Sequence Two :

Me And Lifestyles

Teacher : ABOUBAKER CHOUIT

Your English and History teachers asked you to

organize a photo and postcard exhibition with
Initial Problem accompanying captions and short descriptive texts
Solving Situation comparing life in some Algerian cities about the past
and today ( dwellings , architecture, people, dress,, etc).
Level: 3MS Middle School T: sabouni meriem
Sequence :02 Me and Lesson: Problem Solving Situation Framework :PDP
my life styles
Learning Objective(s): By the end of the session my PPs will be able to make the difference between old and
modern lifestyles
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook +pictures
Interact .Interpret .Produce (Both)
Target Structures: lexis and expressions related to present and past simple
Cross Curricular Competencies Core values
* Intel:He can understand, interpret verbal and non verbal texts. * Valuing the intangible cultural heritage.
The learner can use his critical thinking skills when gathering * Valuing modern and traditional lifestyles
information * Being proud of belonging to modern
He can solve problem situations using a variety of communication life
means.
* Meth: He can work in pairs or in groups.
*Com: He can use a role play to communicate appropriately
* Per and Soc: He can show responsibility towards team work.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his PPs ,they respond . A
up -T-Splits the pieces of paper on the PPs on T/PPs Leading in
which the topic of the sequence is written
then reads it
presenting To WB-
Your English and History teachers asked
introduce PPs’
you to organize a photo and postcard
the Copyboo
exhibition with accompanying captions and
problem k +book+ A V
short descriptive texts comparing lifestyle
And Pictures
/ expose
in some Algerian cities about the past and
PPs to it
today (dwellings , architecture, people, dress,
transport, etc).

-T-Asks PPs to read and underline the key

words Lifestyle-past-today-dwellings -
Pre-list …..
-T- Explains the topics that will be WB- V
discussed in the sequence by presenting a PPs’ A
couples of photos. activate Copyboo K
-T-Draws a spider diagram and writes their k +book+
Imaginatio Pictures
Lifestyle n and prior
-T-Splits the class into groups PPs starts Knowledge
to collect ideas and teacher checks.
 -T-invites the learners to read their
products and fill the diagram on the board.

PPs/T

WB- V
during T shows a video about lifestyle in the PPs’ A
past and present in Algeria To generate Copyboo K
T asks pps lo see and listen to the video solve the k +book+ T
and complete the table below: problem Pictures
lifestyle past Present and find
Accommodatio solutions
n
Clothes
Food
Shopping
Travel
Education
Money
Post list Utensils

-T-Asks PPs to copy down in their

copybooks

The Teacher’s comments

What Worked What hindered Action Points
……………………………………………. ……………………………………………. …………………………………………….

……………………………………………. ………………h……………………………. …………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS Middle School T: Sabouni Meriem
Sequence :02 Me and Lesson: 01 I listen and do ( 2 sessions) Framework :PDP
lifestyles Part I
Learning Objective(s): By the end of the lesson my PPs will be able to talk about old lifestyles
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook +pictures-
Interact .Interpret .Produce (Both) audio scripts
Target Structures: lexis and expressions related to past simple (used to –ago-did …..)
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
* Meth:He can work in pairs or in groups. * Valuing the intangible cultural
*Com: He can use a role play to communicate appropriately. heritage.
He can talk about old lifestyles.
* Per and Soc: He can show responsibility towards team work.
He socializes through oral and written messages.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming
up -T-Greets his PPs ,they respond . T/PPs Leading A
o
05 -T-Sticks on the board pictures of old in
clothes and games

Pre -T-lets the PPs discuss together then ask

listening them
*what do these photo represent?
*what do they like or prefer?. To
brainstorm WB- AV
10o -T- Asks PPs to open their books on ideas about PPs’
P 51 lifestyles Copyboo
k +book+
-T- Gives the instructions Pictures

-T-Asks the PPs to listen to the dialogue of

Jenny and her grandma (part 4). Then do
the following task.
During
listening Task 12 p 51: I circle the correct answer
T/PPs
-T-Asks the PPs to listen to the dialogue of PPs/T
Jenny and her grandma (part 5). Then do
30o the following task

Task 18 p 53: I listen and tick the

correct answer
 V
A
K

To
transform
pieces of WB-
Task 03:I complete the dialogue below: informatio PPs’
(written) n into a Copyboo
short k +book+
My teacher: Did you use to play hide and interview Pictures
seek when you were a child?
Me:…………………………………
My teacher: what games did girls use to
Post play?
listening Me:………………………………….
My teacher: what games did bys use to
play?
Me:…………………………………. PPs/T
15o My teacher: what games do you play
today
Me:………………………………….
My teacher: what do boys wear to school WB-
in our country? PPs’
Me:………………………………… Copyboo
My teacher: what do girls wear to school k
in our country?
Me:………………………………… V
A
T

-T-Asks PPs to copy down the topic in

their copybooks

The Teacher’s comments

What Worked What hindered Action Points
……………………………………………. ……………………………………………. …………………………………………….

……………………………………………. ……………………………………………. …………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S-Dridi Saadi Middle School T: A-Chouit
Sequence :02 Me And Lesson: 02 I pronounce Framework :PPU
Lifestyles Part I
Learning Objective(s): By the end of the lesson my PPs will be able to pronounce these sounds /u:/-/u/-/3:/-/ /
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook +pictures-
Interact .Interpret .Produce (Both) audio scripts
Target Structures: sounds : /u:/-/u/-/3:/-/ /
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
He can interpret and identify sounds. * Valuing the intangible cultural
* Meth: He can work in pairs or in groups. heritage.
*Com: He can use a role play to communicate appropriately.
* Per and Soc: He socializes through oral and written messages.

Tim Framewor Procedure Focus Objectives Aids VAK

e k T
Warming -T-Greets his PPs ,they respond . Establish a
up Part One T/PPs good A
o
05 -T-Writes the following words on the classroom V
board then read it. Atmosphere
*Oud-Room-View-Blue-Shoe-Two→
/ u:/
*Should-Foot-Put→/u/
-T-Invites his learner to read and focus T/PPs To identify WB- A
05 o on /u:/ and /u/. the target PPs’ V
Presentatio
-T-Asks PPs to open their books on / sounds Copyboo K
n P k +book+
56
-T-Asks the PPs to read the
pronunciation tools than do the
following tasks: To reinforce WB-
-T- Gives the instructions and PPs’
10o Task 01 p 60: oral I listen and tick the consolidate Copyboo
Practice correct pronunciation of the letters in the k +book+
bold. pronunciatio
-T-Asks the PP to check their answers n
then compare the answers with their PPs/T
mates and correct one another( Task 02
 p 60 )
Task 03:Written I classify these
words according to the pronunciation WB- V
of the letters in the chart below. To Check PPs’ A
15o Use /u:/ /u/ PPs Copyboo K
Mute-cool-suit- Full-hood-pull- assimilation k T
due-cute-fool- bull-wolf-cook-
Lute-mood- book-put-wool-
moon-que-huge- stood-shook-
food-flew-new-
soup-shoot-glue-
tool

-T-Asks PPs to copy down the task in

their copybooks

Part Two
-T-Writes the following words on the WB-
board then read it. To identify PPs’
05o Presentatio *Early-Bird-Person-Work-Turn.→ /3:/ the target Copyboo
n *About-Today-Picture-Teacher- sounds k +book A
Pizza→/e/ V
-T-Invites his learner to read focus on K
/3:/ and /e/. T/PPs
-T- Asks PPs to open their books on
P 57
-T-Asks the PPs to read the
pronunciation tools than do the WB-
following tasks: To reinforce PPs’
10o -T- Gives the instructions and Copyboo
Practice Task 03p 60: oral (Part2) I listen and consolidate k +book
tick the correct pronunciation of the the
letters in bold. pronunciatio
-T-Asks the PP to check their answers n V
then compare the answers with their A
mates and correct one another( Task 04 K
p 60 ) T
Task 03:Written I classify these
words according to the pronunciation
of the letters in the chart below. PPs/T
15o /3:/ /e/ WB-
Fair-hair-word- Today-alone-ago- PPs’
Use
heard-first-burn- Camera-allowed- To Check Copyboo
Earth-birth-girl- Mother-ahead- PPs k
Purpose- second-again assimilation

-T-Asks PPs to copy down the task in

their copybooks
 The Teacher’s comments
What Worked What hindered Action Points
……………………………………………. ……………………………………………. …………………………………………….

……………………………………………. ………………h……………………………. …………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS Middle School T: Sabouni Meriem

Sequence :02 Me Lesson: 03 I practice I Framework :PPU
And Lifestyles Part I
Learning Objective(s): By the end of the lesson PPs will be able to use past simple and the time marker ago
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook –PPs’
Interact .Interpret .Produce (Both) course book
Target Structures:
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
He can interpret and use past simple. * Valuing the intangible cultural
* Meth: He can work in pairs or in groups. heritage.
*Com: He can use a role play to communicate appropriately.
* Per and Soc: He socializes through oral and written messages.

Tim Framework Procedure Focu Objectives Aids VAK

e s T
050 Warm up -T-Greets his PPs ,they respond . Establish a A
Part One good V
Affirmative form classroom
-T-Writes on the board this sentence Atmosphere
-she shared the room.
100 Presentatio ↓ ↓ ↓ T→ Interacting WB- A
n We shared the room. L to elicit the V
↓ ↓ ↓ target
S + V+ed + O structure
Regular v: v(Stem/Base)+e

-Grandma bought a blouse.

↓ ↓ ↓
Grandma bought a blouse.
S + (irregular) V + O
 Irregular v : (v change
Affirmative
Regular v: v(Stem/Base)+e
100 Irregular v : (v change A
Practice Negative form T→ V
She did not share the room. L K
↓ ↓ ↓ ↓ ↓
S +did +not+Vstem+O
Negative
did +not + V stem
Interrogative form
Did grandma buy a blouse?
↓ ↓ ↓ ↓ ↓ To elicit the
Did + S+ V(stem) +O+? rule about
Interrogative the
Did+S+V(stem)+O+? Past simple
Task 01:I order these to get correct
Sentences

1-did-she-not-getup-early
2-?-did-Jenny-wear-berets
3-Grandma-at home-prepared-cookies
A
Task 02:I put the verbs in bracket in the V
correct form K
150 1-People(to take)bath once a week in the WB- T
Use past. PPs’
2-grandma (to share) the room with three L→T Copyboo
sisters 80 years ago. k
3-we (not buy) dress a lot in the 1900’s.
Task03:I conjugate the verbs in the past
simple tense
The inf past Past
050 participle
Presentatio To be T→
n To have L
To do
To cook
To write WB-

050 Part Two

-T-Writes on the board this sentences
Practice How long ago did they go there? T→
They went there two days ago. L
100 I didn’t see her since 2010.
He stayed there for three weeks. WB-
Use Ahmed was absent yesterday. PPs’
Me and my family went to the beach last Copyboo
weekend L→T k
-T-Asks to notice what is the difference
between the three highlighted words
Ago preceded by a period of time.
For followed by a period of time.
Since followed by a date .
Last … by day month year season holidays
Task01:I reorder the following
1lived/my/in/grandparents/sedari/for/10/
 years
2-I/visited/Paris/since/2000
3-my/played/brother/for/two/hours/football
Task 01:I fill in the gaps with (since-fore-
ago)
1-We didn’t use to wear it 80 years……
2-I left it ……….2012.
3-i worked ………. Two days.

The Teacher’s comments

What Worked What hindered Action Points
……………………………………………. ……………………………………………. …………………………………………….

……………………………………………. ……………………. …………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S-Dridi Saadi Middle School T: A-Chouit

Sequence :02 Me And Lesson: 03 I practice II Framework :PPU
Lifestyles Part I
Learning Objective(s): By the end of the lesson my PPs will be able to use WH questions
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook –PPs’ course
Interact .Interpret .Produce (Both) book
Target Structures: How long ago/What/Where/When….+did+……….?
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
He can interpret and use WH questions. * Valuing the intangible cultural
* Meth: He can work in pairs or in groups. heritage.
*Com: He can use a role play to communicate appropriately.
* Per and Soc: He socializes through oral and written messages.

Tim Framework Procedure Focus Objectives Aids VAK

e T
050 Warm up -T-Greets his PPs ,they respond . Establish a A
good V
classroom
Atmosphere

100 Presentatio -T-Writes on the board this sentence T→ Interacting WB- A

n -she shared the room. L to elicit the V
 ↓ ↓ ↓ target
Where did grandma take bath ? structure
↓ ↓ ↓ ↓ ↓ ↓
Wh q w did s v o ?
Rule: wh+did+s+v+o+?
How long did Algeria take the
independence?
How long ago did s v o ? To elicit the WB-
Rule: how long ago+did+s+v+o+? rule about the PPs’
100 WH questions courses
Practice Task 01:I order these to get correct T→ Books
Statements. Written L Copyboo A
1-did-what-she-like-? k V
2-?-did-Jenny-when-have-a bath K
3-did-grandma-how-ago-long-wear-blouse
Task 02:(T1p66) oral

Task 01:I ask questions on the

underlined words Written
1-Jenny took a shower once a day.
-→…………………….
150 2-Grandma lived in a small house. V
Use -→…………………… WB- A
3-My father bought me new dress. L→T PPs’ K
-→……………………… Copyboo T
4-She wore clogs 80 years ago. k
-→………………………

The Teacher’s comments

What Worked What hindered Action Points
-…………………………………………. -…………………………………………. -………………………………………….

-…………………………………………. ………………h……………………………. -………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S-Dridi Saadi Middle School T: A-Chouit
Sequence :02 Me And Lesson: 04 I read and do Framework :PDP
Lifestyles Part I
Learning Objective(s): By the end of the lesson my PPs will be able to talk about lifestyle in the past.
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook –PPs’ course
Interact .Interpret .Produce (Both) book
Target Structures: lexis and expressions related to past simple (used to –ago-did …..)
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
The learner can use his critical thinking skills when * Valuing the intangible cultural
gathering information heritage.
* Meth: He can work in pairs or in groups.
*Com: He can use a role play to communicate appropriately.
* Per and Soc: He socializes through oral and written messages.

Tim Framework Procedure Focus Objectives Aids VAK

e T
050 Warm up -T-Greets his PPs ,they respond . Establish a A
good V
classroom
Atmosphere
100 -T-Asks the PPs to open their books on T→ To lead in WB- A
Pre- p73 and read the text on than try to do L V
reading these tasks

Task 01: I write true, false or not

mention oral
1-The author travelled by train. ……….
2-The city was crowded ………..
3-This journey was before the
independence. ……….
4-The writer was alone in his trip. …….

Task 02:I write what or who do these

words in the text refer to. oral
1-I →
2-The town →
3-It →
-T- Asks the PPs to read again the text to L→ To reinforce
check their answers then compare the T peer
answers with their mates and correct one correction
300 another. and WB- A
cooperative PPs’ V
During Task 03: Lexis:(written) learning courses K
reading a-I find in the text words that are Books
closest in meaning to: Copyboo
Happy=…………… City=………….. k
Enjoy=…………Disappeared=…….
b-I find in the text words that are To collect
opposite in meaning to: more lexis
A lot≠……………. Ugly≠…………….
On≠…………..
Decay≠…………….

Task 04:I answer these questions

written
1-How long ago did the author visit Setif? L→
→ T
2-How did the writer visit The town?
→
3-How did the writer find setif?
→
4-Did the writer like the city? Justify? To reinforce
→ peer
-T- Asks the PPs to read again the text to correction
check their answers then compare the and
answers with their mates and correct one cooperative
another. learning

150 V
WB- A
Post Task 05:I use the previous data and To transform PPs’ K
reading others to write a short summary about L→T data to short Copyboo T
the writer trip written passage k
15 years ago a famous British writer ……
……………………………………………
……………………………………………
 The Teacher’s comments
What Worked What hindered Action Points
-…………………………………………. -…………………………………………. -………………………………………….

-…………………………………………. ………………h……………………………. -………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S-Dridi Saadi Middle School T: A-Chouit

Sequence :02 Me and Lesson: 01 I listen and do ( 2 sessions) Framework :PDP
lifestyles Part II
Learning Objective(s): By the end of the lesson my PPs will be able to talk about old lifestyles(clothing-
entertaining)
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- PPs’ Copybook +pictures-
Interact .Interpret .Produce audio scripts
Target Structures: lexis and expressions related to past simple (used to –did …..) made of-silent letters
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
* Meth:He can work in pairs or in groups. * Valuing the intangible cultural
*Com: He can use a role play to communicate appropriately. heritage.
He can talk about old lifestyles.
* Per and Soc: He can show responsibility towards team work.
He socializes through oral and written messages.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his PPs ,they respond .
up -T-Sticks on the board pictures of old and new T/PPs Leading A
o
05 games. in

Pre
WB- AV
o listening T/PPs To lead in PPs’
10
Copyboo
-T-lets the PPs discus together then ask them k +book+
*what do these photo represent? Pictures
*what do they like or prefer?.
Part One
-T- Asks PPs to open their books on P 51
-T- Gives the instructions
-T-Asks the PPs to listen to the dialogue of
Jenny and her grandma (part4). Then do the To
following tasks. brainstor
Task 12p51:I listen than I circle the correct m ideas
word in bold: about
-PPs listen again then do task (13p51).check their lifestyles
answers then compare the answers with their mates
and correct one another.
Task14-17p51-52:I match each game with its
corresponding picture:
Task 01: Lexis:(written)
a-I find in the text words that are closest in WB- V
meaning to: PPs’ A
Pleasure=………… Look after=…………. Copyboo K
During b-I find in the text words that are opposite in To k +book+
listening meaning to: PPs/ reinforce Pictures
30o T peer
Nowadays≠…………… Old≠…………….
correction
Task 02:I answer my partner’s questions about and
my childhood games :(written) cooperativ
My partner: What games did you use to play when e learning
you were a child?
Me:…………………………………
My partner: Who did you use to play with him?
Me:………………………………….
My partner: What games did girls use to play?
Me:………………………………….
My partner: What games do you play today ?
Me:………………………………….
Post WB- V
15o listening My partner: Do you play board games, like
‘Damma’ or ‘Scrabble’ ? To PPs’ A
Me:………………………………… transform Copyboo K
My partner: How often do you play games? PPs/ pieces of k T
Me:………………………………… T informatio
n into a
-T-Asks PPs to copy down the topic in their short
copybooks interview
 Pre Part Two
listening -T-Asks the PPs to listen to the dialogue of
10o Jenny and her grandma (part5). Then do the WB-
following tasks. PPs’
Task 18p51:I listen than I circle the correct To lead in Copyboo
word in bold: k +book+
-PPs listen again then do task (19p51).check their Pictures
answers then compare the answers with their mates
and correct one another.
Task20p53:I match each school uniform item
with its corresponding picture:
-PPs listen again then do task (21p53).check their
answers then compare the answers with their mates AV
and correct one another. To
Task22p54:I listen and fill in the gaps with the T/PPs brainstor
names of the school wear items I hear : m ideas
-PPs listen again then do task (23p54).check their about
answers then compare the answers with their mates lifestyles
and correct one another.
During Task 01: Lexis:(written)
listening a-I find in the text words that are closest in
meaning to:
30o Finished=………… Beautiful=………….
b-I find in the text words that are opposite in WB- V
meaning to: PPs’ A
Worse≠…………… Same ≠……………. Copyboo K
Task 02:I answer my partner’s questions about To k +book+
boys and girls wear :(written) PPs/ reinforce Pictures
My partner: What do boys wear to school in our T peer
country ? correction
Me:………………………………… and
My partner: Who did you use to play with him? cooperativ
Me:…………………………………. e learning
My partner: What do girls wear to school in our
country?
Me:………………………………….
Post My partner: What do boys wear to weddings in
listening our country ?
15o Me:………………………………….
My partner: Do you play board games, like WB-
‘Chess’ or ‘Scrabble’ ? PPs’
Me:………………………………… Copyboo V
My partner: What do girls wear to weddings in PPs/ To k A
our country ? T transform Course K
Me:………………………………… pieces of book T
My partner: What do you usually wear at informatio
weekend? n into a
Me:………………………………… short
My partner: What did you wear at your first day to interview
school?
Me:…………………………………

-T-Asks PPs to copy down the topic in their

copybooks
 The Teacher’s comments
What Worked What hindered Action Points
……………………………………………. ……………………………………………. …………………………………………….

……………………………………………. ………………h……………………………. …………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S-Dridi Saadi Middle School T: A-Chouit

Sequence :02 Me And Lesson: 02 I pronounce Framework :PPU
Lifestyles Part II
Learning Objective(s): By the end of the lesson my PPs will be able to pronounce these sounds /æ/,/ʌ/and /e/
Correctly & Silent T-W
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook +pictures-
Interact .Interpret .Produce (Both) audio scripts
Target Structures: sounds : /æ/,/ʌ/and /e/ & Silent –T-W
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
He can interpret and identify sounds. * Valuing the intangible cultural
* Meth: He can work in pairs or in groups. heritage.
*Com: He can use a role play to communicate appropriately.
* Per and Soc: He socializes through oral and written messages.

Tim Framewor Procedure Focus Objectives Aids VAK

e k T
Warming -T-Greets his PPs ,they respond . Establish a
up Part One T/PPs good A
o
05 -T-Writes the following words on the classroom V
board then read it. Atmosphere
*began-grandma-casual-cap→/æ/
*uncle-us-mother-London→/ʌ/
*elbow-then-very-chess→/e/ T/PPs To identify WB- A
05 o -T-Invites his learner to read and focus the target PPs’ V
Presentatio
on /æ/,/ʌ/and /e/ / sounds Copyboo K
n k +book+
-T-Asks PPs to open their books on
P
58
-T-Asks the PPs to read the
pronunciation tools than do the To reinforce WB-
following tasks: and PPs’
15o -T- Gives the instructions consolidate Copyboo
Practice Task 05 p 61: oral I listen and tick the the k +book+
correct pronunciation of the letters in pronunciatio
bold. n
-T-Asks the PP to check their answers PPs/T
then compare the answers with their
mates and correct one another( Task 06
p 61)
Task 03:Written I classify these WB- V
words in its corresponding column To Check PPs’ A
15o PPs Copyboo K
Use /æ/ /ʌ/ /e/
assimilation k T
rag Rug head

-T-Asks PPs to copy down the task in

their copybooks

Part Two
-T-Writes the following words on the WB-
T/PPs
board then read it. To identify PPs’
05o *listen-beret-fasten→ Silent-T- the target Copyboo
Presentatio *write-who-answer→ Silent-W- sounds k +book
n -T-Invites his learner to read
-T- Asks PPs to open their books on
P 59
-T-Asks the PPs to read the T/PPs A
pronunciation tools than do the WB- V
10o following tasks: To reinforce PPs’ K
-T- Gives the instructions and Copyboo
Practice Task 09p 62: Written I listen and tick consolidate k +book
the correct pronunciation of the letters
 in bold. the
-T-Asks the PP to check their answers pronunciatio
then compare the answers with their n V
mates and correct one another( Task 010 PPs/T WB- A
10o p 61 ) PPs’ K
To Check Copyboo T
PPs k
-T-Asks PPs to copy down the task in assimilation
Use
their copybooks

The Teacher’s comments

What Worked What hindered Action Points
……………………………………………. ……………………………………………. …………………………………………….

……………………………………………. ………………h……………………………. …………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS Middle School T: Sabouni Meriem

Sequence :02 Me And Lesson: 03 I practice Framework :PPU
Lifestyles Part II
Learning Objective(s): By the end of the lesson my PPs will be able to use the semi model verb ‘Used to’
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook –PPs’
Interact .Interpret .Produce (Both) course book
Target Structures:Used to+ v(inf) / didn’t+use to+v(inf)/WH question word + S+use to+ V (inf)+obj + ?
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
He can interpret and use the semi model verb ‘Used to’. * Valuing the intangible cultural
* Meth: He can work in pairs or in groups. heritage.
*Com: He can use a role play to communicate appropriately.
* Per and Soc: He socializes through oral and written messages.

Tim Framework Procedure Focus Objectives Aids VAK

e T
050 Warm up -T-Greets his Ls, they respond . Establish a A
-T-Interacts with the Ls about the previous good V
lesson:. classroom
-T-Asks these questions Atmosphere

-T- What did they use to play? T→ To WB- A

050 Presentatio Ls- They used to play marbles, hopscotch, L brainstorm V
n hide and seek…. and elicit
-T- Did our grandparents use to play games key
in the past? structural
Ls- Yes, they did lexis.
-T-Did they use to play video games?
Ls- No, they didn’t use to play video games.
-T-Reports some answers on the WB and
analyze them together

They used to play marbles, hopscotch, hide

0
10 and seek T→ WB- A
Isolation     L To introduce PPs’ V
S+ Semi modal+ V (inf)+ Obj the target courses
Affirmative Form structure in Books
They didn’t use to play video games. context . Copyboo
     k
S didn’t use to V(inf) obj
Negative Form
Analysis Did grandparents use to play games?
     
Did + S+ use to+ V (inf)+ obj + ?
What did they use to play?
     
WH + S+ use to+ V (inf)+ obj + ?
question word to elicit the
NB rule about
Who used to play with you hide and seek? the use of
Who +used to+ V (inf)+ obj + ? “used to”
Stating
Rule
400 Interrogative Form L→T V
Based Form Task: Written to focus on WB- A
Practice Task 01:I re-order the words to make the form of PPs’ K
correct statements: the Copyboo T
-Play / game / you / hopscotch / did / ? / to / statements k
use/
 ………………………………
 -?/Where/use to/go/did/you/in/free times/
 ……………………………..
-Play / game/ to/ I / used /. / marble/
 …………………………………..
-used to/?/who/teach/in/primary schhol
 …………………………………..
Meaning Based Task: oral
Task 02:I put the verb in brackets in the
correct form:
1-People (use to travel) on animals in the
past.
2-She (not use to go) alone to school 2
years ago.
3-Grandma (use to wear) clogs 80 years
ago.
Communicative Based Task: Written
Task 05 p 68:I read my partner’s
questionnaire about my first year at
primary school and write true, personal
answers:
My partner: which primary school did you
use to go?
Me: …………………………………….
My partner: who used to be your teacher?
Me : ………………………………
My partner: who used to be your best
classmate?
Me:…………………………………………
My partner: what was your favorite subject?
Me: …………………………………………
My partner: what did you use to do in your
free time?
Me: ……………………………………..
-T-Asks PPs to copy down the task in their
copybooks
The Teacher’s comments
What Worked What hindered Action Points
-…………………………………………. -…………………………………………. -………………………………………….

-…………………………………………. ………………h……………………………. -………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S-Dridi Saadi Middle School T: A-Chouit
Sequence :02 Me Lesson: 04 I read and do Framework :PDP
And Lifestyles Part II
Learning Objective(s): By the end of the lesson my PPs will be able to talk about lifestyle in the past.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- PPs’ Copybook –PPs’
Interact .Interpret .Produce course book
Target Structures: lexis and expressions related to past simple (used to -did.) made of
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
The learner can use his critical thinking skills when * Valuing the intangible cultural
gathering information heritage.
* Meth: He can work in pairs or in groups.
*Com: He can use a role play to communicate appropriately.
* Per and Soc: He socializes through oral and written messages.

Tim Framewor Procedure Focu Objectives Aids VAK

e k s T
050 Warm up -T-Greets his PPs ,they respond . Establish a A
-T-Pins on the board these pictures and ask good V
some questions classroom
Atmospher
e
100 Pre- T→ WB- A
reading L To lead in V

-T-Witch city is this?

L: It’s Constantine.
-T-did you vast it before?
L: Yes, we did.
-T-What’s it famous by?
L:Traditional clothes such as Gandoura. Haik..
-T-Pins on the board these pictures of clothes.
 To
-T-Asks the PPs to open their books on p74 L→ reinforce WB-
300
During and read the text on than try to do these tasks T peer PPs’
reading Task 01 (04p74): I complete the correction courses
bibliographical notes oral and Books
cooperative Copyboo A
Task 02:I write what or who do these words learning k V
in the text refer to. (written) K
1-I → 3-Their →
2-It → 4-They→ To collect
-T- Asks the PPs to read again the text to check more lexis
their answers then compare the answers with
their mates and correct one another.

Task 03: Lexis:(written)

a-I find in the text words that are closest in
meaning to:
Quick=………… Separated=…………
Dressed=………… Exhibition =…….
b-I find in the text words that are opposite
in meaning to:
Law≠…………… Large≠……………. To
Less≠………….. Possible≠………… reinforce
peer
Task 04:I answer these questions written correction
1-How long ago did the author visit and
Constantine? cooperative
→ learning
2-What were the Gandouras made of?
→
3-Who use to wear them?
→
4-Did the writer like the city? Justify?
→ L→
-T- Asks the PPs to read again the text to check T
their answers then compare the answers with
150 Post their mates and correct one another. V
reading Task 05: Your friend and you were To WB- A
refreshing your minds about your transform PPs’ K
childhood memories . answer your data to Copyboo T
friend’s questions about your first trip to short k
Constantine written passage
1-How long ago did you visit Constantine?
→
2-Did use to go alone?
→
3-Did you buy any traditional clothes?
→
4-Was it enjoyable trip?
→
The Teacher’s comments
What Worked What hindered Action Points
-…………………………………………. -…………………………………………. -………………………………………….

-…………………………………………. ………………h……………………………. -………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S-Dridi Saadi Middle School T: A-Chouit

Sequence :02 Me And Lesson: 05 I learn to integrate Framework :PDP
Lifestyles
Learning Objective(s): By the end of the lesson my PPs will be able to interview someone about his lifestyle
in the past in different fields (dwelling, clothing, eating,……..).
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook –PPs’ course
Interact .Interpret .Produce (Both) book
Target Structures: lexis and expressions related to different domains of life in the past
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
The learner can use his critical thinking skills when gathering * Valuing the intangible cultural
information for learning and research. heritage.
He can solve problem situations using a variety of communication
means.
He can show some degree of autonomy in all areas of learning.
* Meth: He can work in pairs or in groups.
He can develop effective study methods, mobilize his resources
efficiently and manage his time rationally
- He can share information with the whole class..
*Com: He can use a role play to communicate appropriately.
* Per and Soc: He socializes through oral and written messages.

Tim Framework Procedure Focus Objectives Aids VAK

e T
050 Warm up -T-Greets his PPs ,they respond . Establish a A
-T- Asks some comprehension questions: good V
Do you know an interview (Video)? classroom
What we use to do it? Atmosphere
Did you use camera before?
100 Pre Did it use to be in wedding or work or….? T→ To review WB- A
Writing L prior V
-T- Asks PPs to open the books on P75 knowledge.
-T- Asks PPs to read the situation.
-T- Asks PPs to read the Interview Card
on P76.
-T- Splits the class into small groups and
asks the PPs to gather information as
300 While much as possible about lifestyle in the past L →
Writing in different fields (dwelling, clothing, T To collect
eating,……..) from information
 I read and do tasks 05-12-15-22-26and
28
My pronunciation tools
My grammar tools
I practice (tasks 1-5-8-14and 15
The texts P (74 and 75) if necessary. WB- A
PPs’ V
Drafting: Copyboo K
-T- invites PPs to start their work k +book
-T- helps, guides…. To involve the
PPs in
Redrafting: peer and
-T- asks PPs to check their works in peers group
correction.

To produce WB- V
150 Editing: an interview PPs’ A
Post -T- asks PPs to write their final work L→T Copyboo K
Writing -T- invites PPs to present their interview. k +b T

The Teacher’s comments

What Worked What hindered Action Points
-…………………………………………. -…………………………………………. -………………………………………….

-…………………………………………. ………………h……………………………. -………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Level: 3MS S-Dridi Saadi Middle School T: A-Chouit
Sequence :02 Me And Lesson: 06 I think and write. Framework :PDP
Lifestyles
Learning Objective(s): By the end of the lesson my PPs will be able to interview someone about his lifestyle
in the past in different fields (dwelling, clothing, eating,……..).
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook –PPs’ course
Interact .Interpret .Produce (Both) book
Target Structures: lexis and expressions related to different domains of life in the past
Cross Curricular Competencies Core values
* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles
The learner can use his critical thinking skills when gathering * Valuing the intangible cultural
information for learning and research. heritage.
He can solve problem situations using a variety of communication
means.
He can show some degree of autonomy in all areas of learning.
* Meth: He can work in pairs or in groups.
He can develop effective study methods, mobilize his resources
efficiently and manage his time rationally
- He can use reading strategies to collect data.
*Com: He can use English to write a postcard exhibition with
caption.
- He can process digital data.
* Per and Soc: He can show some degree of autonomy in learning.
Tim Framework Procedure Focus Objectives Aids VAK
e T
050 Warm up -T-Greets his PPs, they respond . Establish a A
good V
classroom
Atmosphere

050 Pre -T- Asks PPs to open the books on P77 T→ To review WB- A
Writing -T- Asks PPs to read the situation L prior V
-T- Asks PPs to read the lay-out of the knowledge.
postcard exhibition with caption on P79
The information on P79 To collect
 300 I read and do texts P (74 and 75) information WB-
L→ PPs’
While Drafting: T To familiarize Copyboo A
Writing -T- invites PPs to start their work PPs with the k +book V
individually. layout of a K
-T- guides, motivates controls and offers poster
help if needed. To produce a
postcard
Redrafting: L→T exhibition
0
10 -T- asks PPs to check their works in peers with caption

Post Editing: To present the WB-

Writing -T-invites PPs to present their postcard postcard PPs’
exhibition with caption to the class and try exhibition Copyboo V
to correct together. with caption k +b A
and share K
information T
with the
whole class

The Teacher’s comments

What Worked What hindered Action Points
-…………………………………………. -…………………………………………. -………………………………………….

-…………………………………………. ………………h……………………………. -………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Sequence 02 flash cards