Sequence Four Me, and my

Sequence: 04 Lesson: 01 (The language use) Framework: P.D.U

Learning objectives: To enable the learners to write a short report about someone's planned
future activities using the three forms of the simple future (will) and (be going to).
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Simple future.
Core values: Valuing the wonderful Algerian landmarks and
being proud of the national heritage. Valuing good attitudes Materials: Board/ Flashcards.
towards grandparents and neighbours.
Cross curricular competencies
Intellectual: They can use their critical Methodological: They can work in pairs or in
thinking skills when eliciting the new target groups and mobilize their resources./ They
structure and understand, interpret verbal and can assess themselves and take notes.
non-verbal messages.
Communicative: They can interview partners Social and Personal: They can socialize
to gather information and process digital data through oral exchanges and they are aware of
in English. their roles and others' roles in the process of
learning.

Warming Up: The teacher greets the learners and distributes some pictures representing
famous places and amenities in Algeria and the world to the first half of the class. The second
half has names of the towns. He/ She asks the learners to find their halves and corrects the
activity on the board with the help of his/ her learners.

Oran Algiers Annaba El-Oued

New York London China Australia

2 M.S 1 Teacher: Khelil Moudjib Arrahmane

Presentation: Task 1: The teacher creates a situation (a girl thinking about next holidays)
and asks the learners to look at the picture and answer the following questions:

🗸 Who is on the picture? 🗸 What is the date? 🗸 What is she doing?

🗸 Which holidays is she thinking about?
 The teacher suggests a short text with missing words and asks the learners to complete it
with the following words (next – will visit – thinking).
Sara is ………… about her ………… summer holidays. She ............ wonderful sites in our belove

Eliciting the target language: (Affirmative form) The teacher highlights the time marker and
the target structure. (Next holidays, Sara will visit wonderful sites in Algeria). He/ She may
highlights the rule.
🗸Sara will visit wonderful sights. 🗸She will visit wonderful sites.
🗸She'll visit wonderful sites.
Subject + Will + stem

Pronunciation and drilling: The teacher highlights the pronunciation of "will" and its
contracted or short form: ("will" /wiɫ/ and "'ll" /ɫ/)
🗸 She …………. ('ll) to the sea side. 🗸 Her family......................(will) with her.
🗸 I.......................('ll) to the sea side, too.
Task 2: The teacher asks the following questions and asks the learners to answer it.
🗸 Who will go with Sara next holidays? (She'll go with her family.)
Eliciting the target language: (Negative form) The teacher highlights the negative form of the
target structure and sets the rule. He/ She asks the learners to complete the following sentence:
🗸 Sara.................(will not) go with her classmates, next holidays.
🗸 She ……… (won't) go with her classmates, next holidays.
Subject + Will not + Stem Subject + Won't + Stem

2 M.S 2 Teacher: Khelil Moudjib Arrahmane

Pronunciation and drilling: The teacher highlights the pronunciation of "won't" ("won't"
/wəʊnt/) She won't travel abroad.
🗸 I ………….. (won't) travel alone. 🗸 She......................(won't) travel by plane.
🗸 Sara.....................(won't) travel to Tunisia, next summer.
Task 3: The teacher sets the following sentences on the board and asks the learners to complete
it with the following words: (visit – 'll – will)
🗸 ............ Sara...................Oran, next summer?
🗸 Yes, she will…………Oran. 🗸 Yes, Sara ............ 🗸Yes, she …………
Eliciting the target language: (Interrogative form) The teacher highlights the interrogative
form of the target structure and sets the rule. He/ She may ask other questions about Sara as
M.C.Qs (Meaning Checking Questions).
🗸 Will Sara visit Oran, next summer?
will + Subject + Stem + ?

🗸 Will she travel by taxi? 🗸 Is she on holidays? 🗸 Is she visiting famous places?
🗸 Does she plan to visit them? When?
Practice: Task 1: The teacher writes scrambled words on the board and asks the learners to
order them to get coherent sentences.
1. month / ? / have / exams / next / you / Will
🗸 Will you have exams, next month?
2. be / , / Friday / will / . / Tomorrow
🗸 Tomorrow, will be Friday.
3. won't / we / English / . / have / Next / class / Tuesday
🗸 Next Tuesday we won't have English class
Task 2: The teacher writes the following paragraph and asks the learner to complete it with:
(will – won't). The learners may work in pairs.
Next holidays, Sara ………… visit Oran. She ……….. go there alone. She
…………go with her family. They ……….travel by plane, because they have a nice car. They …

Use: Task 3: The teacher provides his learners with hand-outs representing "Find someone
who" and asks them to move around and ask their classmates questions about their future plans
and activities in order to write a short report or survey about their class.
Next ............ (X) will ………… He/ She will ............ He/ She won't ............

 The learners describe themselves in front of their classmates. They may correct their
mistakes and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

2 M.S 3 Teacher: Khelil Moudjib Arrahmane

 Sequence: 04 Lesson: 02 (I listen and speak) Framework: P.D.P
Learning objectives: To enable the learners to talk about future plans.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Simple future and "be going to".
Core values: Valuing historical places and sites and being
Materials: Board/ Flashcards.
proud of the national heritage.
Cross curricular competencies
Intellectual: They can interpret ad understand Methodological: They can work in pairs or in
a conversation and use their critical thinking groups, mobilise their resources and assess
skills when matching icons with amenities. their selves.
Communicative: They can interview partners Social and Personal: They can socialize
to gather information and reinvest the through oral exchanges.
language in a real life situations.

Warming Up: The teacher greets the learners and makes a quick review about the previous
lesson (the future simple) and splits the class into small groups of four or six learners.
Pre-Listening: The teacher provides the groups with a set of icons and amenities and asks
them to match each icon with its corresponding amenity. After that, he/ she asks them to correct
on the board.

Historical site/
Hotel Restaurant Museum Camping site
monument

National park/
reserve Fishing Biking Skiing Hiking/ trekking

During Listening: The teacher invites the learners to listen to (Listening Script 1, 2, 3, 4
and 5 page 32) the conversation between Mounir and Keltoum (part 1) and asks the learners
to do (Task 1 and 2 page 108)

2 M.S 4 Teacher: Khelil Moudjib Arrahmane

Task 1 page 108
1. historic site or monument

2. hotel

3. restaurant

4. museum

5. camping site

6. national park or reserve

Task 2 page 108

1. fishing

2. mountain biking

3. skiing

4. hiking or trekking

 The teacher writes the following activity on the board and asks the learner to do it in
pairs.
Task 1: Answer these questions.
🗸 Who is speaking? (Mounir and Keltoum are speaking.)
🗸 What are they speaking about? (They are speaking about Mounir's plan for next
summer holidays.)
🗸 Where is Mounir travelling to? (He is going to visit Algiers and Tizi-Ouzou next
summer.)
Task 2: The teacher reads the conversation for the second time and asks the learners to answer
the following sentences with (True or False):
 Tomorrow, Mounir will visit Algiers. (False)
 Next summer, Keltoum will help Mounir with a brochure and a map. (False)
 Mounir will hike but he won't ski. (True)
Task 3: The teacher reads the conversation for the last time and asks the learners to do (Task 4
page 109) and then, asks them to check their answer with partners.

2 M.S 5 Teacher: Khelil Moudjib Arrahmane

Task 4 page 109
Mounir: I’m going to visit Algiers and Tizi-Ouzou next summer. I need your help, Keltoum.
Tell me, what do I need to know before travelling?
Keltoum: I’ll give you a travel brochure tomorrow. You’ll find all the information you need
about hotels, restaurants, museums, historic sites and monuments.
Mounir: Thanks, Keltoum. Well, you know I love outdoor life. What kinds of activities are
available around the capital or Tizi?
Keltoum: Tomorrow, I’ll also give you a detailed map with a key to all the camping sites,
national parks and outdoor activities in the region like hiking, mountain biking skiing or
fishing.
Mounir: I won’t ski in summer! I like fishing and biking but I prefer hiking.
Post Listening: The teacher asks the learners to do (Task 6 page 109)
Task 6 page 109
Me: I’m going to visit Annaba and El-Kala next summer. What do I need to know before
travelling?
My partner: I’ll give you a travel brochure tomorrow. You’ll find all the information you need
about hotels, shops, restaurants, museums, historic sites and monuments.
Me: What kinds of activities are available there?
Bachir: Tomorrow, I’ll also give you a map with a key to outdoor activities like hiking,
mountain biking skiing or fishing.
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

2 M.S 6 Teacher: Khelil Moudjib Arrahmane

Sequence: 04 Lesson: 03 (The language use) Framework: P.D.P
Learning objectives: To enable the learners to locate places on the street map.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Simple future and (be going to).
Core values: Being proud of famous sites and places in
Algeria./ Being polite when asking for information./ Materials: Board/ Flashcards.
Protecting historical places.
Cross curricular competencies
Intellectual: They can interpret and understand Methodological: They can assess their work
a conversation and use their critical thinking with their classmates, work in pairs or in
skills when locating places on a map./ They can groups and mobilise their resources.
reinvest the language in real life situation.
Communicative: They can interpret and read Social and Personal: They can socialize
maps through listening./ They can transcode through oral exchanges.
information.

Warming Up: The teacher greets the learners and makes a quick review about map icons and
amenity.
Pre-Listening: The teacher pins a street map of Algiers and shows the learners the most
famous places such as: (Bardo National Museum – National Museum of Fine Arts –
Museum of Modern Art – Museum of Antiquities – Museum of Popular Arts and
Traditions – Army Museum – Test Garden of Hamma – Martyrs' Memorial … )

Bardo National National Museum Museum of Modern Museum of

Museum of Fine Arts Art Antiquities

Museum of Popular Test Garden of

Army Museum Martyrs' Memorial
Arts and Traditions Hamma

2 M.S 7 Teacher: Khelil Moudjib Arrahmane

During Listening: Task 1: The teacher invites the learners to listen to (Listening Script 8,
9 and 10 page 32 and 33) the conversation between Mounir and Keltoum (part 2) and asks
the learners to do (Task 8 and 9 page 110)
Task 8 page 110

The Bardo National Museum of Prehistory and Ethnography.

The National Museum of Antiquities.

Task 9 page 110

2 M.S 8 Teacher: Khelil Moudjib Arrahmane

Task 2: The teacher reads the conversation for the second time and asks the learners to do
(Task 11 page 111) and play the roles of Mounir and Keltoum.
Task 11 page 111
Me: Tell me. When are you going to travel to Algiers?
My partner: I don’t know. Maybe in last July.
Me: Don’t forget to visit the Museum of Antiquities.
My partner: I will! Where is it situated?
Me: Hmm... It is in the Park of Liberty in Telemly not far from Bardo Museum and
Czech Consulate.
Post Listening: The teacher asks the learners to do (Task 13 page 111) and change the role
with their partners.
Task 13 page 111
Mounir: I will! Where is it situated?
Keltoum: Hmm... It’s near the town centre, about 500 m far from Mustapha Bacha hospital,
and a 100 m walk from the National Museum of Antiquities. El-Djazair Hotel is also nearby,
about 600 m to the south.
Mounir: Is there any interesting site or monument in the capital?
Keltoum: Oh yes, you should visit the Casbah. It’s a UNESCO World Heritage Site. Actually,
it’s the old medina of Algiers. It’s located north of Algiers Central Train Station, not far from
the sea.
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

2 M.S 9 Teacher: Khelil Moudjib Arrahmane

Sequence: 04 Lesson: 04 (The language use) Framework: P.D.P
Learning objectives: To enable the learners to listen to conversation and a radio programme
and gather specific information to fill in the fact files.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Simple future and (be going to).
Core values: Protecting the environment and being
Materials: Board/ Flashcards.
proud of the Algerian beauty and the national heritage.
Cross curricular competencies
Intellectual: They can interpret and Methodological: They can assess their work
understand a conversation and use their with their classmates, work in pairs or in
critical thinking skills when locating places on groups, mobilise their resources and listen and
a map./ They can show their creativity while take notes.
writing an announcement.
Communicative: They can select specific Social and Personal: They can socialize
information through listening, reinvest the through oral exchanges.
language in a real life situation and process
information from a radio programme.

Warming Up: The teacher greets the learners and showing them some trees and endangered
animals and species flashcards and tries to elicit names from them.

Oak tree Pine tree Cedar tree Palm tree Jackal

Barbary
Fox Vulture Eagle Falcon
macaque
Pre-Listening: After showing them the flashcards, the teacher asks the following questions:
🗸Why are these animals endangered? (Because people hunt them or poaching.)
🗸Where are they protected? (They are protected in Wildlife Reserves and zoos.)

2 1 Teacher: Khelil Moudjib

 🗸Can you name some famous parks and zoo in Algeria? (Ben Aknoun Zoo in Algiers,
Chrea National Park in Blida, El-Kala National Park in El-Tarf, etc.)

During Listening: Task 1: The teacher invites the learners to listen to (Listening Script 15,
16, 17, 18, 19, 20 and 21 page 33) BBC Radio programme about Djurdjura National Park
(first reading) and asks them to answer the following question:
🗸The text is: a- a conversation b- a TV programme c- a radio programme
Task 2: The teacher invites the learners to listen to the text again and asks them to do (Task 15,
17 and 20 page 112 and 113). They may work in pairs.
Task 15 page 112
 Kabylia
Task 17 page 112

Fact File Djurdjura National Park

Name of geographical region:Kabylia. Date of establishment:1983.
Distance from the capital:150 km. Distance from Tizi-Ouzou:60 km.

☑ foxes
Animals (fauna): Birds (fauna): ☑ jackals □ bears
Trees (flora): fennecs ☑ Barbary macaques
☑ vultures peacocks ☑ eagles
ducks ostriches ☑ falcons
date palms ☑ cedars ☑ oak tree ☑ pine trees
Weather: □ warm in winter □ cold in spring
☑ cool in summer □ sunny in winter
☑ temperature below zero in winter ☑ heavy snow in winter

Task 20 page 113

Barbary macaque Falcon Fox

Vulture Jackal Eagle

2 1 Teacher: Khelil Moudjib
Task 3: The teacher invites the learners to listen to (Listening Script 23, 24 and 25 page 33)
the conversation between Mounir and Keltoum (part 3) and asks the learners to do (Task 24
page 114)
Task 24 page 114

Fact File
Beni
Yenni
Distance from Tizi-Ouzou: 35 km.
Which direction from Tizi-Ouzou? Djurdjura National Park
Distance from Djurdjura National Park: 17.5 km.
What is the village famous for? Traditional Berber jewellery
What is the region famous for? Traditional pottery
What's the weather like in this region?
☑ snowy in winter ☑ very hot in Tizi in summer
☑ warm but rainy in autumn ☑ nice and sunny in spring
☑ cool in the mountains in summer

Post Listening: Task 4: The teacher asks the learners to do (Task 26 page 115) and asks
them to prepare a fact file about a town in their region (as a homework) and then use this
information to produce and act out an advertising announcement for a touristic travel agency.
Task 26 page 115
Mounir: What’s the weather like in your region, Keltoum?
Keltoum: Well, in summer it’s cool in the mountains but very hot in Tizi. Winter is very cold.
It snows a lot. Autumn is a warm but rainy season. I prefer spring. The weather is really nice
and sunny.
Mounir: Thanks, Keltoum, for all your help!
Keltoum: It’s my pleasure, Mounir! I hope you’ll enjoy your summer holidays in my
birthplace.
Mounir: I will. Many thanks again.
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

2 1 Teacher: Khelil Moudjib

Sequence: 04 Lesson: 05 (The language use) Framework: P.P.U
Learning objectives: To enable the learners to narrate a trip or a journey.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: The past simple (regular and Domains: Oral/ Written/ Both.
irregular form.)
Core values: Valuing travelling as a source for
Materials: Board/ Flashcards.
knowledge and learning.
Cross curricular competencies
Intellectual: They can use his critical Methodological: They can take notes and
thinking to deduce the rules. exchange information with his peers.
Communicative: They can describe past Social and Personal: They can socialize
events orally and in writing an email. through oral exchanges and written
experiences.

Warming Up: The teacher greets the learners and makes a quick review about the previous
lesson. He/ She shows different photos taken by Mounir during his trip to Algiers and Tizi-
Ouzou and the souvenirs bought from "Beni Yenni".

Martyrs' Museum of Djurdjura

Memorial Antiquities National Park Tizi-Ouzou Beni Yenni

Anklets Bangle Fibula Earring Pendant

Necklace Ring

2 1 Teacher: Khelil Moudjib

Presentation: The teacher pins a picture of "Mounir writing an email", then asks the
following questions:

🗸What is Mounir doing?

🗸Can you guess what is he writing?

 The teacher write the following paragraph on the board, read it and asks the learners to
sort out all the verbs.

Last holidays, Mounir visited Algiers and Tizi-Ouzou but he didn't visit Boumerdes. He took bea

 The teacher eliciting the target language and highlighting the rule (My Grammar Tools
page 122).

🖝 To talk about past events or activities, we use the past simple tense:
 Regular verbs (Stem + ed) eg: visited – enjoyed
 Irregular verbs (the second column in the list of irregular verbs)
see (My Basic Irregular Verb List page 146). eg: took – bought – was – did
🖝 To form the interrogative form, we use: (Did + Subject + Stem)
eg: Did Mounir visit Algiers?
🖝 To form the affirmative form, we use: (Yes, + Subject + did) in the short answer
and (Yes, + Subject + Stem + ed) in regular verbs or (the verb in the past) in irregular
verbs. eg: Yes, he did. / Yes, Mounir visited Algiers. / Yes, he took beautiful photos.
🖝 To form the negative form, we use: (No, + Subject + did not) in the short answer
and (No, + Subject + did + not + Stem) in regular or irregular verbs. eg: No, he did
not. / No, Mounir did not visit Boumerdes./ No, he did not go to Boumerdes.
N.B: 1- To talk about the past in general, we can use time markers (Yesterday – Last
"Saturday, week, weekend, month, January, year, holiday, summer, …"/ …ago).
2- The short form of "did not" is "didn't".
3- The past form of the irregular verb "to be" is "was" with (I – He – She – It) and
"were" with (You – We – They) and the negative form is "was not/ were not" or the
short form "wasn't/ weren't".
4- The past form of the irregular verb "do" is "did".

2 1 Teacher: Khelil Moudjib

 The teacher sets the following questions on the board, and asks the learners to answer
them.
🗸 Is Mounir still on holidays? (No, he isn't.) 🗸 Is it his last or next holidays? (It's the
last holidays.) 🗸 Is he happy? (Yes, he is.)
Practice: Task 1: The teacher writes the following words and asks the learners to order them
to get coherent sentences.
🗸 visited / Last summer, / . / Mounir / Algiers
🗸 he / . / did / Yes,
🗸 didn't / . / he / Boumerdes / No, / visit
🗸 helped / . / maps and brochures / with / Kaltoum / him
🗸 enjoy / Did / trip / ? / he / his
Task 2: The teacher writes the following activity on the board and asks the learner to do it in
pairs. The teacher may explain the difficult words.
Activity: Complete with: (practised – made – returned – was – became – enjoyed – started
– spent – did – went – sent – woke up – ate – tried – met).
I …………(spent) my last summer holiday in a summer camp. The camp is in the
mountains and it is fantastic. Every morning I ………… (woke up) early and …………
(enjoyed) the fresh air. After we ………… (made) our beds, we..................(did) some morning
exercises. Then we ………… (ate) breakfast. Every day we ………… (tried) different
activities: we ………… (went) hiking and ………… (practised) different sports. But most of
all I ………… ( loved) swimming. While I was in the camp, I also..................(met) many other
students. Most of them are my age and very soon we………… (became) good friends. After
we………… (returned) home we ………… (started) writing to each other. I..................(sent)
e-mails to all of my friends. All in all, my summer holiday ………… (was) really very
exciting!
Use: Task 3: The teacher asks the learners to do (Task 11 page 128) and change the role with
their partners. (Orally).
Task 11 page 128
(spent – went – rented – stayed – was – snowed – stopped – were – was – were – took –
skied – didn't go – did – saw – didn't forget remembered)
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

2 1 Teacher: Khelil Moudjib

Sequence: 04 Lesson: 06 (Language learning) Framework: P.P.U
Learning objectives: To enable the learners to produce a report about an unforgettable
weekend using the simple past tense and pronouncing the "th", final "ed" and "tion"
correctly.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: The simple past tense./ the Domains: Oral/ Written/ Both.
pronunciation "th", final "ed" and "tion".
Core values: Valuing travelling as a source for
knowledge and learning./ Being responsible and Materials: Board/ Flashcards.
having a good conduct.
Cross curricular competencies I pronounce: The pronunciation the "th",
final "ed" and "tion".
Intellectual: They can use critical thinking to Methodological: They can work individually,
deduce the rules. in pairs and in small groups./ They can assess
themselves.
Communicative: They can talk about past Social and Personal: They can socialize
events and write a report. through oral and written exchanges.

Warming Up: The teacher greets the learners and makes a quick review about the previous
lesson and splits the class into groups of four or six learners according to their levels. Each
group must contain (brilliant, medium and slow learners).

Presentation: The teacher pins a picture of "El-Kala" on the board and then asks the
following questions.

🗸 What can you see in this picture? 🗸 Where is this city?

🗸 Is it nice or horrible? 🗸 Who visited it?
 The teacher provides each group with the following hand-out and asks them to sort out
all the verbs regular and irregular mentioned in the postcard. (in the past simple).

2 1 Teacher: Khelil Moudjib

Dear James,
This vacation is wonderful. I arrived by ship from Italy
to El-Kala. This place is really beautiful and the weather is
hot and sunny. I arrived on Thursday morning and I visited
the Messida Beach. I took a long swim and then sunbathed
until noon. Next, I had lunch in a local restaurant. Also, I met
some boys from different places in Algeria, I had a long
conversation with them. After that, we played volleyball
with some local people they are all very friendly.
In addition, I loved El Morjane Hotel. It is fantastic,
very big, modern and it also has a pool. I liked the town, I Mr. James Hook
walked around and took a lot of photos. Then, I went to El-
Kala National Park. It isn't very far from the town. It's one of 1128 West Fourth Avenue
the tourist attractions and the UNESCO recognized it as a
biosphere reserve in 1990, I found this in Algeria.com website. New York, NY 10003
Finally, I went shopping yesterday and I bought you a
nice present. I hope you like it. See you when I get home. USA
Love,
Helen
 The teacher sorts out all the regular verbs and asks the learners to read them correctly.
The teach highlights the rule (2, 3 and 4 page 118)
🖝 "ed" is pronounced /id/ after the sound /t/ and /d/. eg: (visited – ended).
🖝 "ed" is pronounced /t/ after the sound /p/, /k/, /f/, /s/, /θ/, /ʃ/ and /tʃ/. eg: (stopped – liked – st
🖝 "ed" is pronounced /d/ after the rest of sounds.eg: (arrived – played – loved - recognized
🖝 "th" is pronounced /θ/ (voiceless – no vibration in the vocal chords) as in the Arabic letter (‫)ث‬
🖝 "th" is pronounced /ð/ (voiced – the vocal chords vibrate) as in the Arabic letter (‫)ذ‬. eg: (the –
🖝 "tion" is pronounced /ʃən/ with "sh" /ʃ/ sound after a vowel.eg: (vacation – conversation
🖝 "tion" is pronounced /tʃən/ with "tsh" /tʃ/ sound after a consonant. eg: (attraction – question)

2 1 Teacher: Khelil Moudjib

Practice: Task 1: The teacher asks the learners to (Task 7 page 120).
Task 7 page 120
1. /Id/ /t/ /d/ 2. /Id/ /t/ /d/
cried □ □ ☑ planned □ □ ☑
asked □ ☑ □ located ☑ □ □
wanted ☑ □ □ liked □ ☑ □
received □ □ ☑ changed □ □ ☑
camped □ ☑ □ followed □ □ ☑
admired □ □ ☑ ended ☑ □ □
stayed □ □ ☑ surprised □ □ ☑
added ☑ □ □ impressed □ ☑ □

Task 2: The teacher asks the learners to (Task 9 page 120).

Task 7 page 120
- "These"/ð/ is the plural form of "this"/ð/.
- "Those"/ð/ is the plural form of "that"/ð/.
- "Months"/θ/ is the plural form of "month"/θ/.
- "To breathe"/θ/ is a verb and "breathed"/θ/ is its past form; "breath"/θ/ is a noun.
- "Clothe"/ð/ is a noun; its plural form is "cloths"/ð/.
- "To clothe"/ð/ is a verb, and "clothed"/ð/ is its past form; "clothes"/ð/ is another plural
noun.
Use: Task 3: The teacher gives the following activity and asks the learners to do it.
Activity: Read the following paragraph and put the underlined words in the right place.
Last weekend, my school organized a trip to El-Kala National Park. We didn't travel by
plane, because it is expensive. We just travelled by coach. We stayed in a camp. It is
comfortable and close to the town centre. The rooms is not big, but they are clean . We took an
open bus to have contact with the fauna and flora and breath the fresh air all along the visit.
We saw eagles, monkeys, foxes, jackals and many species of plants. All these kinds are
protected in Algeria because they are endangered. It was fantastic. The weather also was hot
and sunny. We had lunch in a local cafeteria. The service was not very good, but the meal was
delicious. We visited many interesting places and took lots of photographs. We had an
unforgettable weekend!

/t/ /d/ /id/ /ð/ /θ/

organized/ travelled/ the/ they/ with/
/ protected/ visited Breath
stayed/ endangered these/ weather
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

2 1 Teacher: Khelil Moudjib

Sequence: 04 Lesson: 07 (Language learning) Framework: P.P.U
Learning objectives: To enable the learners to write and introduce the weather forecast using
the future simple, adjectives ending in "y" and related to weather forecast.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: The simple future tense/ Adjectives to Domains: Oral/ Written/ Both.
describe the weather and temperature.
Core values: Valuing the cycle of each season. Materials: Board/ Flashcards.
Cross curricular competencies
Intellectual: They can use critical thinking Methodological: They can mobilise
and show some degree of autonomy in resources, face audience and work in pairs or
learning. in small groups.
Communicative: They can interpret weather Social and Personal: They can socialize
icons, write and introduce a forecast weather through oral and written exchanges.
report and use role-play to communicate
appropriately when facing an audience.

Warming Up: The teacher greets the learners and makes a quick review about (the future
simple) and splits the class into small groups of four or six learners. Then, he/ She provides the
groups with a set of icons representing weather, temperature and the main parts of the compass.
And then, asks them to match each icon with its corresponding names. After that, he/ she asks
them to correct on the board.

Sunny Rainy Windy Cloudy Snowy

Stormy Foggy Icy Partly cloudy Sleeting

Lightning Hailing Thunder Blizzard Cyclone

2 1 Teacher: Khelil Moudjib

 Tornado Shower Rainbow Warm Hot

Cool Cold Compass North South

West East Centre

Presentation: The teacher sticks the map of Algeria on the board and elicits the main parts
using the compass (North, South, East, West and Centre). After that, he/ she sticks some
icons on the map and tries to elicit some sentences from the learners. They must speak about
the weather forecast for the few coming days.

Example: 🗸 It will be hot in the south west of Algeria.

🗸It will be cloudy in the north west of Algeria.
🗸It will be windy in the south east of Algeria.
🗸It will be stormy in the north east and the centre of Algeria.
🗸It will be rainy in the north east of the Algerian Sahara.

2 2 Teacher: Khelil Moudjib

 Practice: The teacher asks the learners to read the "Algerian map" and do (Task 13 page 129
and Task 18 page 131) first and then do (Task 16 page 130) and (Task 19 page 131).
Task 13 page 129/ Task 18 page 131

4. snowy 3. cloudy 5. sunny 6. stormy 1.rainy

2. windy 4.cold 3.cool 1.warm 2.hot

Task 16 page 130

WEATHER FORECAST 1
ost of the weekend. But in the east, it'll be cold and snowy. On the northern and southern Sahara, it'll be wa

Task 19 page 131

WEATHER FORECAST
2
Good evening ladies and gentlemen. I (be) am Ali Benamar, and here (be) is the
weather forecast for the next three days. There (be) will be heavy rain tomorrow on the
central region of the country but the temperatures (be) will be quite warm in the capital.
It's not time to wear your coats yet! In the east, heavy snowfalls are expected on the Aures
Mountains. Temperatures (fall) will fall below zero, so it (be) will be freezing cold. The
sun (keep) will keep shining on the northern and southern Sahara for the next few days
and the temperatures (rise) will rise everywhere from the oases of Biskra, M'zab and
Souf to the Hoggar and Tassili. So, we expect very hot weather there for the rest of the
week but the nights (be) will be fairly cool because the temperatures (fall) will fall a bit.
That (be) is it for today's forecast. (Stay) Stay tuned to our programs!

2 2 Teacher: Khelil Moudjib

Use: The teacher sticks again the map of Algeria on the board and provides the following
activity on the board and asks the learners to do it.
Activity: Look at the map and complete the following sentences with:
(rainy – windy – cloudy – sunny – stormy).
1. Tomorrow, the weather will be.................(cloudy) in Oran.
2. Tomorrow, the weather will be.................(stormy) in Algiers.
3. Tomorrow, the weather will be.................(rainy) in El-Oued.
4. Tomorrow, the weather will be.................(sunny) in Djanet.
5. Tomorrow, the weather will be.................(windy) in Illizi.
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

2 2 Teacher: Khelil Moudjib

Sequence: 01 Lesson: 08 (I read and do) Framework: P.D.P
Learning objectives: To enable the learners to read, sort information from a text to do the
tasks and write about unforgettable weekends.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: The past and the future simple.
Core values: Valuing travelling as a source for
knowledge and learning, sharing national cultural
diversity with their regional cultural differences./
Materials: Board/ Flashcards.
Valuing the past traditional and even prehistoric
culture./ Understanding that Algerian culture and
history are also parts of this universal human heritage.
Cross curricular competencies
Intellectual: They can understand, interpret Methodological: They can work in pairs or in
verbal and non-verbal messages, show some groups, develop effective reading strategies,
degree of autonomy in all area of learning. mobilise their resources and assess themselves
Communicative: They can process digital Social and Personal: They can develop
data in English and face an audience. attitudes of sharing data about their country
and promoting the work of their peers.

Warming Up: The teacher greets the learners and makes a quick review about weather.
Pre-Reading: The teacher shows the learners photos London, Algiers and some places in the
Algerian Sahara.

London Algiers Biskra Tolga Ghardaia

Ben Isguen El-Oued Tamanrasset Assekrem Mount Tahat

Djanet Essendilèn Oued Tafilalet Tamrit plateau Sefar

2 2 Teacher: Khelil Moudjib

During Reading: Task 1: The teacher invites the learners to read the text "An
Unforgettable Journey to the South of Algeria" (Text 1 page 132) and do (Task 1 and 2
page 132). The teacher should explain the key words and the learners may work in pairs. The
key words are: (schedule flight – youth hostel – spice shop – mud-brick house – palm grove
– van – school dormitory)

chedule flight

Van School dormitory

Task 1 page 132 Task 2 page 132

Bibliographical Notes FACT FILE: Biskra

 Title: An Unforgettable Journey to the Distance from Algiers: 400 km.
South of Algeria. In which direction (point of compass):
 Author: Peter Smith Southeast.
 Source: www.londonschoolmag.edu.uk Transport from Algiers: By plane.
 Date of publication: / History: Marked by Berbers, Romans, Arabs,
 Type of document: Turks and French.
☑ web article Traditional architecture: Mud-brick houses
□ excerpt from a book with small doors and windows.
□ press article Tolga
Distance: 36 km from Biskra.
Direction: West of Biskra.
Famous for: Quality of dates called "Deglet
Nur".

Task 2: The teacher invites the learners to read the text "An Unforgettable Journey to the
South of Algeria" (Text 2 page 133) and do (Task 4 and 5 page 133). The teacher should
explain the key words and the learners may work in pairs. The key words are: (hill – arcades –
sandstone house – minaret – valley – coach – domes – sand dunes)

2 2 Teacher: Khelil Moudjib

 Hill Arcades Sandstone house Minaret Valley

Coach Domes Sand dunes

Task 4 page 133

1. 2. 3. 4. 5.
False False False False True
Task 5 page 133
1. Ghardaia is 450 km far from El-Oued.
2. El-Oued is called "The City With Thousand Domes" because old
houses and buildings in Souf have domes instead of flat ceilings or
roofs.
3. Yes, we can. They are white (golden).
4. Souf houses have domed ceiling to keep the temperatures cool in
summer.
5. They are going to see the old souk and many traditional craft shops sell traditional
rugs with different shapes, sizes, colours and prices.
Task 3: The teacher invites the learners to read the text "An Unforgettable Journey to the
South of Algeria" (Text 3 page 134) and do (Task 8 and 9 page 135). The teacher should
explain the key words and the learners may work in pairs. The key words are: (silversmith –
Agades Cross – Tuareg clothes – swords – daggers – caravan – 4WD vehicle)

Silversmith Agades Cross Tuareg clothes Swords Daggers

2 2 Teacher: Khelil Moudjib

 Caravan 4WD vehicle
Task 8 page 135

Bibliographical Notes FACT FILE: Tamanrasset

 Title: My Travel Blog. Distance from El-Oued: 1.700 km.
 Author: Mary Townsend In which direction (point of compass): South of
 Source: Mary's Blog El-Oued.
 Date of publication: Jan. 10 Transport from Algiers: By plane.
 Type of document: Traditional architecture: Red mud-brick houses.
□ newspaper article What is display in the museum? Tuareg clothing,
□ email swords and daggers.
☑ blog article Direction and direction of Mt Tahat from
Tamanrasset and Assekrem: Tahat is 86 km north of
Tamanrasset and Assekrem is 20 km southeast of
Tahat.
Altitude: 2.918 m.
Temperatures: Worm during the day and cool
during the night .
How many days did the group stay in the Hoggar
region? They stay four days.

Task 9 page 135

Mount Tahat

Assekrem

2 2 Teacher: Khelil Moudjib

 Task 4: The teacher invites the learners to read the text "An Unforgettable Journey to the
South of Algeria" (Text 4 page 136) and do (Task 11 and 12 page 136). The teacher should
explain the key words and the learners may work in pairs. The key words are: (Sahara cheetah
– cypress tree – gorge – plateau – prehistoric rock paintings – antelopes – engraving
depicting)

S aharan Cheetah Prehistoric Rock

Cypress Tree Gorge Plateau
Paintings

Engraving
Antelopes Depicting
Task 11 page 136 Task 12 page 136

Bibliographical Notes □ John and his schoolmates travelled to Djanet by coach.

plane.
 Title: My Diary ☑ "ksar" (from Arabic) means a small group of houses
 Author: John Mulberry (village) protected by high walls.
 Source: John's Diary entries □ "New Year's Eve" is 1st January. 31st December.
 Number of entries: 03 ☑ Tassili National Park is home to a rich cultural and
 Type of document: natural heritage that belongs to all humans in this world.
□ excerpts from a book ☑ Tassili rock paintings and engraving are thousands of
☑ diary entries years old. They must be preserved.
□ page from a notebook ☑ The Saharan cheetah and cypress tree are endangered
species today and must be protected.

Post Reading: Task 3: The teacher invites the learners to read the four parts of the text "An
Unforgettable Journey to the South of Algeria" and do (Task 13 page 137).

2 2 Teacher: Khelil Moudjib

 Algiers

Tolga Biskra
El-Oued

Ghardaia

Ben Isguen

Sefar
Essendilen Tamrit plateau

Oued Tafilalet
Mount Tahat

Assekre Djanet
Tamanrasset

 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

2 2 Teacher: Khelil Moudjib

Sequence: 04 Lesson: 09 (I learn to integrate) Framework: P.P.U and P.D.P
Learning objectives: To enable the learners to talk about interesting places which they will
visit with their tourist friends.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: The future simple tense.
Core values: Being proud of our cultural heritage,
Materials: Board/ Flashcards.
handicrafts and beauty in each area.
Cross curricular competencies
Intellectual: They can use their critical Methodological: They can mobilize their
thinking skills when gathering information for resources, work in pairs or within small
learning and search./ They can show creativity groups and assess themselves.
when producing written messages./ They can
show some degree of autonomy in all areas of
learning and plan an itinerary.
Communicative: They can process data in Social and Personal: They can socialize
English and mobilise it./ They can solve through written messages.
problem situations using a variety of
communication means.

Warming Up: The teacher greets the learners and makes a quick review about famous places
in Algeria.
Pre-Writing Process: The teacher asks the learners about what they do when someone
comes to his town and asks them to be their guide. They may speak about (interesting places –
traditional crafts shops – food etc.). The teacher shows the meaning of "guide" and asks the
learners if they participated in a guided tour before?
Setting up the Situation: The teacher asks the learners to have a look at the (Task page 138).
He/ she must explain the new words.
Andrew Williams, my Australian friend, is going to visit Algeria next summer. I'll be his guide.

Planning: The learners write about their itineraries by follow the (Layout page 139). They
may ask and exchange ideas with their partners. The teacher should help them to remember
what they learnt in this sequence.

2 2 Teacher: Khelil Moudjib

In-Writing Process: The teacher asks the learners to complete the missing information in
the table (page 39).
 Lexis related to amenities, tourist sites, scenery and landscape, animals and trees
(famous places in Algeria, museums, National parks, protected forests, mountains,
old medinas, souks, "ksours", rare and endangered animals and trees, etc.).
 Lexis related to direction (north, south, east, west, centre, Sahara, etc.).
 Lexis related to traditional handicrafts and architecture (jewellery, pottery, rug, leather,
woodwork, brass, copperware, wickerwork, Mud-brick, Sandstone, etc.).
 Lexis related to weather and means of transport (sunny, cloudy, windy, rainy, stormy,
van, 4WD vehicle, camels, bus, coach, donkey, walk, etc.).
 Lexis related to leisure activities and preferences (visiting souk, old town, buying
souvenirs, camp, riding camels, donkeys, taking photos, etc.).
Drafting: The teacher asks the learners to start drafting. They may use the model (email
page 139) or ask the help of the teacher.
Editing: The teacher helps the learners to find out and correct typographical errors and
mistakes in grammar, style, and spelling.
Publishing: The learners write their final drafts.
Example about day1:

Spring tour itinerary

Hello, Andrew!
I'm sending you a detailed itinerary of our spring tour of the region where I live. I 'm also attaching a
Day 1:
I'm going to take you to Oued Righ "the valley of Righ". It's in the north west of El-Oued about 1

 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

2 3 Teacher: Khelil Moudjib

Sequence: 04 Lesson: 10 (I think and write) Framework: P.D.P
Learning objectives: To enable the learners to write report about their last holidays' tour and
post it on a blog or school magazine.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: The past simple tense.
Core values: Valuing travelling as a source for
knowledge and learning./ Valuing leisure time./ Materials: Board/ Flashcards.
Valuing our cultural heritage.
Cross curricular competencies
Intellectual: They can use their critical skills Methodological: They can mobilize their
when gathering information for learning and resources to produce a written message./ They
research./ They can show creativity when can assess their selves and others.
producing a written report.
Communicative: They can process data in Social and Personal: They can develop
English and mobilise it./ They can post their attitudes of sharing data about our country./
data on school website, a blog or a school They can be honest and accountable for their
magazine. work and respect others' work.

Warming Up: The teacher greets the learners and makes a quick review about the previous
lesson.
Pre-Writing: Task 1: The teacher asks the learners to answer the "KEY QUESTIONS"
(Task 1 page 140).
🗸 What are the places (historic sites or monuments, museums, etc.) you visited on day 1?
🗸 Where were these places located? How far were they from the place where you stayed
(hotel, youth hostel, family, etc.)?
🗸 How and when did you go there (means of transport, time)?
🗸 Did the place you visited have any history?
🗸 What was the weather like on that day?
🗸 Where did you have your meals?
🗸 Did you have any leisure activities?
You answer the same questions to write about day 2.
 The teacher introduces the situation and asks the learners to work individually.
Last winter holidays, you went on a weekend tour to another region in Algeria (or abroad, to a f

While-Writing: Task 2: The teacher asks the learners to start gathering information for their
report. They should use the information that they have already seen in the previous lessons

2 3 Teacher: Khelil Moudjib

(Reading texts page 132 to 136) and (Task 9 and 13 page 135 and 137)and the teacher may
help them to remember.
Post-Writing: Task 3: The teacher asks the learners to start writing their reports and draw
the map of their itinerary. (Task 3 page 140).
Task 3 page 140

My Travel Blog

An Unforgettable Weekend in …………………………

Posted on ……………..
On (date) ………, I took ………(the train/ coach, a flights) to (destination) ………T
(distance from my place) ………It was built in (history of the place)
………After that, Ifor lunch. In the afternoon, I decided to (I give the
same information about the second place of interest I visited on that first day)
………In the evening, I (leisure activity) ………

Example:

 The learners read their Anwork in front of their

Unforgettable classmates.
Weekend They may correct their mistakes
in Batna
and choose the best one to be written.
Posted on Mon. 25th Jun.
 The teacher invites the learns to copy down in their copybooks.
On Sunday 25th December 2016, I took the coach to Batna. The weather was
cloudy and warm. After a shower and a good rest at the youth hostel. I took a car to
Timgad it is about 35 km east of Batna. It was built around 100 AD. After that, I
returned to Batna for lunch. In the afternoon, I decided to visit "Rahba" the old
souk. It is famous for its spice shops, medicinal herbs and all the cooking supplies. In
the evening, I went to the cinema. Later, I had dinner in a wonderful restaurant and
returned to the youth hostel when I spent the night. The next day, I took the bus to
Ghoufi it is about 95 km south of Batna. It is a historic settlement in the Batna
Province. The weather was sunny. I had lunch there in a local fast food. After that, I
returned to Batna. The next day, early in the morning, I returned home.

2 3 Teacher: Khelil Moudjib