identify

I fill in the table with words from the text the types of
above consonant
Initial consonant Middle consonant Final consonant clusters in a
cluster cluster cluster
word.
……………. ……………. …………….

What worked What hindered Action points

…………………………………….. …………………………………….. ……………………………………..
…………………………………….. …………………………………….. ……………………………………..
……………………………………. ……………………………………. …………………………………….
……………………………………. ……………………………………. …………………………………….
……………………………………. ……………………………………. …………………………………….
…………………………………….. …………………………………….. ……………………………………..
…………………………………….. …………………………………….. ……………………………………..
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 04 Lesson Focus:
.Ms 4 Outstanding Figures in History, Literature and Arts (PPU) Language learning
Grammar By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo ask and answer questions about artistic
masterpieces and famous landmarks using the active and passive forms.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: subject + to be + ptp(v)+ by…… Materials: books/ White-board / pictures / portrait
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Valuing artistic
- The learner can use his critical thinking to solve the pictures puzzles. masterpieces and
- He can understand and interpret a conversation. landmarks.
2. Methodological competence:
- He can work individually, in pairs or within the whole class.
- He can assess himself and his partner.
3.Communicative competence:
- He can interview partners to gather information.
- He can re-invest the language in a real life situation
4. Personal and social competencies:
- He socialises through oral exchanges.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up 1-T greets the PPs then asks them about their T/PPs -To activate White V
mnts most exciting trips (where and when). the PPs’ board and A
2-T: Have you ever gone to Algiers? What was learning flash cards K
the first landmark or monument that attracted schemata
your attention as soon as you got there.
(Martyr’s memorial) -To recall
-T sticks the photo of the Martyr’s Memorial and check
on the board then invites the PPs to write the T/PPs the pupils’
following text: prior
20 knowledge.
Mnts Presentation Pupil: May I ask you some questions about
The Martyr’s Memorial teacher?
Teacher: yes. Of course, dear. Go ahead!
Pupil: Thank you. When was the Martyr’s
Memorial built? T/
Teacher: This monument was built by the PPs -To present A/V
Canadian company Lavalin in 1982. And It the new
was designed by Bachir Yelles. structures in
Pupil: Who inaugurated it? context.
Teacher: It was inaugurated by the president
Chadli Ben Djedid in 1986. Both the
Canadian company and the designer were
rewarded by the president for this wonderful
architectural masterpiece
Isolation:
.… was built by .… / ....was designed by….. -To isolate A
...was inaugurated by... /…were rewarded by... the target
T/ structure.
Analysis: PPs
1-The Canadian company built the monument -To let the
Subject verb object
PPs analyse
the new
➢ The monument was built by the Canadian
PPs/ structure. A
company.
PPs
2-The president rewarded the Canadian
company and the designer.
➢ The Canadian company and the designer
were rewarded by the president.
 Eliciting the rule:
-To let the
1 - In an active sentence the subject is …..(the PPs elicit
doer)….. of the action. the rule
- The form of an active sentence is: themselves
Subject + …verb.…+ object complement PPs/
2 - In a passive sentence the subject…..(is not the PPs
doer)…of the action.
- The form of apassive sentence is:
Subject + to be (..was ../ ..were ..) + past
participle + by + agent
3 - The tense of to be is the same as the tense of
15 the active verb. Built / Was = past Simple.
mnts Practice
Tasks The teacher asks the learners to do Task
5 and 6 page 37. They may work in pairs. -To involve
❖ The teacher invites the PPs to check and the PPs in
compare their answers with their patners PPs/ peer -book
15 PPs correction
mnts Use
Task three:

Teacher invites the PPs to ask and answer -To let the
questions about The Eiffel Tower using the PPs use the
passive form. target
The table below may be of help: structure
Situation Paris France
Date of construction: From 1887 to 1889
Design: Gustave Eiffel
Realization: Gustave Eiffel’
company
Inauguration: The President of the
City Council in 1889
Visitors 6.91 million people
in 2015.

Homework:
In no more than five lines, write a short
descriptive paragraph about The Eiffel Tower
using the passive form.
You can start like this:
“Eiffel Tower is a famous landmark in the
world. It ………..
What worked What hindered Action points
…………………………………….. …………………………………….. ……………………………………..
…………………………………….. …………………………………….. ……………………………………..
……………………………………. ……………………………………. …………………………………….
……………………………………. ……………………………………. …………………………………….
……………………………………. ……………………………………. …………………………………….
…………………………………….. …………………………………….. ……………………………………..
…………………………………….. …………………………………….. ……………………………………..
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 05 (PDP) Lesson Focus:
.Ms 4 Outstanding Figures in History,Literature and Arts Listening (02) Language use
By: Izountar Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo write a short descriptive piece of writing about
an outstanding figure after developing listening strategies, using the simple past tense.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both

Target Structures: Materials: Shakespeare’s Portrait / listening audio

The simple past scripts / books/ White-board.
Cross-curricular Competencies: Core-values:
1. Intellectual competence: • Valuing
- The learner can understand and interpret verbal and non-verbal messages. outstanding
2. Methodological competence: figures in
- He can work with his partner. Algeria and in the
- He can assess his work and his peers’. world.
- He can use strategies of listening.
3.Communicative competence:
- He can play roles to communicate appropriately.
4. Personal and social competencies:
- He is keen on promoting the work of his peers.
- He socialises through oral and written exchanges.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up -T sticks some portraits of some outstanding T/PPs -To activate White V
mnts figures on the board and asks the PPs to guess the PPs’ board and A
their names and nationalities. learning flash cards
schemata
05 Pre- -T focuses on Shakespeare’s portrait and asks: -To recall
mnts listening -Who is this person? - Where is he from? T/PPs prior
-What is he famous for? knowledge - V/A
-To check
the pupils’
20 During First listening: prior
mnts listening T. invites the pupils to listen to the tourist guide knowledge -Audio
(part 4) and complete the ID card of the about listening
famous English writer in their copybooks PPs/ Shakespeare scripts and
( task 12page 13) PPs pupils’
books and
First Name: William copybooks V/A
Surname: Shakespeare -To listen
Date of Birth: April 23rd, 1564 for specific
Place of Birth: Stratford-upon-Avon information
Location of Birthplace: and fill in
Date of Death: April 26th, 1616 the ID card
Place of Death: Stratford-upon-Avon
Occupation: an actor/a poet /a playwright
Titles of two plays: “Romeo and Juliet”,
“Hamlet”

A
Second listening: PPs/ -To involve
Tasks 13-14 page 13 to check and compare PPs PPs in self
their answers. and peer
assessment.

T/PPs V
Post- Task 15: T asks the PPs to write a caption for -To write a
listening the portrait following the given example. caption.
 Abdelhamid Ibn-Badis (Constantine 1889-
Constantine 1940) PPs/ Pupils’
PPs books and
Tasks 16 page 13 T asks the PPs to act To ask and copybooks
dialogues about the famous English writer give .
using the information given in the ID card. information A
about
Shakespeare
Homework:
Task 18 page 14
I use the information from the ID card(task PPs -To produce
12)and write a short paragraph about the a
famous English writer in my copybook: descriptive
............................... is an outstanding figure in piece of
English literature. His writings are known writing of
worldwide. He was born on ……………. in an
…………… He was a ……………..,a ……….. outstanding
and ………….. He wrote ………………. figure.

What worked What hindered Action points

………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………………
………………………………… ………………………………… …………………………………
Mohamed DIB
Mouloud
Feraoun
Moufdi
Zakaria
Nelson
Mandela
William
Shakespeare
Leonardo-Da-
Vinci
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 06 Lesson Focus:
.Ms 4 Outstanding Figures in History, Literature and Arts (PPU) Language learning
Grammar (02) By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo compare and write about Algerian landmarks and
outstanding figures using the comparative of equality and inferiority “as…as” and “not as…as” respectively.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: the comparative of equality and Materials:
inferiority “as…as” and “not as…as books/ White-board / pictures / portrait
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Being open to
- The learner can use his critical thinking to solve the pictures puzzles. the world.
- He can understand and interpret a conversation. - Sharing
2. Methodological competence: experiments
- He can work individually, in pairs or within the whole class. with others.
- He can assess himself and his partner. - Valuing
3.Communicative competence: travelling as
- He can interview partners to gather information. a source for
- He can re-invest the language in a real life situation knowledge and
4. Personal and social competencies: learning.
- He socialises through oral exchanges.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up -T sticks some pictures of: T/PPs -To activate White V
mnts - Djemila and Timgad open air theatres the PPs’ board and A
(ancient). learning flash cards K
-Big Ben and Mecca Clock Tower (high) schemata
-Elbachir el ibrahimi and Ibn Badis (old) in one
side and sticks the adjectives in brackets in the
other side of the board and asks the PPs to -To recall
interpret the pictures then to match them with T/PPs and check
the corresponding adjectives . the pupils’
-T asks the PPs to compare them using the adjs. prior
knowledge.
20 Presentation T invites the PPs to write the following
Mnts paragraph:

No country in Africa is as large as Algeria. T/

It is divided into forty-eight departments PPs A/V
(wilaya) but my favorite one is Bejaia. It is not -To present
as crowded as Algiers but as fascinating as any the new
other coastal city. People all over Algeria come structures in
to Bejaia on holidays since it is as attractive as context.
all lovely cities in the world, its landmarks and
monuments, its biodiversity, history and heroes
made it as famous as any historical city

Isolation: A
-To isolate
as large as / It is not as crowded as Algiers T/ the target
as fascinating as /as attractive as /as famous as PPs structure.

Analysis:

As + large + as / Not + as + crowded + as PPs/ -To let the A

As + fascinating + as / As + attractive + as PPs PPs analyse
As + famous + as the new
structure.
 Eliciting the rule:

-Comparative of …………. is used to compare

objects, animals or people that are similar or
equal in some way. -To let the
➢ ……+ short/long adjective +…. PPs/ PPs elicit
eg: Si Elhouas was as brave as Amirouche in PPs the rule
his battles. themselves
- Comparative of ………………is used to
compare objects, animals or people that are not
similar or not equal.
➢ ……+……+short/long adj +.…
eg: Lyna was not as excited as Ali when she
saw the Martyr’s monument in Algiers
15
mnts Practice Tasks 1/2/3 page 36 -To check
understand
Task 4 page 36 T invites the PPs to read “my PPs/ -book
grammar tool 1” check and correct their PPs
answers in tasks 1/2/3 with their partners. -To involve
15 the PPs in
mnts Use Tasks peer
Choose two landmarks or two outstanding correction
figures from Algeria and compare them using
“as ……….as” and “not as …….as”
eg 01:
El ibrahimi Amirouche
Age -76 y.o -33y.o
Height -Less tall -Tall
knowledge -Scholar -less
knowledgeable -To let the
-National hero PPs use the
Faithful – brave – patient – wise – perseverant – target
Loyal - famous structure
You can start like this:
El ibrahimi and Amirouche are both
important figures in Algerian history.
They fought the French colonist.
Amirouche ……. ..(old)……
eg 2:
Oued souf Algiers
Calm – large – hot – crowded – wet – dry
Lovely – attractive – generosity - peaceful
What worked What hindered Action points
…………………………………….. …………………………………….. ……………………………………..
…………………………………….. …………………………………….. ……………………………………..
……………………………………. ……………………………………. …………………………………….
……………………………………. ……………………………………. …………………………………….
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(1889-1940)
(51 y.o)
 high
ancient
old
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 07 Lesson Focus:
.Ms 4 Outstanding Figures in History, Literature and Arts (PDP) Language use
Listening (03) By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo listen to a conversation to do tasks; act out a
similar conversation, describe an itinerary, using the simple past tense and the chronological time markers..
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: The simple past tense / the Materials:
chronological markers (first, then, after that…finally) Listening audio scripts / books/ White-board / pictures
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Being open to
- The learner can use his critical thinking to solve the pictures puzzles. the world.
- He can understand and interpret a conversation. - Sharing
2. Methodological competence: experiments
- He can work individually, in pairs or within the whole class. with others.
- He can assess himself and his partner. - Valuing
3.Communicative competence: travelling as
- He can interview partners to gather information. a source for
- He can re-invest the language in a real lifesituation knowledge and
4. Personal and social competencies: learning.
- He socialises through oral exchanges.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up -T sticks some pictures of a yacht, cruise, T/PPs -To activate White V
mnts sailing boat and itinerary in one side and sticks the PPs’ board and A
their names written in small pieces of papers on learning flash cards
the other side of the board and asks the PPs to schemata
match the pictures with the corresponding
names.
-T asks the PPs to describe them. -To recall V/A
T/PPs and check
the pupils’
05 prior
mnts Pre- -T invites the PPs to do task (21 page 15) knowledge.
listening

First listening: -To listen Audio

During T. invites the pupils to listen to Nabila’s T/ for specific listening
listening conversation and reorder the names given in PPs information scripts and A
task 22 according to her cruise itinerary. and reorder pupils’
the names books and
of places. copybooks

20 Second listening: -To involve

Mnts Tasks 23 / 24 page 15 to check and compare PPs/ PPs in self
their answers. PPs and peer
assessment.
Third listening: Audio
Task 25: T asks the PPs to listen to the -To listen listening A
conversation (part 1) and fill in each blank with for specific scripts and
the right word. information pupils’
PPs/ and fill in books and
PPs the blanks. copybooks

Tasks 26 page 15 T asks the PPs to check and -To involve

correct their answers with their partners. PPs in self A
and peer
assessment.
PPs/
25 Post Tasks 27 page 16 PPs
Mnts listening -T ask the PPs to play the role of Nabila and -To
choose other Mediterranean countries then to describe
tell about their cruise itinerary using the an itinerary.
chronological markers:
First, then, after that, next and finally -To produce
Homework: a narrative
and
Following the example of Nabila, write a short PPs descriptive
paragraph about your cruise itinerary using the piece of
chronological time markers and highlighting writing. Pupils’
the landmarks and the monuments you have books and
visited. copybooks
- Choose the countries.
- Show the itinerary.
- Describe the places of interest.

What worked What hindered Action points

………………………………… ………………………………… …………………………………………
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Cruise
Sailing boat
Yacht
Itinerary
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 08 Lesson Focus:
.Ms 4 Outstanding Figures in History, Literature and Arts (PPU) Language learning
Grammar (03) By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo write about an Algerian outstanding combatant
using the connecters of cause and consequence.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: “as, since, because” and “so, Materials:
therefore, as a result” books/ White-board / pictures / portrait
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Valuing
- The learner can use his critical thinking to solve the pictures puzzles. Algerian
- He can understand and interpret a conversation. freedom militants
2. Methodological competence: and fighters.
- He can work individually, in pairs or within the whole class. - Being proud of
- He can assess himself and his partner. Algerian heroes.
3.Communicative competence:
- He can interview partners to gather information.
- He can re-invest the language in a real life situation
4. Personal and social competencies:
- He socialises through oral exchanges.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up -T greets his PPs then asks them about the great T/PPs -To activate White A
mnts historic event that Algeria will celebrate at the the PPs’ board
beginning of November: The National Day of Revolution learning
-T asks the PPs to name some Algerian freedom schemata
fighters and the reason that led them be so. -To recall
and check
T invites the PPs to write the following paragraph: the pupils’
Larbi Ben M'hidi was born in1923 in Ain T/PPs prior
M’lila. Because he lived the French colonist’s knowledge.
oppression, he became a brave freedom fighter.
And since he was a prominent revolutionary
-To present
combatant during the revolution, he was among the
20 Presentation the new
founders and leaders of the National Liberation
Mnts Front. Ben M’hidi and his companions called for an structures in
armed revolt all over Algeria as the colonist context.
continued his tyranny. In addition, he played an T/ A/V
important role at the Soummam conference and PPs
during the Battle of Algiers so he was captured by
French soldiers in February 1957. Finally,Ben
M’hidi refused to surrounder therefore he was
tortured and killed in March 1957.
-To isolate
Isolation: the target
-Because he lived…, he became…. structure.
- since he was…, he was among…
- Ben M’hidi…. as the colonist… A
- He played… so he was captured…
- Ben M’hidi refused...therefore he was tortured
T/
Analysis: PPs -To let the
-Why did he become a brave freedom fighter? PPs analyse
Result
➢ Because he lived the French oppression. the new
Cause structure. A
-What happened to Ben M’hidi as a result of PPs/
refusing to surrounder? (cause) PPs
➢ He was tortured and killed
Result
 Eliciting the rule:
-To let the
-Because, as and since are used to PPs elicit
express…reason …or… cause… . They connect the rule
the result of something with its reason. themselves
➢ Because he was brave, he fought the enemy
PPs/
-Since and therefore are used to
PPs
express.…effect … or ..result… . They connect the
reason of something with its result.

Tasks 18 page 39
I match each pair and write down the full
-To check
sentences in my copybook as in the example. understanding
Task 19 page 39
Practice
I complete the following sentences in a
15
meaningful way in my copybook. -To involve
mnts
 T invites the PPs to check and compare their the PPs in -book
answers then to read “my grammar tool 2” p35. peer
PPs/
PPs correction
Tasks
Use
I combine the following sentences using the
15
appropriate connectors: “as, so, because, as a
mnts
result, therefore, since” :
- Ahmed Zabana -He was very
was a member of courageous, brave
the Algerian Muslim and well trained
Scouts -It inspired a -To let the
- He was later nationalist feeling in PPs use the
arrested and spent his personality. target
three years in prison - He was taken to a structure
-He was hospital and then to
commissioned by prison.
Ben M’hidi to obtain - He participated in a
weapons and train mail operation
new soldiers. in Oran in 1950
- Zabana was severly
wounded in the battle
of Gar Bouklida.

Task: I use the sentences above to write a short

paragraph about Ahmad Zabana using the
chronological time markers. I start like this:
“Ahmad Zabana is one of the Algerian freedom
fighters who was born in 1926 in Mascara. ….
…………………………………………………
.He was executed by guillotine on June 19,
1956, in Algiers.
What worked What hindered Action points
…………………………………….. …………………………………….. ……………………………………..
…………………………………….. …………………………………….. ……………………………………..
……………………………………. ……………………………………. …………………………………….
……………………………………. ……………………………………. …………………………………….
……………………………………. ……………………………………. …………………………………….
…………………………………….. …………………………………….. ……………………………………..
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 09 Lesson Focus:
.Ms 4 Outstanding Figures in History, Literature and Arts (PDP) Language Use
Listening (04) By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo listen to a text and fill in an ID card and a fact file
using the simple past, the comparative of equality and inferiority.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: The simple past Materials: books/ White-board / pictures / portrait
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Being proud of
‐ He can understand and interpret a conversation. Islamic
2. Methodological competence: heritage.
‐ He can work individually, in pairs or within the whole class. - Valuing
‐ He can assess himself and his partner. historical
3. Communicative competence: places and
‐ He can re-invest the language in a real life situation historical
4. Personal and social competencies: landmarks.
‐ He socialises through oral exchanges. - Valuing
‐ He can mobilise his resources. international
outstanding
figures.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up -T sticks some portraits of some outstanding T/PPs -To activate White V
mnts football players in Spain (Real Madrid and FC the PPs’ board and A
Barcelona),Tarik ben Ziyad , an ancient map of learning flash cards
Spain and a picture of Alhambra then asks the schemata
PPs some questions related to their identities: -To check
names, nationalities and historical background T/PPs the pupils’
prior V/A
05 Pre- -T focuses on Tarik ibn Ziyad portrait and asks: knowledge
mnts listening -Who is this person? - Where is he from? about
-What is he famous for? Tarik ibn
Ziyad -Audio
listening
20 During First listening: PPs/ scripts and
mnts listening T. invites the pupils to listen to the following PPs pupils’
text and complete the ID card in their -To listen books and
copybooks for specific copybooks V/A
“Tarik ibn Ziyad was born in 620 in information
Morocco. He was a Muslim great warrior and a and fill in
brave military leader who managed to rule the the ID card
Iberian peninsula. Many historians claimed that
he was from Berber origins. He died in 720 in
Damascus. Tarik ibn Ziyad left a great legacy
after his death: the Iberian peninsula remained
under Muslim rule for nearly eight centuries”

First Name: Tarik

Surname: Ibn Ziyad A
Date of Birth: 620 PPs/
Place of Birth: Morocco PPs
Date of Death: 720
Place of Death: Damascus
Occupation: warrior/ Military leader
Achievements : managed to rule the Iberian
peninsula T/PPs V
 Second listening: PPs/ -To involve Pupils’
Tasks 2 to check and compare their answers. PPs PPs in self books and
Task 03: and peer copybooks
T asks the PPs to write a captian for the portrait assessment. .
of the famous leader, including his full name -To write a A
and dates/places of birth and death between caption.
brackets
-T. asks his pupils to pair and share.

Task 34 p17 PPs To select

I listen to part 3then I write the true statements true
(facts) about “Alhambra Palace” into my information
copybook about
-T. asks his pupils to check and compare their Alhambra
answers.
Task 36 p17
I listen to part 3 and correct with my partner -To write a
the false statements (fact file1). captian for a
Post- picture of a
listening T. provides his pupils with different pictures famous
of landmarks and asks them to re-use the landmark .
information learnt previously to write a
caption of one of them. (task 39 page 18)

What worked What hindered Action points

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Level : Sequence: 01 Me, Universal Landmarks and Lesson: 10 Lesson Focus:
.Ms 4 Outstanding Figures in History, Literature and Arts (PPU) Language learning
Grammar (04) By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo describe an Algerian outstanding figure or a
famous landmark using both base and strong adjectives.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: big huge / good excellent Materials:
/ bad terrible,etc ” books/ White-board / pictures
Cross-curricular Competencies: Core-values:
1. Intellectual competence:
- The learner can use his critical thinking to solve the pictures puzzles. -To praise the
- He can understand and interpret a conversation. beauty and
2. Methodological competence: diversity of the
- He can work individually, in pairs or within the whole class. touristic places in
- He can assess himself and his partner. Algeria attracting
3.Communicative competence: visitors from all
- He can interview partners to gather information. over the world
- He can re-invest the language in a real life situation
4. Personal and social competencies:
- He socialises through oral exchanges.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up -T greets his PPs then asks them to name some T/PPs -To activate White A
mnts of the best places they have already visited in the PPs’ board
Algeria.(Bejaia, Jijel, Timgad, Djemila, learning
Elhamma, Janet, Ahaggar, Taghit, etc) schemata
-T sticks some pictures of different famous -To recall
landmarks in Algeria then asks the PPs to name and check
the wilayas (provinces) they are located in. the pupils’
T/PPs prior
T invites the PPs to write the following paragraph: knowledge.
Last spring, I went on an extraordinary trip
to Jijel. It is a small town where you can find lovely
-To present
valleys, fascinating forests, huge mountains and
20 Presentation the new
wonderful beaches. The weather was extremely
Mnts pleasant and the people were exceptional, They structures in
were very kind and very helpful. At the end of my context.
journey, I felt very hungry and extremely tired. T/ A/V
Luckily, they serve a very tasty food in their PPs
restaurants. I went on many good tours before but
this one was excellent.
Isolation:
 How was the trip? …… Why?
- It was extraordinary because of the: lovely -To isolate
valleys / fascinating forests / huge mountains / the target
wonderful beaches/ structure.
 What about the people and the food?
- The people were: very kind / very helpful / A
- The food was very tasty.
 How did the tourist feel at the end of the
journey?
T/
- He felt very hungry and extremely tired.
PPs
 Were the previous tours as good as the one he
made to Jijel?
- No, the previous tours were good but this one was
A
excellent
PPs/ -To let the
Analysis:
PPs PPs analyse
➢ The tourist used the adjectives lovely the new
fascinating and wonderful to say that Jijel structure.
was very or extremely nice.
 ➢ He also used the adjective huge to say that
the mountains were very or extremely big
We see that the degree of the quality “nice”
and the size “big” can be modified by adding
other words before them like “very” or
“extremely”. So the base adjectives “nice”
PPs/
and “big” are gradable adjectives.
PPs
 Other examples: kind, helpful, hungry, tired,
good
➢ The adjectives lovely, fascinating,
wonderful, exceptional and excellent are
used without very or extremely . They are
“non-gradable adjectives”.
Practice
15 Eliciting the rule:
mnts -To let the
1-…Base….adjectives or …gradable….adjectives PPs elicit -book
can be graded. We …… modify the degree of PPs/ the rule
the qualities, states and conditions they express PPs themselves
Use by adding …very… or …extremely…
15  Ex: It is a big house. It’s a very big house
mnts 2-..non-gradable..or ..strong.. adjectives are ..not..
used with …very..or …extremely ..
 Ex: It is a huge building a very huge building
3- Strong adjective = extremely + base adjective

Tasks 09 / 10 page 37 -To check

Tasks 11 page 38 understanding
Task 6: I classify the following adjectives in
the table below: angry-exhausted- bad-endless-
big- tiny-furious-pretty-astounding- clean- -To make a
cold-boiling-freezing-crowded-nice-packed- distinction
dirty-terrible-funny-spotless-good-hot-hungry- between
old-tasty-sad-scary-happy-excellent-huge- base and
small-ugly-surprising-long-tired-lovely- strong adjs
starving-hideous.

Base adjective Strong adjective

Task 12 page 38: I use three strong adjectives

to write three sentences describing a landmark
in my town or my country. -To let the
Task 13 page 38: I use three strong adjectives PPs use the
to write three sentences describing an Algerian target
outstanding figures (scientist, scholar, writer, structure
playwright, poet) in my town or my country.

What worked What hindered Action points

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……………………………………. ……………………………………. …………………………………….
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Level : Sequence: 01 Me, Universal Landmarks and Lesson: 11 Lesson Focus:
.Ms 4 Outstanding Figures in History,Literature and Arts (PDP) Language use
Reading (01) By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo
-Read the text about Mohamed Dib and sort out information.
- Write a short biography of an outstanding Algerian freedom fighter..
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: the simple past, the passive voice, Materials:
chronological markers White-board / book / pictures
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Valuing and
- The learner can interpret and understand non-verbal messages. respecting
- He can show creativity when writing about national leaders. Algerian
2. Methodological competence: outstanding
- He can work in pairs and in small groups. figures (writers,
- He can assess his work and his peers’. martyrs.....
3. Communicative competence:
- He can mobilise his knowledge and English to introduce national leaders.
- He can use the new ICT to introduce Algerian outstanding figures
4. Personal and social competencies:
- He respects our national leaders and behaves consistently
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up - T greets the PPs then asks them about their T/PPs -To activate White V
mnts free time activities: playing games- doing sport the PPs’ board and A
reading books learning flash cards
-What type of books are you interested in? schemata
-Who are your favorite writers in Algeria?
T/PPs
-T sticks the portraits of some outstanding -To check V/A
Algerian writers: Kateb Yacine / Malek Ben the pupils’
Nabi / Mohamad Dib / Mouloud Feraoune on prior
the left side of the board and some strips of knowledge
papers containing their major works (books about
titles) on the right side, then invites his PPs to Algerian
match each work with the corresponding writer PPs/ writers and
PPs their works
05 Pre- -T invites the PPs to match each word with its
mnts reading definition in the following table: - To V/A
Word Definition introduce
a- Poet (a-4) 1-A person who writes novels some new
b- Novelist (b-1) 2-Real
c- Playright (c-6) 3-A group of 3 novels, plays, films... vocabulary -Pupils’
d- Trilogy (d-3) 4- A person who writes poems related to notebooks
e- Portray (e-5) 5- Describe someone or something in a particular way
f- Plight (f-7) 6- A person who writes plays the text
g- Authentic (g-2) 7- Unfortunate situation theme
First Reading: -To read for
1/ T. invites the PPs to read the text on page 40 general
and complete the bibliographical notes. information
and fill in V
20 During Title: Mohamad Dib the
Auther: Thinlay Kalsang Bhutia bibliographical
mnts Reading PPs/
Source: Ency-Britannica. notes
Date of publication: Feb.25, 2016 PPs
Type of document: blog article

Second reading:
Tasks 2 T invites the PPs to read the text and V
answer the questions in task2 page 40.
 1/ a-True b-True c-False d-False e-True f-False
2/ His / He: M. Dib – Which: Fiction Trilogy
– Trilogy: The big house, the fire, the loom.
Its: the war
3/(plight = look at the pre-reading phase)
4/ The present simple to describe / The past simple
Pupils’ V
to narrate.
5/ Early =/= later books and
6/ playright/ recounts/ the struggle/ portray copybooks
/mankind /viewed /author /several. -To read for .
7/ The text is descriptive and narrative since it specific
describes the novelist and his works ( the present PPs/ information
simple) and includes a short biography of the PPs
playwright ( the past simple).
8/ Paragraph 2
9/ The Big House / The fire

Task :
On your school trip to Algiers last month, you
Post- went to the Martyr’s Memorial in Elmadania.
reading You visited the two museums “Eldjeish and PPs/
Elmoudjahid” and you saw plenty of Algerian PPs
freedom fighters’ portraits. Try to write a short
biography of an outstanding Algerian freedom -To write a
fighter to be published in your school magazine short
-Use the past simple, the passive voice and the biography
chronological time markers. of an
Full name Larbi Ferhati (Tbessi) Algerian
Date of birth 1891 freedom
Place of birth Sheria Tebessa fighter .
Nationality Algerian
Studies Al-Azhar University
El-Zitouna University
Arrestations 1943
Imprisoned in 1945 during Guelma, Setif
and Kherrata massacre
Revolutionary -Revolutionary / reformist
contributions -president of the Association
of Algerian Muslim Ulema
-Created a school and spread
his anti-colonial ideas
Death Killed in1957 by a French
commando
You can start like this:
“Sheikh Larbi Tbessi is one of the most
outstanding figures in Algeria. He was born in..

What worked What hindered Action points

……………………………………..
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…………………………………….
…………………………………….
…………………………………….
……………………………………..
……………………………………..
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-Democracy
in Islam
-Nedjma
-Poor man’s
son
-The Big
House

-The Fire
-The Loom

An African
Summer
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 12 Lesson Focus:
.Ms 4 Outstanding Figures in History,Literature and Arts (PDP) Language use
Reading (02) By IZOUNTAR Abdel Alim
Learning Objective: By the end of the lesson, the SWBATo
-Read the text about the great mosque of Tlemcen and sort out information.
- Write an article about a famous or oldest building or land mark in their region using : the simple past, the
passive voice and chronological markers.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: the simple past, the passive voice, Materials:
chronological markers White-board / book / pictures
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Valuing the
- The learner can interpret and understand non-verbal messages. Islamic
- He can show creativity when writing about national leaders. buildings and
2. Methodological competence: landmarks
- He can work in pairs and in small groups.
- He can assess his work and his peers’.
3. Communicative competence:
- He can mobilise his knowledge and English to introduce national leaders.
- He can use the new ICT to introduce Algerian outstanding figures
4. Personal and social competencies:
- He respects our national leaders and behaves consistently
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up - T greets the PPs then asks them to name T/PPs -To create A
mnts some ancient Islamic buildings, landmarks or interest
mosques they already know either in Algeria or
in the entire world: ….The holy mosques
(‫ )المسجد النبوي المسجد الحرام المسجد االقصى‬Djamaa Sidi Soufi
(Bejaia) Djamaa Ketchawa (Algiers) Zawia Sidi T/PPs -To check
Said (Seddouk Bejaia) …. the pupils’
-When and where were these mosques built? prior
knowledge
-T sticks the pictures of Djamaa Ketchawa, the about
Great Mosque of Tlemcen and Masdjid El- islamic White V/A
Amir Abdelkader on the left side of the board landmarks board and
and three strips of papers containing their PPs/ flash cards
construction’s epochs on the right side, then PPs
invites his PPs to match each era with the
corresponding mosque.

05 Pre- -T invites the PPs to match each word with its - To

mnts reading definition in the following table: introduce
Word Definition
and pre- V/A
a- Mediterranean (a-6) 1-Conserved
b- Andalusia (b-5) 2-happened teach some
c- Took place (c-2) 3- Chief new
d- Leader (d-3) 4- Important
e- Main (e-4) 5- Ancient Spain vocabulary
f- commissioned (f-7) 6-A sea between Africa and Europe
g- Preserved (g-1) 7- Ordered /appointed

First Reading:
20 During -To read for
1/ T. invites the PPs to read the text on page 41
mnts reading general
and complete the bibliographical notes.
PPs/ information -Pupils’
Title: The great mosque of Tlemcen PPs and fill in notebooks
Auther: Foundation for Science Technology and the V
bibliographical
Civilisation
Source: www.muslimheritage.com . notes
Type of document: Web article (skimming)
 Second reading:
Tasks 4 p 41
V
Fact File
Ruling Period of the Almoravids:
1080 – 1142
Geographical boundaries:
From Senegal to Mediterranean to Andalusia
Date of foundation of Tlemcen: 1082
By: Yusuf Ibn Tashfin
Date of the mosque’s construction: 1136
-To read for V
T invites the PPs to read the text again and PPs/ specific
answer the questions in task5 page 41. PPs information.
(scanning)
1/ their: the Almoravids/Which: the city of Tagrart
This new city:Tagrart (Tlemcen) / Which: mosque
His: Yusuf ibn Tachfine/ It: the great mosque Pupils’
2/ The second books and
3/ The oldest and best copybooks
4/ From Cordoba, Andalusia to build the mosque.
5/ CE(Common Era) BCE (Before Common Era)
.
6/ Narrative (past simple to narrate how PPs/
Almoravids established their rule and constructed PPs
the great mosque ) and descriptive ( present simple
to describe it (the masterpiece)
7/ Almoravids and the great mosque of Tlemcen

Post- Task :
reading Djamaa Ketchawa in Algiers is an Islamic -To write an
historical landmark that witnessed different article about
events throughout history. Using the following a famous or
notes, try to write an article about this historical oldest
and architectural masterpiece. Islamic
- Use the past simple , the passive voice landmark
and the chronological time markers.

Location Built in Built by Converted to

Algiers 1612 Ottoman St Philip
(casbah) Empire Cathedral in
1830

Material 1st congregational Tourists

prayer (‫)الجمعة‬ attraction:
Marble In 1962 led by one of the major
Sheikh Elbachir attractions of
Elibrahimi Algiers

You can start like this:

“Djamaa Ketchawa is one of the most
prominent Islamic historical landmarks in
Algeria ..

What worked What hindered Action points

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Almoravids’ Era
1106 CE

1994

Ottoman
Empire Era
1612
Level : Sequence: 01 Me, Universal Landmarks and Lesson: 13 Lesson Focus:
.Ms 4 Outstanding Figures in History, Literature and Arts I Learn to Language Use
integrate By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo write a report about their itinerary using the
simple past, the comparative of equality and inferiority
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: The simple past tense/ the Materials:
comparative of equality and inferiority/ cause and Strips of paper / pictures of famous landmarks and
effect connectors/ the passive voice outstanding figures/ KSA tables
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Being Proud of
- The learner can use his critical thinking skills when gathering information for learning and national
research. outstanding
2. Methodological competence: figures.
- He can work individually, in pairs or within small groups. - Valuing the
- He can assess himself and his peers. Algerian
3.Communicative competence: landmarks and
- He can use ICT to make a quick research… historical
4. Personal and social competencies: places to attract
- He can show some degree of autonomy in all areas of learning. tourists
- He is aware of his role and others' role in collaborative work. around the world.
- He is honest and accountable for his work and respects others’ work.
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up -T greets his PPs and asks them to name some T/PPs -To activate White A
mnts Algerian provinces, then to classify them in the the PPs’ board
table below. learning
Coastal cities Central cities Saharan cities schemata
Bejaia, Algiers Setif , Blida, Bechar, Ilizi, -To recall
Jijel, Annaba Bouira, bordj- Tindouf,Ouedi-
and check
Mustaghanem , Bouariridj souf, Ouargla
the pupils’
-T asks the PPs to cite the provinces they have
T/PPs prior
already visited and to tell about their trips.
knowledge.

T invites the PPs to read the situation on page 42: -To lead the
05 Presenting You have just come back from a trip around PPs towards
Mnts The situation Algeria with a group of friends. You want to post on the reports
your facebook page the report of this trip to make theme.
people around the world aware of the cultural and T/ A/V
historical richness of your country. Describe your
PPs
itinerary and talk about the landmarks you visited
and the outstanding figures in history, literature or
arts that you learnt about during this trip.

-T invites the PPs to work in groups of five to

Filling the -To recall
complete the missing information in the left
KSA their
column of the table on page 42:
Knowledge: Lexis: aquired
Describing landmarks …………………….. lexis and
Describing outstanding …………………….. language A
figures structures to
Specific occupation in arts …………………..… be used in
or literature
15 …………………….. T/ their
Mnts Comparative of equality …………………….. PPs reports.
and inferiority
Active and passive ……………………..
Strong and base adjs ……………………..
A
Discours markers and ……………………..
connectors PPs/
PPs
 Presenting
the lay out Layout .
Title: ……………………………………….
Introduction: -To present
Summarizing the itinerary of my trip: departure,
stopovers, and final destination. (See Task 63)
the lay out.
Development:
1/ Landmarks: describing two or three landmarks
giving historical, architectural, geographical ets
information PPs/
2/Outstanding figures: Talking about two or three
famous personalities in history, literature or arts
PPs
giving biographical information.
Conclusion:
Shedding light on the importance and value (cultural,
literary, historical of these landmarks and outstanding
figures

Utilization
of KSA -T splits the PPs into small groups and asks
15 table in them to use the information in KSA to write
mnts writing a short reports about their trips using the past -book
report simple, the comparative of equality, the passive PPs/ -To share
voice and the cause and effect connectors. PPs and
(Task 63 page 25 and above lay out will help exchange
them) knowledge
-The PPs exchange ideas and improve their
productions.
The teacher provides them with the required
guidance and assistance.

Title: ………………………….
Algeria is a vast country with a remarkable
biodiversity and landscapes. We were lucky last summer
to pay a visit to some fascinating provinces in this small
15 continent. First, we started our trip from
.....................................................................................
mnts …………………………………………………………………
……...……………………………………………………………

Production
The PPs present their reports while others
assess the work using a grid containing the four
criteria (relevance, cohesion, coherence and
excellence)

What worked What hindered Action points

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Level : Sequence: 01 Me, Universal Landmarks and Lesson: 14 Lesson Focus:
.Ms 4 Outstanding Figures in History, Literature and Arts I think and Language Use
write By IZOUNTAR Abd el Alim
Learning Objective: By the end of the lesson, the SWBATo: 1-Write an email to give biographical
information about the greatest person history has ever known Mohamad (peace be upon him) ‫محمد عليه الصالة والسالم‬
2- Write a short description about his hometown (Mecca), using the simple past and the passive voice.
Target Competencies: interact – interpret – produce Domains: Oral – Written - Both
Target Structures: The simple past tense / the passive Materials: White board- a layout of an email- pupils’
voice/ the cause and effect connectors books – Flashcards
Cross-curricular Competencies: Core-values:
1. Intellectual competence: - Being Proud of
- The learner can use his critical thinking skills when gathering information their identity.
- He can show creativity when writing. - Establishing the
2. Methodological competence: love of the
- He can mobilise his resources efficiently prophet and his
-He can assess his work and his partner’s work. hometown
3. Communicative competence: Mecca.
- He can use communication technology to interact with learners from other countries
about landmarks and outstanding figures.
- He can use information and communication technology
4. Personal and social competencies:
- He is keen on promoting the work of his peers
Time Framework Procedure Focus Objectives Materials VAKT
10 Warm-up T/PPs -To activate White A
mnts -T greets his PPs then sticks on the right side of the PPs’ Board
the board some pictures that show an email, a learning pictures V
letter, a press article, a messenger text and schemata
SMS. And in the left side some strips of papers -To recall
containing their names then invites the PPs to and check
match the pictures with the appropriate names. the pupils’
T/PPs prior
knowledge.

T invites the PPs to write the following situation:

My English web pal Richards has read in Michael hart’s

T/ -To lead the A/V
05 Presenting book “The 100: Ranking of the most influential persons PPs PPs towards
Mnts The situation in history” that the prophet Mohamed peace be upon the email
him was actually a very great man. He wanted to know theme.
more about him and about his hometown Mecca. I have
decided to write him an email in which I will give him
some biographical information about this exceptional
person.

.
-T explains what, how and whom the PPs are -To explain
going to write about as well as the language and
structures and the lexis they need to include in organize the
their paragraphs. task.
Pre- T/
writing -T splits the pupils into two groups. Group one PPs
will deal with the prophet’s biography while
group two will write about his hometown Mecca
 Group one:
Full name: Mohamed ibn Abdillah -To provide
Place and date of birth 570 in Mecca,Hejaz
(Year of the elephant)
them with
Place and date of death June8th,632. Medinah.Hejaz the needed
His parents Abdullah ibn abdelmoutalib information
Amina bint wahb T/
Occupation 583-609: merchant
609- 632: Prophet: religious, PPs
social and political leader
who called for Islam.
achievements Established the Islamic faith
principles, urged to seek
knowledge, fought
ignorance and polytheism in
God, united the Arab
peninsula, spread goodness
and virtue, founded justice
on earth and made life
beautiful for all social
classes.

T/
Salutation: …Hello; Hi Dear Richard, etc… PPs
Introduction: (1or 2 sentences) -To present -book
The prophet and his parents’ names / Place and date
15 of birth
the lay out.
mnts Development: (4or5 sentences)
Presenting Giving information about his occupation and
the lay out achievements/ Organising the information in a
chronological order using passive form and cause and
effect connectors
Conclusion:
Giving his place and date of death and mentioning
that he is the most beloved and respected person to
Muslims
Closing:... Kind regards, Regards, Bye for now.. etc

-To provide
them with
Group two: the needed
Names Macca, Bacca, Um el-Qura information
Geographical location Saudi Arabia (west)
Particularities Birthplace of the prophet
Site of Mohamed first
revelation
Famous monuments The Kaaba, ElHaram
Masdjid, Zemzem well,
Hira’e cave, Maquam
Ibrahim, Safa and Marwa
Arafat Hill
15 Historical events Ibrahim host country
mnts Became under Muslims
control after the “el-fat’h”
in630.
Importance The holiest site in Islam
T/
The center of Muslims PPs
Pilgrimage
 -To present
Salutation: …Hello; Hi, Dear Richard, etc… the lay out.
Introduction: (1or 2 sentences)
The names and location
Development: (4or5 sentences)
Particularities, famous monuments and historical events
(simple past and passive form)
During Conclusion:
Writing Importance , Muslims’ enthusiasm and eagerness
to visit it
Closing:... Kind regards, Regards, Bye for now.. etc

-To involve
Presentation
-The teacher provides them with the required
PPs
and guidance and assistance.
in co-
assessment -T. invites the pupils with the same
learning
topic to share their first draft, to check
and peer
mistakes, correct them and to ask for
assessment.
more pieces of advice and ideas.
-To involve
- T. asks pupils to take their partners’
PPs
advice into consideration and start writing
in peer
the second draft.
correction
- Pupils are invited to write the final
and
draft, after correcting mistakes and comparing
improve
it with the provided layouts.
their
- T. invites pupils with the different
writing.
topics, to work in pairs, read and assess
-To
each one’s work.
compare the
PPs written
productions
To involve
PPs
in co-
learning
and
assessing.
What worked What hindered Action points
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 SMS
E-mail
Messenger
message
Press article
Letters