Me and My

Environment

Teacher : ABOUBAKER CHOUIT

Sequence Plan
*Each sequence should be divided into parts according to their communicative objectives .

*Each part should be planned as follow:

Sequence:…………

Part:…………….

Lesson 1: I listen and do : Teacher should choose the suitable listening scripts or adapt others.

Lesson 2: I pronounce : It includes the suitable pronunciation task and lesson.

Lesson 3: I practice : It includes the suitable language forms.

Lesson 4: I read and do ; Teacher should choose the suitable reading texts or adapt others

Lesson 5: I learn to integrate: It’s general and it includes all the parts of a sequence, it must
be done in groups

Lesson 6: I think and write: It’s general, it must be done individually.

NB: a lesson can be divided into many parts. eg: I listen and do (1)

I listen and do (2)

General sequence plan:

Sequence:………………
Title: ……………….
Part One: Part One: Part One:
Objective:…………… …… Objective:……………… ……… Objective:………………………
I listen and do I listen and do I listen and do
I pronounce I pronounce I pronounce
I practice I practice I practice
I read and do I read and do I read and do
I learn to integrate

I think and write

 Sequence Four Plan
Me and My Environment
Level: 3MS Sequence: Three Title: Me and the Scientific World.

Part One: Part One:

Objective: Discovering Algerian biodiversity. Objective: how to run litter campaigns.

I listen and do: Tasks: 1,2,3,.,26 p113 to120 I listen and do: Tasks: 27,28,…….,42p120 to 123

I pronounce: Tasks: 1,2,……,5 p127 I pronounce: Tasks: 6,7,……,12 p128

My pronunciation tool p124 My pronunciation tools p125
(sounds /ʒ/&/dʒ/) (silent letters ’K’ ‘W’ ‘H’ ‘T’ & Intonations)
I practice: I practice:
My grammar tools My grammar tools
P129,130 and 131 (Tools 1,2and 3) P131and 132 (Tools 04and 05)

I read and do Text 02 p140 I read and do Text 01 p139

I learn to integrate: p141and 142

I think and write: p143

NB: The teacher isn’t obliged to use the book’s tasks or even listening scripts or captions

He can create his own ones.

Prepared by:T- Aboubaker Chouit

 T:Souilah Meriem School: Level: 3MS
Sequence : 04 Me and my Lesson: Problem Solving Situation Framework :PDP
environment
Learning Objective(s): By the end of the session my Ls will be able to make a global vision on the sequence
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) +Data show
Target Structures: lexis and expressions related to environment, nature
Cross Curricular Competencies Core values
* Intel: L can use his critical thinking skills when gathering * Valuing and respecting green spaces
information for learning and project work. *Being civic
-L can understand, interpret verbal texts. *Being aware and conscious towards
the protection of the environment.
-L can solve problem situations using a variety of communication
means.
* Meth: -L can work in pairs or in groups.
*Com: -L can use a role play to communicate appropriately
* Per and Soc: -L can show responsibility towards team work.
Time Framework Procedure Focus Objectives Aids VAKT
Warming -T-Greets his Ls ,they respond .
up -T-Splits the pieces of paper on the PPs on Leading in A
which the topic of the sequence is written
then asks them to reads it .
Pre To WB-
My school will organize an eco-poster show
presenting to celebrate ‘Earth Day’. I decided to design
T/L introduce Ls’
an eco-poster about the main dangers that the problem Copybook
threatened environment to raise public And expose +book+
awareness of the urgent need to protect our PPs to it Pictures A V
nature.

T/L

-T-Asks PPs to read and underline the key

words; Earth Day-eco-dangers-environment –
Presenting public awareness activate WB-
-T- Explains the topics that will be discussed their Ls’ V
in the sequence by presenting a couples of Imagination Copybook A
photos and videos. and prior +book+ K
Knowledge Pictures
 -T-Draws a spider diagram and writes

Lifestyle
-T-Splits the class into groups PPs starts to
collect ideas and teacher checks.
-T-invites the learners to read their products
and fill the diagram on the board. L/T

Water Global Warming

Pollution
Nature
My Environment
Animail
Air
Litter Rubbish
To generate WB-
Post solve the Ls’ V
presenting problem and Copybook A
find +book+ K
-T-Asks Ls to copy down the topic in their solutions Pictures
copybooks

The Teacher’s comments

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

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

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

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

T: Souilah Meriem School Level: 3MS
Sequence : 04 Me and My Lesson: 01 I listen and do I Framework :PDP
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to know more details about Algeria.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ book & Copybook
Interact .Interpret .Produce (Both) +flashcards +audio scripts+Maps
Target Structures: lexis and expressions related to locations, borders…..
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. * Valuing and respecting green spaces
* Meth: -L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately. *Being aware and conscious towards
-L can talk about the geographical characteristics of Algeria the protection of the environment.
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.

Time Framework Procedure Focus Objectives Aids VAKT

Warming -T-Greets his Ls ,they respond . a
o up Leading in
05 -T-Sticks on the board maps (maps of the A
world, Algeria….)

To lead in
Pre -T-lets the Ls discus in pairs then ask them
05o listening the following questions : WB- AV
* What do the pictures represent? To familiarize Pictures
pupils with
* How many continents are there ? new
* Which continent did Algeria belong to? vocabulary
* Can you give me more data about Algeria? related to the
-T-Asks PPs to open their books on P 113 topic .
-T- Gives the instructions
*Now, you’re going to listen to the UNESCO
representative ) and you’re going to deal with
these tasks.
Tasks1, p 113 :I listen to the UNESCO
representative speaking on BBC radio
about biodiversity in Algeria and tick the To Interpret
box next to the name of each national park verbal
1- Chrea National Park messages and
2- Djurdjura Nationa Park collect more
data
3- Tikjda National Park
4- El Kala National Park
5- Theniet El Had National Park To collect WB-
6- Gouraya National Park more lexis to Ls’
reinforce peer Copybook
7- Hoggar National Park
30o During correction +book+ V
listening 8- Taza National Park and A
Pictures
9- Tassili National Park cooperative K
10- Atlas National Park learning
11- Tlemcen National Park
 12- Mount Aissa National Park

Tasks1, p 113
Task 02 oral: I write True or False:
1- Algeria is in the South African country.
2-It’s Africa’s largest country.
To explore
3-Algeria contains many parks. previous
knowledge
WB- V
and Ls’ A
15o Post
Task 04 p 85:(written): I answer my blog transform it Copybook k
listening into to short
friends about Algeria
dialogue
A: Hi! Where’s it Algeria located?
B:…………………………………
A : Is it a coastal country?
B:………………………………
A: What’re it’s main borders?
B:…………………………………
A: Is it a large city?
B:…………………………………

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

copybooks

The Teacher’s comments

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

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

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

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

 T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS
Sequence : 04 Me and My Lesson: 02 I Pronounce Framework :PPU
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to pronounce these sounds: (/ʒ/ & /dʒ/)
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ book & Copybook +audio
Interact .Interpret .Produce (Both) scripts
Target Structures: Phonetic symbol (/ʒ/ & /dʒ/)
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth:-L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately using *Being aware and conscious towards the
these sounds: (/ʒ/ & /dʒ/). protection of the environment.
* Per and Soc:-L can socialize through oral and written messages.
Time Framework Procedure Focus Objectives Aids VAKT
Warming up -T-Greets his Ls ,they respond . Establish a
05o T→Ls good classroom A
-T-Invites Ls to listen and repeat a couple Atmosphere
of words ( I listen and repeat A p 124)
-T-Invites his Ls to read and focus on
/ʒ/&/dʒ/)
-T-checks Ls’ pronunciation and corrects
15 Presentation if necessary.
o T→Ls To identify the
/ʒ/→ usually spelled ‘s’ or ’g’ and rarely ‘t’ target sounds WB- A
and Ls’ V
discriminate Copybook
/ dʒ /→usually spelled ‘j’ or ‘g’ and rarely ‘d’
between the +book+
target sounds
-T-Asks Ls to open their books on P124
-T-Asks the Ls to read the pronunciation
tools than do the following tasks:
-T-Gives the instructions

Task 01 p 127: oral I listen and tick the

correct pronunciation of the letters in
bold.
-T-Asks the Ls to check their answers
then compare the answers with their
mates and correct one another.

Task 02p 127: oral I listen and match

together the words ..
25o Practice -T-Asks the Ls to check their answers T→Ls To reinforce
and
WB- V
then compare the answers with their Ls→T consolidate the
Ls’ A
mates and correct one another pronunciation Copybook K
+book+
Task 01:Written I classify these words
according to their pronunciation of the
 phonetic symbol (/ʒ/ & /dʒ/)
*Change-Occasion-Damage-Fusion
-Edge-Massage-Dual-Equation-

-To reinvest
15o Use /ʒ/ /dʒ/ prior
WB- V
-………..-………. -………..-………. Ls→T knowledge Ls’ A
-………. -………. -………. -………. related to Copybook K
pronunciation
and
-T-Asks Ls to copy down the task in Check Ls
their copybooks. assimilation

The Teacher’s comments

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

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

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

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

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS
Sequence : 04 Me and My Lesson: 01 I listen and do II Framework :PDP
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to know more details about the ecosystem
and biodiversity in Algeria
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ book & Copybook
Interact .Interpret .Produce (Both) +flashcards +audio scripts+
Target Structures: lexis and expressions related to parks, biosphere …..
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth: -L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately. *Being aware and conscious towards
-L can talk about the ecosystem and biodiversity in Algeria the protection of the environment.
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.

Time Framework Procedure Focus Objectives Aids VAKT

Warming -T-Greets his Ls, they respond . T→Ls Establish a
o up good
05 -T-Sticks on the board pictures about some A
animals which are in danger of extinction in classroom
one side and their names in the other side. Atmosphere

Barbary
sheep

Atlas
o Pre
10 Cedar WB- A
listening T→Ls Pictures V
To lead in T
Barbary
macaque
To
familiarize
Cuvier's Ls with new
gazelle vocabulary
related to
the topic .
Gazelle
dorcas

Nuthatch
bird

Jackal

-T-lets the Ls discus in pairs.

 -T-Asks the Ls to match each picture with its
appropriate name.(Task14 P116)
then ask them
-T- Asks PPs to open their books on P115 T→Ls WB-
During -T- Gives the instructions Ls→T To Interpret Ls’ V
25o listening *Now, you’re going to listen to the UNESCO verbal Copybook A
representative and you’re going to complete messages +book+ K
the table : and fill in T
blanks and
Task 11 p 115: oral I listen and complete: to
Task 16 p 117: oral I listen and tick: reinforce
peer
Task01: Written I match the words with correction
their appropriate definitions and
cooperative
learning

Ecosystem A number and types of plants and animals that exist in a

particular area.

Biosphere A reserved areas in which there is no conflicts

reserve
between animals, plants and man .

Biodiversity All the living things in an area and the way they affect
each other and the environment.

Task 02:(written): I answer my friend’s

questions and complete the dialogue:
A:How many national park are there in
Algeria?
15o Post B:…………………………………………. WB-
listening A:Can you name some? Ls→T To Ls’
B:………………………………………….. transform Copybook
A:Did you any before? pieces of V
B:………………………………………….. information A
A:Which park did you visit? into a short k
B:………………………………………….. paragraph

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

copybooks

The Teacher’s comments

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

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

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

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

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS
Sequence : 04 Me and My Lesson:03 I Practise I Framework :PPU
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to use present perfect with Since & For
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ book & Copybook
Interact .Interpret .Produce (Both)
Target Structures: lexis and expressions related to present perfect ( has, have+ v pp) since- for
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth:-L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately using *Being aware and conscious towards
the present perfect the protection of the environment.
* Per and Soc:-L can socialize through oral and written messages.
Time Framework Procedure Focus Objectives Aids VAKT
050 Warm up -T-Greets his Ls ,they respond . Establish a A
good V
A : HI ! How long has Taza Park designated as a national park? classroom
B : It has designated as a national park for 14 years. Atmosphere
A: Have you visited it before?

B: Yes, I‘ve.

A: How long have you been there?

B: I have not been there since 2016.

-T-Distribute this short passage on the Ls

-T-Asks some comprehensive questions
and writes Ls’ answers on the WB.
150 Presentation Interacting
T → L to elicit the A
PIASP Lesson target V
structure WB-
-T-Writes on the board these sentence
- It has designated as a national park for 14 years..
↓ ↓ ↓ ↓ ↓ ↓ To introduce
It has designated as a national park for 14 years..
the target
↓ ↓ ↓ ↓ ↓ ↓ ↓
structure in
S Have present Vpp + O + for + period
context
Affirmative
Have present (has, have) +Vpp

-I have not been there since 2016. To identify the

↓ ↓ ↓ ↓ ↓ ↓ ↓ form and use
I have not been there since 2016. of the target
↓ ↓ ↓ ↓ ↓ ↓ ↓ structures.
S Have present not Vpp O since date

To elicit the
Negative Have present (has, have) + not +Vpp rule about the
 Past C

- Have you visited it before?

↓ ↓ ↓ ↓ ↓
Have you visited it before ?
Have present S Vpp O ?
Have present (has, have) + S +Vpp + O+?
Interrogative

- How long have you been there?

↓ ↓ ↓ ↓ ↓ ↓
How long have you been there ?
↓ ↓ ↓ ↓ ↓ ↓
How long Have present S Vpp O ?
How long+Have present+S+Vpp+ O+?
Interrogative

Task 01: oral I order these to get correct

150 To focus on WB- V
Sentences
Practice T→L the form of the Ls’ A
1-?-has-she-how long –Chriaa park-visited
L→T statements Copybook T
2-not-they-have-gone –for-two weeks-to
school.
To train on
3-has-working-2011-since –she-stopped.
the placement
Task 16 p 136: Written I fill in the gaps
of Since &
using Since or For:
For
Task 02: : Written I write the correct
To train on
form of the verbs in brackets
the use of
1-Dinosaurs (to extinct) for a long time.
Present P
2-Letter (not send) to UNESCO since
2017.
L→T
3-I (work) there for six years..
To practise WB- V
Task 17p 136: oral I fill in the gaps using
200 Present P in a Ls’ A
Since or For and write the correct form
Use conteXt. Copybook T
of the verbs in brackets:

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

copybooks.

The Teacher’s comments

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

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

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

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

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS
Sequence : 04 Me and My Lesson: 01 I listen and do III Framework :PDP
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to know more details about the extinct
species in Algeria
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ book & Copybook
Interact .Interpret .Produce +flashcards +audio scripts+
Target Structures: lexis and expressions related to extinction: threatened- rare - extinct - endangered -…..
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth: -L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate appropriately. *Being aware and conscious towards
-L can talk about the extinct species in in Algeria the protection of the environment.
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.

Time Framework Procedure Focus Objectives Aids VAKT

Warming -T-Greets his Ls, they respond. T→Ls Establish a
o up good
05 -T-Sticks on the board pictures about some A
animals which are in danger of extinction. classroom V
Atmosphere

To lead in
Pre
10o listening
WB- A
T→Ls Pictures V
To
-T-lets the Ls discus in pairs. familiarize
-T-Asks the Ls some questions Ls with new
-T-Do all these species exist till now? vocabulary
L1-No, they are not. related to
-T-Do they exist with big numbers? the topic.
L2- No, they are not.
-T-What ‘re the main reasons of their To
disappearance? Interpret
L3-Poulltion.hunting… verbal
-T- Asks PPs to open their books on P119 messages
-T- Gives the instructions and fill in
*Now, you’re going to listen to the interview of blanks and
Sian Waters and you’re going to reorder the to
bubbles : reinforce WB- V
During peer Ls’ A
25o listening correction Copybook T
Task 21 p 119: oral I listen and order: T→Ls and +book+
Task 23 p 120: oral I listen and tick: Ls→T cooperative
Task 25 p 120: oral I listen and tick: learning

collect more
Task 19 p 118: Written I match the words lexis about
 with their definitions : the topic
To
Post Task 02:(written): I answer my friend’s transform V
15o listening questions and complete the dialogue: pieces of WB- A
A: I watched a documentary about animals and Ls→T information Ls’ T
I knew that many species are disappeared and into a short Copybook
others are on the way to. Is that real? dialogue
B:………………………………………….
A:Oh! What’re the main causes of that?
B:…………………………………………..
A:Are there any solutions or campaigns to ban
that?
B:…………………………………………..
A:Can you mention some?
B:…………………………………………..

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

copybooks

The Teacher’s comments

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

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

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

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

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School T: Aboubaker -CHOUIT
Sequence : 04 Me and My Lesson:03 I Practise II Sequence : 04 Me and My
Environment Part I Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to 1-state regulations and disciplines
2-Give advice
Targeted Competences: Domain (s): Oral-Written Targeted Competences:
Interact .Interpret .Produce (Both) Interact .Interpret .Produce
Target Structures: lexis and expressions related to obligation, prohibition ( Must-Mustn’t-Should-Shouldn’t)
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing and respecting green spaces
* Meth:-L can work in pairs or in groups. *Being civic
*Com: -L can use a role play to communicate by *Being aware and conscious towards the
1-stating regulations and disciplines. 2-Giving advice. protection of the environment.
* Per and Soc:-L can socialize through oral and written messages.
Time Framework Procedure Focus Objectives Aids VAKT
Warming up -T-Greets his Ls, they respond. Establish a
05 o T→PPs good A
I think we must recycle items and don’t classroom V
throw them. We’ll save natural resources. Atmosphere
We must not drop litter in streets. We
should save electricity, water and paper. We
should not waste them. Walk to school and
do not ask your parents to take you by cars. T→Ls To identify
25o Presentation WB- A
the target V
structure
-T-Distribute this short passage on the Ls
-T-Asks some comprehensive questions
and writes Ls’ answers on the WB.

PIASP Lesson

1 -We must recycle items.

↓ ↓ ↓ ↓
→We must recycle items.
↓ ↓ ↓ ↓
S model v V stem O
Obligation → Must + v stem

2-We must not drop litter.

↓ ↓ ↓ ↓ ↓ -To state the
→We must not drop litter rule
↓ ↓ ↓ ↓ ↓
S model v not V stem O
Prohibition→ Must + not + v stem

3- We should save electricity.

↓ ↓ ↓ ↓
→ We should save electricity.
↓ ↓ ↓ ↓
S model v V stem O
Mild Obligation→ Should + v stem
 4- We should not waste them.
↓ ↓ ↓ ↓ ↓
→ We should not waste them.
↓ ↓ ↓ ↓ ↓
S not V stem O
model v
Mild Negative Obligation→ Should + not+ v stem

5- Walk to school
↓ ↓
→ Walk to school
↓ ↓
V stem O V stem+ O
Positive Advice→
6- Do not ask your parents
↓ ↓ ↓ ↓
→Do not ask your parents
↓ ↓ ↓ ↓
→ auxi not V stem O
Negative Advice→ Do+not +V stem

Task 01,2& 3 P133: oral

Task12 P 135: oral To reinforce WB- V

20o Practice and Ls’ A
Task 03 Written I complete the consolidate Copybook T
dialogue below using ( Must-Mustn’t- the polite +book+
Should-Shouldn’t) request
structure
T→Ls
Ls→T
A: What can we do to have a clean air?

B: We ……drive too many cars because they pollute

the air?

A : How? ……We ban the use of cars?

B: No, we mustn’t. We……use public transports

more.!

A : What else…….we do?

-To reinvest
B: We ….ride bicycle and walk too often. prior
knowledge WB- V
-T-Asks Ls to copy down the task in their and Ls’ A
10o Use copybooks. Check Ls Copybook T
Ls→T assimilation
The Teacher’s comments
What Worked What hindered Action Points
……………………………………………. -……………………………………………. …………………………………………….

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

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

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

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 3MS
Sequence : 04 Me and My Lesson: 01 I read and do I Framework
Environment Part I
Learning Objective(s): By the end of the lesson my Ls will be able to know more details about the disaster of extinct
solutions.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ boo
Interact .Interpret .Produce +flashcards +audio scrip
Target Structures: lexis and expressions related to parks, biosphere …..
Cross Curricular Competencies Core valu
* Intel: L can understand and interpret verbal and non verbal texts. *Valuing a
* Meth: -L can work in pairs or in groups. spaces
*Com: -L can use a role play to communicate appropriately. *Being civ
-L can talk about more details about the disaster of extinction and *Being aw
suggest solutions. towards th
the enviro
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.
Time Framework Procedure F Obje
o ctives
c
u
s
050 Warm up -Tshows pps some pic and try to interpret the pic with them Esta
L: It’s about: animals, environment, Illegal hunting,… blish
-T-Has it bad consequences? a
L: Yes, it’s- No, it’s not. good
-T-What are its effects? class
L:??????? room
-T-Are there any solution? Atmo
L:??????? spher
-T-After reading this text you’ll get these information and others. e
Pre- -T-Gives Ls the passage in a piece of paper. T
100 reading -T-Asks the Ls to read the text than try to do these tasks →
Task 01: oral L
Activity 1: Read the text then answer the following questions:(02 Pts.)

1. Is the black rhinoceros an animal in danger of extinction? To

2.Does it live in Northern Africa? lead
Task 02 : Activity 2: Complete the table with information from the text:( 03 in
Pts.(
Name Scientific Colour Size or Diet Horn
name Weight length
Black
rhinoceros
 During Task 03: :(written) Lexis
300 reading
A/ Match each word with its appropriate definition:
L
Words Definitions →
1. extinction a.
almost black T
2. dark b.
the young of a mammal like a cow etc…
3. calf c.
coming to an end or dying out To
collec
4. horn d.
hard pointed growth on the head of an animal
t
more
Task 04: I play the role of an ecologist and answer my partner’s interview
data
questions: written peer
Me: (journalist) Do you think Fauna and Flora species are in safe in Algeria ?
L assess
My partner: (ecologist) ……………… ment
→
Me: What’s up?
T
My partner: ……………………………….
Me: What are the main causes of this disaster?
My partner: ………………………………..
Post
Me: What do you suggest as a solutions? To
reading
My partner: ………………………………… collec
150
t
more
-T-Asks Ls to copy down the task on their copybooks. lexis

L
→
Text:
T
One of the animals in danger of extinction is the black rhinoceros (Diceros bicornis).This species is found in
woodland habitats in eastern and central Africa including Kenya, Tanzania, Cameroon, South Africa, Namibia,
Zimbabwe and Angola. The total population was 4,880 individuals in 2013.It's dark yellow To
brown to dark brown or dark gray. explor
An adult black rhinoceros stands 140–180 cm high at the shoulder and is 3–3.75 m in length and weighs from e
800 to 1,400 kg. The females are smaller than the males. The black rhino is smaller than the white rhino, too. previo
us
Rhinos have two horns, and occasionally a third small one (front horn about 50 cm or more). This animal is a
knowl
herbivore that eats leafy plants, branches, thorny wood bushes, and fruit. When water is available, it drinks every edge
day. The rhino calf follows its mother for 2–3 years. and
Many organisations like (WWF) are working to protect the black rhino by establishing new protected areas... transf
orm it
into to
short
intervi
ew

Interp
ret a
writte
n
messa
ge.
The Teacher’s comments
What Worked What hindered Actio
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