Lesson Plan: 4Ms sequence 2/ Me, my personality and life

experiences

Level : 4Ms Teacher : Wassila –

younes
Lesson two : PDP Lesson focus :I

Learning objectives : By the end of the lesson , LLS will be able to

 Gather information and reinvest them
 Retrieval school memories and experiences

Target competencies: Interact – Interpret – Produce

Domain : Oral – Written
Target structures : Present perfect / past simple
Mterials : Pictures , white board

Cross curricular competencies

Intelectual competency :
They can use critical thinking when guessing answer
They can understand and interpret verbal and non –verbal messages

Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 They can express their feelings using different of adjectives
 He can reinvest language in a real life situation.

Personal competencies :
They can socialize through oral and written exchan

1
Warm up: T greets her LLS and review with them the previous sequence

Pre-listening: T pins the following on the board and asks the LLS the following questions
:

 What are the two pictures about ? LLS: They are about PPs in the school
 What are they doing LLs : studying
 Are they young or old? LLs : yo ung
 Do you remember your anything about your primay school and your teachers ?
LLs give different answer . T elicits words from them

T writes words that are elicited from the LLs to introduce the topic such as
(First day -- teachers -- dreams -- preferred subjects…………..)
Rosemary: One of my special memories was my first day at
elementary school. I was so excited to meet my new friends and
teachers. Mrs Riley taught me English and one of the most important
things in life: how to care for others. Mrs Evans taught me how to
read and write, and encouraged me to write short stories and poems. I
loved writing, and my dream was to become a famous writer someday.
Before I left elementary school, Mrs Evans told me, “Keep writing,
Rosemary. Never give up your dream.” Mr Bradshaw taught me
maths. I really liked doing maths projects. He also taught me to be
self-confident and always believe in myself. Thank you Mrs Riley, Mrs
Evans and Mr Bradshaw. I have learnt from you how to turn all my
During – listening:
Task one:
T: Rosemary is a 50-year-old American women today. Listen to what she is talking
about and choose the correct answer .
d) She‘s talking talking about her memories of her elementary schoolteachers
Task two: T asks the LLs to listen and write “true “ or “false “
1- Rosemary has learnt from Mrs Riley to keep writing and never give up on her
dream . false
2- She has learnt from Mrs Evans to believe in herself. false
3- She has learnt from Mrs Riley how to care of others true

2
Task three: T asks the LLs to listen again and match each adjective with the appropriate
definition

1 – Caring a - “Keep writing. Never give up your dream”

2- Perseverant b- “always believe in myself”

3 – Self- confident c- “to care for others”

Post-listening
T invites his LLs to interview each other about their primary or middle school teachers
who taught them new and special things that have affected their dreams , lives and
personality .
1- Tell me the names of your favourite teacher.
2- What school subjects did they teach ?

3- Which important things did you and your classmates learn From them ?

4- In what way(how) these important things have affected your or your classmates
dreams – lives or personalities
 3
Lesson Plan: 4Ms sequence 2/ Me, my personality and life
experiences

Level : 4Ms Teacher : Wassila –

younes
Lesson two : PPU Lesson focus :
practice 1

Learning objectives : By the end of the lesson , LLS will be able to

 Use present perfect with “ ever , never , just “

Target competencies: Interact – Interpret – Produce

Domain : Oral – Written
Target structures : Present perfect / past simple
Mterials : Pictures , white board

Cross curricular competencies

Intelectual competency :
They can use critical thinking when guessing answer
They can understand and interpret verbal and non –verbal messages

Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 They can use grammar to build correct sentences
 He can reinvest language in a real life situation.

Personal competencies :
They can socialize through oral and written exchan
 4
Warm up: T greets her LLS reviews the previous lesson focusing on Rosemary’s dreams

Presentation: T asks the LLs writes on the board some sentences said by Rosemary in
bubbles.

I have learnt from you how to turn all my dreams I have never forgotten you
into reality

T explains the use of present perfect then state the rule .T invites the LLs to check
“Grammar tool”

Have / has + verb past participle

Practice:

Task one: T asks the LLs to do the task 08 P77

Read the text and fill the gaps with the past participle of the following words to form the
present perfect
“reach “ - “ tell”- “say” - “recover” - “ endure “
1- has said
2- has told
3- have reached
4- has endured
5- has recovered

Task 09 P77: Choose the suitable time marker between brackets and re-write each
sentence

a- He‘s the best friend I have ever had. ( ever – never – just)
b- Have you ever disappointed with a friend. ( just – never – ever )
c- I’ve never thought that my best friend can cheat in the English test ……(ever –
never – just)
d- We have just met ! (ever – just – never)
e- I have just finished our term project……. (ever – never – just)

Use: The teacher invites the learners to do Task 10 page 77.

1- . Have you ever been to D?
2- The scientists have just discovered a corona virus vaccine
3- My friend has never helped me in my project
 4- Have ever tasted Japanese food ?
5- My father has just come from a long trip.
5

Lesson Plan : 4Ms sequence 2/ Me, my personality and life experiences

Level : 4Ms Teacher : Wassila

–younes
Lesson three : PDP Lesson focus :I

Learning objectives : By the end of the lesson , LLS will be able to describe their personalities
features and fill an ID card
Target competencies: Interact – Interpret – Produce
Domain : Oral – Written
Target structures : Present simple / Future simple / adjectives
Mterials : Pictures , white board

Cross curricular competencies

1
Intelectual competency :
They can use critical thinking when guessing answer
They can understand and interpret verbal and non –verbal messages

Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 They can express their feelings using different of adjectives
 He can reinvest language in a real life situation.

Personal competencies :
They can socialize through oral and written exchanges
 6
Warm-up: T greets her LLs and I reassured them and reminded them of the safety
precautions every time
. T asks LLs to take a piece of paper and write the job they dream of . The LLS do .
T invites the LLs to report answer . T holds a short discussion about their choice

Pre-listening :
T stick s the following picture on the board and asks them the following questions

1-Where is she From ? LLs give the name of many countries

2- How old is she ? LLs 11, 13 , 14 …………..
3- Is she poor or rich ? LLs Poor ………..
4- What about the children behind her ? LLs Their friends in the school…….

T thanks the LL s and invites them to listen to the following text and check their answers
T reads the text again and asks the LLs to do the following tasks

During the listening

Task one : I listen and fill in Dewi’s ID card My name is Dewi . Iam 15 years old
girl from India. Unlike many wealthy
ID card children who live in comfortable flats
, I live in the poorest slums in the
Name : Dewi
capital New Delhi with my parents
Age : 15 and sisters. I am chatty but very
Country : India disciplined. My dream is to become a
teacher when I grow up . I will teach
Hometown: New Delhi
children to read, write and count.
Personality : chatty - descplined. - helpfulSchool is the most important thing for
them because they won’t get the job if
they don’t go to school . I want to be a
helpful girl and help my people.

Task two: I listen again and and answer the following questions
 What is Dewi talking about ?
She is talking about her dreams
 Is she rich ?
No , she is not
  What will she teach children ?
read , write and count
7

Task three: I listen again and choose the right answer

Dewi lives in :

a) Flat b)sla c)Villa

m
She will teach children :

a) Reading and writing b) reading counting c) reading ,

writing and
School is the .................. important thing for them

a) Must b) c) more
most

Post – listening

Task 25 P 58
Give a short presentation before your classmates about your dream careeer

My name……………………………………………………………………………

…………………………………………………………………………………………….

………………………………………………………………………………………………

……………………………………………………………………………………………..

……………………………………………………………………………………………..
 8
Lesson Plan : 4Ms sequence 2/ Me, my personality and life
experiences

Level : 4Ms Teacher : Wassila –

younes
Lesson four : PDP Lesson focus :I

Learning objectives : By the end of the lesson , LLS will be able to describe their personalities
features and fill an ID card
Target competencies: Interact – Interpret – Produce
Domain : Oral – Written
Target structures : Past continuous / past simple
Mterials : Pictures , white board

Cross curricular competencies

Intelectual competency :
They can show some degree of autonomy in all areas of learning and interpret verbal and
nonverbal messages to get information

Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 They can use drama and role-play to communicate appropriately and use information and
communication technology such as blogs, websites page, discussion forums, platforms to
interact with learners of other cultures.
 He can reinvest language in a real life situation.

Personal competencies :
They can socialize through oral and written exchanges
 9

Warm-up: T greets her LLs and I reassured them and reminded them of the safety
precautions every time

Re-listening
T sticks the following pictures on the board and invites the LLs about the relation
between the two pictures . LLs give different answers

During-listening
Task one :T invites the LLS to Listen and fill JK Rowling ID card

J.K Rowling ID American schoolchildren ask ed questions to

the British writer J. K. Rowling . She is 55
Age: 55
years old . She was a teacher before she
Nationality: British
became a writer . She wrote her famous
Former occupation: a teacher
novel, “Harry Potter”.
Current occupation : a writer
Question 1: Was there a particular teacher
The title of her Novel: Harry
who encouraged you to write when you were
Potter
a child? Joanne Rowling: I had some
wonderful teachers, but I never told them
that I wanted to be a writer children. I want
to be helpful to my people.
Question 2: Would you like to do another
job? Joanne Rowling: No. I’m doing the best
job in the world! Although I enjoyed being a
teacher
Question 3: If you have to choose one
teacher from your books to teach your child,
who will it be and why?
Task two: T invites the LLs for the second time to listen and say "True" or "False").
a. Rowling was a poet before she became a writer . False
b. She didn’t tell her teachers that she want to be a teacher . True
c. Rowling loved her job as a teacher . true

Task three: 32 P 60 I match the questions with the corresponding answers

Post-Listening: I search for some information about JK Rowling and use her ID card to
write short paragraph her profile

J.K Rowling is a British writer . She is 54 years old. She was a

teacher before she became a well-known author. She wrote HarryPotter
.While JK Rowling was travelling on the train from Manchester to
London in 1990, she had the idea for writing Harry Potter .She got one
day the best letter while she was waiting for a replay from her publisher
after sending him the first three chapters of Harry Potter. J.K Rowling
was training as a teacher when they published her first novel 1
 Lesson Plan : 4Ms sequence 2/ Me, my personality and life
experiences

Level : 4Ms Teacher : Wassila

–younes
Lesson five :PPU Lesson focus :
practice 2

Learning objectives : To enable the learners to narrate events using the Past Continuous and
the Simple Past with the connector "while" or "when".
Target competencies: Interact – Interpret – Produce
Domain : Oral – Written
Target structures : Past continuous / past simple
Mterials : Pictures , white board , flashcards

Cross curricular competencies

Intelectual competency :
Show some degree of freedom in learning

Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 Can use technology in order to facilitate the research – use information and communication
technology like web sites , facebook pages ……..
 He can grammar to improve his/ her language

Personal competencies :
They can socialize through oral and written exchanges

Warm up: T greets her LLs and and starts the session with a game about famaous figures 11
. T asks one of the LLs to get out of the class then asks the rest of the group to choose a
 name of an outstanding figure .L who was out , he / she will answer the questions of his /her
peers until he/she find the right figure

Presentation : T writes the following example on the board and explains the lesson
1. While Kateb Yacine was getting more interested in school and in learning, he
started to drift away from his mother's world.
2. The passengers of Tatanic were sleeping when the boat drowned.
NOTE: 1. was getting (event in progress) – started (event that caused interruption).
3. were sleeping (event in progress) – drowned (event that caused interruption)

While + verb +ing When + verb /past

(continuous) simple

Practice T invites the LLs to return the last lesson about JK Rowling .LLs are asked to
focus on the verbs of the text .

Task one :T draws the following table and asks the LLs to co read the text and complete
the table

Past simple Connector Past continuous

Had got published While was travelling was waiting was training
When

Task two: I choose the correct option

1.-Anthony called/was calling while I parked/was parking the car.
2.-Miranda drove/was driving to work when she saw/was seeing the accident.
3.-Thomas didn’t watch/wasn’t watching the film when Sonia arrived home.
4.-Did he lie/was he lying on the sofa at 5,30 yesterday?
5.-When I left/was leaving the office, the phone rang/was ringing

Task three: write the correct form of the verbs between brackets
1- I was working when a friend (call)……………………me .
2- John hurt his anckle while we (play)………………………………….football.
3- Susie (read) JK Rowling’s book when she ( hear)…………………………..the noise
outdoor.
4- When the headmaster (knock)……………… the door, all the puils (write )
…………………….the lesson

Use I look at the pictures and write sentences using “while “ and “when”

Motorcyclist/ Find/
Recognize/ Spil/ milk Get / bus Cross/ road run forget
late
 12
Lesson plan: Me , my personality and life experiences

L level : 4Ms Teacher :

Wassila –younes
Lesson four : PPU Lesson
focus :Practice 3

Learning objectives : To enable the learners to

Target competencies: Interact – Interpret – Produce
 Use the Superlatives

Domain : Oral – Written

Target structures : Comparison / the superlatives

Cross curricular competencies

Intelectual competency :
They can use their critical thinking skills when guessing answers and eliciting the new target
structure, understand and interpret verbal and nonverbal messages.

Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 They can ask and answer about landmarks and outstanding figures through networks and
mobilise their previous knowledge to seek information.
 He can grammar to improve his/ her language

Personal competencies :
They can socialize through oral and written exchanges
 13
Warm up: T greets the LLS and makes a quick revision about the previous lesson

Presentation :

T asks LLS to take a piece of paper and write any adjective that comes to their minds . LLS do.
Tasks them to report their answer. Some of them won’t write adjectives but verbs or adverbs .
T thanks LLS for their interaction and invites those who find adjectives use them in sentences .
T uses some of them to talk about the superlatives . T write the following sentences on the
board and explains the superlatives .
1) Algeria is the biggest country in Africa .

The + short adjective (big) + est

2)Larbi ben Mehidi is the most outstanding historical figure in the world

The + most + long adjective (outstanding )

Practice:

Task :T provides LLs with pictures of famous figures using the given adjectives

El khalifa Jeff Bezos/ rich Shakspeare / playwright Europe/ fast

Princess
tower internet

1- El khalifa tower is the highest tower in the world 2- Lady Diana is the most beautiful
princess in the world

3- Jeff Bezos is the richest business man in America 4- Shakespeare is the most famous
playwright in the world

5- Europe has the fastest internet

Task one P76 I write the superlatives form of the adjectives in brackets
1- The most exciting
2- The dearest memory
3- The nicest
4- The most painful
5- The greatest / The strongest / the wisest
Use: Task 2P76

14
Lesson plan: Me , my personality and life
experiences

level : 4Ms Teacher : Wassila –

younes
Lesson five : PPU Lesson

Learning objectives : To enable the learners to express similarities and differences using the
Contrast Markers "like, unlike and whereas".

Target competencies: Interact – Interpret – Produce

 Contrast Markers "like, unlike and whereas".

Domain : Oral – Written

Target structures : Comparison / the superlatives
Materials: Pictures / The board

Cross curricular competencies

Intelectual competency :
They can use their critical thinking skills when guessing answers and eliciting the new target
structure, understand and interpret verbal and nonverbal messages.

Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 They can ask and answer about landmarks and outstanding figures through networks
 Mobilise their previous knowledge to seek information.

Personal competencies :
They can socialize through oral and written exchanges
Warming Up: The teacher greets the learners and makes a quick review about the 15
comparative.

Presentation: The teacher writes the following sentences on the board

JK Rowling is a famous writer like Agatha Christie .

Prepositio

Unlike many wealthy children who live in villas Dewi lives in slums.

Preposition

Kateb Yacine is a writer whereas Shakespeare is a playwright .

Conjunction

T asks the following questions to help LLs to understand and deduce the rule

T: Is JK Rowling a famous writer ? LLs : Yes , she is.

T: Aghata Cristie is a famous writer? LLs : Yes , she is .
T: so the tsentences expresses “similarities”
T moves to the second sentence
T : Do rich children live in villas ? LLs : Yes , they are
T: Does Dewi lives in a villa ? LLs : No , she doesn’t . She lives in a slum
T: so the sentences expresses differencies “contrast “
T :what about Kateb yacine and Shakespeare ? LLs : they are not the same .
T:yes , this sentence also expresses differencies “contrast “
Practice:
Task one: 15 P 78 : (I choose the correct word in brackets).
a. (whereas – unlike – like) … unlike … the 350 passengers who died in the crash, Brenda
Chow Lin has miraculously survived.
b. Jim Hartley was the pilot of the Airbus A380, (whereas – unlike – like) … whereas …
Andrew Boyle was the co-pilot.
c. All the passengers were adults, (whereas – unlike – like) … unlike … Brenda who was the
only child on board.
d. Brenda's mother also died in the crash (whereas – unlike – like) … like … her father. e. All
the passengers relaxed, t (whereas – unlike – like) …whereas………..the flight attendants were
busy serving dinner.

Use: Write a short paragraph to compare between Mohamed Dib and Kateb yacine works
using whereas , like and unlike .

16
 Lesson plan: Me , my personality and life
experiences

level : 4Ms Teacher : Wassila –younes

Lesson Six: PPU Lesson focus :Practice 5

Learning objectives : To enable the learners to

 form opposite adjectives using the prefixes: (is; un; in; im; il and ir)
 express personal feeling and emotions using the suffixes "ful" and "less".
Target competencies: Interact – Interpret – Produce
 Contrast Markers "like, unlike and whereas".

Domain : Oral – Written

Target structures : Prefixes: (dis; un; in; im; il and ir)
The suffixes (full and less).
Materials: Pictures / The board

Cross curricular competencies

Intelectual competency :
They can use their critical thinking skills when guessing answers and eliciting the new target
structure, understand and interpret verbal and nonverbal messages.

Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 They can ask and answer about landmarks and outstanding figures through networks
 Mobilise their previous knowledge to seek information.

Personal competencies :
They can socialize through oral and written exchanges
Warm up : T greets her LLS and tells them that they willn start the seesion with agame . T 17
asks the LLs to take a piece of paper and write some adjectives and their opposites. The LLs
do . T gave them five minutes .The raw which give many adjectives is the winner.T asks the
LLs for their interaction
Presentation one: The teacher sticks some pictures
T writes the following sentences using the sticked pictures

 My friend is not happy because he had bad marks .

 My friend angered the teacher because he was not polite to her
T asks the LLs the to give the synonym of not happy and not polite . T answers : Sad and
rude
T thanks the LLs for their correct answer and draw a table to explain the lesson

My friend is not happy because he had bad marks

My friend is unhappy because he had bad marks

Prefix un + adjective
My friend angered the teacher not polite to her
because he was

My friend angered the teacher impolite to her

because he was Prefix im +
adjective

Practice one:
Task one: I tick the appropriate box of the
prefix to
form opposites of the following words
Forming opposites

We can form
Il
antonyms im in
‘’oppostes” ir un dis Words
by adding a prefix with a  regular
negative meaning to the
adjective
 kind

 possible
 Responsible
  legal
 justice

 Probable
 Definite

 Polite
 Obey
 agree
Task two: I cross out the word which begins with the wrong prefix
Inexpensive - unhelpful - immoral - inperfect - illegal
Unconnect - irrational - impatient – incapable – displeased
Irrelevant - dishonest - incorrect – illogical - imfair

Useone T teacher invites theLLs to do Task 17 page 79. Task 17 page 79: (I use my
dictionary and add one of the following prefixes "dis; un; in; im; il; ir" to each adjective in
brackets to find out more about the personality features of my "ideal friend").

My ideal friend is someone who shouldn't be (kind) … unkind …, (friendly) …

unfriendly …, (caring) … uncaring …, (helpful) … unhelpful …, (responsible) …
irresponsible …, (tolerant) … intolerant …, (mature) … immature …, (loyal) … disloyal …,
(sincere) … insincere …, (disciplined) … undisciplined … or (honest) … dishonest … . He or
she has obey the law and not do anything (legal) … illegal … . My ideal friend should also be
an (selfish) … unselfish … person who thinks about what is good for others, not just about his
or her own advantage and profits. The learners read their work in front of their classmates.
They may correct

Presentation two: T pins two pictures and asks the LLs about them . The LLs will say
“pic 1”: a woman who lives in the street” “pic 2”: “it’s about drugs” T thnks the LLS uses
the two pictures in two sentences . T highlights the target structure and explains

Many people around the word have no homes. They are homeless.

Noun + Suffix "less" =

adjective

Drugs do serious harm to one’s body .It’s really harmful.

Noun + Suffix "ful" = adjective

Practice Task 18 page 79: (I use my dictionary and form adjectives in the table below by
adding the suffixes "ful" and "less").

Adjectives with “ful” Adjectives with “less”

Beautiful _- Careful - Harmful – Successful careless – fearless- harmless – painless -
 Painful - Hopeful - Peaceful peacless

Use : T invites the LLS to do the following task

Complete these sentences with adjectives given in brackets endings “ful” or “less”
1- He’s told me countless times about how good he is at football.
( count)
2- My best friend is a powerful lawyer (power)
3- You must remember to recharge your phone. Without it’s batteries , it’s useless
(use)
4- Although every body knows that cigarettes are harmful to our health
(harm)
5- Don’t worry ;john –this injection will be completely painful (pain)
6- Despite he has lost some points . He’s hopeful they can win the game
( hope)
19

Lesson plan: Me , my personality and life experiences

level : 4Ms Teacher : Wassila –younes

Lesson seven : PPU Lesson focus :I
pronounce

Learning objectives : To enable the learners to

 To enable the learners to talk about the past basing on the right pronunciation of the final "ed".
Target competencies: Interact – Interpret – Produce

Domain : Oral – Written

Target structures : The final "ed

Materials: Pictures / The board

Cross curricular competencies

Intelectual competency :
They can use their critical thinking skills when guessing answers and eliciting the new target
structure, understand and interpret verbal and nonverbal message
Warming Up: The teacher greets the learners and makes a quick review about the past simple,

Warming Up: The teacher greets the learners and makes a quick review about 20
Rosemary and her school memories at elementary school.

Presentation : T writes the following sentences on the board

1- Rosemary loved writing and she wanted to a writer.
2- Her teacher encouraged her to write short stories and poems
3- Rosemay liked doing maths projects
4- She ended her memories with thanking her teachers .

T asks LL to finf the verb in each sentence . The LLS do and the T underlines them
T asks some LLS to read the sentences focusing on the pronunciation of each verb . T
thanks them .
T invites the LLs to pay attention to the pronunciation of the verbs while she reads the
sentences.
T draws the following table and classifies them according to their pronunciation.

/t/ /d/ /id/

liked Loved ended
encouraged

Pronunciation of "ed" endings Practice : Task 18page 72: classify following

in past according
words simple and past
participle forms of regular
verbs "ed" is pronounced /ɪd/ To their pronunciation
after the following sounds: /t –
d/ "ed" is pronounced /t/ Watched - washed - resisted - interviewed - replaced -
after the following sounds: /p – reminded - insisted - oppressed - travelled - occupied –
k – f – θ – s – ʃ – tʃ/ "ed" is cared invaded - kicked - avoided - invented
pronounced /d/ after the
following sounds: /b – g – v – ð
– z – ʒ – dʒ – l – m – n – ŋ – r/
 Task14 P72: I read the pronunciation of the ”d”of each verb and identify the intruder
in each list

/ɪd/ : completed – demanded – liberated – wanted – ended – studied – folded

/t/ : checked – passed – wrapped – robbed – laughed – rushed – matched
/d/ : lived – died – colonized – nursed – suffered – employed – joined

Use: Classify the following words according to their pronunciation

Worried - escaped - arrested - studied – cooked - deserved- defended - Dressed -
Decided

/t/ /d/ /ɪd/

21
Lesson plan: Me , my personality and life
experiences

level : 4Ms Teacher : Wassila –

younes
Lesson eight: PDP Lesson focus :I read and
do

Learning objectives : To enable the learners to

 To enable the learners to read a text
 gather information about someone’s feeling, emotions, and dreams.
Target competencies: Interact – Interpret – Produc

Domain : Oral – Written

Target structures : The simple past

Materials: Pictures / The board

Cross curricular competencies

Intelectual competency :
They can interpret and understand nonverbal messages
show creativity when writing about national and international leaders.

Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 They can mobilise their knowledge and English to introduce national and international leaders
 use the new ICT to introduce outstanding figures.

Personal competencies :
They respect our national leaders and behave on the same way

Warming Up: T greets the learners and asks them to name some countries which are still
colonized. 22

Pre-Reading: T pins on the board some flashcards about Palestine and Gaza refugees
and asks the learners to name them.( Palestine – Gaza – refugees – camps
LLs answers and the teacher helds a short discussion about the Palestinian issue

Palestinian map Plastenian flag Refugees Camps

While-Reading: T invites the LLS to open their books on page 80 . I asks the LLs about
the difficult words in the text . T exolains the meaning of some tough words like strip ,
offensive , humanity ……)
T asks the LLS to read the text and the following task
Task one P 80 : LLs are asksed to Read the text and complete the bibliographical notes in
their copybooks

Bibliographical Notes
T asks LLs to read the text again and do the
 Title: A Gaza Refugee task do
Child's Dream the task 2 P 80 : Answer “true” or “false “
 Author: Yara Jouda
 Source:
www.palestinechronicle.c
om
 Date of publication: 20
December 2015
 Type of document:
 a-Yara Jouda lives in Ashdod.
(False) She lives in Alnusierat
refugee camp.
b. She is a Palestinian refugee from
the West Bank. (False) She is a
Palestinian refugee
c. She is a teenager. (True)
d. Writing is her favourite hobby
because she thinks it's fun. (False)
Writing is her favourite hobby
because it is a way to tell the
Palestinian story to the world .
e. She is a high school student.
(True)

LLs are asked to answer the question 4: Who or what do the words in bold type in the text
refer to?
(who) Dead Palestinian children, (who) People, (They) Kids (these) children,(me) The
author,(our) The author
Yara Jouda" and all the Palestinian children
LLs are asked again to answer the questions 6,7 P81
6 - Find in the text the words that are closest in the meaning to the following:
kids = children – understanding and kindness = humanity – very well = clearly
7- Find in the text the words that are opposite in the meaning to the following
young ≠ old – immature ≠ mature – irresponsibility ≠ responsibility – never ≠ always
Post Reading: T asks LLs to do Task 3 and 4 page 81. Task 3 and 4 page 81: (I write
"Yara's Bio Card" )
Yara's Bio Card

Age:15 Nationality: Palestinian Situation: refugee Current Residence: Alnusierat refugee camp
……………………..
Lesson plan: Me , my personality and life 23
experiences

level : 4Ms Teacher : Wassila –younes

Lesson nine: Part 1 , part2 Lesson focus :I
think and write

Learning objectives: To enable the learners to

 write a formal letter to an outstanding figure asking him/ her more information about his/
her childhood and adolescence memories, dreams and experiences during the French
occupation.
 write their profiles where they describe their personality and interests, and to talk about
their childhood/ school memories, their dream job and their ideal teacher and friend.
Target competencies: Interact – Interpret – Produc

Domain : Oral – Written

 Cross curricular competencies

Intelectual competency :
 They can reinvest prior knowledge and use their critical thinking skills
when gathering information for learning and research.
Methodoligical competency :
 They can work in pairs or in groups

Communicative competency:
 They can mobilise their knowledge and English to introduce national and international
loutstanding figures
 use the new ICT to introduce outstanding figures.

Personal competencies :
 They respect our national leaders and behave on the same way
 Be aware of their role and others' role in collaborative work. 23
Warming Up:
The teacher greets the learners and makes a quick review about JK Rowling and her book Harry
Potter .

Pre-Writing:T presents the two situations Task 1 page 87/ Task 2 page 89 and asks LLS to
work in pairs .She explains to them: (What are they going to write? For whom are they going to
write? What do they need to review or reinvest to write the letter or the profile? What do they
need as grammar points and lexis to write them? Where are they going to send or publish them?).
After that he divides the class into two

Task 1 :

After learning some information about JK Rowling and her famous

book ; Harry Potter , I still have a lot of questions to ask this a great
writer . So, I have decided to write her a formal letter ask her those
questions about her book which was made into a movie
Task 2 :

Our school magazine is organising a contest for the top 10 best written profiles
in English, and prizes will be given to the winners. The contestants are required
to describe their personality and interests, and talk about their childhood/
school memories, their dream job and their ideal teacher and friend. So, I have
decided to take part in this contest and win by ranking among the 10 first
winners.

While-Writing: part one / session one 24

T asks LLS to start gathering information for their work. LLS should use the "Layout" of the
formal letter ;T asks LLS to use the information that they have learnt about JK Rowling in
previous lesson .

Class :4MS
School : Halimi Rachid middle school
Biskra , Algeria
Date : 8 February 2020
JK Rowling
C/O Bloomsbury Publishing PLC50
Bedford Square
London WC 1B 3DP ., UK
Dear MRS Rowling
We are pupils of 4Ms at halimi Rachid (school) , Biskra .
(location)It’s located in the south of Algeria
Our teacher of English taught us about your profile and career as a
teacher and famous author . She gave us a task which is “ write a
formal letter” and asks us three questions which are

1- How did you get the idea to write Harry Potter ?

2- Who encouraged you to write this master piece ?
3- How did you feel after the great success of your novel?
 If you answer our questions , we will be so grateful

Post-Writing:.

Post-writing :

My best school memories

Malak : I lived the most beautiful and the sweetest school

memories when I was in second year of middle school . I met new
friends especially “nada “ ,my best friend . Miss Guarwila was my
teacher of history and geography ..She taught how to be sel-
confident . Miss Younes was my teacher of English . She taught how
write paragraphs in English through dictation. Mrs Bouguera was
my teacher of Arabic .She told me “read books” if you want to
improve your language and she gave some of them . Mr Abass was
my teacher of sports . He was a funny teacher and the pupils liked
him . I also remember that our class was noisy but we always got
good grades. Thank you my dear teachers . You have made a good

T collects the learners work to be corrected at home . T tells LLS that the best letter and
best profile will be written on the

When + short action (Past simple tense) 25

While/as+long action (past continuous)

I was watching Tv when Linda knocked the door
I was watching TV when Linda knocked the door
when Linda knocked the , I was watching TV
door
Linda knocked the While I was watching TV
door
While I was watching TV , Linda knocked the door

When + short action (Past simple tense)

While/as+long action (past continuous)

I was watching Tv when Linda knocked the door
I was watching TV when Linda knocked the door
when Linda knocked the , I was watching TV
door
Linda knocked the While I was watching TV
door
While I was watching TV , Linda knocked the door
 The superlatives
The superlatives
Rules Adjectives Superlative
s Rules Adjectiv Superlatives
The + short Short the es
adj+est Nice shortest The + short Short the shortest
When + short theaction
nicest (Past simple
adj+est
tense) Nice the nicest
Ending in Y Ugly The ugliest Ending in Y Ugly The ugliest
Funny The
While/as+long action (past continuous) Funny The Funniest
Funniest
I was watching Tv when Linda knocked the door
Ending in a Thin I wasThe Ending in a Thin The thinnest
watching TV when Linda knocked the door
vowel+ a Sad thinnest vowel+ a Sad The saddest
consonant / when Linda knocked
The the ,
consonant / I was watching TV
double last doorsaddest double last
consonant Linda knocked the While I was watching TV
consonant
The most DifficultdoorThe most The most Difficult The most
+adjective While
ExpensiveI was watching TV +adjective
difficult , Linda knocked
Expensi the door
difficult
The
When + short action (Past simple tense) most ve The most
expensive expensive
Irregular forms Good(past continuous)
The best Irregular Good The best
While/as+long action
forms Bad The worst
I was watching Tv when Bad Linda Theknocked
worst the door
Much/many The most Much/ The most
I was watching TV when Linda knocked the doormany
Little The least
when Linda knocked the I was watching TV little The least
,
door
Linda knocked the While I was watching TV
door
While I was watching TV , Linda knocked the door The superlatives
The superlatives
Rules Adjectives Superlatives
Rules Adjectives Superlative
s The + short Short the shortest
adj+est Nice the nicest
The + short Short the
adj+est Nice shortest Ending in Y Ugly The ugliest
the nicest Funny The Funniest
Ending in Y Ugly The ugliest
Funny The
Funniest Ending in a Thin The thinnest
vowel+ a Sad The saddest
Ending in a Thin The consonant /
vowel+ a Sad thinnest double last
consonant / The consonant
double last saddest The most Difficult The most
consonant +adjective Expensive difficult
The most Difficult The most The most
+adjective Expensive difficult expensive
The most Irregular Good The best
expensive forms Bad The worst
Irregular Good The best
Much/many The most
forms Bad The worst
little The least
Much/many The most
little The least
 J.K Rowling is a British writer . She is 54 years old.
She was a teacher before she became a well-known
author. She wrote HarryPotter .While JK Rowling
was travelling on the train from Manchester to
London in 1990, she had the idea for writing Harry
Potter .She got one day the best letter while she was
waiting for a replay from her publisher after sending
him the first three chapters of Harry Potter. J.K
Rowling was training as a teacher when they
J.K Rowling
published herisfirst
a British
novelwriter
. . She is 54 years old.
She was a teacher before she became a well-known
author. She wrote HarryPotter .While JK Rowling
was travelling on the train from Manchester to
London in 1990, she had the idea for writing Harry
Potter .She got one day the best letter while she was
waiting for a replay from her publisher after sending
him the first three chapters of Harry Potter. J.K
Rowling was training as a teacher when they
published her first novel .
 J.K Rowling is a British writer . She is 54 years old.
She was a teacher before she became a well-known
author. She wrote HarryPotter .While JK Rowling
was travelling on the train from Manchester to
London in 1990, she had the idea for writing Harry
Potter .She got one day the best letter while she was
waiting for a replay from her publisher after sending
him the first three chapters of Harry Potter. J.K
Rowling was training as a teacher when they
J.K Rowling
published is anovel
her first British
. writer . She is 54 years old.
She was a teacher before she became a well-known
author. She wrote HarryPotter .While JK Rowling
was travelling on the train from Manchester to
London in 1990, she had the idea for writing Harry
Potter .She got one day the best letter while she was
waiting for a replay from her publisher after sending
him the first three chapters of Harry Potter. J.K
Rowling was training
J.K Rowling as a teacher
is a British writer . when
She isthey
54 years old.
published
She was a her firstbefore
teacher novel .she became a well-known
author. She wrote HarryPotter .While JK Rowling was
travelling on the train from Manchester to London in
1990, she had the idea for writing Harry Potter .She got
one day the best letter while she was waiting for a
replay from her publisher after sending him the first
three chapters of Harry Potter. J.K Rowling was
training as a teacher when they published her first
novel .

Expressing Similarities and Expressing Similarities and

Defferencies Defferencies
like means similar to like means similar to
Example: My teacher speaks french like Example: My teacher speaks french like
a native speaker a native speaker
Expressing Similarities and Expressing Similarities and
Expressing
Defferencies
Similarities and Unlike meansDefferencies
different from , not similar
Unlike means different from , not similar
Defferencies
like means similar to like
to means similar to
to
like
Example:
means similar
My teacher
to speaks french like Example:
Example: I want to bespeaks
My teacher a writerfrench
like like
Example: I want to be a writer like
aExample:
native speaker
My teacher speaks french like aAhlem
native M
speaker
Ahlem M
a native speaker Unlike means different from , not similar
Unlike means different from , not similar
Unlike means different from , not similar Unlike
to means different from , not similar
to
to toostaghanmi
ostaghanmi
Example: I want to be a writer like Example: I want to be a writer like
Ahlem M Ahlem
WhereasM used to show contrast
Whereas used to show contrast
Unlike means different from , not similar Unlike means
The south hasdifferent
a hot andfrom , not similar
dry climate
The south has a hot and dry climate
to towhereas The North has a milder and
whereas The North has a milder and
ostaghanmi ostaghanmi
wetter climate
wetter climate
Whereas used to show contrast Whereas used to show contrast
The south has a hot and dry climate The south has a hot and dry climate
whereas The North has a milder and whereas The North has a milder and
wetter climate wetter climate
 Expressing Similarities and
Defferencies
like means similar to
Example: My teacher speaks french
like a native speaker
Unlike means different from , not similar
to
Example: I want to be a writer like
Ahlem M
Unlike means different from , not similar
to
ostaghanmi

Whereas used to show contrast

The south has a hot and dry climate
whereas The North has a milder and
wetter climate