4ms

Sequence: 2

Me, my Personality and Life Experiences

By Mr DjamelDjamel
prerequisites !

Final pronunciation of “ ed “Present simple /

future simple / past simple Present
perfect ( for / since )

Communicative tasks :
A profile/a journal/information transfer/ a role play/an interview/ a conversation/an oral
presentation/a formal letter/ email
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Session ; initial situation Framework: PDP
Me, my Personality and Life Experiences The main focus is on listening and
speaking

Objective of this session :to introduce and announce the communicative intention of the new sequence in terms of
topic, discourse, and structure.And to stimulate the students curiosity to learn this new sequence.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ flash cards/
produce.
lexis : Some lexis related to the topics of the
sequence : personality, personal profile,
dreams

Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering The learner can use the markers of his identity
information for learning and project work -he can understand and interpret verbal and to value our country.
non-verbal messages He can solve problem situations using a variety of He behaves as a responsible and committed
communicationmeans He can show creativity when producing oral and written citizen.
messages He canshow some degree of autonomy in all areas of learning He can share his knowledge
2.methodological competency : He can work in pairs or in groups He can use
strategies for listening and interpreting oral discourse He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally He can
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3. communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4. personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
T greets his PPs .The PPs respond.
Warm
up The teacher shows his PPs some pictures ( or video segment) Using prior
about some famous Algerian figures and asks some knowledge
Pre Task questions To lead them to the situation flash V/
cards A/

T/L
 a/v

W
board

To lead the
PPs to the
situation

T/L
Do you know these famous
people?, Who are they ?
Where are they
from? What did they
do ?
What were their dreams ?

Can you tell us about their personal profile ?

What about their life experiences ?
Were they courageous ? Why ?
And you ? Do you have dreams ?
Do you know other men or women who fought for the independence of
our country ?

Teacher writes the “initial situation” on the board.He reads

it.Then helps his pps to interpret it in terms of new lexis.
The
Task
cycle Initial situation

Lalla Fatma N’Soumer is one of the

most famous women freedom
fighters who fought for the
independence of our country. Write
an article in which you tell about W
her personal profile, life board
experiences and victories to be
posted in an international, education
blog.

L/L V/
A/
K/T
T invites his pps to work in groups to discuss the problem and
suggest solutions in 10 minutes .
The teacher monitors and encourages his PPs .
The teacher invites his pps to read what they wrote.
to encourage
Using spider graphic organizer , the teacher starts the PPs to
discussion To introduce the communicative intention of the discuss and
new sequence in terms of topics, discourse and structures. cooperate
to generate

solutions
past events
Life experiences
Adjectives
 Of announce
personality Sequence 2 Talk about the topics of
your sequence 1
M e, my emotion T/L to engage
Personality and the PPS and
Compare Life stimulate
their
curiosity and
interest
Intervie ………and
w other
Talk about your topics……….
people
dreams/career

T : In this sequence : ‘ Me, my Personality and Life

Experiences
‘’ We are going to see all these topics and ideas
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: I listen and do Framework: PDP
Me, my Personality and Life Experiences Language focus : language use

Learning Objective (s): By the end of the lesson, my pupils will be able to narrate their significant childhood events and school
memories and experiences after developing listening strategies
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ flash cards/
produce. textbooks/audio file
Target structure: - simple past
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering
information for learning and project work -he can understand and interpret verbal and
valuing human experience
non-verbal messages He can solve problem situations using a variety of and its role in shaping
communicationmeans He can show creativity when producing oral and written character, personality and
messages He canshow some degree of autonomy in all areas of learning dream
2.methodological competency : He can work in pairs or in groups He can use .
strategies for listening and interpreting oral discourse He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally He can
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3.communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4.personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
T greets his PPs .The PPs respond.
Warm
up Warmer : Set a good
The teacher invites his PPs to remember an activity or a habit atmosphere
they used to do or a dream they had when they were VA
younger .Then use only gestures and mimes to lead their KT
classmates to interpret it .
Example ( the following example should be mimed by the T/L
teacher): When I was younger ,I loved drawing.
Pre
listening
The teacher writes on the board the topic of the listening and
elicits words from them.
«
Rosemary is a 50-year-old American women .She is talking Prepare
about special memories at elementary school. » students for the
, vocabulary and
T : Which important things may she talk about ? language W
structures in board a/v
 The teacher guides the PPs to introduce the key the text.
words ( first day- dreams- teachers- things she loved
doing-
What she learned from her teacher-favourite teachers..)
 The 1st listening
T: Rosemary is a 50-year-old American women today. Listen Audio
to what she is talking about and choose the correct answer file
(task 1 page 55). To anticipate
T/L the topic
The 2nd listening

The teacher invites his PPs to listen again to Rosemary and

match the name of each teacher with the corresponding
school subject they taught Text
To listen for book
T: now work in pairs .Compare your answers in tasks 1 and 2 a gist
and correct each other.

The 3rd listening To involve

listening Rosemary’s teachers taught her English , Maths , etc and PPs in self
other important things ? listen and answer by true or and peer
false(task 4 page 55) assessment

The 4th listening

The teacher invites his PPs to listen to this segment and To listen and
complete the sentences below with missing words: And find the
I loved writing, and my dream was to become a false
famous writer someday. Before I left elementary information
school, Mrs Evans told me, “Keep writing, Rosemary. T/L
Never give up your dream.” Mr Bradshaw taught me Text
maths. I really liked doing maths projects To listen and book
I loved ……………………… find the missing
T/L word
my dream was to become a famous……………………
After I really liked doing.................projects
listening
The teacher invites his PPs to interview each other about their
The PPs V/
primary or middle school teachers who taught them new and reinvest A/
special things that have affected their dreams , lives and listening phase K/T
personality . to interview
1- Tell me the names of your favourite teacher. each other
2- What school subjects did they teach ? L/L about their
3- Which important things did you and your classmates learn memories
From them ?
4- In what way(how) these important things have affected
your or your classmates dreams – lives or personalities
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: I practice Framework: PPU
Me, my Personality and Life Language focus : language learning
Experiences /use

Learning Objective (s): By the end of the lesson, my pupil will be able to write about his memories and experiences using
present perfect and time markers with a correct pronunciation of have and has
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/textbooks
produce. I pronounce ; strong / weak forms
Target structure: - present perfect of have and has
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering Be positive
information for learning and project work -he can understand and interpret verbal and
non-verbal messages He can solve problem situations using a variety of
Have a dream
communicationmeans He can show creativity when producing oral and written valuing human experience
messages He canshow some degree of autonomy in all areas of learning and its role in shaping
2.methodological competency : He can work in pairs or in groups He can use character, personality and
strategies for listening and interpreting oral discourse He can develop effective study dream
methods , mobilize his resources efficiently and manage his time rationally He can .
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3.communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4.personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
T greets his PPs .The PPs respond.
Warm
up The teacher asks some questions Set a good
1. Has Rosemary forgotten her teachers ? atmosphere
2- Has she learnt important things from them ? VA
3- What has she learnt from her teacher of Activating PPs KT
English. ? 4 Have you ever written a poem? schemata about
5. Have you forgotten your elementary school teachers? life and school
6. Have you ever written your school experiences?
T/L
experiences
Presenta The teacher writes on the board some sentences said by Rosemary
tion in bubbles.

I have learnt from you how to .

turn all my dreams into
reality

W
I have never forgotten you board a/v
To introduce the
target structure
in a context
Mrs Riley taught me
English
 The teacher invites the PPs to consider the sentences above and
answer the questions .
1- Which sentence shows that something hasn’t happened till
now ? Guide the Ls to
2- Which sentence describes an action started in the past and draw rules
practice finished? T/L To listen and fill in
an ID card
3- Which sentence shows that an action started in the past
and still happens ?
The teacher explains how to use the present perfect ‘’ My
grammar windows page 74’’ Text
T/L book
Note :
Teacher devotes time on the pronunciation of have and has ( weak
Highlighting rules
form and strong form). My pronunciation tools page 68
T/L
The PPs are invited to do task 10 page 71
Focus on the
right
Task 2 : I Put the words in the right order. a) I/work/yet/finished/ pronunciation
haven’t/my L/L have/has
b) I/the exercise/my/done/haven’t

c) Karim/homework/my/done/has/just

d) you/a zoo/visited/Have/ever?

e) Mark/comeback/France/never/has/from To check and

reinforce the use
Prsent perfect in
Task 3 fill in the gaps with past participant forms (TASK 8 PAGE 77) terms of meaning
/ form /use
Task 4 choose the appropriate time marker between brackets and V/
rewrite each sentence task 9 page 77 A/
PPs use what Text
they learnt to
use Task 3 book
The teacher asks the learners to write 3 or 4 sentences where they write about their
talk about their life and school experiences using the present experiences
perfect and time markers ‘ever, never, just, always’ using present
perfect and time
markers
Tutorial session Present perfect worksheet by djamel djamel

Present perfect :(has/have + past participle): For something which happened in the past, but we

don’t knnow exactly when, and for something which happened in the past but which is connected to the
present

Affirmative Negative
I have/’ve bought a new book. I have not/haven’t bought a new book.
He/She/It has/’s finished. He/She/It has not/hasn’t finished.
You/We/They have/’ve made efforts. You/We/They have not/haven’t made efforts
Questions Short answers
Have you bought a new book? Yes, I have. / No, I haven’t.
Has he/she/it helped you ? Yes, he/she/it has. / No, he/she/it hasn’t.
Have you/we/they listened to you ? Yes, I/you/we/they have. / No, I/you/we/they haven’t.

Wh- questions

what have you done? What has happened?

Where have they gone?

Present perfect and past simple

I've had a car for two years. (= You had it two years ago and still have it now.)
I had a car. (= You don't have it now.)
Task 1 : I make present perfect sentences
I / send/ him an invitation
Karim/reorder/the sentences
The pupils /buy/a gift
I/be/ a teacher for a long time
TASK 2 : I match
1 Why didn’t you call me today? a Me. I’ve been in the kitchen all day!

2 Where has Tom put the dictionary? b Well, I’ve corrected the mistakes
3 What have you done? c At eight o’clock this morning. I’ve been here all day
4 Who made all this food? d Not yet .

5 have you bought a school bag ? e) Sorry, I’ve been very busy.

6 When did you get here, Sarah? F) He left it on the table

Task 3: I Complete the table with the past participle

1 do

2 open 6 eat
 3 give 7 ask
4 dance 8 wear
5- be ……………………. 9 buy

Time expressions for thepresent perfect

Position Example
ever before the main verb Have you ever met a famous person?
already before the main verb He has already been there

just before the main verb I have just got back from Oran.
yet at the end of a sentence They haven’t been abroad yet.
never before the main verb She has never won a prize.
for before a time period He hasn't been a teacher for years.
(a year, three days, two hours)
since before a point in time I have been abroad since 2003.
(2010, 5 o’clock, this morning)
How long…? at the beginning of a question How long have you known Paul?

Task 1 : Put the words in the right order.

a) I/work/yet/finished/ haven’t/my

b) I/the exercise/my/done/have/already

c) I/homework/my/finished/have/just

d) He/home/gone/has/already

e) Mark/come back/France/just/has/from

f) They/bought/new/a/just/have/house

Task 2 : Complete what Hamid says. Use the PastParticipleT and for or since.

a) I’m from Algeria, but I live in London now. I (live) here 1992.
b) I’m a journalist. I work for a sports magazine in London. I (work) there two years.
c) I’m married. My wife’s name is Ahlem.We (be) married 1993.
d) She works in a bank. SHe (work) there three years.
Task 3: I Complete. I use just, already or yet
Have you bought a new bike ?
Great! Mostapha has broken the world record!
Don’t shout! He hasn’t finished his homework .
Can I go to Jane’s party? I’ve asked you three times.
Mark can’t win the race now. He’s fallen off his bike.
Have you cleaned your room ? I’ve asked you twice
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: I listen and do Framework: PDP
Me, my Personality and Life Experiences Language focus : language use

Learning Objective (s): By the end of the lesson, my pupil will be able to give a short oral presentation talking about his/her
dream career after developing listening strategies .
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ flash cards/
produce. textbooks/audio file
Target structure: - simple present –
adjectives of personality
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering Be positive
information for learning and project work -he can understand and interpret verbal and
non-verbal messages He can solve problem situations using a variety of
Have a dream
communicationmeans He can show creativity when producing oral and written valuing human experience
messages He canshow some degree of autonomy in all areas of learning and its role in shaping
2.methodological competency : He can work in pairs or in groups He can use character, personality and
strategies for listening and interpreting oral discourse He can develop effective study dream
methods , mobilize his resources efficiently and manage his time rationally He can .
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3.communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4.personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
T greets his PPs .The PPs respond.
Warm As a warm-up activity, the teacher has a 05-minute
up conversation with students.He asks questions like "When you Set a good
were little, what did you want to be when you grew up?" and atmosphere
now, what’s your dream job?"Where would you like to work VA
Pre now?" KT
listening
Guessing from Words T/L
Before students listen, the teacher writes 6 or 7words from
the text on the board and asks the students to guess the
Prepare
topic . The PPs try to match two/three words, and make a
students for the
good sentence using both. poor vocabulary and
15 years
displined language
structures in
the text.
india Dewi slums
W
board a/v

dream
chatty teacher
career To anticipate
 the topic

The 1st listening To listen fora gist

While
listening The teacher invites his PPs listen to Dewis and choose the correct To involvePPs in audio
sentence selfand peer file
a) Dewis is talking about her school. assessment
b) Dewis is talking about her school memories.
T/L
c) Dewis is talking about her childhood memories
d) Dewis is introducing herself and talking about her
dream career.
The 2nd listening
The teacher invites his PPs to listen to Dewis again , work with To listen and
partners , compare their answers and correct each other. T/L Fill in the gap Text
book
To listen and fill in
The 3rd listening an ID card
The teacher invites his PPs to listen again and fill in gaps with the
appropriate adjective (task 16 page57) T/L
Then , PPs are invited his to do fill in the Dewis ID card task 22 The PP reinvests
page 57 listening phase to
After Home work give a short V/
listening The learner is invited to give a short oral presentation before his L/L Oral presentation Text A/
classmates about his dream career following the steps in task 25 Taking about his book K/T
dream job
page58
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: Framework: PPU
Me, my Personality and Life Language focus : language learning
Experiences /use

Learning Objective (s): By the end of the lesson, my pupils will be able to ask and answer questions about people personalities
And Personal life experiences using superlative of superiority.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ / textbooks
produce.
Target structure: - simple present –
adjectives of personality/ superlative of
superiority
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills Be positive
when gatheringinformation for learning and project work -he can Have a dream
understand and interpret verbal andnon-verbal messages valuing human experience
He can solve problem situations using a variety of communication and its role in shaping
means character, personality and
He can show creativity when producing oral and written messages dream
He canshow some degree of autonomy in all areas of learning .
2.methodological competency :
He can work in pairs or in groups
He can usestrategies for listening and interpreting oral discourse
He can develop effective studymethods , mobilize his resources
efficiently and manage his time rationally
He can useinformation and communication technology whenever he
needs it for learning andresearch
He can evaluate himself
He can evaluate his peers
3.communicative competency: He can use drama and role-play to
communicateappropriately
He can use information and communication technology such as blogs
,websites page , discussion forums , platforms tointeract with learners
of other cultures -hecan use information and communication
technology such as blogs , websites page , forums of discussion , to
interact with learners of other cultures
He can process digital data
4.personal and social competencies :
He is aware of his role and others' role in thedevelopment of projects
He is keen in promoting the work of his peers -he respects ournational
values and behaves consistently
He is honest and accountable for his work andrespects others work –
he asserts his personal identity and behaves with self-confidence -
hesocializes through oral or written exchanges –
he develops attitudes of
Ti Frame :Procedure Foc Aims Mater Va
me work us ial kt

T greets his PPs .The PPs respond.

Warm
up T invites his pps to read the following adjectives and choose Set a good
which ones describe them best .The learner starts like this : atmosphere
I think I’m …………………………….. VA
Smart- ambitious- helpful- respectful- nervy-disciplined-chatty- KT
Determined- easygoing-punctual-smart- thin- fat-strong-lazy-shy
Patient- tall- small - impatient T/L

The teacher makes a quick revision of comparatives

(short , long and irregularadj) and rules of Prepare
comparaison (pps saw thislesson in 3ms) students for the
The teacher invites his learners to focus on the vocabulary and
Following chart : language
We are going to make a comparaison between : structures in
These friends Erol – Jane and Steve, they friends the text.
Erol jane Steve W
helpful ++ + +++
board a/v
tall + +++ ++
disciplined +++ ++ ++
Giving the
Good at ++ ++ +++ opportunity to
chess
the learners to
rich + ++ +++ guess and
elicit the new
Who is more helpful ? Erol or Jane ? structure
The And who is more helpful ?Steve or Erol ?
presenta So , steve is the most helpful. T/L
tion
Who is taller ? Erol or Steve ?
And Who is taller ? Jane or Steve ?
So , Jane is the tallest . Text
T/L book
The teacher explains the rules of superlative
Formation of Superlative Adjectives
As with comparative adjectives, there are two ways to
forma superlative adjective: T/L Highlighting
: add "-est" rules
long adjectives: use "most"
We also usually add 'the' at the beginning.
Short adjectives L/L
One -syllable adjectives ( tall – high.....) old, fast
Two-syllable adjectives ending in –y (happy- lazy....) happy,
easy
RULE: add "-est" old → the oldest .late → the latest

Exeption: if the adjective ends in consonant, vowel, consonant,

double the lastconsonant (fun-big) big → the biggest

Exeption: if the adjective ends in -y, change the y to i

practice happy → the happiest
Long adjectives
 2-syllable adjectives not ending in -y modern, pleasant
all adjectives of 3 or more syllables expensive, intellectual

RULE: use "most" :modern → the most modern

expensive → the most expensive
With some 2-syllable adjectives, we can use "-est" OR
"most":
quiet → the quietest/most quiet
clever → the cleverest/most clever
narrow → the narrowest/most narrow
simple → the simplest/most simple
Exception: The following adjectives have irregular forms:

V/
A/
Many/much → the most K/T
Little → the least
Old → older/eldest

Task one :: Reorder der the following words to get correct To check how
Sentences well the
learners have
1- actress / Mary / the / was / popular / most. grasped the
2- He / the / was / footballer / best. meaning and W
Task 2 : Give the superlative forms of these adjectives the form of the board
Write the superlative of thse adjectives: new structure
a. old the oldest f. good ..............
b. strong ......... g. large .............
c. fabulous ......... h. big ...........
d. modern ........... i. pretty .............
e. important ........... j ancient ..............
W
The invites his PPs to with partners check the rules of board
superlative adjectives and check their answers to the tasks
above.
The teacher invites his PPs to do task 2 page 76 The pupil
reinvests what
The teacher asks his PPs to to work in pairs and ask each he learnt talk
other about their childhood memories or life experiences about his
using superlative- childhood
example memories using
What is the happiest day in your childhood ? superlative
Use What is the most unforgettable event in your childhood
memories ?
What is the most delicious food have you ever eaten ?
What is the most attractive place have you ever seen ?
Who was your closest friend when you were younger ?

The PPs exchange the roles.

Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: I listen and do Framework: PDP
Me, my Personality and Life Experiences Language focus : language use/
learn

Learning Objective (s): By the end of the lesson, my pupils will be able to seek information on the web /describe their ideal
teachers or friends after developing listening strategies
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ flash cards/
produce. textbooks/audio file
Target structure: - simple past
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering
information for learning and project work -he can understand and interpret verbal and
valuing human experience
non-verbal messages He can solve problem situations using a variety of and its role in shaping
communicationmeans He can show creativity when producing oral and written character, personality and
messages He canshow some degree of autonomy in all areas of learning dream
2.methodological competency : He can work in pairs or in groups He can use .
strategies for listening and interpreting oral discourse He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally He can
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3.communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4.personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt

The teacher greets his PPs. The pps respond.

The teacher shows them this photo (of harry potter) and asks Activate the
PPs prior Flash
Brainsto knowledge card VA
rming KT

T/L

Do you like watching harry potter series?

What are they about ?
Who is this actor ?
What do you know about him ? To
Do you know ,who is the author of Harry potter novels ? anticipate
Pre
listening T : it’s the British writer J. K.Rowling. (born in 1965), author the topic W a/v
of the best-seller “Harry Potter” board
Do you want to know more about this famous writer ?
While So, American school children are online (on the Internet) to To listen and
listening ask her questions .Listen to the part 1 of this interview and And find the
answer by true or false (task27 page59) false audio
The teacher invites his PPs to listen part2 of this interview information file
and choose the job she used to do before.(task29 page59)
T : now listen to Rowlings answers to question3 in part 3 and To listen and
choose the three reasons why she chose professor Lupin as T/L find the correct
the ideal teacher for her own child (task 30 page 59) word

The teacher invites his PPs to listen again to parts 1,2,3 To listen fill in
Of Rowlings interview and complete her ID card (task 33 page an ID card
60). V/
The PPs Text A/
Now, the PPS are invited to work in small groups(3or4 reinvest book
members) to use all the information they learnt about this L/L listening phase
writer to write a short paragraph of 4 or 6 sentences. to a short
After Start like this :’’..............years-old British writer J.K Rowling paragraph
listening is….....‘’. about famous
people
 I write it out

Frame work (ppp)

Objective : by the end of this lesson the PPS will be able to write a formal letter and identify its format where
they ask people on their Personal life , life experiences and ideal teachers and firends

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt

The teacher greets his PPs. The pps respond.

The teacher makes a quick review of the main points in the three parts of Activate the PPs
the interview .
The teacher invites his PPs to work with their partners and match each
prior wBOA
Before interviewer’s questions with the corresponding beginning of Rowling knowledge RD VA
writing answer . (task 32 page 60). KT

T : Joanne Rowling considers Pofessor Lupin as her Ideal T/L

teacher .Work in pairs and ask each other 3 or 4questions to
find out about his or her ideal teacher. (task 36 page60)
Example :
Who is your ideal teacher ?why ?
Practice What is he/she like ? Guide them to
What did you learn from him /her? ask and answer
Do you know any of your partners or teachers who represent questions about
this ideal teacher ? people
The PPs are invited to exchange roles. personality/life
T : your class is going to interview J.K Rowling.Each one of experiences
you has the right to one question only. W a/v
You can ask Rowling about her school memories /childhood board
memories/ past experiences/ her books /any other question Encourage peer
assessment
Then,The PPs are asked to listen to their classmates interview T/L
questions and decide which ones are the most interesting
which will be sent in a letter to J.K .Rowling. The PPs
reinvest what
Teacher invites his PPs to work in groups of 4 to write a they learnt to V/
formal letter to J.K .Rowling to explain why the class is write a letter to A/
produce writing to her following the lay out on page 61. write a formal Text K/T
letter and book
The teacher checks all the letters and the whole class will T/L identify its
discuss them then decide which letter should be sent to format
J.K .Rowling
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: Framework: PPU
Me, my Personality and Life Language focus : language
Experiences learn/use

Learning Objective (s): By the end of the lesson, my pupils will be able to compare different personalities by expressing
similarities and differences using comparaison and contrast markers .
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbooks
produce.
Target structure: - comparaison and
contrast markers like ,unlike, whereas
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering valuing differences in characters,
information for learning and project work -he can understand and interpret verbal and
non-verbal messages He can solve problem situations using a variety of
personalities and dreams between
communicationmeans He can show creativity when producing oral and written people.
messages He canshow some degree of autonomy in all areas of learning .
2.methodological competency : He can work in pairs or in groups He can use
strategies for listening and interpreting oral discourse He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally He can
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3. communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4. personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt

The teacher greets his PPs. The PPS respond.

A warmer :
Using Venn Diagramm organizer . The teacher invites his PPs Prepare the
A warm to Find differences and similarities between them and their learner for the VA
up partners (about likes ,dislikes, dreams, personality…..) next phase KT

T/L

W
board
presenta a/v
tion
 T Nassim is talking about the differences and similarities
between him and his brother.Listen to him and complete the
sentences below.
Introduce the
target
language in a
Hello. I’m Nassim, and I’m T/L context
14 years old. My brother Ali and I
are very different. I’m outgoing,
whereas he’s quiet and. He’s also
really smart. But I want to be
brilliant like my brother Ali V/
A/

Practice a-I’m outgoing, whereas he’s quiet

b-I want to be brilliant like my brother Ali.

W
T Which sentence expresses difference (contrast) ?
And which one expresses similarity ? board

T : whereas and like are discourse markers. Giving the

We use the conjunctions whereas ,but, unlike to indicate a T/L opportunity to
contrast between two facts or ideas. the learners
And we use like When we want to highlight the similarities toguess and
between two things, or talk about how they are the same. elicit the new
structure
T highlights more rules ( my grammar tools page75

Task 1 page 78 To check how Text

Choose the correct word between brackets well the book
learners have
Task 2 Read the following sentences and fill in the gap grasped the
with :, whereas , like , unlike meaning and
I want to be a dentist.........................my friend Hamid the form of the
He is quiet and shy, his sister is lively and new structure
talkative
……………… her sister She’s very friendly,
You are dressed just................me The pp
The PPs are invited to work in pairs ,compare their answers , reinvests what
Use read grammar tool again and correct each other’s answers he learnt to
Task 3 : T/L express
The PPs are invited to check the Venn Diagramm organizer differences and
Which they filled in the beginning of the lesson and check the similarities
the similarities and differences between them and their
friends make and make 4 sentences using : like , unlike, W
whereas ……. board
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: Framework: PPU
Me, my Personality and Life Language focus : language
Experiences learn/use

Learning Objective (s): By the end of the lesson, my pupils will be able to report on significant events in their or other people
lives using past continuous and simple past while focussing on the right pronunciation of was and were.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbooks
produce.
Target structure: - past continuous / simple
past
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when valuing human experience
gathering information for learning and project work -he can understand and interpret
verbal and non-verbal messages He can solve problem situations using a variety of
and its role in shaping
communicationmeans He can show creativity when producing oral and written character, personality and
messages He canshow some degree of autonomy in all areas of learning dream
2.methodological competency : He can work in pairs or in groups He can use .
strategies for listening and interpreting oral discourse He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally He can
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3.communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4.personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence –He socializes through oral or written exchanges -

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his PPs and invites them to remember
an event or an experience ,good or bad, happened with them
When they were younger.
Example :Falling down in Prepare the
A warm public. Get lost. learner for the VA
up Invited by a friend. next phase KT
Travelling by boat.
Attacked by an animal . T/L
Celebrating a birthday party

T :now, it ‘s my turn ,I remember : a lot of embarrassing Introduce the

experiences happened with me when I was younger ;for target
The example (teacher writes these examples on the board) language in a
presenta .A) While I was celebrating my birthday party ,the light went context
tion off.and my friend were very angry.
B) I was having a shower when I slipped and broke my leg Giving the
T : Consider the complex sentence A and find which action opportunity to W
happened first ? underline its verb . the learners board
T : Was this action interrupted ? by which action ? toguess and a/v
Underline its verb ? Do the verbs in both actions look the elicit the new
 same. structure
presenta Which conjunction is used to join the 2 sentences ?
tion The teacher asks the sames questions about the complex Highlighting
sentence B . rules about the
The teacher explains the rules of past continuous and simple use of past
past tenses in narrative (my grammar tools page73) continuous
Task 1 :
Work with your partner and choose the correctword. T/L
Yesterday I had the most embarrassing moment
in my life. while I (got/was getting).............on the
school bus, I (missed / missing)……the step and
(fell /was falling down)............My face (turned/
Practice was turning )............red and all my friends (were V/
breaking / broke )........out in laughter A/
Task 2Use the suggested verbs to complete the sentence with
an appropriate phrase expressing an interrupted action:

1. .---------- you ----------(listen) to music when you ----------

heard this bad news?
2. My friends (play) when they felt the
earthquake.
To check how
3. We (eat) when we heard the
well the
news.
learners have W
4. My parents (travel) when I
T/L grasped the Board
telephoned that I had a problem.
meaning and
Task 2 (task 6 page 77)The teacher invites his PPs to imagine the form of the
the events that caused the interruption in each sentence and new structure
complete the situations.

Use :The teacher invites his PPs to work in pairs to remember

and share some interrupted events happened with them (
good or bad) and prepare some questions about these events
using past continuous and simple past.

Example

What were you doing ? T/L

What were people around you doing ? T/L PPS reinvests
what they
learnt to talk
about past Text
experiences book

W
board
Use
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: I pronounce 1 Framework: PPU
Me, my Personality and Life Language focus : language
Experiences learn/use

Learning Objective (s): By the end of the lesson, my pupils will be able to report and talk about they or other people did in the
past focusing on the right pronunciation of end ‘ed’.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbooks
produce.
Target structure: - past participle / simple
past
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when valuing human experience
gathering information for learning and project work -he can understand and interpret
verbal and non-verbal messages He can solve problem situations using a variety of
and its role in shaping
communicationmeans He can show creativity when producing oral and written character, personality and
messages He canshow some degree of autonomy in all areas of learning dream
2.methodological competency : He can work in pairs or in groups He can use .
strategies for listening and interpreting oral discourse He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally He can
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3.communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4.personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence –He socializes through oral or written exchanges -

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his PPs and asks them some questions
about what they did last week ?
Example :
What did you do last weekend Prepare the
Warm ? Where did you go last week ? learner for VA
up . the next
The teacher writes the answers on the phase
board. Possibe answers :
T/L
I helped my father.
I went to the mosque.
I visited my family.
presenta I played a football match Giving the
tion The teacher asks some questions : opportunity to
a- What are the verbs used in the sentences ? the learners to
b- What are the actions ? guess and
c- When did the actions happen ? elicit the target
Teacher explains what a verb is and explains what makes a verb W
sounds
special. The teacher can say ,for example, Verbs are our action board
words and represent the things we do. a/v
 The teacher reminds his PPs of the difference between
present ;past and present perfect by writing an example on elicit the
Practice the board such as, I finish, I finished , I have finished target
The teacher circles the ‘ed ‘ and tells the class that they will sound
be practicing how to recognize and pronouncethe three context
different sounds that past tense /past participle verbs can
have when they end in -ed.
The teacher invites his PPS to listen to a list of verbs ( a page 69 T/L Highlighting
and repeat then identify the sounds /id/ /t/ /d/ rules

the teacher highlight rules

The pronunciation of words ending in ED depends on the concluding V/
consonant (sound). A/
There are three ways to pronounce ED:
/id/ /t/ /d/
Ed is pronounced Ed is pronounced /l/ called
/id/after the /t/after the following /n/ cleaned
following sounds sounds /r/ offered
/t/ wanted/……….. / ʤ/ damaged
/d/ needed/……. /P/ helped /V / loved
. /K/ looked /z/ used
/ ʃ/ washed amazed
/t ʃ/ watched /W / followed
/f/ ……… /Y / enjoyed
/S/ …………. / ð/
/ θ/ ……………. /m/ W
/n/ T/L Board
/r/
/ʒ/
+
All vowels
To recognize
and shape the
The teacher invites his learners to do task 14 page72
PPs’
The PPs listen to the pronunciation of the ‘ed’ending of each
pronunciation Text
verb and identify the intruder in each list
of the sounds book
The PPs are invited to listen again and check their answers.
To reconize and
The teachers asks his learners to work in pairs check the rules
memorize
and correct each other.
The sounds
T/L
The teacher invites the PPs to do task 18 page 72. The PPs
The PPs make
listen to the pronunciation of each words and classify the
their own W
verbs according to the pronunciation of its ‘ed’
examples board
Use Students retell / discuss the rules for the three sounds of ‘ed’.
focusing on the
and make three sentences that contain action verbs end in -ed L/L right
the learners share their examples in a front of their classmates pronunciation
focusing on the right pronunciation of the target sounds of the sounds
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: Framework: PPU
Me, my Personality and Life Language focus : language
Experiences learn/use

Learning Objective (s): By the end of the lesson, my pupils will be able to describe their ideal friends or other people around
them using prefixes of antonyms.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbooks
produce.
Target structure: - prefixes of opposites ;
im ;il,un,dis,il,ir.
Persoality adjectives
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when
gathering information for learning and project work -he can understand and interpret
■ raising awareness of
verbal and non-verbal messages He can solve problem situations using a variety of the influence of other
communicationmeans He can show creativity when producing oral and written people on
messages He canshow some degree of autonomy in all areas of learning one’s character, personality
2.methodological competency : He can work in pairs or in groups He can use and dreams.
strategies for listening and interpreting oral discourse He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally He can
-Being positive
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3. communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4. personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence –He socializes through oral or written exchanges -

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
The teacher greets his PPs and asks them to give him some
personality adjectives .

The teacher invites his PPS to work in small groups and Prepare the
Warm classify the following adjectives into positive/ negative ones learner for VA
up the next
Helpful – polite- kind- impolite- cheerful- thankful- unkind- phase
discourageous Careful – loyal – illoyal - powerful – T/L
impatient - powerless - courageous
- Negative adjectives
Positive adjectives
presenta
tion Giving the
opportunity to
the learners to
guess and
The teacher invites his PPs to focus on the adjectives below elicit the W
and elicits how to form opposite adjectives using prefixes and meaning of board a/v
what is the difference between the suffuxes ful and less,and the affixes
 the root of these adjectives
Highlighting
Polite - impolite rules
Practice Loyal - illoyal
Kind - unkind To check how
Courageous - Discourageous well the
Powerful - powerless learners have
grasped the
The teacher highlightes rules of forming adjectives (my T/L meaning and W
grammar tools 6 a and b page 75) the form of the Board
The students are invited to work in pairs to do task 16 target structure
page79 :
They use the dictionary and match the adjectives that V/
describe personality with their corresponding The PPs reinvest A/
what they
Then, the PPs do task task 18 page 79 : the students use learnt to write a
their dictionaries to form adjectives in the table short parag Text
book

Use : task 17 page 79 T/L

my ideal freind
Use I use my dictionary and add one of these prefixes :( dis- un-
in-im-il-ir ) to each adjective in brackets to find out more
about the personality features of my ‘’ideal friend’’
 4ms tutorial sessions(2sessions)

Objective : My PPS will practice some lexis /narrate some events related to their childhood and life experiences

using past simple.

Target structure. Simple past/ negative/interrogative /wh questions.

Task one : remember and complete

When I was young I loved …………………………..I liked football……………………. too. My favourite game was ………………
and my favourite person was ………………...

Task Two :

Order the sentences:

1. you/ Were / very /shy ?
2. my / animal / cat / favourite / was / my
3. Football / wasn’t / favourite / my / sport

The teacher devotes time on how to pronounce was and were ( weak form /strong form)
Was weak 4.

form //wəz// Was

strong form /wɒz/

Were /wɜː/

/wə /(before consonants)

/wər /before vowels)

4- I was /wəz/sleeping when she left

5. Were /wə /you singing when the light went off ?
6. Yes I was /wɒz / / No, I wasn’t…/wɒz nt/

Task 3: Remember 5things you did last week. List them and share them with your classmates

Start like this: last week,I……………………..

Task 4 work in pairs and ask each other 2 yes no questions about each other’s school past experiences.

Task 5: work in pairs, think of an important event and ask each some wh questions

The teacher can help his PPS by this spider mind organizer
 An Important
Event

First,

Where & when did it What happened after

happen? the event ?

Important Event
How did you feel?
?
What happened?

Next,

How did it change

your life ?

After that,
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: I listen and do Framework: PDP
Me, my Personality and Life Language focus : language use/
Experiences

Learning Objective (s): By the end of the lesson, my pupils will be able to write a short narrative paragraph about Kateb
Yacine’s childhood memories and experiences during the French colonialism after developing listening strategies,
usng the simple past tense
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ flash cards/
produce. textbooks/dictionaries/audio file
Target structure: - simple past –past conti
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering valuing human experience
information for learning and project work -he can understand and interpret verbal and and its role in shaping
non-verbal messages He can solve problem situations using a variety of
character, personality and
communicationmeans He can show creativity when producing oral and written
dream
messages He canshow some degree of autonomy in all areas of learning
2.methodological competency : He can work in pairs or in groups He can use
.
strategies for listening and interpreting oral discourse He can develop effective study valuing a common historical
methods , mobilize his resources efficiently and manage his time rationally He can heritage and a national
useinformation and communication technology whenever he needs it for learning and collective memory of
research He can evaluate himself He can evaluate his peers suffering and struggling
3. communicative competency: He can use drama and role-play to communicate against colonialism
appropriately He can use information and communication technology such as blogs , ■ valuing the role
websites page , discussion forums , platforms tointeract with learners of other cultures played by national
-hecan use information and communication technology such as blogs , websites page , historical figures in
forumsof discussion , to interact with learners of other cultures He can process digital the fight against colonialism
data ■ raising awareness of
4. personal and social competencies : He is aware of his role and others' role in the the influence of other
development of projects He is keen in promoting the work of his peers -he respects people on one’s character,
ournational values and behaves consistently He is honest and accountable for his personality
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt

The teacher greets his PPs. The pps respond.

Activate the
Brainsto The teacher invites his PPS to name some outstanding figures PPs prior Flash
rming in literature . knowledge card VA
T the teacher shows his PPS a photo of Kateb Yacine and asks KT
them what they already know about kateb Yacine.and what
they want to know about him.p T/L

a/v
Pre
listening The teacher selects four words from the listening script and
writes them on the board and guessthe topic.of the listening To anticipate
file :: the topic
French school teacher /my mother/barefoot/20th Audio
century. file
T : Kateb Yacine,the famous writer,is interviewed by a French
TV journalist. T/L
While The 1st listening : To listen to the
listening Listen to part 1 of this TV interview and try to guess the answer and
French journalist question by choosing the correct answer guess the
‘a,b,c or d).(task 42 page62) question Text
The 2nd listening : book V/
The PPS are invited to listen again to part 1 and complete the To listen and A/
sentence (task 43 page62) (the teacher explains the word complete the
conflict) sentence
The 3rd listening
The PPS are requested to work in pairs, listen to Part1 and To listen and
complete the table with the following words and phrases complete the
from the two ‘worlds’ which affected kateb Yacine’s table
childhood (task 47 page63)
The 4th listening :
Listen again to the interview and choose the appropriate identifying
meaning of each underlined word in sentences below from vocabulary
the list (task 49 page63) and then find
After The PPS are requested to work in pairs and match each L/L synonyms and
listening adjective with its opposite.(task 50 page63) antonyms for
some words in
Play the role of a journalist and prepare 3 questions from the the transcript
bibliographical notes while your partner plays the role of
Kateb Yacine and tries to answer these questions.
Ti Frame :Procedure Foc Aims Mater Va
me work us ial kt

The teacher greets his PPs. The pps respond.

Activate the PPs
Brainsto The teacher makes a quick review about the differences prior
rming between Kateb Yacine’s mother and his french school knowledge
teacher .
(Memory game)
T. writes a set of words in the circle and make the pupils T/L
repeat them.

Conflict- massacre- shot dead- drift To anticipate

away- exploded- arrested- prison thetopic/
explain the key
words

Each time the pupils repeat a word, the teacher a/v

erases it till they can remember and repeat all the
erased words
To listen to the
Pre The 1st listening : answer and
listening Answer by true
T : Now listen to part 2 of the interview and answer by true or false Audio
or false (task 52 page 64) file
The 2nd listening : To listen and
The PPS are invited to listen again to part 2 and work with answer a set of
partners, check their answers and correct each other. questions
T/L
While The 3rd listening
listening The PPS are invited to listen to part 2 and do
tasks 57,59,60,61,62 . V/
A/
The 4th listening : To listen and
T : Listen again to the interview and choose the statements choose the
that show how events of Setif’affected his life and were a correct answer
painful experience to him.
Text
After Teacher writes on the board the following sentence : L/L The PP uses his book
listening Kateb Yacine had a hard childhood and terrible experiences. critical thinking
T : do you agree with me ? say why ?
Ti Frame :Procedure Foc Aims Mater Va
me work us ial kt

The teacher greets his PPs. The pps respond. To bridge

between the
The teacher invites his PPS to remember some information listening files
They got about Kateb Yacine’s life experiences from Parts 1
and 2 of the TV interview between the famous writer and the Prepare students
French journalist. for the
Pre T/L vocabulary and
listening Teacher gives his students the first lines of the part 3 of language
this TV interview they are going to listen to and guess structures in the
Audio
the rest text
file
I was fifteen. In prison, and in the concentration camp To anticipate
afterwards, I suddenly became aware of ………………. thetopic/
explain the key
The 1st listening : words
While
listening T : Now listen to part 3of the interview and answer by true a/v
or false (task 66 page 65) To listen to the
The 2nd listening : answer and
The PPS are invited to listen again to part 3 and fill in the Answer by true
gaps with kateb Yacine’s own words.(task 68page65) or false

The 3rd listening To listen and Audio

The PPS are invited to listen to the last sentence in part 3 of complete file
the interview and do task 70 page66.

The PPS are requested to work in small groups ,use the To

After information they learnt about Kateb Yacine from all the T/L transform V/
information into Text
listening listening tasks and complete the Bibliographical Notes about A/
a short narative
his childhood memories and experiences. book
text
L/L
Then,the PPS use the bubliographical notes in writing a short
paragraph about Kateb Yacine’s childhood memories and
experiences during the French colonialism
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: I pronounce 2 Framework: PPU
Me, my Personality and Life Experiences Language focus : language learning

Learning Objective (s): By the end of the lesson, my pupils will be able to discriminate and pronounce correctly the English
triphthongs.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board/ textbooks
produce.
Target structure: - simple past
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering
information for learning and project work -he can understand and interpret verbal and
Opennes to study other
non-verbal messages He can solve problem situations using a variety of languages
communicationmeans He can show creativity when producing oral and written .
messages He canshow some degree of autonomy in all areas of learning
2.methodological competency : He can work in pairs or in groups He can use
strategies for listening and interpreting oral discourse He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally He can
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3. communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms tointeract with learners of other cultures
-hecan use information and communication technology such as blogs , websites page ,
forumsof discussion , to interact with learners of other cultures He can process digital
data
4. personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
T greets his PPs .The PPs respond. The teacher makes a quick
Warm revision of diphthongs and how many sounds do they have .
up The teacher helps the learners to remember some words To prepare the
which contain these diphthongs. learners for
/ei/ /ai/ /ɔi/ /əʊ/ /aʊ/ /eə/ /ʊə/ the next phase VA
KT

 The teacher writes some words containing triphthongs on the T/L

board and asks his PPs to listen to the way the underlined
Presenta sounds of each word are pronounced. Present the
tion triphthongs
Player- diary-lawyer- slower- tower
T: Now, listen again and count how many vowels do we
have in each sound? (the teacher can use his figers to show
the PPs the number of vowels in each sound.
PPS: we have three vowels.
T : Today ,we are going to see ‘the triphtongs’
A triphthong is a glide from one vowel to another and then to a W
third, all produced rapidly and without interruption. The
board a/v
triphthongs are composed of five closing diphthongs with /ə /
added on the end.
/eiə / Player /aiə / diary
/ɔiə / lawyer /əʊə/ slower To familiarize
 the PPs with the
/aʊə / tower
pronunciation of
The teacher invites his PPS to listen to a list of words the diphthongs
which contain the target sounds ( page 67).
To involve
Then , the PPs are asked to listen and repeat each line PPs in selfand
Practice (b page 67) T/L peerassessment
identify the
The PPS are asked to do the following tasks:
intruder sounds
Task 1 page 70:
Use Listen and identify the correct pronunciation of the triphthongs V/
represented by the letters in bold type in each word .
to choose the A
Task 3 page 70 :
Choose three words with three different triphthongs from any list correct
in task one. pronunciation Text
Task 4 page 70 of the target book
Listen and choose the correct pronunciation of the triphthong in sounds
each underlined word
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: I read and do 1 Framework: PDP
Me, my Personality and Life Experiences Language focus : language use

Learning Objective (s): By the end of the lesson, my pupils will be able to read a text about someone’s feeling , emotions,
dreams and gather information.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board /textbooks/
produce.
Target structure: - simple past
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering valuing human experience
information for learning and project work -he can understand and interpret verbal and
non-verbal messages He can solve problem situations using a variety of
and its role in shaping character,
communicationmeans He can show creativity when producing oral and written personality and dream.
messages He canshow some degree of autonomy in all areas of learning Being positive .
2.methodological competency : He can work in pairs or in groups He can use
strategies for listening and interpreting oral discourse He can develop effective study
methods , mobilize his resources efficiently and manage his time rationally He can
.
useinformation and communication technology whenever he needs it for learning and
research He can evaluate himself He can evaluate his peers
3.communicative competency: He can use drama and role-play to communicate
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms to interact with learners of other
cultures -hecan use information and communication technology such as blogs ,
websites page , forumsof discussion , to interact with learners of other cultures He
can process digital data
4.personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
T greets his PPs .The PPs respond.
Warm
up The teacher writes on the board the word Palestine in a
scrambled way and invites the PPs to reorder its letters to get
a country. stiPanel VA
The PPs may ask some helping yes /no questions: L/T
Pre read Is it in Africa? is it Eurpean? is it an Arab country? Bring prior
The teacher writes the word Palestine on the board and asks T/L knowledge to
the PPS what comes to their minds when they see this word the surface
…………………
…………. ………………..

………………. To present
the key words
Palestine to facilitate
the understand
………. ing of the text
. W a/v
…………………………….
board
,
……………..
The teacher elicits the key words : refugee camp , occupied, dead,
destroyed ; enemy, hope. situation
 To anticipate
T : Open your books on page 80 . Look at this girl and guess the topic
While how old is she ?Does she look mature ? Read the title of the text
reading and guess what is it about ?

T/L To read and fill

in bibliographical
T ; Now ,read the text and fill in the Bibliographical Notes (task 1 notes
page 80).
Text
To read and
The PPS are requested to read the text again and answer the book
find the false
questions in (task 2 page 80).
information
The teachers asks his PPs to do TASK 3 PAGE 81 : Encourage co –
After
You read the introductory paragraph only while your partner read learning.
reading V/
the rest of the tex .Work separately and find information about The PPs
A
Yara’s age ;nationality ;political status ;current residence ;original transfer
hometown ;occupation ;hobbies ;dream job ;childhood dream. information
from a format
Finally, the PPS work in pairs ,compare their answers,complete the L/L
to an other
missing information in each other’s answers and write Yara’s bio
card in their copybooks.
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence 2 Lesson: I read and do 2 Framework: PDP
Me, my Personality and Life Experiences Language focus : language use

Learning Objective (s): By the end of the lesson, my pupils will be able to read a text about Mrs Zohra Driff’s memories and
experiences, and sort out information.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: / W. Board /textbooks/
produce.
Target structure: - simple past
Cross Curricular Competencies Core values

.Intellectual competency: The learner can use his critical thinking skills when gathering
information for learning and project work -he can understand and interpret verbal and
valuing a common historical
non-verbal messages He can solve problem situations using a variety of heritage and a nationalcollective
communicationmeans He can show creativity when producing oral and written memory ofsuffering and
messages He canshow some degree of autonomy in all areas of learning struggling against colonialism
2.methodological competency : He can work in pairs or in groups He can use
strategies for listening and interpreting oral discourse He can develop effective study
■valuing the role played by
methods , mobilize his resources efficiently and manage his time rationally He can national historical figures in
useinformation and communication technology whenever he needs it for learning and the fight against colonialism
research He can evaluate himself He can evaluate his peers
3. communicative competency: He can use drama and role-play to communicate .
appropriately He can use information and communication technology such as blogs ,
websites page , discussion forums , platforms to interact with learners of other
cultures -hecan use information and communication technology such as blogs ,
websites page , forumsof discussion , to interact with learners of other cultures He
can process digital data
4. personal and social competencies : He is aware of his role and others' role in the
development of projects He is keen in promoting the work of his peers -he respects
ournational values and behaves consistently He is honest and accountable for his
work andrespects others work -he asserts his personal identity and behaves with self-
confidence -hesocializes through oral or written exchanges -he develops attitudes of

Ti Frame :Procedure Foc Aims Mater Va

me work us ial kt
T greets his PPs .The PPs respond.
Warm T shows a segment video from the film ‘The Battle of Algiers ‘
up la bataille d’Alger and asks some questions :
T : Did you see this film before ? Bring prior
Is it based on fiction /true story ? knowledge to VA
When / and where did these events take place? L/T the surface
Pre read Which period? Before or after the independence?
Were Algerian people live in good conditions? T/L To present
Were they repressed by French colonial? the key words
How did the revolutionaries fight the colonialism ? to facilitate
Can you name some revolutionaries in the video? the understand
ing of the text.
T : Open your books on page 82.Read the title and the first
two sentences of the suggested text and check the photos Anticipate the
While on page 48 and answer these question : topic.
reading What is the text about ?

The teacher invites his PPs to read the text and complete the W a/v
bibliographical notes p.82. board
To read and fill
The PPS are requested to read thed text again do task 6 page in
83 : listen to the author reading the text .Then read the text bibliographical
notes
 and answer the questions. To read and
T : Now read the introductory paragraph only ; your partner find the false
After reads the rest of the text.Work separately and find T/L information
reading information about Zohra Drif. Encourage co –
learning.
The PPS aare invited to work with partners. Compare their The PPs
findings ,complete the missing information in each other’s transfer
answers and write Mrs Drif’s bio card. L/L information V/
from a format Text A
to an other book
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: Sequence 2 I learn to integrate Framework: PPP
Me, my Personality and Life Experiences

Learning Objective : By the end of the lesson, my learners will be able to work in small groups and write a web article in
which they compare two outstanding figures’ childhood school memories and experiences.And describe the impact of these
memories and experiences on their personalities.

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ text book-
– produce. photos
Target structure : simple past, like
unlike- whereas- Superlative of superiority

Cross Curricular Competencies Core values

Intellectual competence:
- The learner can use his critical thinking skills when Valuing work in groups.
gathering information for learning and research. raising awareness of the influence of other people
- He can reinvest prior knowledge. onone’s character, personality and dreams
2. Methodological competence: ■ raising awareness of the importance of
- He can work individually, in pairs or within small memory in shaping the identity of a nation.
groups. valuing a common historicalheritage and a national
- He can mobilise his resources. collective memory of suffering and struggling against
- He can assess himself and his peers. colonialism.
3.Communicative competence:
- He can use ICT to make a quick research…
4. Personal and social competencies:
- He can show some degree of autonomy in all areas
of learning.
- He is aware of his role and others' role in
collaborative work.
- He develops attitudes of sharing data about
Algerian outstanding figures.
- He is honest and accountable for his work and
respects others’ work.

Ti Frame Procedure Foc Aims Mater Va

me work us ial kt
T greets his PPs .The PPs respond.
Warm T shows his PPS some photos about the commemoration of the
up 1st November in Algeria and ask some questions : To collect
How do the Algerian authorities celebrate this Day ? information/ photo
As as a citizen ,how do you feel while celebrating this Day? Presenting the s V/
T. presents the situation (Page 85)and helps the PPS to topic by A/
eliciting from
presenta interpret it and define the task .
Initial situation : To commemorate the 1st of T/L
the PPs and
tion November 1954, your English and history engaging them
teachers have asked you to search the internet in the process
and write a web article for your school’s website
,in which you will compare Kateb Yacine’s and
Zohra Drif’s childhood school memories and
experiences, with special focus on the impact of
these memories and experiences on their
personalities ,their awareness of their national
identity and their decision to take part in the
 present the a/v
situation Text
To write this webarticle the teacher helps his PPS to
book
remember what they have seen, as resources, in this
sequence

Using spider graphic organizer , the teacher starts a discussion

Expressing Lexis related to the

similarities and description of
differences (like personalities(adjectives
T/L
Unlike- whereas
What I need Past
continuo
lexis related us
practice
to personal
experience/fe
elings/dream
s/emotions

use present
perfect with
time
Superlative of markers
superiority Use past
simple in
narrative/

W
Then , the teacher provides his pupils with the lay out (page86). board
The teacher invites his PPs to check some tasks done before.

The teacher helps his PPs to engage in the task by controlling and The PPs start A/
monitoring drafting V/
The learners are requested to add origunal phots of Kateb Yacine PPs’ K
and Zohra Drif (from the web) that will accompany their articles L/L copy
Involve PPs in books
producti The teacher invites his PPs to check their mistakes before posting self and group
on - correction

Each group will share their work in order to be assessed by the

other groups members
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: Sequence 2 I think and write Framework: PDP
Me, my Personality and Life Experiences

Learning Objective : By the end of the lesson, my pupils will be able to: a letter to an outstanding figure asking him/her
questions about his/her childhood and adolescence memories ,dreams and experiences
- write their profile where they describe their personality,interests,their childhood /school memories ,their ideal teacher ad
friend.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: / W. Board/ text book-
– produce.
Target structure : simple past, past cont,
present perfect, adjectives of
personalities……

Cross Curricular Competencies Core values

Intellectual competence:
- The learner can use his critical thinking skills when Valuing work in groups.
gathering information for learning and research. raising awareness of theinfluence of other people
- He can reinvest prior knowledge. onone’s character, personality
2. Methodological competence: and dreams
- He can work individually, in pairs or within ■ raising awareness of the importance of
small groups. memory in shaping the identity of a nation.
- He can mobilise his resources. valuing a common historicalheritage and a national
- He can assess himself and his peers. collective memory of suffering and struggling against
3.Communicative competence: colonialism.
- He can use ICT to make a quick research…
4. Personal and social competencies:
- He can show some degree of autonomy in all
areas of learning.
- He is aware of his role and others' role
in collaborative work.
- He develops attitudes of sharing data about
Algerian outstanding figures.
- He is honest and accountable for his work and
respects others’ work.

Ti Frame Procedure Foc Aims Material V

me work us a
kt
T greets his PPs .The PPs respond.
Warm T. shows four documents and asks the pupils to give the
up differences between them. (a letter – an email – SMS and an
article) Four
Before printed V
writing documen /
T. presents the situation 1(task 1page 87) and explains for the ts A
pupils: T/L /
- What are you going to write?
- For whom? To activate
- What do you need to review/reinvest to write these letter? prior
- What do you need as grammar points knowledge
The teacher provides his PPS with the layout (page86)to write
While a formal letter to Mrs Drif. White
writing Board
T. presents the situation 2(task 2page 89) and explains for the PPs’
pupils:
 - What are you going to write? books
- For whom? and
- What do you need to review/reinvest to write these letter? present the Copyboo
- What do you need as grammar points situation ks
The teacher provides his PPS with the layout (page89)to write a/
to write their profile.. To enhance v
the
1-T. asks half of the class to choose task one and the second pupils to
Presenta half task two.. write
tion and Text
assessm T. invites the pupils with the same topic to share their first The PPs book
ent draft, to checkmistakes, correct them and to ask for more T/L start
pieces of advice and ideas. drafting A
/
T. asks pupils to take their partners’advice into consideration V
and start writing the second dra Involve PPs /
Pupils are invited to write the final draft, after correcting in self and W K
mistakes and comparing it with the provided layouts. group - board
7- T. invites pupils with the different L/L correction
topics, to work in pairs, read and assess
each one’s work PPs’ copy
books
 I READ
AND ENJOY
4ms1 sequence 1 I READ AND DO

Moufdi_Zakaria
The poet of the Algerian revolution

Zakaria Chikh as was his actual name was born on April 12th, 1908 in Bni Yezguen
(Ghardaia). He studied in Annaba then in Tunis where he learnt to use both Arabic and
French.During his stay in Tunis, he met and became a friend of Abou el Kacem Chebbi
and Ramdhane Hamoud.and there he was given the nickname of Moufdi by a school
friend.

Once back in Algeria, he has been imprisoned many times for almost 4 years. When
he was freed, he joined the Algerian revolution in 1955 .The French arrested him again
in April 1956 and he spent 3 years in Serkadji.

Moufdi Zakaria was courageous ,sensitive eloquent, active, perseverant and

intellectual . All these personality traits made of him one of the greatest Algerian poets
Moufdi is most known for the Algerian national anthem which he wrote. He also has two
famous groups of poetry named ‘allahab al mouqaddass’ and ‘ilyadat aljazair’...He holds a
certificate of recognition for all his literary work and his activism in the service of national
culture issued by President Chadli Bendjedid on July 8th, 1987, as well as the medal "El-
Athir" of the national order of merit, awarded by President Abdelaziz Bouteflika on July
4th, 1999 ( given to his family).Moufdi Zakaria died in 1977 in Tunisia but his body was
buried in Algeria.
Adapted from :

http://www.elmouradia.dz/francais/algerie/portrait/archives/moufdi.htm
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME AND MY PERSONALITY Lesson: I read and do 2 Framework: PDP
AND EXPERIENCES Language focus : language use

Learning Objective (s): by the end of this lesson my learner will be able to read a text and gather information
about Moufdi Zakaria .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ handouts/
interpret – produce. KWL Chart
Target structure: - simple past /
Cross Curricular Competencies Core values

 Intel:
The learner can interpret verbal and non-verbal - Valuing hard work and great achievements.
messages. - Valuing reading and thinking in particular.
 Meth: He can develop effective study methods,
mobilise his resources efficiently and manage his
time rationally
 He can work in pairs or in small groups.
 Com: He can use information and communication
technology such as blogs, website pages Per and
soc: He socializes through oral or written
exchanges
Time Framework Procedure Focus Aims Material Vakt

Warm up
T invites his learners to stand up and sing the T /Ls
national anthem . To arouse the wboard
T : Who wrote it ? student’s V
T : what do you know about him ? interest A
The teacher invites his learners to fill in the T
chart

What I know What I want What I

Pre read about Moufdi to know learned(to be KWL
Zakaria about Moufdi filled at the Chart
zakaria end of the T/L
lesson)
To prepare Wboard
the learner for
the next
phase

handout
s
While read
The teacher distributes the handouts and
invites The learners to read the text about
Moufdi Zakaria and fill in the bibliographical
notes Title : A/V
Author :
Source To read and
Type of document : fill the
Blog page - exerpt from a magazine web page bibliographical
note.
The teacher invites his learners to read and fill in
the portrait of Moufdi Zakaria
 T/L To read and fill in
a portrait
Name : ………………………………….. A/V
Also known : …………………………………..
Born in …………………………………..
Personality features : …………………………………..

Career : ……………………………………
W
Died : …………………………………… board
Notable work : …………………………………….

T invites his learners to read the text and find

words which are closest in meaning to :

Studied =………………… To discuss in

Smart =……………….. groups the main
Jailed =……………. ideas of the text
Well-known =……….…… and encourage
the LS to help White
post read The teacher invites his learners to work in groups each other board
to discuss the main ideas of the text and fill in
the third column in the KWL chart.