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Term Month File competence Learning
objectives
Type of
task
Resources Module of integration (project) What students could already do
Grammar Lexis Pronunciation Third Term
April & May
File Four "4" "Around the W
orld "
Interact
Interpret
Produce
� Comparing
countries
� Describing
and locating
towns.
� Talking
about history of
towns.
� Describing
monuments.
� Expressing
preferences (
agreement /
disagreement )
Page 2
�(written)
� ( oral
�written )
� oral and
written
� ( oral
� Adjectives
/comparatives
and
superlatives
� Prepositions
of place.
���� Prepositions
of time
����
Exclamations : how …? What!
SNAPSHOTS OF
CULTURE p15
Love your
neighbour's
language
1) Read and
learn about
English
2) Read and try
to find
differences in
spelling/
vocabulary /
pronunciation
between British
and American
English
3) Discuss and
write a
paragraph
about the
different
languages of
Algeria
Say it clear p133
The "er"-"est" sounds
1- listen to the
dialogue and note
how "er" is
pronounced
2- listen again to the
dialogue then mark
the intonation p140
The sound
more /m / /m r/
1) listen say where you
hear
/ m / and where you
hear /m r/
2) listen to the
adjectives below and
mark the stressed
syllable of each
INTONATION
1) Listen to the
expressions and mark
the intonation with an
arrow
2) React to the pictures
using the given language
forms . Pay attention to
the intonation
RHYTHM'N SOUND THE SOUND
"PH"="f"
phrase /freiz/
physics /"fiziks/
phonetic /f netik/ 1.Listen to the
pronunciation and say
how "ph" is
pronounced
1- The sounds /f/ - /g/
����"gh":listen then
filling the table with
the right sound
2- The sounds "th"����
�that
� thin
Making a country profile²
During your school year you saw
many countries and touristy
places ,but not your country ,
so you decided to make your
country 's profile .
���� Locate your country
geographically on the map of its
continent.
���� Name its capital city and
some of its important towns.
���� Find pictures of the capital
city's places of interest (street
, avenues, famous building…)
���� Write one or two lines about
each selected place (monument
or building) to encourage people
to visit it.
���� Say what is special about its
traditions ( languages ,dress,
cooking, celebrations…)
���� Mentions some particularities
you find in the other towns.
���� Your last page can take the
form of a fact file synthesizing
all the information you have
given before. ���� Present your work to your
classmates, discuss with them the
different points of your work.
���� Put your work in the school
library to be a source of
information for the next generation
pupils.
�SWBAT :
Talk about one's
nation's profile.
Identify cartoon pictures and decode the message from them
Express polite request Compare the cartoons and
their dialogues Identify the means of
transport and place of traveling Recognize the time Recognize capitals of the
world Listen and fill in forms"
traveling" Name countries and locate
them Recognize the vowel sounds
and discriminate between them
Act and play roles Read and maintain
interaction Respect intonation and
stress Interpret oral and written
messages Interpret cartoons pictures
and improvise different situations
Use different functions "request-offer-suggesting" and discriminate between them
Match pairs to have coherent
conversation
Recognize the interlocutor
Recognize the alphabet and
their pronunciation
Decode messages
Produce written messages and
exchange them with their
partners
Identify letters and
discriminate them from "emails"
Write letters expressing
apologies
Describe the British country
Introduce the Royal Family
Describe touristy places
By Mr. samir bounab
Lesson Plan File Four : Around The World 3rd Am Level
Sequence One Listen and Speak
Personal Goals: �During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
� Two-way communication with the world.
� Communicative Competence.
Lesson Focus: ���� Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases,
idioms, etc…)functions(polite requests, apologizing….)?
�In this lesson I will teach the following aspects of language:
Function : Comparing countries –(locating and describing countries) & talking about distances and Time.
Grammar : Adjectives /comparatives and superlatives
Vocabulary : vocabulary related to countries , locations, journeys…
Competencies : ���� Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
� Can interact orally to ask and answer questions in short exchanges and to respond briefly to the news of others.
� Can deal with simple ,predicate travel situations related to transportation(asking where something is and how to get there asking and telling the times/schedules)
Objectives / Assessment :
����SWBAT by the end of the lesson ,students will be able to demonstrate :
� Describe countries (locate , compare…)
� Talk about distance & orientations.
Required material and / or resources :
� Maps of North Africa(Algeria & Egypt) - Britain – compass & photos of Eiffel Tower-Big Ben –Eshahid Monument….. .
� Manual's script page 169 Page 3
Samir Bounab's Document
timing Rationale Interaction Procedure Competencies targeted
Naming
and
locating
famous
places
Making a
country
profile
Describing a map
Describing
a country
Teacher
–
students
Students
–
teacher
Students
-
teacher
Students
–
teacher
Teacher
–
students
Sequence One : LISTEN & SPEAK File Four 3rd Level Warming –up: The teacher interacts with his pupils about what they have learnt in the previous file , and try to check their
comprehension about [describing regular activities /past actions –using the present perfect –expressing obligation-advice….)
The teacher invites the pupils to open their books on page 126 and try to interpret the photos . The pupils are asked to
describe each photo ,what does it show .
The teacher tries to make the pupils talk about (the place , what is in the picture and where does it take place?)
The teacher listens to the pupils interpretation and takes or reports some of their interpretation on the board. Later they
are asked to read what has been written on the board .
The teacher presents the new file and the project work which should be done by the end of this file ,he may ask the pupils to
split into their groups and explains that they should make: Making a country profile²
During your school year you saw many countries and touristy places ,but not your country , so you decided to make your
country 's profile .
Pre-listening: The pupils are invited to open their books on page 128,take their pencils and try to complete the map.
The pupils work in pair and try to name the countries on the map ,then they are asked to located them using the compass.
Activity 1p128: Look at the map ,name the countries using the compass.
���� The map represents : { Algeria in the centre , Tunisia in the north east – Libya in the west – Morocco in the north east –
and Western Sahara in the west – Mauritania, Mali and Niger in the South } of Algeria.
The pupils are asked to read the interpretations ,the teacher listens to them ,then asks the pupils to repeat the best work
done by their colleagues.
Next the teacher asks the pupils to compare the countries on the map just the "size" .
���� Activity 2p128: Compare the size of Algeria with the size of each country .
����Algeria is larger then Tunisia, Morocco , Libya, and all the countries which have borders with Algeria. Algeria is the
largest country in the North of Africa.
While Listening :
The teacher explains the instructions of Activity 3 p 128 , then invites the pupils to listen and try to fill in the table .
����Activity 3p128: Listen and complete the following table with the right information .
Location In the continent North West Africa
Bordering countries Tunisia-Libya-Mali-Niger-Mauritania-Western Sahara-
Population Total 33,739,635 inhabitants
Density 14 persons per sq km
Land
Area 2.381.741sq km
Regions of the country The Tell –The Tell Plateau and The Sahara Atlas and the Sahara
Highest peak Mount Tahat in the Hoggar (3003 meters High)
Climate In the north Warm and dry in summer-mild and rainy in winter
In the south Very hot in daytime but very cold at night ( in winter)
Page 4
Interact with the
teacher about what
has been learnt
Look at the pictures
and interpret the places
Interact with the
teacher about the
project work
Interpret the map
and decode what
countries are
represented on it and
try to compare their
size.
Listen to the script
and try to interpret it to
decode the message
and fulfill the right
information
Comparing
Comparing
Comparing
Teacher
–
students
Students
–
students
Teacher
–
students
Students
–
teacher
Students
–
students
Teacher
–
students
The teacher reads the script on page 169,but also adapts the information according to the latest statistics .
The teacher asks the pupils to give back their answer , he reports them on the board ,then invites them to read the script
on page 169 and check their answers. Later the pupils are asked to report the corrected answers on their books using their
pencils
Post –listening: The teacher asks the pupils to look at the table again and try to compare its information.
����Activity 4p128: Use the information in the table and compare:
The climate in the north is warmer and drier in summer , milder and rainy in winter.
1) climate (north – south): The climate in the north is not as hot as in the south in summer
The climate in the south is hotter in daytime but colder at night in winter.
2) Highest peak : (Mount Tahat – Mount Chréa – Mount tikdjda) : Mount Tikdjda is higher than Mount Chréa ,but Mount Tahat
is the highest .
The teacher reports the pupils answers on the board then asks them to read the sentences .
Isolations: the teacher asks the pupils to read the words which are written in different colours ,he listens to them then
lists them on the board . ���� warmer – drier – milder – hotter – colder – higher – highest - as hot as .
Analysis: The invites the pupils to analyze the following words with their sentences .
The climate is warmer in winter. The west is as hot as the south . Mount Tahat is the highest peak in Algeria .
Subject + verb+ adj+er + obj Subject + verb+as+adj+as +object Subject + verb + adj+est + object
Comparative Comparative Superlative
of superiority of equality
Stating Rule :
���� The comparative of superiority: Subj + verb+ adjective + er +obj ���� "er" is pronounced ���� / / ( "r" is silent)
���� The comparative of equality: Subject + verb +as +adj +as +object ���� " as " is pronounced ���� / /
���� The superlative : Subject + verb + adj+est + object ���� " est " is pronounced���� / ist /
Practise ���� Say it clear :
The teacher explains the instructions of "activity 4p129" then invites the pupils to make short dialogues using the
"comparative of superiority and equality" <communicative based task>
���� Activity 1p129: Make a short dialogue comparing two countries. For example : Algeria - [ large] – Japan { rich }
You : Algeria is larger than Japan
Your partner: Yes , Japan is not as large as Algeria .,but Japan has a richer economy than Algeria.
You : Yes ,I agree with you.
The teacher instructs the pupils to look at the table on page 129, work in pairs and perform their drill [they should
respect the pronunciation of the "er" or "as".
The pupils are later asked to look at the instructions of "activity 2p129", listen to the teacher explaining the instructions
then invites them to perform the drill.
Page 5
Interact with the
teacher about what
have heard in the script
and try to discuss the
different point and
compare them with present time.
Interpret the
acquired information
in the table and
compare them
Interact about the
form of the structure
used in the
comparative
Interpret the
different forms of the
comparative and
discriminate between
them
Interpret the script
and the pronunciation
of the comparative
"er" – "as" &
superlative "ist"
Produce written
messages using the
learnt language
Comparing
Talking
about
intonation
Inquiring
about
one's
journey
Students
–
students
Teacher
–
students
Teacher
–
teacher
Students
–
Student
���� Activity 2p129: Use the items in the box to ask and answer questions using the superlatives of adjectives.
highest peak in the world ? highest peak in the world Mount Everest
hottest desert in the world? hottest desert in the world The Sahara
You : What is the biggest country in Africa � Your partner : The biggest country in Africa is Sudan
longest River in the world ? longest River in the world Nile River
largest ocean in the world ? largest ocean in the world The Pacific
The teacher invites the pupils to perform the drills "orally" ,substitute the key words ,while the teacher reports one of the
performed drills on the board .
The pupils read the written works on the board ,then write down on their copy books.
Sequence One Practise & Imagine File four 3rd Am Level
Warming –up:
The teacher interacts with this pupils about the last hour and try to check the comprehension and their understanding of
the learning objectives .
The teacher may ask the pupils to perform one of the drills seen in the previous séance in order to lead them respect the
intonation .
The teacher supervises the learners intonations while performing the drills.
���� Intonation : {Note for the teachers}
The Intonation :
1. goes down (falling intonation) in " wh- questions "
2. goes down in statements .
3. goes up in "yes – no" questions.
4. goes up when we go on listing items
5. goes down on the last item of the last you mention.
The teacher tries to explains to the pupils "briefly" where to "rise" and where to "fall" their intonation.
The pupils are asked to open their books on page 130 , pay attention at the instructions of "activity 1p130" ,listen to the
teacher reading the drill then perform the dialogue "respecting" the specially on the underlined words.
The pupils are asked to keep the same pattern and make dialogues .
���� Activity 2p130: Use the ideas in the boxes on page 130 and make correct dialogues.
Suggested dialogue: A : Hello Omar !
B : Hi Sami ! I haven't seen you for weeks .Where have you been?
A : Oh , I have just come from Montréal. B : Where is it ?
A : It's in Canada
B : How far from Algiers?
A : It's thousand of miles from Algiers in the American Continent .
B : What was the weather like ?
A : It was wonderful .
The pupils give back their works ,the teacher reports the best one on the board the pupils read it .
page 6
Produce oral and
written messages using
the learnt language "
inquiring about
famous places using
the superlative"
Interact about the
previous course and
make a link to the
present day course
Interpret the
different ways the
intonation is uttered
Produce oral and
written messages
talking about journeys,
countries , weather and
using the comparative
and the superlative
Describing country
Inquiring
about
once
journey
Talking
about
one's
holidays
Describing
Countries
and
weather
Teacher
–
students
Students
–
students
Students
–
students
Teacher
–
students
Students
–
students
The teacher interacts with his pupils and try to make them talk about the countries they have just talked about .
The teacher tries to make the pupils about the country they would like to visit .
The teacher suggests to the pupils to look at the map of "Egypt", listen to the instructions of "activity 3p130 " and try to
fill in the gaps.
���� Activity 3p130: Fill in the gaps to make a coherent paragraph about "Egypt".
I'd like to visit Egypt some day .it is situated in the North East of Africa . It is in the South East of Algeria . It is bordered by Libya to the West ,Sudan to the South , the Red Sea to the south East and Palestine to the North East . In Egypt there is the longest
river in the world " the Nile" . I would like to visit one day and see its oldest Pyramids.
The pupils work in rough , the teacher supervises their works ,then invites them to read their paragraphs, later they are
asked to use their pencils and correct on their books.
Imagine page 130: The pupils re invited to do more practice keeping the same pattern asking and inquiring about one's journey but here they
will use the simple present tense instead of the present perfect.
The pupils are asked to listen to the teacher explaining the instructions then try to do "activity one p130"
���� Activity 1p130: Complete what the people in the pictures are saying . Bob : Hello Brenda , When did come back ? Brenda : A week ago.
Bob: How was your stay in New York ?
Brenda :Wonderful ! New York is a marvelous city .How about you ?
Bob : Well ,Anna and I visited Egypt and we were really enchanted by the Pyramids. It was breathtaking!
The pupils try to fill in the dialogue, correct using their pencils 'on their books' then perform as a drill .
Integrated Situation
The teacher invites the pupils to tackle "activity 3p130" as an integrates situation. They are asked to use all what they have
learnt till now as functions and structures .
The teacher writes on the board the instructions ,reads it then invites the pupils to read it and try to make a dialogue
talking about what the situation proposes.
����You have just seen what "Cherif and Salima " – ' Bob and Brenda' talking about their holidays ,the countries they visited, ,the
weather ,and the nice places the saw.
����With your classmate try to speak about your last holidays. Where did you go? or try to imagine a destination you wished to visit .
���� try to make a dialogue about the country ,the towns, the historic places ,the food ,the people, the weather )use "for and ago
���� Suggested dialogue: A : Where did you spend your summer holidays? � B: Yes ,very much .It's a nice country.
B : In Tunisia. � A: What towns did you visit ?
A : How long did you stay there? � B: Tunis , Carthage and Sousse .
B :Well I stayed there for a week . � A: What was the weather like ?
A : And when did you return home ? � B : It was fine and the hotel comfortable.
B : I returned home two days ago .
A : Did you enjoy your stay there?
The pupils work in pairs , the teacher moves around ,help his learners , listens to them ,then invites them to read their
works. Later the teacher writes the best one on the board, the pupils read it then copy on their copy books. Page 7
Interact about
holidays and the places
the pps visited or
intend to visit one day
Interpret a short
paragraph and try to
complete the missing
words
Produce a written
production including
the learning objectives
Interpret cartoon
pictures and try to
decode the message in
them
Produce a correct
exchanges according
to the given pictures
Interpret a problem
solving situation
Produce an
exchange in pair work
responding to the
problem solving
situation manipulating
all the learning
objectives
Lesson Plan File Four : Around The World 3rd Am Level
Sequence One Read and Write (1+2)
Personal Goals: �During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
����Supported and purposeful development
����Meaningful activities & tasks
���� Active evolving process .
���� Ongoing assessment of learning.
���� Active Learners .
Lesson Focus: ���� Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases,
idioms, etc…)functions(polite requests, apologizing….)?
�In this lesson I will teach the following aspects of language:
Function : Describing a country profile. & Talking about history of countries.
Grammar : Adjectives /comparatives and superlatives + simple present and simple past tenses
Vocabulary : vocabulary related to countries , locations, journeys…
Competencies : ���� Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
�Can read and understand the main points and important details of short simple texts
���� Can write short factual description about places & describing countries
���� Can write a very short letter (of persuading)
Objectives / Assessment :
����SWBAT by the end of the lesson ,students will be able to demonstrate :
� Describe a country's profile
� Talk about the history of the British countries .
Required material and / or resources :
� Maps of United States - Britain & Australia - Pictures of Olympic Games – Algerian towns –hotels-stadiums…
� Manual's script page 133 & 134 Page 8
Samir Bounab's Document
timing Rationale Interaction Procedure Competencies targeted
Describing
countries
Talking
about
journeys
Comparing
Talking
about
countries
and
capitals
Talking
about
countries'
profiles
Teacher –
students
Students
– students
Teacher –
students
Students
– students
Teacher –
students
Sequence One : Read & Write {1+2} 3rd Am Level
Warming – up : " Pre-reading " The teacher interacts with his learners about the previous lesson , he makes his learners talk about what they have learnt ,
try to check if they can master the learning objectives { describing countries ,talking about one's journey & pronunciation of
the comparative }
The pupils are asked to open their books and pay attention at the maps on page 132
The pupils are asked to pay attention at the maps ,they are first asked to identify and name the countries shown on the map
,then they are asked to compare those countries.
The pupils will interpret the two maps and try to produce an "oral" production using the previous learning objectives .
While – reading : The pupils are invited to listen to the teacher explaining the instructions of "activity 2p132" ,then try to read the text on
page 133 and try to answer the questions.
���� Activity 2p 132 : Read the text on page 133 and answer the following questions . < Reference questions> Country Capital Country Capital
1.England 1.London 3. Wales 3. Cardiff
2.Scotland 2. Edinburgh 4.Northern Ireland 4. Belfast
The pupils read the text silently then try to fill in the table with right answer.
The teacher invites the pupils to giveback their answers ,he reports them on the board .
The teacher invites some pupils to read the text "loudly " while he explains some new and difficult words.
{lie- islands-monarchy-extends-density }
The pupils listen to the teacher explaining the instructions of "Activity 3p132" ,read the text then try to answer the
activity .
���� Activity 3p132: Read the text then answer the following questions .
a- Ulster and Eire belong to two different states .What are they ? ���� Ulster belongs to Northern Ireland and Eire to
Southern Ireland .
b – The U k does not have the same political system as Eire .Which sentence says so ? ���� The sentence is : The United
Kingdom is a monarchy while Eire is a republic .
c – What are the languages spoken in UK ? ���� The official language in all the countries is English
d – Use the verbs 'to lie' and "to extend" in sentences of your own .
���� This river lies 30 km to the south . ���� Algeria extends over an area of 2.381……sq/km.
The teacher tries to explains the difference between the two meaning : ���� lie : to be in a horizontal or flat position on a
surface / ���� extend : to make something bigger or longer.
Post –reading : The teacher invites the pupils to give back their answers ,reports the best one on the board ,then invites them to read the
sentences .
The teacher invites the pupils to read again the text ,and try to discuss each paragraph. And try to make an idea about each
one ,compare the countries [ size ,weather ,population]
The teacher makes the pupil stalk about the text ,compare , and try to make the difference between UK and Algeria.
The teacher asks the pupils to read the written work on the board then write down on their copy books .
Page 9
Interact with the
teacher about the
theme of the lesson and
about what has already
been seen
Interpret maps and
try to decode the
message
Read and interpret
a written text
Read a text and
produce written
messages according to
the given questions
Produce very simple
sentences using a given
vocabulary
Describing
countries'
profiles
Writing a
letter
Talking
about one's
country
profile
Talking
about one's
country
profile
Teacher –
students
Students
– students
Students
– teacher
Teacher –
students
���� Write it out Integrated Situation Seq one -3rd Am File4
Warming –up : < Pre- writing>
The teacher interacts with his learners about what they have studied in the previous hour and tries to make them talk about
they have seen [the teacher tries to notice if the pupils have really acquired the learning objectives of the previous hour]
The teacher asks his pupils about their hobbies and if they like and perform sports tasks and if they watch sport TV
programs , in order to lead them talk about the last "Olympic Games", where did they take place , and when ,make the pupils
interact about that big event .
The pupils are invites to split into groups ,open their books on page 132 and pay attention at the instructions of "write it out".
While –Writing :
The teacher reads the instructions and explains using visuals showing [ the Olympic Games – Algeria –stadiums – hotels –
restaurants – touristy places ].
The pupils are split into groups ,asked to read the instructions ,while the teacher designs on the board the following table to
The integrated situation :
The teacher reminds the pupils about the lay out of the letter and asks them to work in groups ,but shows them how to
tackle the activity .
☺ Eliciting information constituents from the learners:
The teacher shows to the pupils how to elicit their notes and try to organize their ideas about the theme proposed. Country Cities Sport infrastructures Hotels Food weather Means of transport People
Algeria
Algiers-
Oran –
Annaba- Constantine
Stadiums – sport
complexes –swimming
pools –racing circuits
New
hotels-
good
service
Tasty
and
delicious
Fine and
sunny
Buses –cars – trains-
tubes -
Friendly
Nice
The teacher instructs his learners to work in this ,list all their idea ,the pupils may have tackle the following ideas.
Next the teacher asks the pupils to select the information because they won't be able to write about all what they have
listed in the previous step.
☺ Selecting information constituents from the learners:
The teacher selects from the previous lists what he thinks with his learners what they think should be the constituents to
select
Country Cities Sport infrastructures Hotels Food weather
Algeria Algiers- Oran –
Annaba- Constantine
Stadiums – sport complexes –swimming
pools –racing circuits
New hotels-
good service
Tasty and
delicious
Fine and
sunny
Page 10
interact about the
previous hour
interact about the
Olympic Games"
interpret the problem
solving situation
produce written
composition trying to
solve the problem
exposed in the
integrated situation
� You want your city or your country to be the site of the Olympic games in 2016.
� Split into a group of three or four students .
� Write a letter to the International Olympic Committee to persuade them to choose your city or country for the site of
the Olympics.
� Use the comparatives and superlatives of adjectives .
Talking
about one's
country
profile
Talking
about the
history of
The
British
countries
Talking
about the
history of
The
British
countries
Students
– students
Teacher –
students
Teacher –
students
Students
– students
☺ Fleshing out the information constituents : �In groups the pupils try to make a letter .
Suggested answer
The teacher supervises the learners works ,moves around ,try to inquire if they require help .
The pupils are asked to design their leader to read what they have written . The pupils listen and the teacher reports the
best paragraph on the board
The pupils are asked to read ,the paragraph ,then write down on their copy books .
Read & write II
The pupils are invited to open their books on page 134 and pay attention at the maps, the teacher tries to make the pupils
talk about them ,compare them and provide more information about them .
The teacher explains the instructions of "activity 1p134" ,then invites the pupils to work in rough ,later they are asked to
give back their answers "oral" task.
The teacher reads the short paragraphs, then invites the pupils to read them .
���� Activity 1p134: Read the histories of some English –speaking countries ,then compare them with one another a. Which country was colonized earlier than New Zealand ? �Ireland was colonized earlier than New Zealand.
b. Which country gained its independence later than Ireland ? ���� New Zealand gained its independence later than Ireland
c. Which country gained its earlier independence than Jamaica? ? � Australia gained its independence earlier than Jamaica
d. Which country was colonized the latest by the English? � Australia was colonized the latest by the English .
e. Which country was colonized the earliest by the English ? � Ireland was colonized the earliest by the English .
The teacher asks the pupils ,the pupils try to interpret the texts on page 134 and try to answer the teacher's questions one
by one.
The pupils are also asked to perform the task as question answer activity .
Later the teacher explains the instructions of "activity 2p134" and invites the pupils to make a short paragraph about two of
the countries seen on page 134. The task may be done "orally" to save time
���� Activity 2p134: Choose two countries and write a paragraph about their histories (use the comparative & the superlative)
The paragraph: Ireland and Australia are the oldest colonies of the British . The British colonized Ireland earlier than Australia ,but Australia got
its independence earlier before Australia.
The pupils are free to use any country to talk about ,then the teacher invites them to read their compositions.
The learners read the written works on the board ,then copy on their copy books . page 11
produce a written
letter solving the
problem raised in the
integrated situation
interact about the
maps
interpret the maps
and the written texts
listen to oral
questions and interpret
the situation using
what has been learnt
previously
produce very simple
composition "oral"
including the learnt
learning objectives
International Olympic Committee, People of
Algeria
Vidy 1,Olympic House,
1007,Lausanne Switzerland,
Dear Sir ,
We are writing to you from Algeria .We would like you to consider our country Algeria for the Olympic of 20165.
Algeria is the largest country in the north west of Africa . It's larger than Tunisia and Morocco . There are many cities
in Algeria which can hold the games like : Algiers the capital ,- Oran in the west ,Annaba and Constantine in the east
are the nicest and the biggest of the country .
Algeria has many sport infrastructures like stadiums, sport complexes ,swimming- pools ,racing circuits ……There are also
big and new hotels where the service and food are excellent .The weather the sunniest and finest of the north Africa .
Lesson Plan File Four : Around The World 3rd Am Level
Sequence Two: Listen & Speak
Personal Goals: �During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
����communicative competence ���� Supported and purposeful development
Lesson Focus: ���� Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases,
idioms, etc…)functions(polite requests, apologizing….)?
�In this lesson I will teach the following aspects of language: Function : Describing famous places and monuments / comparing – Locating & Advertising
Grammar : Simple present tense - Comparative of superiority and Inferiority & prepositions of place
Pronunciation : pronunciation of the consonant "r"
Vocabulary : vocabulary related to countries ,monuments & advertisement
Competencies : ���� Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
� Can interact orally to ask and answer questions in shot exchanges and to respond briefly to the news of others. ���� Can listen to and understand unfamiliar instructions and explanations that are accompanied by visuals.
���� Can orally tell a very short story or give a short description
���� Can use sufficient vocabulary to carry out exchanges .
���� Can use simple structures accurately
���� Can pronounce practiced words, phrases and some simple sentences .
Objectives / Assessment :
����SWBAT by the end of the lesson ,students will be able to demonstrate : � talk and describe famous places and monuments ���� Talk about adverts using the comparatives of superiority and inferiority
Required material and / or resources : � Maps of Manhattan (USA) – UN building Picture page 136 - Manuals pictures page 139 ���� Manual's script page 170
Page 12 Samir Bounab's Document
timing Rationale Interaction Procedure Competencies targeted
Talking
about
countries
profile
Describing
places and
monuments
Describing
places
Comparing
Comparing
Teacher –
student
Student –
teacher
Students –
teacher
Teacher –
students
Teacher –
students
Students –
teacher
Sequence Two : Listen & Speak 3rd Am File Four
Warming –up:
The teacher interacts with his pupils about the last lesson ,tries to make them talk and use the learning objectives they have
already seen.
Pre-listening :
The pupils are invited to open their books on page 136 and pay attention at the photos . They are asked to talk about the photos.
What do they know about them or try simple to name them.
���� Picture on the left : "The Statue of Liberty" . ���� Picture on the right : " The United Nations (UN) Building " The pupils are invited to repeat or practise in short drill inquiring about names of those photos .
The teacher tries to interacts with his learners about the place of those building and monument
The teacher informs the pupils that those building and monument are in USA and specially in Manhattan district . And through a
picture he tries to locate them the place of those building(UN) and monument ( Statue of Liberty) .
While –listening :
The teacher explains the instructions of "Activity 2p136" and invites the pupils to use their pencils ,listen to the script and try
to answer the activity.
Activity 2p136: Listen and complete the table below Number of boroughs in New York 6
Length of Manhattan 13 miles
Width of Manhattan 2 miles
Places where people live
People of Italian origin Little Italy in Lower East Manhattan
People of African origin Harlem, in the West side of Upper
People of Chinese origin China Town in Lower East Manhattan
Places of activities
People sell and buy stocks there The New York Stock Exchange ,in Wall Street
Representatives of different nations
meet there to discuss world affairs
The U.N Building (United Nations Secretariat Building) in
Midtown Manhattan
The teacher reads the script twice then asks the pupils to fill in the table, the pupils are asked to give back their answers, the
teacher reports them on the board .
The pupils are asked to read the corrected activity ,then use their pencils to correct the activity on their books.
Post –listening : The teacher invites the pupils to pay attention at the "activity" and try to discuss each point the table talks
about.
Ex: The number of Italian people is less important than Chinese people .The Statue of Liberty is more beautiful than the UN building.
���� Presentation
The teacher invites the pupils to open their books on page 170 , take their pencils , listen to the teacher reading the script and
underline the following words and statements . ���� " most populated - less important - more beautiful "
The teacher invites the pupils to read the script ( 4 to 6 pupils) ,then asks them to remind him about what they have underlined .
���� Isolation: ���� " most populated " " less important " – " more beautiful"
Then teacher invites the pupils to isolate the whole sentences containing the isolated words .
It is the most populated area in New York . The number of Italian people is less important than Chinese people The Statue of Liberty is more beautiful than the UN building
Page 13
Interact with
the teacher about
the what has been
seen and about the
new theme
Interpret the
pictures and try to
talk about them
Interact about
the place of those
monument and
building
Listen and try
to interpret a
listening script
To decode the
message involved
in them
Interact and try
to produce oral
messages about
the studied script
Interact about
the structure of the
statements
Comparing
Sound
pronunci
ation
Comparing
Students
-
Teacher
Students
- students
Teacher –
students
Students –
students
Students –
Students
���� Analysis : The teacher invites the pupils to analyze the statement
The number of Italian people is less important than Chinese people. The Statue of Liberty is more beautiful than the UN building
Subject + Verb + less + adjective + object Subject + Verb + more+ adjective + object
Comparative Comparative
Of inferiority of superiority
It is the most populated area in New York .
Sub +Verb + the most + adjective + object
Superlative
���� Stating Rule : The learners are asked to deduce the rules from the previous analysis.
Inferiority less + adjective the + adjective (one syllable) + est
Comparative of ���� Superlative
Superiority more+ adjective the + most + adjective (two syllables)
Observation :
In fast speech ,the consonant "r" at the end of "more" is pronounced and is linked to the adjective or the adverb, if
the adjective or the adverb starts with a vowel . e.g. more /m r / intelligent
The consonant is not pronounced if the adjective or adverb starts with a consonant . e.g. more / m r /friendly
����Practise : The learners are invited to perform the following activities .
���� Activity 1p137: Write sentences comparing the city and the countryside .Use comparative of superiority and inferiority .
1. life (expensive- comfortable) � Life in the countryside is less expensive and more comfortable than in the city.
2. city / attractive/countryside � The city is more attractive than the country side.
3. streets / crowded � The streets in the city are more crowded than in the country side.
4. air / polluted: � The air in the country side is less polluted than in the city .
5. social life ( interesting – enjoyable) � Life in the country side is more interesting and enjoyable than in the city.
The pupils work in rough ,correct on the board then read and write down .
The teacher explains the instructions of "activity 2p137" ,then asks the pupils to work in pair .
����Activity 2p137: Write a talk of five to six lines using the comparative of adjectives in 'activity 1" ,then read it to the class.
I prefer to live in the countryside . This is because the air is less polluted than in the city . Life in the countryside is less
expensive and more comfortable than in the city. The city is more attractive than the country side. The streets in the city are
more crowded than in the country side.
The pupils are asked to read their compositions in front of their colleagues . The teacher has to focus on the pronunciation of
the letter "r" . Page 14
Interpret the
main constituents
of the statements
Discriminate
between the
comparatives of
"superiority –
inferiority & superlative"
Deduce the
structures of the
comparatives &
superlatives
Interact about
the pronunciation
of the comparative
Interpret and
perform tasks
using the
comparatives
Locating
Advertising
Advertising
Teacher –
students
Teacher –
students
Student s-
students
Students –
students
Students –
students
Practise page 138 The pupils are invited to open their books on page 138 and pay attention at the map of Manhattan, the teacher has to provide a
bigger one .And try to provide pictures showing the most famous places of Manhattan .
The teacher read the maps and describes the different places that the Manhattan borough contains .The teacher locates the
places ,then invites the pupils to repeat them .Then they are asked to do the following task. < Oral Task>
����Activity p138: Look at the map of Manhattan ,use the expressions given below and locate the following places . 1)New York Public Library: A: Can you show me where the New York Public Library is ? B: Yes it's north of Empire state building.
2)New York Stock Exchange: A: Where is the New York Stock Exchange ? B : It's south of New York City Hall .
3) United Nations headquarters: A: Can you show me where the United Nations headquarters ? B: It's east side of Empire State building .
4) Greenwich village: A: Where is the Greenwich located ? B: It's on the west side of East Village
5) China Town : A: Can you show me where China Town is ? B: It's near little Italy .
6) Rockfeller Center: A: Where is Rockfeller Center located ? B: It's beside St.Patrick's Cathedral.
7) Times Square: A: Can you show me where Times Square is ? B: It's between Port Authority Bus Terminal and Rockfeller Center .
8)Empire State Building . A: Where is the Empire State Building ? B: It is in the North of Manhattan .
The pupils work in pairs then try to act their drills . The teacher reports the answers of the drills on the board(focus on the
prepositions)
Imagine page139 The teacher interacts with his learners about the pictures on page 139. The pupils are asked to number the picture then try to
interpret them .
The teacher explains the instructions of the tasks and invites the pupils to work in pairs.
����Activity 1p139: Look at the pictures and make adverts using comparatives .Add "er" , "more" or "less"
1. top left picture: Run faster / Be stronger / Jump Higher .
2. Top right picture : With the London Pass ,you see more and pay less.
3. Middle left picture : travel more comfortably and more safety with Air Algeria.
4. Down left picture : Wake up later and arrive earlier with the London Cabs.
5. Down right picture : Hop on and have a less expensive and more exciting tour of London with the Big Bus Company.
The pupils work in rough with their colleagues , give back their works "orally" ,then teacher report three of the answers one
with "er" , one with "more" and one with "less"
The teacher invites the pupils to interact about the five advertisements ,then explains the instructions of the next "activity"
����Activity2p139: Now think of three products that you like and make adverts for them . Example : Practise sports – get up earlier – eat less grease and sweets lose more weight – read more books –learn more –watch less Tv ….
The teacher invites the pupils to talk about their likes and dislikes through adverts , then asks them to read their productions
and report their answers on their copy books.
The pupils read all the written works on the board ,then copy down .
Page 15
Interact about a
given visual aids
Interpret the
map and locate the
different places of
it.
Produce oral
and written
messages
including the
learnt language
Interpret
pictures and
adverts
Produce written
messages talking
about
advertisements
Lesson Plan File Four : Around The World 3rd Am Level
Sequence Two: Read & Write
Personal Goals: �During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
����Supported and purposeful development
����Meaningful activities & tasks
���� Active evolving process .
���� Ongoing assessment of learning.
���� Active Learners .
Lesson Focus: ���� Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases,
idioms, etc…)functions(polite requests, apologizing….)?
�In this lesson I will teach the following aspects of language: Function : Describing famous places and monuments
Grammar : Simple present tense & prepositions of place
Vocabulary : vocabulary related to countries & monuments
Competencies : ���� Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
�Can read and understand the main points and important details of short simple texts
���� Can write short factual description about places.
Objectives / Assessment :
����SWBAT by the end of the lesson ,students will be able to demonstrate : � talk and describe famous places and monuments ���� Talk about adverts using the comparatives of superiority and inferiority
Required material and / or resources : � Pictures of Washington page 140 & the White House page 141 ���� Manual's script page 141
Page 16
timing Rationale Interaction Procedure Competencies targeted
Describing
famous
places
Describing
places
Describing
country
profile
Talking
about
country
profile
Teacher -
Students
Teacher –
students
Student s-
teacher
Teacher –
students
Students –
students
Students –
teacher –
Students
Sequence Two : Read File Four 3rd AM
Pre-reading :
The teacher interact with his learners about the last hour ,about what they have seen ,lets them talk and discuss about the
places the saw previously in order to lead them talk about the country the places belong (USA)
The teacher tries to lead the pupils guess the capital of the USA < Washington >
The pupils are invited to open their book son page 140 and try to interpret the photo. The teacher may ask the pupils to talk
about what they can see in the photo.
The pupils are asked to describe what they can see in the photo ,places ;monuments ,roads…..
The teacher listens to the pupils answers ,reports the best one on the board and invites the pupils to read it.
While –reading:
The teacher reads the text once ,the pupils listen to his reading and explaining some new and difficult words.
[foreigners- belongs- location- territory – attractions-marble-elevator- top ]
The pupils are invited to pay attention at "activity12p140" ,listen to the teacher explaining the instructions then read the text
and do the activity.
����Activity 1p140: Read the text ,name and locate "a monument " and "a building" on the photo page 140.
1) A monument: "The Washington Monument (in the background) . 2) A government building : The Capitol .(in the foreground)
The pupils try read the text and answer the activity . The teacher reports the pupils' answers on the board ,then invites the
pupils to read it.
The teacher explains the instructions of "activity 2p140" and invites the pupils to work.
���� Activity 2p140: Read the text again and answer the questions. a- How many states are there in the USA? ���� There are 50 states.
b- In what ways is Washington D.C different from other cities in the USA? ���� It belongs to no state.
c- Why is "1600,Pennysylvania Avenue" a special address? ���� Because the White House is located there.
d- From where can tourists have a full view of Washington ? ���� They can have a full view of Washington from the Washington
Monument ,because it is 169 m high and overlook the city.
The pupils read the text silently and do the activity ,while the teacher monitors the operation, he walks and offers individual
help when required .
The pupils are invited to give back their answers ,the teacher reports the answers on the board, then invites the pupils to read them.
Post –reading :
The teacher reads the text paragraph by paragraph , interacts with his learners about each idea included in each paragraph.
He evaluates the learners performances while they did the "activities" related to the text.
Try to make the pupils talk about each passage in the text and compare it with their own or hometown.
Asks the learners to summaries the text in a very short description in order to prepare them for the next task "the integrated
situation".
Page 17
Interact about
famous places in
USA
Interpret the
photos and try to
identify places on
them
Interpret a
written text and try
to answer the
questions referred
to
Read and
answer questions
according to a
written text
Consider the
text and try to
interact about
each its passages
Talking
about
hometown
Talking
about
hometown
Talking
about
hometown
Teacher –
students
Students –
teacher
Students –
students
Teacher –
students
���� Write it out < Integrated Situation>
The learners are invites to a problem solving situation , they are asked to pay attention to the teacher presenting the situation
of integration.
Your American sent you a letter talking about their Capital Washington .In his letter he spoke in details about all
the amenities in his city .
It's your time to answer his letter talking about your hometown.
Include postcards, maps , or any drawing that describe more your hometown's location …
Talk about famous and historic places , government buildings
Use comparative, superlative and prepositions of place
���� Suggested answer:
The pupils work in rough ,the teacher moves around and tries to help the pupils to listen their information, select the best ones,
try to inform them how to include the learnt learning objectives and since it is a letter remind them about the lay out of the letter.
The pupils are later invited to read their letters and copy them on their copy books with all the written work on the board.
Page 18
Interact about
the problem
solving situation
Talk about
what has been
seen and try to
make a link
between the new
situation
Interpret the
instructions
Consider the
given details and
try to analyze i
Produce a
written message
'letter' trying to
solve the problem
Present to
production to the
audience and
interact about it
Harry James, Ahmed Khalil,
36 P.O Box Washington D.C 56 P.O Box Algiers
USA. Algeria.
Dear Harry,
Thank you very much for your letter and for the lovely postcards about your capital Washington ,they are really very nice .
It's my turn to tell you about my hometown "Algiers" ,the capital of my country Algeria, is also called "Alger la Blanche" .
Algeria is in the north west of Africa , it's 2.318.741 sq/ km ,it has more than 33 million inhabitants and Algiers is the most
populated city of the country .
There are many important places you can visit in my capital, the old city "Ekassaba" which is one of the oldest cities in the
world ,there is also "Tem Monument of the Martyrs " which on the top of a hill ,from it you can have a general view of the
city and the sea.
Many tourists visit the capital , walk through the narrow streets of the old city ,take photos and admire the beauty of the
city.
Waiting forward to your reply
Yours
Ahmed .
