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2 M.S 1 Teacher: Khelil Moudjib Arrahmane

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.

Target structure: Simple future.

Domains: Oral/ Written/ Both.

Core values: Valuing the wonderful Algerian landmarks and being proud of the national heritage. Valuing good attitudes towards grandparents and neighbours.

Materials: Board/ Flashcards.

Cross curricular competencies

Intellectual: They can use their critical

thinking skills when eliciting the new target structure and understand, interpret verbal and non-verbal messages.

Methodological: They can work in pairs or in

groups and mobilize their resources./ They can assess themselves and take notes.

Communicative: They can interview partners

to gather information and process digital data in English.

Social and Personal: They can socialize

through oral exchanges and they are aware of 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

Sequence Four Me, and my travels

2 M.S 2 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:

3 Who is on the picture? 3 What is the date? 3 What is she doing?

3 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). 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.

3 Sara will visit wonderful sights. 3She will visit wonderful sites.

3 She'll visit wonderful sites.

Pronunciation and drilling: The teacher highlights the pronunciation of "will" and its contracted or short form: ("will" ܽand "'ll" ܽ

3 'll) to the sea side. 3 will) with her.

3 'll) to the sea side, too.

Task 2: The teacher asks the following questions and asks the learners to answer it.

3 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:

3 will not) go with her classmates, next holidays.

3 won't) go with her classmates, next holidays.

our beloved country, Algeria.

Subject + Will + stem

Subject + Will not + Stem

Subject + Won't + Stem

2 M.S 3 Teacher: Khelil Moudjib Arrahmane

Pronunciation and drilling: The teacher highlights the pronunciation of "won't" ("won't"

ԥݜ) She won't travel abroad.

3 won't) travel alone. 3 won't) travel by plane.

3 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)

3 summer?

3 Yes, she 3 Yes, Sara ............ 3Yes, 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).

3 Will Sara visit Oran, next summer?

3 Will she travel by taxi? 3 Is she on holidays? 3 Is she visiting famous places?

3 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

3 Will you have exams, next month?

2. be / , / Friday / will / . / Tomorrow

3 Tomorrow, will be Friday.

3. won't / we / English / . / have / Next / class / Tuesday

3 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. 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. 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. will + Subject + Stem + ? She ther rent a house.

2 M.S 4 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. Target structure: Simple future and "be going to".

Domains: Oral/ Written/ Both.

Core values: Valuing historical places and sites and being proud of the national heritage.

Materials: Board/ Flashcards.

Cross curricular competencies

Intellectual: They can interpret ad understand

a conversation and use their critical thinking skills when matching icons with amenities.

Methodological: They can work in pairs or in

groups, mobilise their resources and assess their selves.

Communicative: They can interview partners

to gather information and reinvest the language in a real life situations.

Social and Personal: They can socialize

through oral exchanges. 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/

monument Hotel Restaurant Museum Camping site

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 5 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.

3 Who is speaking? (Mounir and Keltoum are speaking.)

3 What are they speaking about? (They are speaking about Mounir's plan for next

summer holidays.)

3 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):

9 Tomorrow, Mounir will visit Algiers. (False)

9 Next summer, Keltoum will help Mounir with a brochure and a map. (False)

9 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 6 Teacher: Khelil Moudjib Arrahmane

Task 4 page 109

Mounir: 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: tomorrow

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: 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: prefer hiking.

Post Listening: The teacher asks the learners to do (Task 6 page 109)

Task 6 page 109

Me: Annaba and El-Kala next summer. What do I need to know before travelling?

My partner:

about hotels, shops, restaurants, museums, historic sites and monuments.

Me: What kinds of activities are available there?

Bachir: 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 7 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. Target structure: Simple future and (be going to).

Domains: Oral/ Written/ Both.

Core values: Being proud of famous sites and places in Algeria./ Being polite when asking for information./

Protecting historical places.

Materials: Board/ Flashcards.

Cross curricular competencies

Intellectual: They can interpret and understand

a conversation and use their critical thinking skills when locating places on a map./ They can reinvest the language in real life situation.

Methodological: They can assess their work

with their classmates, work in pairs or in groups and mobilise their resources.

Communicative: They can interpret and read

maps through listening./ They can transcode information.

Social and Personal: They can socialize

through oral exchanges. 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 )

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

2 M.S 8 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 9 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: in last July.

Me: 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: 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: Site. Actually,

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 11 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. Target structure: Simple future and (be going to).

Domains: Oral/ Written/ Both.

Core values: Protecting the environment and being

proud of the Algerian beauty and the national heritage.

Materials: Board/ Flashcards.

Cross curricular competencies

Intellectual: They can interpret and

understand a conversation and use their critical thinking skills when locating places on a map./ They can show their creativity while writing an announcement.

Methodological: They can assess their work

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