Level: MS3 Teacher:

Sequence: 4 Lesson: 7 Lesson focus: language learning and use.

Framework Procedure Focus L.Objectives Materials VA
KT
Learning Objective: By the end of the lesson, pps will be able to express cause and effect when talking about
environmental issues.
Competency (ies) targeted : Interpret – Interact – produce
Domain : Oral / Written – Both.
Language tools ( target structures): discourse connectors “as” & “because”.
Material(s): WB – pictures – pps’copybooks
Cross-curricular Competencies: Core Values:
 Intellectual Comp: Learner can interpret verbal/non-verbal  Valuing the environment.
messages.  Raising teenagers’ awareness of
 Methodological Comp: He can work in pairs or in small environmental issues and seeking a
groups. change in their attitudes.
 Communicative Comp: He can interview his partner.
 Personal & Social Comp: He can socialize through oral or
written exchanges.
Time
5mns Warm up T greet the pps and welcomes them. WB
T sticks on the board pictures of To motivate
littering, different types of pollution, Ls
geant panda and opens a discussion
with the pps.
T/L
Presentation T presents the situation:

15mns To present
the situation

V/A

To sort out
T reads then invites some pps to the target
perform. structure
T asks:
- Is litter good for the environment?
Pps: No. it is dangerous. T/L
- Why? Pps: Because it increases
pollution. L/T
- Is the giant panda safe? Pps: No. It
is endangered.
- Why? Pps: Because pollution
never stops.
- Can you mention some bad effects
of pollution? Pps: serious health
problems
 T highlights the rule :
To express cause, I use connectors as
or because. To deduce
To express effect or result, I use the the rule
connectors so or therefore.

Task 1: I re-order the words to get V/A

correct sentences.
1- polluted/ people/ because/ is/ litter/
environment/ the/.
The environment is polluted because T/L
people litter.
2- throw/ we / ./ dirty/ trash / are / , /
L/T
so/ everywhere/ cities.
We throw trash everywhere, so cities
15mns are dirty.
Task 01: I write the cause and effect To practise
for each sentence. the target
Practice language
1- People throw rubbish everywhere,
so cities are not clean.
Cause:
Effect:
2- Monkeys are dying because people
give them unhealthy food.
Cause:
Effect:

3- People suffer from breathing

15mns problems as the air is polluted.
Cause:
Effect:
4- Water is very important, therefore,
we must not waste it.
Cause:
Effect:
Task 02: I complete with so or because.
1- The air is polluted ……. cars and
factories release smokes in the air.
2- Trees are the source of oxygen,
…….. we must plant more trees.
3- Elephants are in danger of
extinction ………. people hunt
them

T sticks some picture on the board then To reinvest

Use invites the pps to work with your prior
partner and write sentences using the knowledge
connectors: because ant so.
 T invites the pps to read their sentences
then copy down on their copybooks.

The teacher’scomments:

What worked What hindered Action points

-......................... -......................... -.........................
-......................... -......................... -.........................
- ......................... - ......................... - .......................

Level: 3MS Teacher:

Sequence: 4 Lesson: 7 Lesson focus: Language learning

and use.
Learning Objective: By the end of the lesson, pps will be able to recognize silent letters: k, w, h, t.

Competency (ies) targeted : Interpret – Interact – produce

Domain: Oral / Written – Both.

Language tools ( target structures): silent letters: k, w, h, t.

Material(s): Flashcards – WB – Textbook

Cross-curricular Competencies: Core Values:
Framework
 Intellectual Comp:Procedure
Learner can interpret verbal/non-verbalFocus  Valuing the
L.Objectives environmentVAKT
Materials
messages.  Raising teenagers’ awareness of
 Methodological Comp: He can work in pairs or in small groups. environmental issues and
 Communicative Comp: He can interview his/her partner. seeking a change in their
 Personal and Social Comp: He can socialize through oral or attitudes.
written exchanges.
Time
5mns Warm up T greets the pps; they respond.
T creates a welcoming environment To motivate
that serves as a motivation for the pps
pps. WB

T writes a short text on the board: T/L

Presentation We all …… that our mother
Earth is suffering from many
20mn problems like pollution ……. To present
s Causes by our irresponsible the situation
activities and …….. attitudes. It is L/T
asking for help but we do not
……..
V/A
T asks the pps to fill in the blanks
with the following words: which2 –
wrong3 – know1 – listen4.

T asks the pps to pronounce the T/L

words (which – wrong – know –
listen.) correctly (T helps). L/T To sort out
the target
T highlights the silent letter in each structure
word: V/A
Which – wrong – know – listen. T/L
L/T
H, W, K and T are sometimes silent
letters in English words. WB

T highlights the rule:

To deduce
the rule

Task 06 p125: I listen and tick the To practise

Practice box corresponding to the the target
pronunciation of the letter in bold language
15mn type in each word.
s
Task 2: I circle the silent letter in
each word.
white – mustn’t – write – well known
To reinvest
Use Task 3: I use one word from task prior
 two to write a simple sentence. knowledge
15mn
s T invites the pps tp read their
sentences then copy down.

The teacher’s comments:

What worked What hindered Action points

- ........................................... - ............................................... - ...........................................
- ........................................... - ............................................... - ...........................................

Level: 3 MS Teacher:
Sequence : 4 Lesson: 9 Lesson focus: language learning and use.
Learning Objective(s): By the end of the lesson, pps will be able to talk about environmental issues using
present perfect with since and for.
Competency (ies) targeted: interact – interpret – produce.
Domain: Oral / Written – Both.
Language tools ( target structures): The present perfect
Material(s): WB / pps copybooks/ worksheets
Cross-curricular Competencies: Core Values:
 Intellectual comp: Learner can understand, interpret verbal  Valuing and respecting green spaces.
and non-verbal texts.  Being aware and conscious towards
 Methodological comp: He can work in pairs or in groups. the protection of the environment.
 Communicative comp: He can communicate appropriately  Being aware and conscious towards
using the present perfect. the environmental issues.
Personal and Social comp: He can socialize through oral and
written messages.
Time Framework Procedure Focus L.Objectives Materials VAKT
5mns Warm up T interacts with the pps about the T/L To motivate WB V/A
endangered animals. (those examples seen the pps and
Presentation in the previous lesson). pave the way
T provides the pps with the following L/T to the lesson.
passage
20mn To introduce
s the target V/A
structure in
context.

T/L
L/T To elicit the
rule of

T reads the passage, explains the difficult T/L WB

words then invites some pps to read. L/T Pps’copy
T asks some comprehensive questions books
- Has the number of living animals
fallen by 40%?
- Why have people hunted animals? To elicit the V/A
rule of the
- How long have people hunted
present
animals? perfect.
- Why have birds and animals have lost
their habitat?
T isolates the following sentences.
- The number of animals living on land
has fallen by 40% since 1970.
- People have hunted them for 300
years.
T asks some questions ( about the verbs, the
form of the verbs, the tense used in the
passage .......) and guides the pps gradually
to the rule:

15mn
s Workshe
ets
 T explains the instructions of the tasks then
invites the pps to work.
15mn
s Task 1: I underline the verbs: To focus on
Practice - Algeria has established many national the form of
parks since 1983. the verb.
- The fennec foxes have live in the
desert of Algeria for a long time.
To complete
Task 2: I put have or has: with the right
- The black rhino ......... been form of the
considered as an endangered animal auxiliary.
since 2011.
- They .......... visited Taza national park
for more than 5 years. To focus on
Task 3: I complete with the past participle: the right form
- People............ ( hunt) the Siberian of the past
participle.
tiger for 50 years.
- The Barbary macaque have .........(live) To
in North Africa for a long time. differentiate
Task 4: I classify between the
two weeks - 1998 – 20 minutes – 9 o’clock use of the
Use - last September – five days – nine hours – prepositions
the 18th century since and for.
Since For Reinforcing
and checking
understanding.
Task 5: I put the verbs into the present
perfect
- Barbary macaques ...... (to live) in
North Africa a long time. To use the
- Scientists say that 10% of Earth’s wild learnt form.
animals and plants ......... (to
disappear) since the 1990s.
- The Barbary lion .......(not/ be)
protected and therefore it ........(to
become) extinct since the beginning of
the 20th century.
- The Nile crocodile .........(survive)
since the days of the ancient
Egyptians.

Pps work individually then do collective

correction on the board.
T invites the pps to write two sentences
with since and for.
T invites the pps to give their answers then
copy down on their copybooks.
The teacher’scomments:

What worked What hindered Action points

-......................... -......................... -.........................
-......................... -......................... -.........................

List of irregular verbs

Infinitive Simple past Past participle Meaning in Arabic

Be was / were been ‫يكون‬
Beat Beat beaten ‫يضرب‬
become became become ‫يصبح‬
Begin began begun ‫يبدأ‬
Bend Bent bent ‫يلوي‬
Bleed Bled bled ‫ينزف‬
Blow Blew blown ‫ينفخ‬
Break broke broken ‫يكسر‬
Bring brought brought ‫يحضر‬
Build Built built ‫يبني‬
Buy bought bought ‫يشتري‬
Catch Caught caught ‫يمسك‬
Choose Chose chosen ‫يختار‬
Come Came come ‫يأتي‬
Cost Cost cost ‫يكلف‬
Cut Cut cut ‫يقطع‬
Dig Dug dug ‫يحفر‬
Do Did done ‫يفعل‬
Draw Drew drawn ‫يرسم‬
Drink Drank drunk ‫يشرب‬
Drive Drove driven ‫يسوق‬
Eat Ate eaten ‫يأكل‬
Fall Fell fallen ‫يسقط‬
Feed Fed fed ‫يطعم‬
Feel Felt felt ‫يشعر‬
Fight fought fought ‫ يحارب‬- ‫يقاتل‬
Find found found ‫يجد‬
Fly Flew flown ‫يطير‬
Forget forgot forgotten ‫ينسى‬
Freeze Froze frozen ‫يجمد‬
Get Got got / gotten (AE) ‫ ينال‬- ‫يحصل على‬
Give Gave given ‫يعطي‬
Go Went gone ‫يذهب‬
Grow Grew grown ‫ينمو‬
Have Had had ‫يملك‬
Hear Heard heard ‫يسمع‬
Hide Hid hidden ‫يخبئ‬
Hit Hit hit ‫يضرب‬
Hold Held held ‫يمسك‬
Hurt Hurt hurt ‫يؤذي‬
Keep Kept kept ‫يحفظ‬
Know knew known ‫يعلم‬
Lay Laid laid ‫يضع‬
Lead Lead lead ‫يقود‬
Leave Left left ‫يغادر‬
Lend Lent Lent ‫يعير‬

Let Let Let ‫يترك‬

Lose Lost Lost ‫يخسر‬
Make made made ‫يصنع‬
Meet Met Met ‫يلتقي‬
Pay Paid paid ‫يدفع‬
Put Put put ‫يضع‬
Read [ri:d] read [red] read [red] ‫يقرأ‬
Ride Rode ridden ‫يمتطي‬
Rise Rose risen ‫يعلو‬
Run Ran run ‫يجري‬
Say Said said ‫يقول‬
See Saw seen ‫يرى‬
Sell Sold sold ‫يشتري‬
Send Sent sent ‫يرسل‬
Shake shook shaken ‫يهز‬
 Level: 3MS Teacher:
Sequence : 04 Lesson: 10 I read and do Lesson focus: Reading
Learning Objective(s): By the end
Shoot Shotof the lesson, pps willshot
be able to interpret a written
‫ النار‬text
‫يطلق‬ about litter and
suggest Show
solutions to solve this problem.
showed shown ‫يعرض‬
Targeted Competences: InteractSang
Sing .Interpret .Produce sung ‫يغني‬
DomainSit(s): Oral-Written (Both)Sat sat ‫يجلس‬
Materials: WB – pps’copybooksslept
Sleep slept ‫ينام‬
Target Structures:
Speak lexis and expressions
spoke related to the environmental
spoken problems and issues.
‫يتكلم‬
Spend spent spent ‫يمضي‬
Cross Curricular Competences Core values
Steal stole stolen ‫يسرق‬
 Intellectual comp: Learner can understand and interpret  Valuing and respecting green spaces.
Swim swam swum ‫يسبح‬
verbal
Takeand non-verbal texts.took taken  Being civic.
‫يأخذ‬
 Methodological
Teach comp: He taught
can work in pairs or in groups.
taught  Being aware‫يدرس‬ and conscious towards
 Communicative
Tell comp: Hetold
can talk about environmental
told the protection
‫ يخبر‬of the environment.
issues and suggest solutions.thought
Think thought ‫يفكر‬
Throw and Social comp:threw
 Personal He can socialize throughthrown
oral ‫يرمي‬
Wake
and written messages. woke woken ‫ينهض‬
Wear wore worn ‫يلبس‬
Win won won ‫يربح‬
write wrote written ‫يكتب‬

Note:

Dream dreamt / dreamed dreamt / dreamed ‫يحلم‬

Learn learnt / learned learnt / learned ‫يتعلم‬
Burn burnt / burned burnt / burned ‫يحرق‬

Time Framework Procedure Focu L.Objectives Materials VAKT

s
5mns Warm up T welcomes the pps and interacts with them Establish a A
about pollution and its types. good V
T sticks the following picture on the board classroom
and interacts with the pps about them. Atmosphere

10mns Pre-
reading

T/L To lead in WB+ A

Video V

25mns During T invites the pps to read the text and do the
reading given tasks.
Task 01: I read and answer the questions:

1) What is the text about? Skimming

2) Is litter a serious issue?

Task 2: I write true or false: (2pts)

 T
1) Pollution is a very dangerous V/A
environmental problem. Scanning
2) We produce a huge amount of litter Collecting
every year. more data.
3) Litter can cause the death of many
animals. WB
4) We must all collaborate to solve this Pps’
25mns Post problem. Copybook
reading
Task 03: I find who or what do the underlined
words in the text refer to:
- Which → To collect
- We → more lexis

Task 04: I find in the text words which are

closest and opposite in meaning to : (2pts)
garbage = …… easy =/= .............
Task 05: I answer my partner’s questions:
My partner: Is pollution a dangerous
environmental problem?
Me: Yes, it is. To explore
My partner: What is the main cause of this previous
disaster? knowledge
Me: The main cause of pollution is litter. and transform
My partner: What do you suggest as it into to short
solutions? interview
Me: To solve this problem, we mustn’t throw
trash everywhere. We must put trash in the
trash bins. We must also reduce the use of
plastic, reuse our old things and recycle.
( T accepts all pps’ right answers)
T invites the pps to give their answer.
T invites some pps to perform the drill then
copy down the task on their copybooks.

The teacher’scomments:

What worked What hindered Action points

-......................... -......................... -.........................
-......................... -......................... -.........................
-......................... -......................... -.........................

Litter

I would like to talk about one of the most serious environmental problems which caused by
human actions. One of those problems is pollution with its main types: land pollution, water
pollution and air pollution. The main source of pollution is litter .We can find many types of litter
every time and everywhere. Commonly, litter consists of food waste, plastics, glass bottles, yoghurt
pots and cigarette butts ... etc

Today, we can produce 1200-ton litter per day. If we cannot reduce the production of litter day
by day, the level of litter will be over limit and make some disasters for example, animals may get
poisoned with litter; plastic bags and crisp packets have been found in the stomachs of fish, birds
and wild animals which they have mistaken them for food.

In order to solve this problem, first, we must minimize (reduce) the use of plastic bags because
it is one of the difficult things to degrade. We must reuse our old plastic bags at home. Second, we
can recycle our own useless things to be something useful. Third, we must all work together to
raise awareness of this problem among our community in order to be solved.

Adapted from internet