1. Teacher: Samiya RABAHI
ME AND MY ENVIRONMENT
Teacher: Samiya RABAHI
SEQUENCE FOUR

3. Sequence four Map Lesson Framework Learning Objective 1
Initial situation
Starting of phase .
Introducing the sequence topic. 2
I listen and do 1
Identifying the Algerian biodiversity and naming rare or endangered animal and plant species in Algeria. 3
I pronounce 1
Identifying silent letters /k, h, w, t/. 4
I listen and do 2
Identifying causes and solutions of pollution. 5
I pronounce 2
The consonant sounds /Ʒ/ and /dƷ/. 6
I practice 1
Expressing obligation and prohibition using must and must not. 7
I practice 2
Comparing and evaluating two areas (clean/polluted) using comparative of superiority (short and long adjectives). 8
I read and do
Making recommendations and suggesting solutions for pollution through diagram and chart analysis. 9
I learn to integrate
Training learners in groups on the right section and integration for resources to reduce land pollution. 10
I think and write
SOFI, individual work meant for assessment. ( writing about threatened native animal eg: “Barbary deer” and listing the threats which are facing this animal + (catching slogan and photos).

4. 1/ The Initial Situation
The ministry of environment is organizing a competition between the Algerian schools under “keep the environment clean and win a prize” title.
You and your schoolmates are going to write a report about what should be done to protect the environment from litter and what must be done to save the endangered animals and plant species from this threat in our country Algeria.

5. 2/ Learning Situation The following cues also help me:
Me and my friend decided to make a publication letter on our school’s page on facebook , to tell the pupils about the pollution causes and effects inside and outside schools.
The following cues also help me:
Causes:
Effects
Smokes/cars/ factories (air pollution)
Burn / forests Throw/ waste/ everywhere (water- earth pollution) .
Buy/products/much/use / much packaging .
- environment/bad/ugly .
- people /get / sick / diseases
- destroy / wildlife

6. 3/ I Learn to Integrate p141
Our school has applied to become a member of the International Eco- School Programme. Therefore, I am going to write a list of ten eco- principles (protecting environment) that should be discussed by my class and included in our “School Eco-Charter”.
( The “Eco-Charter” is a document that lists all the fundamental principles related to find the causes of pollution and to the cleaning of the environment and the protection of endangered animal and plant species ).
( More details in the guideline on p142 )

7. 4/ Situation of Integration p143
My school is organizing an eco-poster display at the local Cultural Center in my Wilaya to celebrate « Earth Day ». I have decided to design an eco-poster about a threatened native animal (Barbary deer) to rise public awareness of the urgent need to protect such animals in our country. My poster should comprise: a descriptive text about this animal, a list of the threats facing animal, a catchy slogan and photos of this animal.

8. Objectives: by the end of this sequence the learners will be able to:
Expressing obligation 1
Expressing prohibition 2
Making recommendations 3
Comparing and evaluating 4
Related lexis: ( UNESCO – reserves and national parks – eco-system –biodiversity – endangered animals and plant species-causes , consequences and solutions of the currents environmental issues “reduce, reuse, recycle…..”

9. Thank you all 
Miss. Samiya RAHABI