4

M.S 3 Teacher: Moudjib Arrahmane Khelil

During Listening: The teacher invites the learners to open their books on Page 51 and listen
to the dialogue Script 12 and 13 page 13 and 14 (The interview Part 4). After that, he/ she
asks the learners to do Task 12 and 14 page 51/ 17 page 52.
Task 12 page 51: (I listen to "Part 4" of the interview between Jenny and her grandmother and
circle only the words in bold that I hear).
Jenny: Did you have (one – fun), grandma? What games did you use to play in (close – those)
days?
Grandma: Well, girls (amused – used) to play with rag dolls. They were made (off – of) old
pieces of cloth and stuffed with wool. We also played (hide – ride)-and-seek, hopscotch and
skipping rope. Boys played with marbles or made their own (boys – toys) from wood. Today,
you have all this technology to entertain you on your mobile phones, tablets and laptops.
Jenny: You’re right, grandma, but I never play video games, for example. I’m not very (fond –
found) of all this technological entertainment as you call it. I sometimes play board games like
scrabble or chess with my friends but I prefer sports and (looks – books).
Grandma: Nothing can replace books. You should keep reading all your life, sweetheart.
Books (reach – teach) you a lot about life.
Task 14 page 51: (I match each game mentioned in the interview "Part 4" with its
corresponding picture. Then, I work with my partner and we correct each other).

Rag doll Skipping rope Hopscotch Marbles Hide-and-seek

M.S 3 6 Teacher: Moudjib Arrahmane Khelil

Task 22 page 54: (I listen to "Part 5" of the interview between Jenny and her grandmother and
fill in the gaps with names of the school wear items I hear).
 One last question, grandma. What is your best childhood memory?
 My first day at school. I went to elementary school the year WWII ended, seventy years
ago. I was about 6 at the time. I put on my new school uniform: a nice black …gymslip…
and a white …blouse… with a nice big collar.

What is a “…gymslip…”, grandma?

It’s a dress without sleeves which we used to wear over a …blouse… some sixty or
seventy years ago. So, I was very happy that morning when dad drove me to the village
school in his cart. I was impatient to learn things, and I learnt a lot at school. I will
remember that day for the rest of my life! You’re still wearing school uniforms today, Jenny.

Yes, grandma but mine is quite different from yours. It’s more like a “blazer-and-tie”
uniform style: a black …blazer… and …skirt…., a white …blouse… and …socks…, and a
red …tie… Plus, in winter, a V-neck …jumper…, a black …coat… and …trousers…
Post Listening: The teacher asks the learners to interview each other about their childhood
games and their wear. Task 15 page 52/ Task 24 page 54.
Task 15 page 52: (I answer my partner's questions about my childhood games).
My partner: Did you use to play hide-and-seek when you were a child?
Me: Yes, I did./ No, I didn't.
My partner: Who did you use to play with?
Me: I used to play with my neighbourhood or friends.
My partner: What games did girls use to play?
Me: They used to play with rag dolls.
My partner: What games did boys use to play?
Me: They used to play with marbles.
My partner: What games do you play today?
Me: I play video game, billiards, cards, puzzles, etc,...
My partner: Do you play board games, like "Monopoly" or "Scrabble"?
Me: Yes, I do./ No, I don't.
My partner: How often do you play games?
Me: I play games (every day, once, twice, three times a week/ every weekend).
I (always/ sometimes/ often/ never) play games.
Task 24 page 54: (I answer my partner's questions about boys' and girls' wear).
My partner: What do boys wear to school in our country?
Me: In our country, boys wear jeans or trousers and T-shirt or jumper.
My partner: What do girls wear to school in our country?
Me: In our country, girls wear jeans, trousers, or skirts and blouse or dresses .
My partner: What do boys wear to a wedding in our country?
Me: They wear a suite or traditional clothes.
My partner: What do girls wear to a wedding in our country?
Me: They wear an evening dress or traditional clothes.
My partner: What do you usually wear at weekends?
Me: I usually wear casual clothes or sportswear.
My partner: What did you wear on your first day to school?
Me: I often wear new clothes or formal ones.

8
M.S 3 Teacher: Moudjib Arrahmane Khelil
  The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

9
M.S 3 Teacher: Moudjib Arrahmane Khelil
Sequence: 02 Lesson: 03 (I Pronounce 1,2,3 and 4) Framework: P.P.U
Learning objectives: To enable the learners to talk about their memories using a correct
pronunciation of the vowel sounds /uː/, /ʊ/, /ɜː/, /ə/, /æ/, /ᴧ/ and /e/ and identify the silent
letters "t" and "w".
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Words contain vowel sounds /uː/, /ʊ/, /ɜː/, Domains: Oral/ Written/ Both.
/ə/, /æ/, /ᴧ/ and /e/ and silent letters " t " and " w ".
Core values: Valuing the past memories and experiences to
build better future. Materials: Board/ Flashcards.
I pronounce: Vowel sounds /uː/, /ʊ/, /ɜː/, /ə/, /æ/, /ᴧ/ and /e/
and silent letters " t" and "w ".
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can develop effective
nonverbal messages to get information and study methods, mobilise their resources
interpret and identify sounds. efficiently and manage their time rationally
and work in pairs or in groups.
Communicative: They can use a role play to Social and Personal: They can socialize
communicate appropriately. through oral exchanges and written messages.
Warming Up: The teacher greets the learners and asks them to name the vowel letters.
Presentation: The teacher invites the learners to read the following text and work in pairs or
in small groups to find words which have the following sounds and classify them in the chart
below. After that, he/ she asks them to find words with silent letters (the letter "t" and "w").

In one hot summer afternoon last June, I was in my room sitting near the window having
some fruits and playing with my oud. Outside, the sky was blue and two little girls were
running with their umbrellas, There was also a cat sleeping under the tree and a huge bug
walking on the leaves and ducks were swimming in the lake. Then, I put on my shoes and
stood near the window to see this splendid view and listen to my favourite songs which I often
heard.

/uː/ food /ʊ/ full /ɜː/ work /ə/ ago /æ/ hat /ᴧ/ us /e/ chess
afternoon, window, Girls, were, summer, having, one, umbrellas,
June, room, put, stood heard afternoon, and, cat summer, Then,
Fruits, oud, near, the, some, splendid
blue, two, window, running,
huge, their, umbrellas,
shoes, to, There, a, under,
view under, ducks
favourite

 The teacher presents the rules from My Pronunciation Tools 1,2, and 4 page 56,57,58
and 59.

11
M.S 3 Teacher: Moudjib Arrahmane Khelil
 MY PRONUNCIATION TOOLS

/uː/ can be spelled "ou" (as in "oud"), "oo" (as in "room"), "u" (as in "June"), "ui" (as in
"fruit"), "ew" (as in "view"), "ue" (as in "blue"), "oe" (as in "shoe"), or "wo" (as in "two").
/ʊ/ can be spelled "ou" (as in "should"), "oo" (as in "foot"), "u" (as in "put").
SPECIAL DIFFICULTIES
 The spellings "oo" and "u" can be pronounced /uː/ or /ʊ/.

COMPARE:
– "food" /uː/ and "food" /ʊ/
– "flute" /uː/ and "put" /ʊ/
/ɜː/ can be spelled "ea" (as in "early"), "i" (as in "bird"), "e" (as in "person"), "o" (as in
"work"), "u" (as in "turn").
 /ɜː/ is frequent before silent "r" followed by a consonant.

/ə/ can be spelled "a" (as in "about"), "o" (as in "today"), "u" (as in "picture"), "e" (as in
"blazer"), "a" (as in "pizza").
/ə/ is considered the most frequent vowel in the English
language. /æ/ is usually spelled "a" (as in "hat.
/ᴧ/ is usually spelled "u" (as in "mum") but it can also be spelled "o" (as in "love") or
"ou" (as in "young").
/e/ is usually spelled "e" (as in "yes") but it can also be spelled "ea" (as in "bread"),
"ie" (as in "friend") or "ai" (as in "said").
 Compared to the first spellings, "ie" and "ai" are less frequent.

Final "t" is usually silent in some English words or French origin as in: beret; ballet;
gourmet; chalet.
Initial "w" followed by "r" is usually silent.
SPECIAL DIFFICULTIES
 The "t" is sometimes silent in the verb but pronounced in the noun, adjective or adverb when
derived from the same root.
COMPARE:
– "soften" (verb: "t" is silent)
– "soft"(adjective: "t" is pronounced)
– "softly" (adverb: "t" is pronounced)
 Initial "w" followed by "h" can be silent or pronounced.
COMPARE:
– "who"; "whose" ("w" is silent)
– "what"; "which"; "when"; "where"; "why" ( "w" is pronounced)

11
M.S 3 Teacher: Moudjib Arrahmane Khelil
Practice:
 The teacher asks the learner to do Task 1,3 page 60/ Task 5 page 61/ Task 9 page 62.
Task 1 page 60: (I listen and tick the correct pronunciation of the letters in bold).

– He’s such a fool to swim in a pool where the water is so cool.


/uː/ 
/ʊ/
– It’s good to read a cookery book and learn about cooking.

/uː/ 
/ʊ/
– He heard birds chirping in the fir tree early in the morning.
 
/ɜː/ /ə/
– She took a lot of pictures of her grandparents with her digital camera.
 
/ɜː/ /ə/
Task 3 page 60/ Task 5 page 61: (I listen and tick the correct pronunciation of the letters in
bold).

1. /uː/ /ʊ/ 2. /ɜː/ /ə/ 3. /æ/ /ᴧ/ /e/

      
tool stir couple
      
glue fur apple
      
school across butter
      
shook above better
      
soup teacher gut
      
new urban get
      
flew rural tab
      
bull actor tub

Task 9 page 62: (I listen and tick the correct pronunciation of the letters in bold).

Letter "t" Letter "w"

Silent Pronounced Silent Pronounced
   
bouquet answer
   
bucket wrinkle
   
bustle wrangle
   
hasten two
   
hasty twelve
   
soften wrap
   
mortgage writing
   
buffet wreath

Use: The teacher asks the learner to do Task 7 page 61 and Task 11 page 62.
Task 7 page 61: (I listen and write each of the following words in its corresponding column).

/æ/ /ᴧ/ /e/

rag, sack, had, sat, mat, mad, rug, suck, dud, blood, drug, head, said, set, met, dead, red,
dad, drag. jump, lump, bump. fed, bled.

12
M.S 3 Teacher: Moudjib Arrahmane Khelil
Task 11 page 62: (I listen and write between slashes the appropriate phonetic symbol "/uː/, /ʊ/,
/ɜː/, /ə/, /æ/, /ᴧ/, /e/" and between brackets the words “silent” or “pronounced” that correspond
to the letters in bold type.).

A “gymslip” is a dress /e/ without (pronounced) sleeves which (pronounced) we used /uː/
to wear over /ə/ a /ə/ blouse some /ᴧ/ sixty or seventy /e/ years ago /ə/. So, I was very /e/ happy
that /æ/ morning when (pronounced) dad /æ/ drove me to the village school /uː/ in his cart
(pronounced).Hewas happy /æ/, too /uː/. He whistled (silent ) all
the way and I lis t ened (silent) to him. I looked /ʊ/ up /ᴧ/ and saw a few
/uː/ wrinkles (silent) on his face. After /ə/ a thirty-minute /ɜː/ ride on that
country /ᴧ/ road, we finally arrived /ə/ at the school. I was impatient to learn
/ɜː/ things, and I learnt /ɜː/ a lot at school and from books /ʊ/. I will remember
/e/ that day for the rest /e/ of /ə/ my life! You’re still wearing school uniforms
/uː/ today /ə/, Jenny /e/.

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

13
M.S 3 Teacher: Moudjib Arrahmane Khelil
Sequence: 02 Lesson: 04 (The Language Use 1) Framework: P.P.U
Learning objectives: To enable the learners to ask and talk about actions or activities and
events that happened in a specific period in the past using The Simple Past tense with / Used
to/ Ago.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Simple past (all forms)/ Used to/ Ago.
Core values : Valuing the past memories and experiences Materials: Board/ Flashcards.
to build better future.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can develop effective
nonverbal messages to get information. study methods, mobilise their resources
efficiently and manage their time rationally
and work in pairs or in groups.
Communicative: They can use a role play to Social and Personal: They can socialize
communicate appropriately. through oral exchanges and written messages.
Warming Up: The teacher greets the learners and asks them some questions about their past.
1- Do you remember the last year? 2- What was your favourite subject?
3- Who was your teacher of English? 4- What was the best mark you had in English?
5- Who was your best friend?
Presentation: The teacher writes the following text on the board, from the interview between
the grandmother and Jenny and asks the learners to work in pairs and do the following task:

Grandma: My first day at school. I went to elementary school the year WWII ended,
seventy years ago. I was about 6 at the time. I put on my new school uniform: a nice black
gymslip and a white blouse with a nice big collar.
Grandma: It’s a dress without sleeves which we used to wear over a blouse some sixty or
seventy years ago.

1- Read and sort out a time marker. 2- Underline all the verbs.
3- In which tense are they? 4- Give the infinitive form of them.
 The teacher highlights the target structure "My Grammar Tools page 63 – 64". He/ She
may use sentences from the previous dialogue.

I put on my new school uniform

Irregular Verb

The year WWII ended, seventy years ago

Regular Verb Time marker

We used to wear over a blouse some sixty or seventy years ago

Semi Modal Stem Time marker
14
M.S 3 Teacher: Moudjib Arrahmane Khelil
I use:

The Past Simple Tense

To talk about past events or actions/ activities, I use the past simple tense:
- Regular verbs: "Verb (Stem/ Base) + ed".
- Irregular verbs: Each irregular verb has its own past tense and past participle
forms.
I use the past time marker "ago" preceded by words indicating a period of time.
Example: - I went to elementary school seventy years ago.
Past Simple Tense Review (forms)
- Interrogative form: "Did + Subject + Verb (Stem) + rest of the
sentence? Example: Did you have fun, grandma?
- Affirmative form: "did (in short answers)"/ "Stem + ed" or "irregular form (in
long answers)" Example: Yes, I did./ I had a lot of fun.
- Negative answer: "didn't (in short answers)"/ "did not/ didn't Stem (in long
answers)" Example: No, I didn't./ I didn't have fun at all.
N.B: "didn't" is the contracted or short form of "did not"./ "did" is the past form of the
irregular verb "to do".
Past Simple Tense with "ago" (Asking Question)
To ask question with the time marker "ago", I use the question words "How long ago":
"How long ago + did + Subject + Stem + rest of the sentence?
- QUESTION: How long ago did you come to London, grandma?
- ANSWER: I came to London about fifty years ago.
To talk repeated actions/ activities or events that happened in the past but are no longer
true in the present, I can use the present, I can use the semi-modal verb "used to + Stem".
Example: We used to take a bath once a week. (= but today this is no longer
true). "Used to" (forms)
- Interrogative form: "Did + Subject + use + to + Verb (Stem) + rest of the
sentence?" Example: Did you use to play games, grandma?
- Affirmative form: "did (in short answers)"/ "used to" + Stem (in long answers)
Example: Yes, I did./ I used to play a lot of games in my childhood.
- Negative answer: "didn't (in short answers)"/ "did not/ didn't + use + to + Stem (in
long answers)" Example: No, I didn't./ I didn't use to play games at that time.
SPECIAL DIFFICULTY:
Example:
When I ask a question with "who", I say: "Who + used to + Stem + …?"
Who used to be your math teacher at primary school?

Practice: The teacher asks the learners to do Task 1 page 66 and Task 3 page 67-68. They
may work in pairs.
Task 1 page 66: (I read the text about "Djemila" and ask questions on the words in bold type).
1. a) I visited Algeria for the first time thirteen years ago.
b) How long ago did you visit Algeria for the first time?
2. a) Djemila was declared a UNESCO World Heritage Site thirty-six years ago.

15
M.S 3 Teacher: Moudjib Arrahmane Khelil
 b) How long ago was Djemila declared a UNESCO World Heritage Site?
3. a) Roman Emperor Nerva founded the city about two thousand years ago.
b) How long ago did Roman Emperor Nerva found the city?
4. a) The Roman city was abandoned fifteen centuries ago.
b) How long ago was the Roman city abandoned?
Task 3 page 67 - 68: (I look to each picture and write sentences using the semi-modal verb
"used to" and the prompts between brackets as in the examples).
1. a) In the past, doctors used to prescribe penicillin only.
b) Today, they prescribe other antibiotics.
2. a) In the past, all surgeons used to operate on patients with scalpel.
b) Today, many surgeons operate on patients with laser rays.
3. a) In the past, supermarket cashiers used to read prices on price tag.
b) Today, supermarket cashiers read prices on barcode.
4. a) In the past, all teachers used to write on blackboard with chalk.
b) Today, many teachers write on a whiteboard with marker pens.
Use: The teacher asks the learners to do Task 5 page 68. They should ask each other.
Task 5 page 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: I used to go to "…school name …"Primary School .
My partner: Who used to be your teacher?
Me: Miss/ Mrs/ Mr "…family name ..." used to be my teacher.
My partner: Who used to be your best classmate?
Me: "…name…" used to be my best classmate.
My partner: What was your favourite subject?
Me: My favourite subject used to be "… subject …".
My partner: What did you use to do in your free time?
Me: I used to play games with my friends.
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

16
M.S 3 Teacher: Moudjib Arrahmane Khelil
Sequence: 02 Lesson: 05 (The Language Use 2) Framework: P.P.U
Learning objectives: To enable the learners to ask and answer questions about how often
actions/activities and events are repeated using adverbs of frequency.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Adverb of frequency.
Core values: Being polite, active and positive. Materials: Board/ Flashcards.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can develop effective
nonverbal messages to get information. study methods, mobilise their resources
efficiently and manage their time rationally
and work in pairs or in groups.
Communicative: They can use a role play to Social and Personal: They can socialize
communicate appropriately. through oral exchanges and written messages.

Warming Up: The teacher greets the learners and asks them some questions about their daily
routines and activities.
1- Do you get up early? 2- Do you usually have breakfast with your family?
3- How do you go to school? 4- What do you on your free time?
5- Do you practice any sport?
Presentation: The teacher invites the learners to listen to the following text and asks them to
answer with "true" or "false".

Leila has a busy life but she handles it very well. Every morning, she always gets up at
6:00 a.m. because she has to prepare breakfast for the family. Then, she has to work in the
school from 8:00 a.m. to 3:00 p.m. She teaches the teenagers. After that, she gets home and
takes a shower and eats a salad. Then, she waters the plants. She loves gardening. She has a
special project in her garden. She is planting flowers and vegetables. She has never planted
spices but she is planning to do it sooner. She sometimes watches a movie with the family.
She usually cooks dinner for the family but, she often goes out to eat at a local Italian or
Chinese restaurant. She loves lasagna and the kids love pizza. On weekends, they occasionally
visit the family. But they always go shopping.

1- Leila always gets up early. 2- She never goes out to eat at the restaurant.
3- She occasionally cooks dinner? 4- She usually visits her family.
 The teacher highlights the target structure "My Grammar Tools page 64 – 65". He/ She
may use sentences from the previous text.

Leila always gets up early.

Adverb of frequency

She never planted spices.

Adverb of frequency
M.S 3 17 Teacher: Moudjib Arrahmane Khelil
I use:

Adverb of Frequency
To express the frequency of an action/ activity, event or state, I can use adverb of
frequency: (always, frequently, usually, often, sometimes, occasionally, seldom, rarely
and never).
Adverb of frequency tell me how often actions/ activities, events or states take place.
I study the following table to understand better:

Frequency Adverb of Frequency Example Sentence

100 % always I always go to bed before 10 pm.
90 % usually I usually have white coffee for breakfast.
70 % often/ frequently I often/ frequently surf the internet.
50 % sometimes I sometimes forget my phone at home.
40 % occasionally I occasionally visit my relatives.
5% rarely/ seldom I rarely/ seldom go shopping.
0% never I never smoke.

Position of adverbs of frequency

 Adverb of frequency normally occur before the main verb.
Examples: - I usually take a quick shower in the morning before I go to school.
- I sometimes eat cheeseburger when I go out with friends.
- I often have vegetarian meal.
- I never play video games.
EXCEPTION:
Examples:
Adverb of frequency occur after "to be".
- She is usually late.
- They are never happy.

Practice: The teacher asks the learner to do Task 10 and 11 page 70. They may work in pairs.
Task 10 page 70: (I read "My Grammar Tools 3" and write the adverb of frequency that best
represents each battery).

6. 5.rarely/ 4. 3.often/ 2. 1.
never seldom sometimes frequently usually always

M.S 3 18 Teacher: Moudjib Arrahmane Khelil

Task 11 page 70: (I write true, personal answers to my partner's questions using some of the
following words).
How often?
Example: Question: How often do you play chess?
Answer: Never/ I never play chess.
1. Question: How often do you go hiking?
Answer: Often/ I often go hiking.
2. Question: How often do you take a bath or a shower?
Answer: Always/ I always take a shower and I take a bath, every Friday.
3. Question: How often do you play video games?
Answer: Sometimes/ I sometimes play video games.
4. Question: How often do you connect to the internet?
Answer: Frequently/ I Frequently connect to the internet.
Use: The teacher asks the learners to do the following task by asking and answering each
other.
Task: (I read my partner's questionnaire and write true, personal answers).
My partner: How often do you listen to music?
Me: ………………………………………………………….
My partner: How often do you go to the Sahara?
Me: ………………………………………………………….
My partner: How often do you study English?
Me: ………………………………………………………….
My partner: How often do you have exams?
Me: ………………………………………………………….
My partner: How often do you go to the beach?
Me: ………………………………………………………….
My partner: How often do you tell lies?
Me: ………………………………………………………….
My partner: How often do you steal things?
Me: ………………………………………………………….
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

19
M.S 3 Teacher: Moudjib Arrahmane Khelil
Sequence: 02 Lesson: 06 (The Language Use 3) Framework: P.P.U
Learning objectives: To enable the learners to describe clothes (made of/ made in) and to
describe traditional dishes (made with) .
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Made of/ Made in/ Made with.
Core values : Being proud of traditional and ancestral Materials: Board/ Flashcards.
clothing and dishes.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can develop effective
nonverbal messages to get information. study methods, mobilise their resources
efficiently and manage their time rationally
and work in pairs or in groups.
Communicative: They can use information Socialand Personal: They can
socialize
and communication technology such as: through oral exchanges and written messages.
blogs, websites page, discussion forums.

Warming Up: The teacher greets the learners and sticks the following pictures on the board
and asks them to answer these questions.

1- What do the following pictures represent? 2- Are they here in El-Oued?

3- What is the tent made of? 4- What is the man cooking?
5- Do you eat it before? 6- What is it made with?
Presentation: The teacher invites the learners to listen to the following text and asks them to
answer with "true", "false" or "not mentioned".

People in the Sahara used to live in tents made of camel's hair or wool. They used to
wear simple clothes "traditional" made of cotton, wool or camel's or goat's hair such as:
(Burnous, Qashabiya, Affane, etc,…). They used to eat local food like the couscous, "El-
Mala" and other traditional food. "El-Mala" for example, is made with prepared dough of
flour, water, salt and filled with seasonal vegetables of onions, carrots, tomatoes, chillies and
some spices. It baked in the sand, in a hole covered with embers.
 21
M.S 3 Teacher: Moudjib Arrahmane Khelil
 1- People in the Sahara used to live in houses made of bricks.
2- They used to wear simple clothes made of cotton, wool or camel's or goat's hair.
3- "El-Mala" is made with prepared dough of flour, water, salt and filled with meat.
4- Burnous, Qashabiya and Affane are made in Algeria.
 The teacher highlights the target structure "My Grammar Tools page 65". He/ She may use
sentences from the previous text.

They used to wear simple clothes made of cotton, wool or camel's or goat's hair.
Material

"El-Mala" is made with prepared dough of flour, water, salt and filled with
seasonal vegetables of onions, carrots, tomatoes,
chillies and some spices.
Food ingredients

Burnous, Qashabiya and Affane are made in Algeria.

Place

I use:

Made of – Made in – Made with

To talk about the material (cotton, wool, glass, plastic, etc) something is formed
from, I use: "made + of + the name of the material".
Examples: - We used to take a bath in a tub made of wood.
- Our clothes were made of wool or cotton.
- Mineral water bottles are usually made of plastic.
To talk about the place (country, city, etc) where something is made, manufactured or
produced, I use: "made + in + the name of the place".
Examples: - This is the first car made in Algeria.
- These jeans were made in Turkey.
- Many products sold around the world are made in China.
Asking Questions about "material" and "place"
To ask about the material (cotton, wool, glass, plastic, etc) that makes something, I can say:
"What is it made of?"
Example: - What's your scarf made of?
- It's made of silk.

made?"
 To ask about the place (country, city, etc) where something is made, I can say: "Where is it

Example: - Where's your scarf made?

- It's made in India.
SPECIAL DIFFICULTY:
Example:
People usually use "made with" to talk about food ingredients.
- The soup is made with vegetables and chicken stock.

21
M.S 3 Teacher: Moudjib Arrahmane Khelil
Practice: The teacher asks the learners to do Task 7 and 8 page 69 and Task 13 page 71.
They may work in pairs.
Task 7 page 69: (I match each women's traditional dress with its corresponding regional
origin).

Traditional dress from Djelfa Traditional dress from

Traditional dress from Setif
& Bousaada Constantine
("Benouar Staifi")
("Jebba Naili") ("Katefa Mahrouja")
Task 8 page 69: (I fill in the gaps with: "made in" or "made of").

1. "Katefa Mahrouja" is traditional dress …made of… dark-red or clear-red velvet which
merchants used to import from the city of Genoa, Italy. The dress is embroidered with gold
thread ("Fetla" or "Majboud") and can be very heavy to wear. It originated in Constantine and
is worn on special occasions like weddings. Today, it is also …made in… other Algerian
towns.
2. Originally "Benouar Staifi" was …made in… Setif. It is a traditional regional dress
…made of… light material with a variety of colours. It can be worn as every day wear or on
special occasions.
3. "Jebba" or "Roubba Naili" is a modern version of the traditional Naili costume, which
used to be worn many years ago by the women of Djelfa, Bousaada and M'Sila. It is still
…made in… this same region, today. The dress is usually …made of… silk with a white
colour. A light white shawl ("Malhfa"), also …made of… silk, covers the shoulders. "Jebba
Naili" can be worn every day or on special occasions.

Task 13 page 71: (I write the name of each of these traditional Algerian dishes in its
corresponding box).


Traditional beans/  
Couscous ("Taam, Naama, Algerian stuffed flatbread
Chickpeas dish ("Dobara
Kusksi, Barboucha") ("Mahjouba, Mhajeb")
foul/ homous")
M.S 3 22 Teacher: Moudjib Arrahmane Khelil
 
 Traditional crushed bread
Algerian pancakes

("Ghraief, Baghrir, Korsa") and vegetables dish Tuareg bread ("Taguella")
("Boumehres, Batout, Zviti")
Use: The teacher asks the learners to do Task 14 page 72.
Task 13 page 72: (I look at the pictures again "Task 13" and fill in each gap with the
appropriate grammatical word "used to – ago – of – in – with").

1. "Couscous" is a typical Algerian dish. It is considered as the national dish by many people. It
consists of broth and rolled semolina, which is steamed twice or three times. The broth is
made …with… vegetables and lamb, mutton, beef, or fish, depending on each region.
2. "Taguella" is traditional Tuareg bread ("Kasra" or "Matlou"). It is made …with… wheat
flour and baked in the sand, in a hole covered with embers.
3. "Mahjouba" is well-known in many regions of Algeria. It consists of a dough which is
flattened with the palm of the hand into very thin layers like pancakes, then filled with a spicy
mixture of diced vegetables and chillies, and finally baked on a hot, round baking tray
("Tajin") traditionally made …of... brass.
4. "Boumehres" is another Algerian popular dish made …with… unleavened bread ("Rekhses")
which is crushed together with tomatoes, garlic, fresh coriander, chillies and spices in a
mortar made …of… wood or brass. This dish is traditionally eaten with bare hands or spoons
made …of… wood.
Biskris say that "Dobara" was first made …in… Biskra many years …ago… . It is made …
with… broad beans or chickpeas or mixture of these two dried vegetables, which are cooked I
broth and served with diced tomatoes, minced fresh coriander, olive oil, pickled chillies and hot
spicy sauce.
5. Algerian "Baghrir" are the counterpart of European or American pancakes. They consists of
a mixture of flour and water, which is whisked to a smooth batter and then cooked in the form
of thin, round pieces of flat bread on a traditional baking tray ("Tajin") made …of…
earthenware. Traditional Algerian "Baghrir" are served with melted butter, sugar or honey
and traditionally eaten with bare hands.
All these traditional dishes appeared a long time …ago… in my country but no one knows
exactly when or how. Our ancestors …used to… prepare them in their mountains, plains or
Sahara desert and certainly loved them, too. It is now my turn to preserve these dishes
because they are part of my cultural heritage.

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

23
M.S 3 Teacher: Moudjib Arrahmane Khelil
Sequence: 02 Lesson: 07 (I Read and Do 1) Framework: P.D.P
Learning objectives: To enable the learners to read texts, gather information about famous
places in Algeria in the past (Setif).
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Past simple/ Used to.
Core values : Valuing and sharing national cultural Materials: Board/ Maps/
diversity with its regional cultural differences./ Valuing Flashcards.
travelling as a source for knowledge and learning.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can assess their work,
nonverbal messages and show creativity when their classmates and work in pairs or in
producing oral and written messages. groups./ They can develop effective study
methods, mobilise their resources efficiently
and manage their time rationally.
Communicative: They can develop effective Social and Personal: They can be inspired
reading strategies. from outstanding people as role model.
Warming Up: The teacher greets the learners and sticks a map of Algeria on the board. After
that, he/ she asks the following questions:
1- What’s the name of our country? 2- Where is it situated?
3- What are the colours of our flag? 4- What’s our capital?
5- What are the most important Algerian cities?

Pre-Reading: The teacher writes some keywords on the board and asks the learners to guess
the topic. The keywords are: (journey, Setif, open-air museum, statue, plain, gardens,
boulevards, etc).
While-Reading: The teacher invites the learners to read "Text 1 page 73" and fill in the
bibliographical notes Task 1 page 73/ Task 2 page 73.
24
M.S 3 Teacher: Moudjib Arrahmane Khelil
Task 1 page 73: (I read "Text 1" and complete the bibliographical notes).

Bibliographical Notes
 Title: /
 Author: C.S. Vereker
 Source: Scenes in the Sunny South, Longmans, Green & Co., London
 Date of publication: 1871
 Type of text:
 
descriptive narrative
 Type of document:
 blog page
 excerpt from a book

press article

Task 2 page 73: (I read "text 1" again and answer the questions).
1. How many paragraphs are there in the text? There are two (2) paragraphs in the text.
2. What or who do the bold words in the text refer to? (I) The author/ The writer, (the
town) Setif, (it) Setif, (today) 1871, (it) The plain of cotton plantations and corn-fields,
(its) The agriculture of this plain, (there) Setif.
3. How long ago did the writer visit Setif? The writer visited Setif 148 years ago. (2019)
4. Did the writer like Setif? Justify your answer. Yes, he did, because he was glad to see it
again.
5. What did Setif use to be in the Roman period? Setif used to be a military station of great
importance.
6. What did Setif use to be in the time of "El-Bakri" and the Turkish period? It used to be a
plain of cotton plantations and corn-fields in the time of "El-Bakri", but under the
Turkish Government it decayed and its agriculture vanished.
7. What was Setif like in 1871? It was standing on bare hills in the middle of a plain.
8. What kind of dwellings did the "Arabs" use to live in? They used to live in tents and
gourbis.
9. What did the children use to do in the open-air museum? They used to amuse themselves
knocking off the noses and the fingers of the statues.
10. Suggest a title to the text. The Historic City of Setif
Post Reading: The teacher asks the learners to read "Text 1" and brainstorm as many facts
about Setif as they can in a limited time. They may work in pairs or in small groups. And the
group that can recall the most is the winner.
Task: (I read "Text 1" and write a short summary about the writer's trip to Setif).
"148 years ago, a famous British writer ……………………………………...……
……………………………………………………………………………………………………
………………………………………………………………………………………………...…".
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

25
M.S 3 Teacher: Moudjib Arrahmane Khelil
Sequence: 02 Lesson: 08 (I Read and Do 2) Framework: P.D.P
Learning objectives: To enable the learners to read texts, gather information about famous
places in Algeria in the past (Constantine).
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Past simple/ Made of.
Core values: Valuing and sharing national cultural
diversity with its regional cultural differences./ Valuing Materials: Board/ Flashcards.
travelling as a source for knowledge and learning.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can assess their work,
nonverbal messages and show creativity when their classmates and work in pairs or in
producing oral and written messages. groups./ They can develop effective study
methods, mobilise their resources efficiently
and manage their time rationally.
Communicative: They can develop effective Social and Personal: They can be inspired
reading strategies. from outstanding people as role model.
Warming Up: The teacher greets the learners and sticks the following pictures on the board.
After that, he/ she asks the following questions:

1. Do you know these cities or districts?

2. Were the streets large or narrow?
3. What clothes did men/ women use to wear, then?
4. Can you name some handicrafts people used to do at that period of time ?
Pre-Reading: The teacher writes "Constantine" on the board and invites the learners to pool
what they know about this city and share their information with each other. The teacher may
help them to find the right word in English.
While-Reading: The teacher invites the learners to read "Text 2 page 74" and fill in the
bibliographical notes Task 2 page 74/ Task 5 page 74.

26
M.S 3 Teacher: Moudjib Arrahmane Khelil
Task 4 page 74: (I read "Text 2" and complete the bibliographical notes).

Bibliographical Notes
 Title: /
 Author: Lady Herbert
 Source: A Search after Sunshine, Spottiswoode & Co., London
 Date of publication: 1871
 Type of text:
 
descriptive narrative
 Type of document:
 web page
 press article
 excerpt from a book

Task 5 page 74: (I read "text 2" again and answer the questions).
1. How many paragraphs are there in the text? There are four (4) paragraphs in the text.
2. What or who do the bold words in the text refer to? (I) The author/ The writer, (me) The
author/ The writer, (It) Constantine, (their) trades, (they) "Gandouras".
3. How long ago did the writer visit Constantine? The writer visited Constantine 148 years
ago. (2019)
4. What was the Arab town of Constantine like in 1871? The Arab town of Constantine
was interesting; the streets were excessively narrow. (And still narrow). There, we
could find the different trades which lived each in their separate quarters (shoemakers,
butchers, bakers, etc). We could also find the "Burnous" court and the shoe bazaar.
5. What were the "Gandouras" made of? The "Gandouras" were made of silk and wool.
6. Who used to wear these "Gandouras"? The higher classes used to wear these
"Gandouras".
7. What were shoes and slippers ("Rihyia" or "Babouche") made of? They were made of
leather.
8. Did the writer like the town of Constantine? Justify your answer Yes, he did, because he
uses the word "magnificent" to describe the town and at the end of the text he writes:
"It's impossible to describe in words the beauty of these Eastern bazaars".
9. Suggest a title to the text. Constantine the Beautiful City
Post Reading: The teacher asks the learners to read "Text 2" and brainstorm as many facts
about Constantine as they can in a limited time. They may work in pairs or in small groups.
And the group that can recall the most is the winner.
Task: (I read "Text 2" and write a short summary about the writer's trip to Constantine).
"148 years ago, a famous British writer ……………………………………...……
……………………………………………………………………………………………………
………………………………………………………………………………………………...…".
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.
27
M.S 3 Teacher: Moudjib Arrahmane Khelil
Sequence: 02 Lesson: 09 (I Learn to Integrate) Framework: P.P.P
Learning objectives: To enable the learners to integrate their resources and work in small
groups to make a video interview about "Grandparents Day" and act it out.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Lexis and expressions related to profile Domains: Oral/ Written/ Both.
and reading.
Core values: Raising teenagers awareness of the
importance of the elderly as a source of the transmission of
valuable cultural and historical heritage./ Being proud of Materials: Board/ Flashcards.
belonging to Algeria with its varied cultural and historical heritage./ Being proud of his
ancestral way of life.
Cross curricular competencies
Intellectual: They can critical thinking skills Methodological: They can work in small when
gathering information for learning and groups, develop reading skills strategies and research
producing, solve problem situations effective study methods, mobilise their using a variety of
communication means, resources efficiently and manage their time show creativity when
producing oral and. rationally and share information with the written messages and show some
degree of whole class. autonomy in all areas of learning.

Communicative: They can use information Social and Personal: They can socialize
and communication technology such as blogs, through oral and written exchanges.
website pages, forums of discussion, to
interact with learners of other cultures and
process digital data in English.

Warming Up: The teacher greets the learners and splits the class into small groups and asks
them the following questions:
1- Are your grandparents alive? 2- Do they live far from you?
3- How often do you visit them? 4- Do you live with them?
5- Do you respect and love them? 6- Do they love you?
Pre-Writing Process: The teacher writes the situation on the board, reads it and explains
the task. Then, helps the learners to remember what they learnt in this sequence. After that, he/
she asks them to fill the KSA chart on page 75.
Setting up the Situation: (I learn to integrate).

It is "Grandparents Day" in Algeria. To celebrate the event, I am going to make a

video interview of my grandfather or grandmother. I will then post the video on the school
website and my personal blog to share it with other people around the world.

28
M.S 3 Teacher: Moudjib Arrahmane Khelil
Planning:

KNOWLEDGE SKILLS ATTITUDES

 
Lexis related to biographical  Narrating past events, Raising teenagers'
information (personal experiences and awareness of the
identification): childhood memories importance of the
He/ She was born in (date, elderly as a source for
place). the transmission of

Lexis related to dwelling invaluable human
places (description of home):  Describing life and experience
He/ She lived in (old house, lifestyles (past and
farmhouse, flat, tent, etc). present)
 Lexis related to routine
activities(chores,

housework): Raising teenagers'
He/ She used to clean their awareness of the
house, feed animals, etc. importance of the

Lexis related to food  Comparing life and elderly as a source for
(traditional dishes): lifestyles (past and the transmission of
Couscous, Algerian pancakes, present) invaluable national
Doubara, Mahjouba, etc. cultural and historical

Lexis related to dress heritage
(traditional, special and daily
wear; school uniform):  Devising and selecting

Gymslip, tie, blouse, etc. relevant interview Valuing the past in

Lexis related to games: questions order to build a better
Rag doll, skipping rope, future for one's
marbles, hide-and-seek, etc. community
 The past simple
tense (ago) He/
She lived there
…years ago
 
 The semi-modal "used to" Conducting an Sharing national
He/ She used to … interview (oral/ aural cultural and historical
 Adverbs of frequency: communicative skills) values that cement
always, sometimes, never, etc. community ties and
 Made of/ in: unity
It's made of …/ It's made in ...
 My Pronunciation Tools:
Vowel sounds, silent letters.

 The teacher asks the learners to follow the (Interview Card) Task 3 page 76. And do Task
4 page 76. After that, he asks them to start working. The previous lessons may help them.
In-Writing Process: (Practice)
Drafting: With the help of their teacher, the learners start drafting.
Editing: Teacher helps the learners to examine the text carefully to find and correct
typographical errors and mistakes in grammar, style and spelling.
 29
M.S 3 Teacher: Moudjib Arrahmane Khelil
 Publishing: (Produce)
Task 4 page 76: (I can write my interview questions. I can start like this).
Example:
Me: I'm going to interview you for my school project, grandma/ grandpa. This video will
be posted on the web on "Grandparents Day". So, let's start. When were you born?
Grandma: I was born in … (1954)
Me: Where were you born?
Grandma: I was born in El-Oued.
Me: Where did you use to live?
Grandma: I used to live in a big house with my parents, uncles, aunts, and my brothers and
sisters.
Me: What did you use to eat?
Grandma: We used to eat couscous, Matabig, Kesra, olive oil, fresh fruits and vegetables, etc.
Me: Did all the family use to eat together?
Grandma: No, men used to eat first. Then, it was the turn of women and children.
Me: Oh! You mean that you didn't eat with you father!
Grandma: Yes, it was the case that time and it is still the case in some regions.
Me: What about table manners? Did you have the right to speak when you were eating?
Grandma: Actually, we didn't, but sometimes someone told us jokes and we all laughed
heartily, this only at the end of the meal.
Me: What did you use to wear?
Grandma: We used to wear dresses, skirts and boys used to wear traditional long trousers and
on special occasions, we used to buy new clothes.
Me: Do you use to wear school uniform?
Grandma: No, some pupils wore a school apron and others put on their "Kachabia". As you
know, few Algerian children went to school in those days.
Me: Which games did you use to play?
Grandma: I used to play with my rag doll, hide-and-seek with some friends and boys used to
play with marbles.
Me: Can tell me about an unforgettable event?
Grandma: I will never forget that moment when I went to Algiers the capital for the first time.
It was marvellous to see people, streets, shops, markets, cars and of course the sea.
Me: I really thank you my lovely grandma, for answering my questions.
Grandma: Not at all, my sweetheart.
 The teacher invites the learns to copy down in their copybooks.

31
M.S 3 Teacher: Moudjib Arrahmane Khelil
Sequence: 02 Lesson: 10 (I Think and Write) Framework: P.P.P
Learning objectives: To enable the learners to write a comparison between past and present
life in the Algerian cities.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Lexis related to daily life.
Core values: Sharing national cultural and historical values Materials: Board/ A3 papers/
that cement community ties and unity. Colouring pens.
Cross curricular competencies
Intellectual: They can critical thinking skills Methodological: They can work in small
when gathering information for learning and groups, develop reading skills strategies and
research producing, solve problem situations effective study methods, mobilise their
using a variety of communication means, resources efficiently and manage their time
show creativity when producing oral and. rationally and share information with the
written messages and show some degree of whole class.
autonomy in all areas of learning.
Communicative: They can use English to Social and Personal: They can show some
compare lifestyle and process digital data. degree of autonomy in learning.
Warming Up: The teacher greets the learners and shows them some pictures about Setif and
Constantine, in the past and now or asks them to open their books on (page 77,78 and 79) .
Then, he/ she asks the learners to describe them.

31
M.S 3 Teacher: Moudjib Arrahmane Khelil
Presentation: The teacher introduces the situation Task page 77.

Our English and history teachers asked you to organise a photo and postcard exhibition
with accompanying captions and short descriptive and narrative texts comparing life in some
Algerian cities about a hundred years ago and today (dwellings, architecture, people, dress,
transport, etc.). I decided to display photos and old postcards of Setif and Constantine and write
comparative texts about these two cities.

Practice: The teacher provides the learners with "Layout page 79" and some other
information and asks them to start gathering information for their paragraphs, engage in the task
by controlling, monitoring, have peer correction before posting and offering help when needed.
They should use the information that they have already seen in the previous lessons.
Some useful information about: "Setif" and "Constantine".
thePolitics: In the past: Under the French rule/ Algerian people were colonized and work for
colonizer. In the present: Algerian government rule/ People are free citizens and work for
their own welfare.
 Dressing: In the past: Women wore the "Haiek" and men wore "Turkish pants" and "Kachabia". In
the present: Wear all kinds of clothes (traditional or modern).
 Dwelling: In the past: Old houses of mud, tents, low and narrow quarters.

 Transport: In the past: Carriages, animals backs, on foot, cars and bus.
 Schooling: In the past: A few privileged went to school, but most of the population was
illiterate.In the present: All children must attend school at the age of 6.
Production: The teacher asks the learners to start writing their paragraphs.
 The learners produce their own paragraphs, present them and let the classmates check,
take notes and assess the work.
Example:

One hundred years ago, Setif and Constantine weren't like today. They were less large.
People used to go from one place to another on foot, horseback, or by cart. There were nice
building and paved streets lined with trees. When they went out, women used to were white
piece of cloth ("Haiek") or black piece of cloth ("Mleya") to cover their bodies. Men used to
wear long dresses ("Gandouras"), traditional coats ("Kachabia"), or ("Burnous").
Nowadays, Setif and Constantine have changed. They have become large. As a result,
means of transport have developed. People take the bus, the train, the tramway, or use their
cars to go to work, to go shopping, to visit friends and relatives, and so on. Contrary to the
past, the construction of buildings isn't as well organized as it used to be. Concerning dress
and clothes, people wear European clothes or religious ones like the ("Hijab").
As a conclusion, the two cities Setif and Constantine have changed with the years.
People's lifestyles are influenced by modernity. The use of T.V and the internet has also
played a big and important role in these changes.

 The teacher collects the learners work to be corrected at home.

32
M.S 3 Teacher: Moudjib Arrahmane Khelil