I PREPARE MY FIRST TERM PROJECT.

By djamel djamel
4ms sequence 1
A MOUDJAHID PORTRAIT
We are celebrating The 1st of November very soon. Your teacher asked you to make a portrait of a
“moudjahid” / “moudjahida” who is still alive and ready to talk about his /her experience during the war of
revolution.
You are asked to meet him/her, audio-or video-record him/her and then translate his/her speech into English.
Use the collected information to portray this “moudjahid” or “moudjahida” in your school magazine, a reference for the
upcoming generations

Sequence one : (“Me”): My Personality Features and Experiences

SITUATION 2: INSTALLING
STARTING OFF SITUATION: RESOURCES (PDP / PPU LESSONS)

EXAMPLE:You are celebrating a family Learning objectives :

event (wedding, anniversary,..). While
looking at photos and watching some Make a portrait
videos; you start talking about intense - Write a report on events, facts,
moments and emotional past events as experiences (embarrassing and
well as experiences warmly kept in your positives ones
heart. You come across some pictures or -Express likes and dislikes in arts,
scenes that remind you of one of your cinema, music, and the digital/
family members who missed the event. electronic devices
- Talk about hobbies

Situation3: Integration ( Learning to Situation4: Assessment/REMEDIAL

integrate) WORK

You experienced an embarrassing Your English teacher has just

moment in your sports club during an awarded you for the remarkable
inter-school sports competition (match progress you’ve made. Prepare a
loss / unfair referee / player absence...). speech to talk about your experience:
The sports teacher, who didn’t attend efforts, challenges, strategies... in
the match, asked you to write a report. order to motivate your classmates.
-a video of the match Support:
-pictures Your portfolio (study plans, study
skills, time management...)
-investigation /-match statistics
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME AND MY PERSONALITY Lesson: Framework: PDP
AND EXPERIENCES Language focus : language
learning / use .

Learning Objective (s): by the end of this lesson my learner will be able to describe his personality using different
adjectives.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. Audio script
Target structure: - adjectives
representing personality features
Cross Curricular Competencies Core values

 Intel: Learner can use his critical thinking skills.

learner can interpret verbal and non-verbal messages.  Respect other people’s personality
 Meth: He can work in pairs or in small groups.
 Com: He can face an audience partner
 Per and soc: He socializes through oral or written
exchanges

Time Framework Procedure Focus Aims Material Vakt

A game :
Find someone who is (tall ,small , thin , has blue
eyes,brown, long hair, wavy .. ………., in the class T /Ls
Warm up T invites his pps to read the following adjectives Activate the Wboard
and choose which ones describe them best . class’s prior V
The learner starts like this : knowledge on A
Pre listening I think I’m …………………………….. physical traits K
smart - ambitious - shy – nervy- helpful – T
respectful– good _tempered - calm –
easygoing- patient- -lazy-funny –talkative –
To elicit and
punctual –– polite - outgoing – quiet -serious
introduce the
T/L new topical lexis
Note : The learners can use their dictionaries to
explain any difficult word.
T shows his learners pictures of three friends
and invites his learners to describe them
Pictures

While
listening
 T/L
T invites his learners to Diane , Joseph and Alex
Talking about themselves.

Hello. I’m Diane Sanders, and I’m

14 years old. My brother joe and I
Listen and fill in Audio
are very different. I’m outgoing
and friendly, but he’squiet and the Id cards script
studious. He’s also really smart. I
like arts .

Hi. I’m Joseph Sanders, but my

nickname’s Joe. I’m also 15. Diane, my
sister, says I’m a bookworm because I
enjoy reading. I love books.
Alex and I are best friends, but we’re opposites.
He’s easygoing, but I’m a little serious. Alex is
handsome , respectful and ambitious.

Hi. My name’s Alex Romero. I’m 15 years old.

I’m a member of Teen Scene, a drama and
music group. I play the guitar.I’m easygoing, and
I’m not shy . Wboard

The 1st listening :

I listen and and fill in the Id card of each one
T/LS
Name : Diane Sanders
Nickname :
Age
Personality :
Hobby:

Name : Joseph Sanders

Nickname :
Age
Personality : White
board
Hobby:

Name : Alex Romerio

Nickname :
Age
Personality :
Hobby:

The 2nd listening :

The pps are invited to listen again , compare their
To encourage the
answers and correct each other .
Ls to work with
The teacher invites his pps to do the following
their partners
task :
I work with my partner and Match the adjectives
with their opposites. Use a dictionary if you need
to.
 1. studious a. shy
2. friendly b. lazy
Post listening 3. fun c. strict To reinforce
4. outgoing d. unpopular T/L
5. popular e. talkative
6. quiet f. unfriendly
7. easygoing g. boring

I Talk about myself. I Tell my classmates

the following information about myself:
• My name T/L
• My nickname if you have one To reinvest the
• My age listening phase to
• other interesting information about talk about
myself and your personality himself (name ,
Useful language: age ,
• My name’s . . . personality…
• My nickname is . . .
• I’m years old.
• I’m friendly/shy/serious/etc.
• I enjoy . . .
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME AND MY PERSONALITY Lesson: Framework: PPU
AND EXPERIENCES Language focus : language
learning / use .

Learning Objective (s): by the end of this lesson my learner will be able to talk about his likes ,dislikes and hobbies
using a correct pronunciation of -/ŋ/ sound
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. I pronounce: -/ŋ/ sound
Target structure: -like , love, hate,
enjoy + v ing
different adjectives
Ask and answer about hobbies
Cross Curricular Competencies Core values

 Intel: Learner can express himself to talk about his

hobbies .  Respect other people’s hobbies / likes and dislikes
learner can interpret verbal and non-verbal messages.  Being positive
 Meth: He can work in pairs or in small groups.
 Com: He can face an audience partner
He can interview his partner
 Per and soc: He socializes through oral or written
exchanges
Time Framework Procedure Foc Aims Material Vakt
us

Warm up
The teacher sticks on the board some hobbies T
and invites his learners to work in groups and /Ls Activate the Wboard
V
find Other hobbies : collecting coins , collecting class’s prior
A
stamps , video games , acting ,skateboarding , knowledge on
playing chess …………… freetime
T asks the learners : activities
What do you do afterschool ?
Do you have a hobby ?

To elicit and
introduce the
T/L new topical
lexis
Pictures

A/v
 T/L

Wboard
The teacher invites his learners to complete the
Presentation Following dialogue with : - enjoy -good , at ,
hobby.

Teacher :What are you good ……,Sally ?

Sarah :I love playing chess.I think I’m

………..at handball.
T/L
Teacher : And you Christina , do you have S
a…………… ?

Christina :Yes ,of course .I ……………

collecting stamps .
White
board
To elicit the
Teacher presents the rules : target structure

To ask about someone hobby I say :

What are you good at ?
Do you have a hobby ?
What do you like doing in your freetime ?
To talk about my hobbies I say :
I’m good at ……………
I enjoy (+v+ing)
I love +v+ing
I’m crazy about +v+ing
I'm interested in (+ noun or a gerund)
I'm keen on (+ noun or a gerund)
To talk about something I’m not not
interested in I say :
 I don’t like + v+ing
I don’t enjoy ……. To highlight
I ‘m not keen on ………………. rules about
I hate +v+ing expressing
hobbies

A/V
Practice Note : the teacher devotes time to present the
correct pronunciation of the /ŋ/

Task one : I look at the list of hobbies above and

tell my friends about which I like and which I
don’t like doing .
Example :
I love …………………………………….but I don’t like
………………… T/L

Task two : I move in the class and ask my To focus on the

classmates about their hobbies right VAKT
Example : pronunciation
What is your hobby ………. ? of
Are you good at ……………. ? -/ŋ/ sound
Why do you like…… ? ( .it keeps me fit.
...it gets me out of the house,! T/L
...it's sociable. I meet lots of new people.
...it gives me something interesting to do with my
time.) To check and
...it's not very expensive, and anyone can do it! reinforce

Example :
My classmate Mohamed loves…………….because
………
Task three : Your English friend wants to know
about your hobby .Write an email in which you
tell her/him :
What is your hobby ?
Why do you like ………. ?
Use
When do you practice ……… ?
With who you practice ………….
I use the following adjectives to describe my
hobby . To ask about
Fascinating,practical,funny,Enjoyable,relaxing, other people’s
different,unusual, creative. hobbies
Example :
Hello !How are you ?Well I love ………………!
uncle Hamid taught me how to play chess. The pupil
It’s ……………and………………., too. I’m reinvests what
learning more about it online. Sometimes I he
play it with ………………. from school.I’m Learnt to talk
very excited about it! about his
hobbies
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME AND MY PERSONALITY Lesson: Framework: PPU
AND EXPERIENCES Language focus : language
learning / use .

Learning Objective (s): by the end of this lesson my learner will be able to talk about people personalities and
hobbies using comparative of equality and inferiority ( as….as)
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ a
interpret – produce. chart/cards
Target structure: - comparative of
equality and inferiority
as………as / as not……….as
Cross Curricular Competencies Core values

 Intel: Learner can interpret a chart

Tak about other people’s personality traits.  Respect the difference between people in all
learner can interpret verbal and non-verbal messages. domains.
 Meth: He can work in pairs or in small groups.
 Com: He can face an audience
 Per and soc: He socializes through oral or written
exchanges

Time Framework Procedure Focus Aims Material Vakt

Warm up Note : PPs saw*The comparative of superiority

( short and long adjectives) in the 3ms T /Ls
To prepare the wboard
learners for the V
next phase. A
A quick review of some comparative and
superlative adjectives (short , long and irregular
adj) and rules of comparaison (pps saw this
lesson in 3ms)).

The teacher invites his learners to focus on the

Following chart : T/L
We are going to make a comparaison between : A chart
These friends Erol – juan and Steve To elicit and
Erol Juan Steve introduce the
The Smart ++ ++ +++ target structure
presentation fit ++ + ++ In a context
helpful +++ + +
funny +++ ++ +
Good at ++ +++ +++
chess
Note : T uses gestures when making A/V
comparaison : Familiarize the
Practice Is Erol as smart as Steve ?( T uses gestures) learners with the
Who is smarter than the others ? target structure
Is Erol more helpful than Juan ?
Is Erol as good as the others at chess ?
The teacher highlights the rules of Comparative
of equality/ inferiority (as...as/not as...as):
Equality :
If two things are equal in some way, we can
use a comparison with as … as …. The
 comparisons may involve adjectives (adj) or A/V
T/L
adverbs (adv) after the first as,
He’s as smart as his father now.
Inferiority :
We can show that two things are not equal
Cards
using not + as + adjective + as
He isn't as tall as his partner. Check and
reinforce
Task 1 : I work with my partnet to order the
following cards to get meaningful sentences :
A) a good / Laura/as/is not/Sarah/ at
Sudoku.
B) you / ?/as/smart/Are/me/as/
C) My /is/yours/watch/precious/as/as/.
D) Languages/interesting/are/as/Maths/as.

Task 2 I look at the example and do the same

Example :
Britain ……………….(-big) Sweden.
Britain isn´t as big asSweeden

a) Sandra is ___________ (- pretty) Sophia.

Use b) This song is ___________ (- good) the
previous one.
c) My boat is ___________ (= expensive)
your boat.
T/LS
d) This book is ___________ (= bad) that one.
e) Jurassic Park is ___________ (- frightening)
Star Wars The learner Wboard
L/L reinvests what he
Task 3 :I work with my partner and find learnt to
similarities and differences between us in compare White
personality in and hobbies between people board
Me My partner in different
Good at domains mainly
in personality
singing
character and
Nervy skills
organised
………………..
Example : My partner is asactive as me.
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME AND MY PERSONALITY Lesson: Framework: PDP
AND EXPERIENCES Language focus : language
learning / use .

Learning Objective (s): by the end of this lesson my learner will be able to make a portrait .

Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ students

interpret – produce. books
Target structure: - simple present
adjectives
Cross Curricular Competencies Core values

 Intel: Learner can use his critical thinking skills.

learner can interpret verbal and non-verbal messages.  Be honest when talking about others.
 Meth: He can work in pairs or in small groups.
 Com: He can face an audience
 Per and soc: He socializes through oral or written
exchanges

Time Framework Procedure Focus Aims Material Vakt

Warm up Teacher greets his learners and shows them a

picture of Riyad Mahrez asks ; T /Ls
Who is this ? To pave the way wboard
Write all what you know about him . for the V
presentation of A
the topic.

T/L
Wboard
The teacher shows them an other picture and
To elicit and
asks : Is he happy ? why ? To elicit the words :
Pre listening introduce the
proud , award , the greats , professional ,
key words
honour……..

A/V

While T : Mahrez won the BBC African Footballer of the

listening year (2016) award .Listen to him After this big
event.
 T/L

= A/V
BBC sport : Riyad Mahrez ,Tell us about your
self.
Riyad Mahrez : I’m Riyad Mahrez .I was born
in February 21st ,1991 in France. I’m a Audio
professional footballer who plays for English script
club Leicester City and the Algerian national
team as a striker.
BBC sport : Now ,you join a list of greats,
including Abedi Pele, George Weah, Jay-Jay
Okocha and Didier Drogba, to have won the
BBC African Footballer of the year award..
Riyad Mahrez : It means a lot, it's something
big for African players so I am very happy, I am
very proud.
It's always good to receive awards and, for
African players, it's a huge honour. to all the
fans, thank you very much.
Also I want to thank the Algerian fans and
dedicate this to them as well, and for my
family.
BBC sport :what are your expectations ?
Mahrez : I just have to carry on and keep going
with my football and never give up , then see
what I can do. I have dreams"
BBC SPORT (2016)
T/LS

The teacher invites his learners to listen and do T/L

the followin g tasks : To listen and
Task one : I listen and choose the correct choose the right
answer : answer
A)Mahrez is :
a)a professional football player
2 ) a singer
3) an actor
B)Mahrez plays in : L
a) English premier league
b) French ligue 1
c) Italian serie A
C) Mahrez is : White
a) A striker board
b) A goal keeper
c) Defensive player
Task two : I exchange my answers with my
partner to compare and correct each other .
Task three I listen again and choose which of the
folowing personality characters suit Ryad Mahrez
Starting like this : I think he is ……….
Active – harworking - polite –stupid- ambitious
Funny – talented – Lazy –punctual

Task four: I listen again and fill in the portrait of To listen and fill
Mahrez in a portrait
 Nationality : …………………. and ………………….

Age :

Personality traits :
VAKT
Career :
to make a profile
about other
Expectations : famous people

Task four : T invites his learner to make a portrait

about any other famous person then present it .
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME AND MY PERSONALITY Lesson: Framework: PDP
AND EXPERIENCES Language focus : language
learning / use .

Learning Objective (s): by the end of this lesson my learner will be able to narrate past events and talk about
people’s past experiences using past continuous and simple past while focussing on the correct pronunciation of
was and were.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. I pronounce : weak and strong Audio script
Target structure: - past continuous and forms of was and were
simple past .
Cross Curricular Competencies Core values

 Intel: Learner can use his critical thinking skills.

learner can interpret verbal and non-verbal messages.  Draw lessons from other people’s past experiences
 Meth: He can work in pairs or in small groups.
 Com: He can face an audience
 Per and soc: He socializes through oral or written
exchanges

Time Framework Procedure Focus Aims Material Vakt

Warm up The teacher shows his learners a picture of

people on a beach and asks his learners what T /Ls
do you like to do on the beach ? Activate the Picture
1. Who likes to swim in the sea? class’s prior V
2. Who likes to walk in the sand with no shoes knowledge about A
on? The beach and
3. Who like to make sandcastles? sea activities
4. Who likes to be buried in the sand?
5. Who likes to eat ice-cream?
6. Who likes to swim in the sea?
7. Who likes to eat sand?
8. Who likes to put buckets on their head? T/L
T invites his learners to open their books on Wboard
Before listen
page 143 (on the move) , look at the picture
To elicit and
,try to interpret it then ask and answer introduce the
questions about what each of the sunbathers target structure
did on the beach yesterday :
Example :A : What did Bill do yesterday ? 
- B : He built sandcastles.
T asks his larners to do ("Act 2 p 143")
Look at the picture again, then ask and A/V
answer what were those people doing?
Example
A : What was Bill doing before the shark
Pictures
attack?
B : He was digging holes in the sand and
building castles .
While listen Invites Pps to listen the ("Script 1 p 175").
Focus on the
- The pps are asked to listen and the right
choose the right pronunciation ("Act 1 p pronunciation of
 144. Weak and the A/V
- T/L strong form of
- Were you swimming with your Was and were
A
daughter Kerrie? /w /  Weak
While
form of "were"
listening
- No, I wasn't .I was on the shore
having an ice-cream. /"w znt/ 
strong form of "wasn't
B - Were you watching her? /w / 
Weak form of "were"
- Yes, I was. /w z/  Weak form
of "was"
C - Were they swimming with her?
- /w /  Weak form of "were"
- No, they were not .My husband
Audio
was reading a novel.  Strong form
script
of /w n t/
T asks his pps to listen and do ("Act 2 p Listen and
144"while looking at the picture. : answer
She was running when she felt into a
pothole.
Bill was digging holes in the sand and
building castles while Cathy was playing with
a balloon
The lifeguard arrived on the scene while the
mother was lying on the ground.
Post listening
The husband was reading a novel .The T/LS
younger daughter was playing with a balloon
and Bill was digging holes in the sand and
building castles when the elder daughter
Kerrie was attacked by the shark.
 The past simple: The past simple is used Wboard
to talk about "a To highlight the
completed" event in the rules of past
past. continuous and
simple past
Example: Yesterday we went to the beach
 Past continuous used to talk about an
action that was in
progress in the past, but
didn't continue to the
present.
Example: Cathy was
playing with balloon

-The past simple and the past continuous

subordinating clauses of time.
White
The simple past for one completed action
board
followed another completed event. ;
Example :
- When the shark attacked , I droped the
icecream.
The past continuous and the past about
action in "progress" – "interrupted" by
another one .
Example: "While – When I was having a
 chat, a shark attacked.
3- The past continuous for "actions
"happening at the same time
"simultaneous"
Example: I was having an icecream while
Cathy was playing with balloon
T/L

Play the role of a reporter and your partner

is that of Aunt Lucy , Cathy or any other The learner
member of this family and ask some reinvests what
questions about the incident focussing on the he learnt to ask
Post listening and answer
right pronunciation of was and were :
questions about
Example : L/L past events.
Reporter : what you(do) when the shark VAKT
(attack). ?
Aunt Lucy : I was ………………………………… ?
Reporter : was (x) ………………………….when the
shark (attack) ?
Aunt lucy :………………………………………
Reporter : what you (do)…….. when you (see)
People shouting ?
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME AND MY PERSONALITY Lesson: Framework: PPU
AND EXPERIENCES Language focus : language
learning / use .

Learning Objective (s): by the end of this lesson my learner will be able to talk about embarrassing moments and
experiences he had in the past using past continuous and simple .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ students
interpret – produce. I pronounce : weak and strong books
Target structure: - past continuous and forms of was and were
simple past .
Cross Curricular Competencies Core values

 Intel: Learner can use his critical thinking skills.

learner can interpret verbal and non-verbal messages.  Draw lessons from past experiences
 Meth: He can work in pairs or in small groups.
 Com: He can face an audience
 Per and soc: He socializes through oral or written
exchanges

Time Framework Procedure Focus Aims Material Vakt

Warm up The teacher greets his pps and invites them work
in pairs and classify the following T /Ls
events. Brainstorm ideas wboard
Falling down in public. about happy and V
Get lost. embarrassing A
Invited by your friend. events.
Travelling by boat.
Attacked by an animal .
Celebrating a birthday party.

Positive experiences Embarrassing

experiences T/L
Wboard

To elicit and
The Yesterday I had an embarrassing experience introduce the
presentation while I …………. on the board my telephone target structure
……….. my classmates ……….. laughing and my
teacher …………. me

The teacher reminds his learners about the A/V

use of past continuous and the simple past rules
Practice of past
To review and
the teacher asks his learners to do task : reinforce

- ("Act 1 p 145") Complete the dialogue

using the correct tense.
 Kerrie: I had an awful time yesterday.
 Aunt: Did you? What happened?
 Kerrie: I was having breakfast when
suddenly a fly dived into my cup of coffee.
 Aunt: Then what happened? A/V
  Kerrie: I "burned – burnt" my finger as T/L To reinforce
I was taking the cake out of the oven.
 Aunt: Oh, dear! What next?
 Kerrie: As I was getting off the school
bus ,I slipped and hurt my arm ;
 Aunt: Oh bad luck! Did anything else
happen?
 Kerrie: Just my luck! While I was
playing basketball I broke my sunglasses.
 Aunt: Oh no! What did you do in the
evening?
 Kerrie: My computer went out of
order while I was doing my exercises.
 Aunt: So you slept and dreamt
beautiful dreams last night, didn't you? Student’
 Kerrie: Not at all .Just as I was getting s books
to sleep a thunderstorm woke me up .
 Aunt: All this is nothing compared
with the shark attack!

I work with my partner and choose the correct

word.
Yesterday I had the most embarrassing moment Guide the learner
in my life. while I (got/was getting)……….. on the to write about
Use school bus, I (missed / missing)……the step and embarrassing
(fell /was falling down)………. My face (turned/ moment s
was turning ) ……….red and all my friends (were
breaking / broke )…….out in laughter.
T/LS
The teacher discusses with his learners some
embarrassing events like : Wboard
Coming late to school
Send a message to a wrong person T/L
Say the wrong answer White
Fall down at school board
Attacked by a dog or any other animal while going to
school.
T invites his pps to write about an embarrassing
moment thay had in the past (at home , at school
, bus …….) using past continuous and simple past
The learner
When ?
L reinvests what
Where were you ?
he learnt to write
What were you doing ?
an account about
What happened (the embarrassing moment)?
Some
How did you feel ?
embarrassing
What was your reaction ?
moments he had
What was the reaction of people around you ?
Level : MS4 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME AND MY PERSONALITY Lesson: Framework: PPU
AND EXPERIENCES Language focus : language
learning

Learning Objective (s): by the end of this lesson my learner will be able to write about his life and school
experiences with or without time expressions focussing on the correct pronunciation of have
Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ handouts
interpret – produce. I pronounce ; strong form and Flash cards
Target structure: - present perfect weak form of have
Time expressions : just , always, never , Time : 2hours
ever , yet
Cross Curricular Competencies Core values

 Intel: Learner can deduce meaning from a context.

learner can interpret verbal and non-verbal messages.  Being positive
The learner can interpret and identify sounds
 Meth: He can work in pairs or in small groups.
 Com: He can face an audience
 Per and soc: He socialises through oral or written
exchanges

Time Framework Procedure Focus Aims Material Vakt

Warm up Note :the pps have learnt in 3ms :

The present perfect tense T /Ls
*The present perfect tense with: Brainstorm ideas
“for” and “since” about life and V
*Asking questions with “How school A
long …?” experiences

The teacher greets his learners and asks some

questions

1. Have you ever met ,see or talk to someone

famous? T/L
2. Have you ever been abroad?
3. Have you ever taken parts in volunteering To elicit and
actions? introduce the
4. Have you ever eaten Chinese food? key words
5. Have you ever made a cake for a friend’s
birthday?
6. - Have you ever been interviewed by a
journalist ?
7. Have you ever taken part in a competition ? A
8. Have you ever won a prize or a medal ? picture

T shows his pps a picture of a girl and says ,

This is Jane .Where is she ?what’s she A/V
doing ?What’s she writing(guess) ?
 T/L
presentation
A/V
A free
To introduce the text
target structure
in a context

The teacher distributes the handouts( the

following text and the tasks )and invites his pps
to read and the do the tasks.

My Big Match!

I’m fifteen now, and I’ve loved tennis since my

dad first gave me a racket ten years ago.That
means, I have played tennis for 10 years. I have
always taken part in competitions for young
tennis players. But I couldn’t believe it when I
won the prize for the under-16s competition!
I have never won anything before, so it was W board
amazing to win a prize for my favourite sport.
A journalist has just interviewed me! I feel like
I’m dreaming – I really can't understand how Guide the Ls to
I became the new under-16s champion.My T/LS draw rules
father hasn’t awarded me yet.

Task one :I read the text and answer the T/Ls

questions :
1 – What is Jane interested in ?
2- How long has she played tennis ?
3- Has she ever taken part in competitions ?
4- Who has interviewed her ?
5- Has her father awarded her ?
Task two : (pps work in pairs) W
A)I read the following sentences and underline L Board
the verbs
1- I have always taken part in competitions
2- I have never won anything before.
3 -A journalist has just interviewed me.
4- Has Jane ever been a champion before ?
5- My father hasn’t awarded me yet

B) I give the infinitive of these verbs

Past participle infinitive
Have taken
Have won Wboard
Have interviewed
Has been
Has awarded

C): I consider the sentences above and answer

the questions .
1- Which sentence shows that something
 hasn’t happened till now .or before a
specific date?(…2 )
2- Which sentence describes an action
happened a very short time ago? (…3..)
3- Which sentence shows that an action
still happens(1).
4- Which sentence enquires about if
someting has happened at any time in
the past (4)
5- Which sentence talks about things which Highlighting rules
are expected but which have not
happened.(5)

Wboard
I draw the rules :

- I use present perfect to talk about

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

- I use present perfect with or without time

expressions

- We form present perfect with

……../……….+………..

- Negative form is : haven’t/ hasn’t + pp. Focus on the

right
practice - Interrogative form : have/has + subj+pp pronunciation
have
- always , ………… , ……….. , ……….. , ………. are
indefinite time adverbs (expressions).
- To talk about my life experiences I can use
present perfect with or without time
expressions

Note : Teacher devotes time on the

pronunciation of have and has ( weak form and
strong form).
If the function word ‘have’is weak (unstressed)
it is pronounced as:
- 1-/həv/ at the beginning of a sentence.
2-Have you finished?
3-/əv/ after a consonant
How long have you there?
4-/v/ after a vowel To reinforce
I have finished.

If the function word ‘have’ is strong (stressed) it

is pronounced as /hæv/. White
board
The negative form of ‘have’ is always
pronounced as /hævənt/.

As a modal verb of obligation as in ‘have to’,

‘have’ is pronounced: /hæf/

Task 3 : I listen to my teacher and repeat

 1- Have you ever won a medal ? /həv/
2- We have helped her. -/əv/
3- We haven’t prepared the dinner
yet/hævənt/.
4- My friends have come to visit me-/əv/

The 2nd hour

Time Framework Procedure Focus Aims Material Vakt

Task 1 : I Put the words in the right order.

a) I/work/yet/finished/ haven’t/my
______________________________
practice b) I/the exercise/my/done/haven’t To check and V
______________________________ reinforce A
c) Karim/homework/my/done/has/just
______________________________
d) you/a zoo/visited/Have/ever?
______________________________
e) Mark/come back/France/never/has/from
______________________________
f) My partner/asked/help/always/has/for.
Task two :
Put the time expressions where they belong.
1 Have you had an accident? ever
2 Our dog has won a prize in the dog show. never
3 I love tennis, but I haven’t been to watch a
match. yet
4 My sister has won a prize for the best
hairdresser! Just
Task three I complete the table
infinitive Past participle
Be …………………
…………………….. Made
Have …………………..
Played ……………………
…………….. practised
Write ………………..
………………. Talked
Drive …………………..
……………….. cleaned

Task four :
The teacher asks the learners to write a short pps use what
Use passage where they talk about their life and they learnt to
school experiences using the present perfect write about their
tense. experiences
Taking part in a competition.
Taking part in a class project.
volunteering actions
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 know 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

Verb Past participle
1 do Verb Past partici
ple
2 open 6 eat
 3 give 7 ask

4 dance 8 wear

5- be ……………………. 9 buy

Time expressions for the present 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: 1 ME AND MY PERSONALITY Lesson: I read and do 1 Framework: PDP
AND EXPERIENCES Language focus : language use

Learning Objective (s): by the end of this lesson my learner will be able to :
A) Read a report about an accident and gather information
B) Reinvest what he learnt to write or talk about an accident he witnessed or happened to him .

Targeted competencies: interact – Domain (s): Oral/written/both Materials: / W. Board/ student

interpret – produce. books
Target structure: - past continuous and
simple past .
Lexis related to accidents
(get hit/break a bone/ twisted ankle,
injured……)
Cross Curricular Competencies Core values
Core- Values: National Identity: The learner can use the
 Intel: Learner markers of his identity when introducing himself to others:
name, nationality , language, religion , flag, national currency
learner can interpret verbal and non-verbal messages. ...
- He can show creativity when producing oral and
written messages. National Conscience: He can speak about our school days,
weekend and national public holidays (historic, religious, etc)
 Meth: He can work in pairs or in small groups. Citizenship :He shows respect for the environment and
protects it continually
 Com: He can face an audience Openness to the world : He is keen on learning about others’
 Per and soc: He socialises through oral or written markers of identity
exchanges
4.personal and social competencies : He is aware of his role
and others' role in the development of projects*Heis keen on
promoting the work of his peers*He respects our national
values and behaves consistently*He is honest and accountable
for his work and respects others work*He asserts his personal
identity and behaves with self-confidence*He socializes
through oral or written exchanges* He develops attitudes of
solidarity

Time Framework Procedure Focus Aims Material Vakt

T greets his learners and asks them :some

questions: T/LS
Have you ever witnessed an accident? Activate the
Pre read Have you ever had an accident. learner’s prior V
knowledge A
T invites his learners to open their books on
page146 then interpret the picture
T asks his pps to do ("Act 1 p 146") Use The
the clues to say what was happening then. Interpret the student
 A plane was flying low in picture book
order to land at 9.30, yesterday.
 Another plane was taking T/LS
off at the same time.
 Bikers were riding on the
right side of the street at 9.30,
yesterday.
 A pedestrian was crossing
the street at 9.30 yesterday.
  Children were making a Prepare the
While read snowman yesterday at 9.30. learner for the
 Motorcyclists were looking reading phase
at the plane.
 T invites his pps to work in pairs
exchange the answers , check then
correct each other .
T asks his pps to read the text p147 and do W
the following tasks Board
Task 1 : I read the text and answer with true T/LS
or false
1-The accident has happened at 9:00 pm.
2-Two bikers were injured.
3- The motorcyclists were riding very quickly
Interpret the text
T Invites the Pps to read "Text p 147") again
in terms of
and do ‘act 2 p 147. Lexis and
a. Where did the accident comprehension
occur?.
b. What were the bikers doing
while they were riding their
bikes ?
c. How long did the traffic
block last? . W
d)Who arrived on the scene Board
when the police was
investigating the accident?
Task 3 : I match each word ( 1,2,3,4 )with its
appropriate definition /meaning(a,b,c;d)
1- Overtaking
2- Eyewitness
3- Traffic T/LS
4- The scene
a- Catching up with and passing while
travelling in the same direction
b- Vehicles moving on a public highway
c- A person who has seen something happen
Post read and can give a first-hand description of it
d- The place where an incident in real life
occurs or occurred

Describe(written or oral) an accident you have

seen , heard about or had happened to you .using
present continuous and simple past The L reinvests W
I use the following cues the reading board
passage to talk or
 where it occurred write about an
 what harm it caused ? (get hit/break a T/LS accident which
bone/ twisted ankle, injured……) he witnessed or
 What happened then. happened to him
 How you felt about the accident.and
explain how dangerous this accident
was.
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 interest V
T : what do you know about him ? A
The teacher invites his learners to fill in the T
chart
What I know What I want What I
about Moufdi to know learned(to be
Pre read Zakaria about Moufdi filled at the KWL
zakaria end of the Chart
lesson) T/L
To prepare the
learner for the Wboard
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 : To read and fill A/V
Author : the
Source bibliographical
Type of document : note.
Blog page - exerpt from a magazine web page

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.