Level : Ms 4 Sequence 02 : Me, my Lesson 01: Initial Framework : PDP Time : 1h

Personality and Life situation

Experiences
Learning Objectives : LWBAT have a general idea about the whole sequence and get involved in the global
problem solving situation.
Domain : Oral and written with focus on O Language focus : L - S - R - W
Target competencies : interact-interpret-produce Language Tools :
Materials : WB - Pictures  lexis and expressions related to describing
personalities.
 The simple tense

Cross- curriculum competencies : Core values :

Intellectual : the learner can use his critical thinking skills  Valuing the role played by historical figures in the fight
when gathering information for learning. against colonialism.
 Raising awareness of safeguarding the natinal identity
Methodological : the learner can develop his effective  Valuing a common historical heritage and a national
study method. Mobilize his resources efficiently and manage collective memory of suffering and struggling against
his time rationally colonialism.
Communicative : the learner can use a role play to  Raising awareness of the importance of memory in shaping
the identity of a nation
communicate appropriately.
Personal and social : the learner can assert his personal
identity and behave with self-confidence.

Ti Frame Procedure Focus Objectives Materials VAK

me work TMI
05 Warm- Teacher interacts with her learners to set a suitable and T/L To make
up positive climate for learning. learners A
speak
05 Teacher asks her learners the following questions : Eng
Lead-in  How old are you ?
 In which period of life are you ? childhood,
adolesence, adulthood T/L To elicit
 Where did you study before you come to middle inf from
school ? learners A
 How were your childhood memories when you
were at primary school ? happy – sad-funny-
exciting
 Which teacher did you like most ? why ?
 What is your dream now ? T/L
- L/T A +V
Teacher sticks on the board pictures of outstanding
10 Pre- Algerian fighters and asks her learners To
task  What do pictures 1,2,3 and 4 represent ? Emir arrouse pictures
Abdelkader, Hssiba Ben BOUALI, Larabi Ben lrs’
Mhidi, Djamila Bouhired interest
 Who are they ? they are great freedom fighters about
 Are they popular ? yes, they are what
 Why ? because they have sacrified their lives for they are
the independance of our country. going to
 What were they like ? they were brave, learn
courageous, fearless, unafraid, confident, about
determined..etc
T Frame Procedure Focus Objectives Material VAK
work s TMI

15 Durin
Teacher introduces the initial situation :
mi g– To
Lalla Fatima Nsoumer is one of most famous women
n task introduce
freedom fighters who fought for the independance of
the
our country. Write an article in which you tell about her
problem
personal profile, life experiences and victories to be
and
posted in an international education blog.
expose lrs
to it
Teacher reads the intial situation twice and then invites
2/3 learners to read it again. ( the teacher helps and To meet
corrects) and define A
*teacher asks her learners to work in groups discuss the T/L the
problem and suggest some solurtions problem to
*Teacher encourages her learners to write them down and L/T collect V
then invites them to read their productions. data
L/L
T interacts with her learners using spider diagram : K

To
generate
solutions

To
activate
lrs’
imaginatio
n and prior
knldge
 Teacher explains to his learners what they are going to
Post- see all this in sequence one : Me, my personality and life To pave
task experiences the way

10 -T- invites learnees to copy the situation on their

m copybooks.

Homework :
A
 Teacher asks her learners to search for adjectives
to describe their personalities. T/L V
L/T
L/L
K

10

The teacher’s comments

What worked What hindered Action points

Teacher : Soraya Level : 4 Ms Sequence : 02 Lesson 2 : I Framework : PDP Time : 1h

Ziani cherif listen and
do (02)
Learning Objectives : LWBAT write a short narrative paragraph about significant childhood events,school
memories and experiences.
Domain : O and W Language focus : L S W R
Target competencies : interact-interpret-produce Language Tools : the past simple tense
Materials : WB – flashcards –pictures – listening Adjectives describing personality.
scripts- coursebook
Cross- curriculum competencies : Core values :
Intellectual : the learner can interpret a verbal message  Valuing human experience and its role in
Methodological : the learner can use oral strategies for shaping character, personality and dreams.
listening and interpreting oral discourse  Raising awareness of the influence of other
people on one’s character, personality and
Communicative : the learner can use role play to
dreams.
communicate appropriately
Personal and social : the learner socialises through
oral exchanges.

Time Frame Procedure Focus Objectives Materials VAK

work TMI
05 Lead-in Teacher makes a short revision about the previous lesson
(Rosemary’s special memories) To
T/L activate A
Teacher sticks a map of India and interacts with her lrs’ prior
learners by asking them the following questions : knldge
 What does the map show? It shows the map of
07 Pre- India To
listenin  What is the capital of India? It is New Delhi arrouse
g  What is India famous for ? it is famous for its rich lrs’
culture/ the outstanding landmarks ‘Taj Mahal’/ T/L interest
special food like chiken makhani (butter chiken), to what A
shu ‘bah (tomato soup)/overpopulation/ L/T they are
bollywood (Indian popular film industry)/popular going to V
festivals/ cricket game…etc listen
 Do Indian live in the same way ? No, they don’t about
-T- clarifies : Indian life can be a shock for you, as the
proverb said : « two sides to every coin »,life in India
involves a large gap between social ranks.
-T- sets up the situation
Now, you are going to listen to the presentation of
Dewi, an Indian school girl, after being asked by a
journalist for a documentary film.
-T- explains the new lexis (wealthy,flats,poorest, slums,
chatty,grow up, disciplined) by showing them flashcards.

20 During 1st listening : teacher invites her learners to listen to

listenin Dewi’s presentation and do the following tasks :
g Task01 :15 page 56 oral/individual : listen to what did
he ask her to talk about and choose the correct answer.
a. He asked her to talk about her school
b. He asked her totalk about her school memories
c. He asked her to talk about her childhood
memories
d. He asked her to introduce herself and talk about
her dream career. The job she wants to do in the
future
Tim Frame Procedure Focus Objectives Materials VAK
e work TMI
2nd listenng :
Task 22page 58 written/individual : listen again To A
to Dewi and complete her ID card. develop
Dewi’s ID Card learners’ WB
Age : 15 years old listening V
Country : India skills
Hometown : New Delhi
Nationality : Indian
Family : parents and sister K
Personality features : chatty/disciplined
Dream Career : a teacher

3rd listening poor =/= rich

Task 03 : written/individual : Listen again to
Dewi and answer the following questions.
-Is she 18 years old ? no, she is not 18 years old/no,
she isn’t
-where does she live ? she lives in one of the
poorest slums in the capital New Delhi.
-why is school the important thing for children ?
because children won’t get a job if they don’t go to
school.
4 th listening :
Task18 page 57 : written/individual : listen again
 to Dewi and match each word to its definition.
Words : definitions
A slum (n) behaving in a very controlled way
Chatty (adj) become an adult
Disciplined (adj) an area where very poor people
live
Prow up (v) liking to talk in a friendly,
informal way
task05 : written/individual (adapted) : your
15 Post- school magazine is organizing a competition to To
listening choose ‘The Best School Profile’ and you want to reinvest A
participate. Write a short paragraph in which you T/L previous
talk about the notes below : knowledge
 Greet your classmates, then introduce L/T into a V
yourself, like Dewi did, including (your short
name,age,family,place where you live) L/L paragraph
 Talk about your personality (using K
adjectives)
 Talk about your dream career and tell your
classmates why you have chosen this job
 Tell your classmates whether any of your
teachers, parents..etc has influenced your
choice
 Thank your classmates for listening to your
presentation.
Teacher invites her learners to read their paragraphs
in front of their classmates to be assessed and
choose the best one to be written on the board.

Homework :
Teacher asks her learners to bring information
about the English writer Joane Kathleen Rowling
Teacher : Soraya Level : 4 Ms Sequence : 02 Lesson :I Framework : PPU Time : 1h
Boukhari practise(05)
Benamara
Learning Objectives : LWBAT talk about their personality features using the prefixes (dis- il- in- im- ir- un) and
the suffixes (ful – less)
Domain : O & W Lesson focus : S - W
Target competencies : interact-interpret-produce Language Tools : the present perfect with time
Materials : WB – Flashcards – Coursebook- pictures markers : always/ ever/ never/ just
Cross- curriculum competencies : Core values :
Intel : learner can show some degree of autonomy in  Valuing human experience and its role in
all areas of learning. shaping character, personality and dreams.
Metho : learner can assess himself and his peers  Raising awareness of the influence of other
people on one’s character, personality and
Commu : learner can communicate appropriately using
dreams.
role plays.
Perso & social : learner asserts his personal identity
and behaves with self-confidence

Time Frame Procedure Focus Objectives Materials VAK

work TMI
Teacher makes a quick review about some To activate A
05 Lead-in positive/negative adjectives related to personality learners’
prior
features. knowledge
pictures
-T- presents the following short passage about Noura who T/L A
 is introducing herself to her classmates : L/T
Hello, my name is Emma. I’m from England. I’m a cheerful girl To present V
and I don’t like being with unfriendly people. My ideal friend the target
shouldn’t be disloyal, Immature, insincere or irresponsible and of lge
course she mustn’t do illegal things. aspects(in
Teacher reads the passage twice and then invite 2/3 context
learners to read it again.
Teacher asks her learners the following questions :
 What kind of person is Noura ? Noura is a
cheerful girl.
 What does she hate being with ? she hates being
with unfriendly persons. To analyse
the form
 According to her, what is an ideal friend ? an ideal and the
friend shouldn’t be disloyal, immature, insincere, meaning of
20 Presenta irresponsible and she mustn’t do illegal things. prefixes/su
tion Teacher writes the following words on the board and ffixes
invites her learners to focus on the highlighted words :
Cheerful(noun+suffix =/= cheerless
T/L A
‘ful’
Unfriendly prefix Friendly(adj without
‘un’+adj prefix)
Disloyal prefix ‘dis’+adj Loyal
Immature prefix ‘im’+adj mature
L/T
Insincere prefix ‘in’+adj sincere
Irresponsible prefix responsible
‘ir’+adj
Illegal prefix ‘il’+adj legal
V
 What is the word ‘cheerful’ composed of ? it is
composed of a noun ‘cheer’ plus the suffix ‘ful’.
L/L
 What is the word ‘unfriendly’ composed of ? it is
composed of the prefix ‘un’ plus the adjective
« friendly »

Tim Frame Procedure Focus Objectives Materials VAK

e work TMI

Teacher clarifies : a prefix’ is a word part added to

the beginning of a word that changes the word’s
meaning. A ‘suffix’ is a word part added to the end
of a word that changes its meaning too.
 Teacher elicits the rule from her learners :

*To form opposite adjectives (antonyms). We

cana dd the prefixes : dis, un, in, im, il and ir.
Note : To draw
-for the adjectives beginning with the letters ‘m’ the rule A
or ‘p’, we add theprefix ‘im’. E.g. mortal =/= T/L
immortal / possible =/= impossible V
-for the adjectives beginning with the letter ‘l’, L/T
we add the prefix ‘il’. E.g. legal =/= illegal K
-for the adjectives beginning with the letter ‘r’, L/L
we add the prefix ‘ir’. E.g regular =/= irregular
*to form adjectives, we can add the suffixes ‘ful’
and ‘less’ to some nouns.
Note :
-the suffix ‘ful’can be added at the end of a noun
to create a positive adjective that means (full of)
-the suffix ‘less’ can be added at the end of a
noun to create a negative adjective that means
(without).

Task01 :written/individual : tick the appropriate

box of the prefix to form the opposite.
word dis un ir in im il
s
ration X To A
al practise
Selfis X
h
T/L the target
obedi X lge aspects
15 Practice ent V
Logic X
al
Patie X L/T
nt
active X
K
L/L
Task02 : written/individual : complete the passage
using the following : ‘joyful – careless – useful –
helpless’
Last summer, I went to London, I passed joyful
moments. I visited many famous landmarks and historic To
sites. I utilised the useful application ‘Google map’ to produce a
move from one place to another because the British short
people were really helpless and careless. descriptive
paragraph
Task03 : written/individual : Your English friend
15 Use using
wants to know you. Write a short descriptive suffixes
paragraph describing your personality and one of and
your ideal friend using prefixes and suffixes. prefixes
Teacher : Soraya Level : MS 4 Sequence : 01 Lesson :I Framework : PDP Time : 2h
BOUKHARI listen and
BENAMARA do (04)+I
pronounce
Learning Objectives : LWBAT interpret an oral presentation and gather informatin about Kateb Yacine’s
childhood memories and experiences during the period of colonialism in Algeria/ distinguish and pronounce
correctly the final ed
Domain : Oral and written/ both Language focus : L – S – R - W
Target competencies : interact-interpret-produce Language Tools : the past simple tense/ adjectives
Materials : WB / flash cards /coursebook/pictures describing personality/ wh qst/ the final ed
Cross- curriculum competencies : Core values :
Intellectual : the learner can interpret a verbal message  Valuing human experience and its rolein
Methodological : the learner can use oral strategies for shaping character, personalityand dreams.
listening and interpreting oral discourse  Raising awareness of the influence of other
people on one’s character , personality and
Communicative : the learner can use role play to
dreams.
communicate appropriately.  Raising the importance of memory in shaping
Personal and social : the learner socialises through the identity of a nation.
oral and written exchanges.

Time Frame Procedure Focus Objectives Materials VAK

work TMI

05 Lead-in Teacher makes a short revision about the previous lesson T/L To pictures A
L/T activate
Teacher pins the following picture on the board and then lrs’prior
asks her learners knowled
ge
10 Pre-  Who is this person ? he is kateb Yacine
listenin  What is his job ? he is a writer/ an author To
g  Do you remember when and where was he born ? T/L arrouse A
he was born on August 6th,1929 in Smendou near lrs’
Constantine. L/T interest V
 What did he bring to Algerian people against the to what
French colonialism? He brought consciousuess to they are
the Algerian people against the French going to
colonialism using his pen learn
 What is his famous book and what di dit use to about
symbolize ? it is Nedjma or the star and it used to
symbolize Algeria. His motherland
 When and where did he die ? he died on october
28th, 1989 in Grenoble, France
Teacher sets up the situation :
Now you are going to listen to an oral presentation of
the famous writer Kateb Yacine and being interviewed
by a French TV journalist
*T explains the new lexis to her learners (endless,
conflict, barefoot, high-heel, dominating,
prestigious,superior) by showing them flashcards.

1st listening :
Teacher invites her learners to listen to Kateb Yacine’s
presentation part 01 and do the following tasks

Tim Frame Procedure Focus Objectives Materials VAK

e work TMI

Task42 page 62 : oral/individual : listen to Kateb

Yacine’s presentation part 1 and guess the French
journalist’s question by choosing the correct answer
-Which important teachers affected your personality
 in your childhood ?
- Which important friends affected your personality
in your childhood ?
- Which important persons affected your T/L A
personality in your childhood ?
- Which important events affected your personality L/T
in your childhood ? V
L/L
2nd listening :
Task 47 page 63 : written/individual : listen again To
to the presentation part and complete the table with develop K
20 During – the following words and phrases : learners’
listening listening
20th century- Algeria- prestigious- walking skill
barefoot at home – dominating country- with her
long dress- walked with high-heel shoes – speaking
a different language- France – a superior world
3rd listening T/L
Task03 : written/individual : listen to the
conversation part1 and choose the right word L/T
Opposite= different same similar identical
Dominating = weak powerful powerless feeble L/L A
Prestigious = ordinary unimportant important
common
Superior = inferior subordinate low high V
4th listening :
Teacher explains the new words (drift, mature, K
exploded, massacre, shot, arrested,prison) using
flashcards.
Teacher invites her learners to listen to Kateb
Yacine’s presentation (part02)and do the following
tasks :
Task04 : written/individual : listen to Kateb
Yacine’s presentation (part 2) and write ‘true’
‘false’ or ‘not mentioned’. Correct the false
sentences.
a) Kateb Yacine noticed that he started to
move away from his mother’s world in
school. True
b) Kateb Yacine preferred school to his
mother’s world. False (he preferred his
mother’s world to his school)
c) Kateb Yacine didn’t understand things
clearly because he was young. True
d) Kateb Yacine was arrested in El-Harrach
prison for two months. Not mentioned
5th listening :
Teacher explains the new words ( concentration
camp, suddenly, aware, existence, unemployed,real,
shock, turn out) using flashcards
-T- invites his learners to listen to Kateb Yacine’s
presentation (part 03) and do the following tasks :

Task05 : written/individual : listen ti Kateb

Yacine’s presentation (part03) and answer the
following questions :
1. Did Kateb Yacine become conscious of the
existence of his people in prison ? yes, he
 did/ yes, he because conscious of the
existence of h is people in prison.
2. How was the fact that Kateb Yacine saw his
people in prison ? the fact that Kateb Yacine
saw his people in prison was a real shock./ it
was a real shock for him.
I pronounce :
-T- writes the following words on the board :
Walked - preferred - arrested
15 Post- *what is the kind of each word ? All of hem are
listening verbs
*what is the common thing between these words ? To
They all end with ‘ed’ identify
Teacher highlights the final ‘ed’ in each word and the sounds
pronounces it.
*Learners are invited to focus on its pronunciation
and find how many types of sounds they hear
*Learners submit that there are three different
pronuciations of final ‘ed’ : /t/ , /d/, /id/
-Teacher elicits the rule from learners :

Final ‘ed’ has three different pronunciation :

 It is pronounced /t/ after the sounds : /p-k-
f-s-∫- t∫-θ/ To draw
 It is pronounced /t/ after the sounds : /b- the rule
g- l- m- n- v- r- z- Ʒ- dƷ- ð- ƞ+ all
vowels, diphtongs and triphtongs
 It is pronounced /id/ after the sounds : /t-
d/

Task06 :written/individual : listen carefully to To

the pronunciation of the ‘ed’ ending of each practise
word and identify the intruder in each list. and
Justify your answer manipulat
e the
1. liberated – wanted – demanded – satisfied target
2. punished – helped – needed – looked sounds
3. lived – sheeked – died - joined
The teacher’s comments
What worked What hindered Action points

Teacher : Soraya Level : 4 Ms Sequence : 01 Lesson : I Framework :PPU Time : 1h

BOUKHARI practise
BENAMARA (04)
Learning Objectives : LWBAT express similarities and differences using linking words (like, unlike, whereas)
Domain : Oral and written with focus on written Language focus : S -W
Target competencies : interact-interpret-produce Language Tools : linking words : like, unlike,
Materials : / WB / flashcards/Coursebook whereas
Cross- curriculum competencies : Core values :
Intel : learner can show some degree of autonomy in  Valuing similarities and differences and their
all areas of learning. role in shaping character, personality and
Metho : learner can assess himself and his peers dream.
Commu : learner can communicate appropriately using
role plays.
Perso & social : learner socialises through oral and
written exchanges.

Time Frame Procedure Focus Objectives Materials VAK

work TMI

Teacher writes the following adjectives on the board then To

05 Lead-in invites learners to guess their meaning : T/L activate picture A
happy – sad - shy – self-assured learners’
Learners are invites to use the previous adjectives in L/T prior V
sentences (orally) knowled
e.g : I feel very happy to see you ge
20 present -T- presents the following examples on the board and
ation invites her learners to focus on the highlighted words : To
present
1. Like my friend Peter, my dream job is to be an the new
astronaut T/L target lge
Preposition like =) (in similar to…) aspects WB
express similarity. L/T ‘linking
2.Unlike my sister who is shy, I am self-confident express words’
Preposition unlike =) (incontrast to ..) L/L
difference A
3. All his brothers are customs, whereas he is a teacher
express difference conjuction whereas in comparison V
with.. To sort
*Teacher reads the examples and then invites 2/3 learners out the
to read it again, then asks them sme questions about the target
first two examples. structure
 How many clauses do we have in sentence 1 and
2 ? there are two clauses
 How are they joined ? they are joined by the To
words like / unlike analyse
 Do they express the same meaning? no,they aren’t the form
 What is the difference between them ? like and the
expresses similarity and unlike expresses meaning
difference
-T- clarifies : ‘Like’ is a preposition used to show
similarity between people, things or facts and it means in
similar to or in the same way as. ‘unlike’ is the opposite
of ‘like’. It is a preposition which is used to show
dissimilarity or difference between people, things or facts
and it means in contract to
Tim Frame Procedure Focus Objectives Materials VAK
e work TMI
Teacher moves to sentence 3 and asks learners the
following questions :

-How many clauses do we have in sentence 3 ?

there are 2 clauses
-how are they joined ? they are joined by the word
‘whereas’
-what does it express ? it expresses difference
Teacher clarifies : ‘whereas’ is a subordinating A
conjunction that is used to show contrast or
difference between people, things, or facts and it V
means in comparison with.
K
-T- elicits the rule from learners : Copybook
*To express similarity between people, things or s
facts. We can use the preposition ‘like’ at the
beginning or at the middle of the sentence. To deduce
*To express difference between people, things or the rule
facts, we can use the preposition unlike at the
beginning or at the middle of the sentence.
*To express difference between people, things or
facts, we use the conjunction ‘ whereas’ at the
middle of the sentence.

Task one : combine the following sentences using

‘like, unlike, whereas’
1.My friends/I spend time chatting on
Facebook/like
Like my friends, I spend time chatting on facebook
15 Practise I spend time chatting on Facebook like my friends.
2.My classmate is fond of reading novels/ I am
keen on reading short stories/ whereas.
My classmate is fond of reading novels, whereas I T/L A
am keen on reading short stories. To
3.My memories at elementary school which were L/T practise
the happiest/ my memories at middle school were the target V
the saddest/unlike L/L language
Unlike my memories at elementary school which aspects
were the happiest, my memories at middle school K
were the saddest.
My memories at elementary school which were the
happiest, unlike my memories at middle school
were the saddest.

Task two : choose the correct words between

brackets to express similarity or difference.
a)Jim Hartley was the pilot of the Airbus 380.
(whereas-unlike-like) Andrew Boyle was the co-
pilot
b)Brenda’s mother also died in the crash (whereas-
like-unlike) her father.
c)All the passengers were adults, (whereas-unlike-
like) Brenda was the only child
 To
Task three : school memories are just so hard to reinvest
15 Use forget. Based on this quote, your middle the target
schoolteacher of English wants to know about your lge aspects
primary school memories. Write a short paragraph to produce
talking about thse days expressing similarities and a short
differences. paragraph
T/L talking A
about
………………………………………………… primary
………………………………………………… L/T school V
………………………………………………… memories
…………………………………………………. expressing
…………………………………………………. similaritie K
s and
L/L difference
-T- invites learners to read their productions in front s
of their classmates. She may correct their mistakes
and choose the best one to be written on the board.
The teacher’s comments
What worked What hindered Action points