4 MS All Lessons - 2nd Generation Sequence One Full - Me, My Personality and Experiences - All Lessons by Khelil Moudjib Arrahmane 2018-2019 PDF

Sequence One Me, My Personality and Experiences
Sequence: 01 Lesson: (The Initial Situation) Framework: T.B.L

Learning objectives: To enable the learners to involve, put into problematic situations,
declare the communicated tasks to be broken into learning objectives and lessons in the
sequence.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Adjectives of appearance/ Present simple Domains: Oral/ Written/ Both.
(to be and to have).
Core values: They can use the markers of their identities
when introducing themselves to others: (name, nationality,
language, religion, flag, national currency)/ Speak about our
Materials: Board/ Flashcards.
school days, weekend and national public holidays (historic,
religious, etc.)/ Show respect for the environment and
protects it continually./ Learn about others’ markers of
identity.
Cross curricular competencies
Intellectual: They can show creativity when Methodological: They can use information
producing oral and written messages and and communication technology whenever he
ability to show some degree of autonomy in needs it for learning and research.
all areas of learning.
Communicative: They can use a role play to Social and Personal: They can be aware of
communicate appropriately./ Use information his role and others' role in the development of
and communication technology such as blogs, projects./ Promote the work of his peers./
websites page, discussion forums, platforms Develop attitudes of solidarity./ Be honest and
to interact with learners of other cultures. accountable for his work and respects others
work.
Warming Up: The teacher greets the learners and makes a quick revision about family
members (the learners saw them in M.S 2). Then, he/ she ticks a family tree on the board and
invites the learners to name the family members or does this with a Guessing Game: Who is
Who). Example: Who is the father of your father? (Grandfather) Who is the brother of your
mother? (Uncle) etc...
M.S 4 1 Teacher: Khelil Moudjib Arrahmane

Pre-Task: The teacher pins the following pictures on the board and asks the learners to match
pictures with words and then answer the questions bellow. (photo album – wedding party –
birthday party – summer holidays).
 What do these pictures represent?  Why do people keep their photos in an album?
Task Cycle: The teacher writes the situation on the board, reads it, explains the new words
using gestures or flashcards. The new words are: (celebrates – family event – intense
moments – emotional event – experiences warmly – scenes). Then, he/ she asks the learners
to read the situation and try to understand it. After that, he/ she splits the class into groups and
instructs them to write their paragraphs. He/ She may correct the learners mistakes.
Your family celebrates a family event (wedding, anniversary, etc...). You are looking at
photos and watching some videos; everybody starts talking about intense moments and
emotional past events as well as experiences warmly kept in your heart. You come across some
pictures or scenes that remind you of one of your family members who missed the event.
 The teacher provides the learners with information about what they are going to learn in
Sequence One. He/ She may draw the following mind map.
 The learners reads their situations in front of their classmates. They may correct their
mistakes and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

Sequence: 01 Lesson: (The Sequence Project) Framework: T.B.L
Learning objectives: To enable the learners to talk and report events about Moudjahid or
Moudjahida experiences during the war of revolution and make a portrait to design a school
magazine to be as reference for the upcoming generations.
Target structure: Adjectives of appearance/ Present simple Domains: Oral/ Written/ Both.
(to be and to have).
language, religion, flag, national currency)/ Speak about our
school days, weekend and national public holidays (historic,
religious, etc.)/ Show respect for the environment and
protects it continually./ Learn about others’ markers of
identity.
Intellectual: They can show creativity when Methodological: They can use information
producing oral and written messages and and communication technology whenever he
ability to show some degree of autonomy in needs it for learning and research.
all areas of learning.
Communicative: They can use a role play to Social and Personal: They can be aware of
communicate appropriately./ Use information his role and others' role in the development of
and communication technology such as blogs, projects./ Promote the work of his peers./
websites page, discussion forums, platforms Develop attitudes of solidarity./ Be honest and
to interact with learners of other cultures. accountable for his work and respects others
work.
Warming Up: The teacher greets the learners and sticks some pictures about the well-known
leaders in the Algerian revolutions on the board and invites the learners to name them.

The project announcement: The teacher writes the project on the board, reads it,
highlights the key words and explains them using gestures or flashcards. The new words are:
(portrait – Moudjahid – alive – war of revolution – record – translate – design a school
magazine). Then, he/ she asks the learners to read the project and try to understand it. After
that, he/ she splits the class into groups and instructs them to do their projects. He/ She may
correct the learners mistakes and provide them with the information they might need.
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 to record his/ her
speech, film him/ her as well, translate into English and then design a school magazine to be a
reference for the upcoming generations..
 The teacher invites learners to complete the information cards "Moudjahid or

Moudjahida Profile" and include all what they are going to learn in the whole sequence
in their school magazine.
Name: …………………………………………………………...
Other name: …………………………………………………….
Moujahid Date and place of birth: …………………...……………………
Photo Known for: ……………………………………………………....
Movement: …………………….………………………………...
Joined the revolution: …………………………………………..
 The learners reads their situations in front of their classmates. They may correct their

Sequence: 01 Lesson: 01 (I Listen and Do) Framework: P.D.P
Learning objectives: To enable the learners to demonstrate their abilities to describe their
personalities features and write a personal ID Card.
Domains: Oral/ Written/ Both.
Target structure: Simple present/ Qualifiers.
language, religion, flag, national currency).
Intellectual: They can interpret verbal and Methodological: They can use listening
nonverbal messages to get information and strategies in interpreting messages and work
show creativity when producing written in pairs or in groups.
messages.
Communicative: They can use a role play to Social and Personal: They can socialize
communicate appropriately. through oral and written messages.
Warming Up: The teacher greets the learners and makes a quick revision about physical
appearance (the learners saw them in M.S 2). Then, he/ she ticks some flashcards about
personality adjectives on the board and invites the learners to match the flashcards with
definitions (Guessing Game: Someone who). The adjectives are: (chatty/ easy-going/ funny/
hard-working/ kind/ lazy/ selfish/ shy).
1- An inactive person who avoid work. (lazy) 2- An amusing person. (funny)

3- Quiet and a little bit nervous around people. (shy) 4- Someone who talks a lot. (chatty)
5- Someone who thinks only about himself. (selfish) 6- Someone who easy to get along
7- Someone who behaves in a caring way towards with.(easy-going)
other people. (kind) 8- Someone who works very hard.
(hard-working).
 The teacher provides the following chart on the board and asks the learners to classify the
previous adjectives in the right column.
Task: I classify the adjectives in the right column.
Positive adjectives Negative adjectives
Pre-Listening: The teacher pins the following picture on the board and asks the learners to
listen to him/ her then answer the following questions:
A person I've recently met
Ahmed is a new boy at school. He started a few weeks ago, but he already seems to have
many friends.
He's tall and slim and he's very popular. He has short dark brown hair and brown eyes.
He usually wears really beautiful clothes and he always looks
good.
Ahmed is clever, confident and he always gets good marks.
He is also outgoing and has a good sense of humour. Of course,
he tries to be friendly with everyone, but I'm not so sure he is
very honest. Also when I work with him on any task or
homework, he can be very quick-tempered. He often gets angry
for silly reasons.
I don't think Ahmed and I are going to become best friends
because we don't always get along well. However, he is good fun
to be with, and whenever we work together, we get good marks,
so that's something .
Adapted from: Traveller 1 KSA-Edition Student's Book page 23
 What does the picture represent?  What does he look like?
During Listening: The teacher invites the learners to listen to the text and then asks them to
do the following tasks.
Task 1: (I listen and tick "" the ones that apply to the description).
The writer:
1- Uses a variety of adjectives.  2- Gives details about how they met. 
3- Uses the past tense only.  4- Suggests how this person can change personality. 
5- Groups related ideas together.  6- Gives his general opinion about the person. 
7- Gives some examples to explain what he means. 
Task 2 : (I classify personality adjectives mentioned in the text in the chart below).
Positive adjectives Negative adjectives

popular – clever – confident – outgoing – friendly – honest quick-tempered – angry – silly

Task 3: (I listen and fill in Ahmed's ID School Card)
Post Listening: The teacher asks the learners to fill their own School ID Cards and use the
information and write a short description about themselves.
 The learners describe themselves in front of their classmates. They may correct their

Sequence: 01 Lesson: 02 (I Listen and Do) Framework: P.P.U
Learning objectives: To enable the learners to express their likes and dislikes using: love,
like, dislike, hate etc.
Target structure: Simple present (like, dislike, love,…) + Domains: Oral/ Written/ Both.
Stem + ing.
when introducing themselves to others: (name, nationality, Materials: Board/ Flashcards.
language, religion, flag, national currency).
nonverbal messages to get information. strategies in interpreting messages and work
in pairs or in groups.
communicate appropriately. through oral and written exchanges.
Warming Up: The teacher greets the learners and makes a quick review about the last
session by asking two learners to describe their personalities.
Presentation: The teacher invites the learners to listen to the following text. Then, he/ she
writes the following questions on the board and asks them to answer with "True" or "False".
The text:
My name is Linda and I’m 16 years old. I am from Ireland, Today I’m writing about
the things that I like and thing that I don’t like. It isn’t easy because there are too many
things that I like and some things that I dislike. That’s why I am going to speak about
two or three topics.
Concerning entertainment, I really like listening to music, I like different types of
music but I am crazy for electronic music. I also like watching TV and drama movies.
Sometimes I like to go out with my friends. We go to the movie theatre and the mall.
In food and drinks, I don’t like eating fish very much, but I like eating meat. I
really like fast food such as pizza, hamburgers and French fries but my favourite snacks
are pizza and hamburgers. Pizza is delicious with coke, but I prefer drinking lemonade
and orange juice than coke. I also fond of white coffee. I hate alcoholic drinks! When it
comes to fruit. I really adore grapes, but pears are not my cup of tea. I like apples and I
love oranges! I’m not a fan of vegetables, but my parents and teachers say they’re very
important. I think they’re right. I really detest broccoli, but carrots are ok. I dislike
having cucumber salad, but I like mixed salad. I’m crazy for mushrooms, but I really
dislike onions.
At school, I love playing with my friends in the playground. I don’t like History
very much and I hate Maths lessons! Anyway, I like practicing sports and Art, but I
prefer Science because I’m crazy for animals. I really like studying Music and I love
Portuguese lessons, but my favourite subject is English, of course!
Adapted from: www.englishpost.org.

Task 1: (I listen and answer with "True" or "False").
1- Linda is from France. (False) 2- She likes listening to music. (True)
3- She doesn't like eating met. (False) 4- She loves fast food. (True)
5- She dislikes having cucumber salad. (True) 6- She hates practicing sports. (False)
7- She dislikes English. (False)
 The teacher highlights the target structure. He/ She may use sentences from the previous
task.
Linda likes listening to music.
Verb in the present Stem + ing
She dislikes having cucumber salad.

Verb in the present Stem + ing
I use:
Expressing Likes and Dislikes

1- To express my likes or dislike: I use the simple present + Stem + ing
2- To talk about my likes: I use the following expressions: (I like, I prefer, I love,
I enjoy, I adore, I'm crazy about, I'm mad about, I'm keen on, I'm fan of, I'm into,
I'm fascinated by, I live for, It's my thing, It's OK, etc.).
Examples: I like playing football. I'm a big fan of this sport.
3- To talk about my dislikes: I use the following expressions: (I dislike, I don't like, I
hate, I detest, I loathe, I abhor, I'm tired of, I'm not into, It isn't my cup of tea, I
can't stand/ bear, I don't really care for, It isn't my thing, etc.)
Examples: I dislike watching cartoon. I hate it.
4- If I neither like nor dislike something: I use the following expressions: (I don't
mind). Examples: I don't mind doing housework.
Practice: The teacher writes the following tasks on the board and asks the learner to do it in
pairs.
Task 2: (I choose the correct word to complete the dialogue).
You have made a new friend John and he visits your home one day.
You: So John, which is your favourite sport?
John: I (love – hate) (play – playing) football. What about you?
You: I (detest – adore) (play – playing) and (watch – watching) football.
John: Great! Let's (watch – watching) a movie? Which type will you (abhor – prefer)?
You: I'm (mad about – not into) action movies but (keen on – loathe) horror ones.
You: I will bring something to eat. What do you want?
John: I'm (tired of – keen on) spicy food but (detest – prefer) chips.
You: I, on the other hand, (love – don't like) (eat – eating) chips.

Use: The teacher asks the learner to do the following task by answering these questions.
Task 3: (I express my likes and dislikes).
1- What kind of music do you like? Do you like music or musicians from other countries as
well? If so, who or what kind? What kinds of music don't you like? Can you name some
singers or groups that you dislike.
2- Do you like to watch TV? What are your favourite kinds of programs or shows? Do you
like movies? Do you like actors from other countries as well? If so, who?
3- Do you like sports? What are your favourite kinds of sports? Who are your favourite
athletes?
4- Do you like books? What are your favourite kinds of books? What are your favourite
book titles? Who are your favourite authors?
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.

Sequence: 01 Lesson: 03 (I Listen and Do) Framework: P.P.U
Learning objectives: To enable the learners to narrate events and experiences using the
Simple past and past continuous / Time clauses / Qualifiers.
Target structure: Simple past and past continuous/ Time Domains: Oral/ Written/ Both.
clauses / Qualifiers.
Core values: Valuing life and health. Materials: Board/ Flashcards.
Intellectual: They can interpret verbal and Methodological: They can assess their work,
nonverbal messages to get information and their classmates and work in pairs or in
show creativity when producing written groups.
messages.
communicate appropriately. through oral and written exchanges.
Warming Up: The teacher greets the learners and makes a quick review about how to
express likes and dislikes.
Presentation: The teacher invites the learners to listen to the following text. Then, he/ she
writes the following questions on the board and asks them to answer with "True" or "False".
He/ She may explain the new words (brave – rescue – waves – rocks – huge – surfers –
towards – surfboards).
The text:
A Brave Rescue
The rescue happened while we were on holiday in Australia last year. It was really
amazing and I was lucky to get a photo of it.
I was walking along the beach with my family. There were
a lot of big waves, and it was raining and windy. There was a
man with a dog . He was walking on some rocks. Suddenly, a
huge wave crashed into them. The man was OK, but I couldn't
see his dog. After a few minutes, we saw the dog again. It was
swimming, but it went under the water a few times. Two surfers
on the beach were watching as well. As soon as they saw the
dog, they swam towards it on their surfboards.
When they reached the dog, they put it onto a surfboard.
Then they swam back to the beach. They were really brave
because the sea was very dangerous.
Adapted from: English Plus 2 Student's Book page 45
1- The rescue happened while the writer was on holiday in Canada. (False)
2- The writer was lucky to get this photo. (True)
3- The rescue happened while the writer was on holiday in Canada last year. (False)
4- There were a lot of big waves, and it was raining and windy. (True)
5- A huge wave crashed the man and the dog. (True)
6- The lifeguard rescued the dog . (False)
7- The surfers were really brave because the sea was very dangerous. (True)
task.
The rescue happened while the writer was on holiday in Australia last year.
Time Past
Past simple
Clauses simple
There were a lot of big waves, and it was raining and windy.
Past Past
Qualifiers
simple continuous
I use:
The Past Simple: I use the past simple to talk or write about a completed event or state in
the past. Examples: I was lucky to get a photo of it./ Suddenly, a huge wave crashed into
them.
The Past Continuous: I use the past continuous to talk about an action or state that was in
progress in the past. This action or state continued for a temporary period, but not up to the
present. Example: I was walking along the beach with my family.
The Time Clauses: I use the time clause or time conjunction to join two sentences. It gives
us information about when two events happen, relative to each other. The time clauses are:
(When, while, as soon as, after, before and until). Examples: The rescue happened while
we were on holiday in Australia last year./ As soon as they saw the dog, they swam towards
it on their surfboards.
The Qualifiers: I use the qualifiers to limit or modify the meaning of another word (such as
a noun) or word group. The most common qualifiers in English are: (very, quite, rather,
somewhat, more, most, less, least, too, so, just, enough, indeed, still, almost, fairly,
really, pretty, even, a bit, a little, a whole, a lot, a good deal, a great deal, kind of, sort
of). Example: They were really brave because the sea was very dangerous.
pairs.
Task 2: (I choose the correct word).
1- I saw the shark (while – as soon as) I was swimming.
2- (As soon as – Before) I saw a shark, I swam away.
3- (While – When) the lifeguard saw the shark, he went to help me.
4- (Before – When) coming back home, I thanked the lifeguard.
5- (When – After) I had my ice-cream, we started collecting our objects.
Task 3: (I write the correct form of the verbs in brackets "past simple or past continuous".
Then I put one line under the time clauses and two lines under the qualifiers).

My name (to be) …is… Peter. Last month, I (to be) …was… at the beach with Michael,
Sarah and Kate. Michael (to swim) …was swimming… and I (to sunbath) …was
sunbathing… while Sarah and Kate (to buy) …were buying… an ice cream in a café.
Suddenly, we (to hear) …heard… a very loud noise. We (to look up) …looked up…
and (to see) …saw… this object in the sky. It (to be) …was… very long and it (to be) …was…
a sort of green colour. It (to move) …was moving… very slowly.
Michael (to run out) …ran out… of the sea. We (to look) …were looking… at the
object when it suddenly (to change) …changed… to red. Sarah and Kate (to come) …came…
and (to stand) …stood… next to us. We (to look all) …were all looking… at it. The object (to
change) …changed… to blue and it (to start) …started… to (to move) …move… very fast. In
a few seconds it (to be) …was… invisible.
We (to talk) …talked… to a lot of people on the beach, but they (not to have) …didn't
have… any explanation.
Use: The teacher asks the learner to do task "Write it up" page 145. (MS4 Text Book).
Task 3: (I write all the unhappy events that interrupted my daily activities).
Write it up page 145
Imagine you had an unlucky day yesterday. Note down, hour by hour, all the unhappy
events that interrupted your daily activities. Use sequencers such as: (first, next, then,
eventually, finally) to make you diary note more coherent.
Example:
Yesterday was unlucky day for me. First, when I woke up, I realized that I was late.
Next, as I was having breakfast, I spilled coffee on my shirt. Then, while I was getting on the
school bus, I missed the step and fell down. The worst happened in the evening when I came
back home. While I was crossing the street, a motorcyclist nearly ran me over. I dropped my
satchel in the middle of the road and a car ran over it.
Eventually, (Finally,) when I entered to my house, I didn't find my English copybook.
I lost it and I didn't know where.

Sequence: 01 Lesson: 04 (The Language Use) Framework: P.P.U
Learning objectives: To enable the learners to talk about their hobbies and interests using a
correct pronunciation of "ing", "ful" suffixes and pronounce correctly weak and strong forms
of auxiliary verbs (was – were – do – does – have – has – can – can't).
Target structure: Past simple and continuous/ The present Domains: Oral/ Written/ Both.
simple/ Adjectives/ Auxiliary verbs.
Core values: Being positive and respecting each other and
other people’s hobbies.
I pronounce: The pronunciation of /ŋ/ and
Cross curricular competencies /fʊl/ or /fəl/. /Strong and weak form of
auxiliary verbs
Intellectual: They can express themselves Methodological: They can assess their work,
and talk about their hobbies. their classmates work and work in pairs or in
groups.
Communicative: They can use ICTs to Social and Personal: They can socialize
communicate with others, face and interview through oral and written exchanges.
audience partner.
session.
Icebreaking: The teacher reads the following paragraph to activate the learners prior
knowledge and to attract their interest. After that, he/ she sticks the following flashcards about
hobbies and asks the learners to find other hobbies.
"Outside of school and work, many people enjoy spending their free time on their
hobbies or other recreation activities. Hobbies can provide ways to develop our talents,
relieve stress, and even get exercise".
Going to the cinema,

Reading books, Listening or playing
theatre or watching Travelling
novels or magazines music
TV
Collecting stamps, Playing board or

Practicing sports Hiking and camping
coins or antiquities video games

 The teacher asks the following questions:
 What do you do in your free time?  Do you have any hobbies? If yes, What are they?
Presentation: The teacher writes the following text on the board and invites the learners to
read it.
I am an avid photographer. I picked up this hobby only a couple of years ago, so it’s
relatively fresh. It started when I bought a new phone. The phone camera was very useful
and spectacular. I wanted to capture everything through that lens. I started uploading
some of these beautiful photographs on Facebook and people seemed to really like them.
This encouraged me to spend more time on gaining basic photography skills like framing
and light. There is so much to do or learn and I am enjoying myself. Photography has
enriched me with having a broader perspective and made me a keen observer. Besides
photography, I am educating myself on the basics of graphic design and editing. It’s
amazing how a hobby can lead one to so many more interests.
Adapted from: www.naukri.com
 The teacher sorts out some words that contain the suffix "ing" and "ful". Then, he/ she asks
the learners to read it correctly. After that, he/ she highlights the rule of weak and strong
forms of auxiliary verbs.
 The letter 'g' in "ing" is never pronounced. What is pronounced is the velar nasal
consonant represented in IPA as /ŋ/. Examples: everything, uploading, gaining, framing,
enjoying, having, educating, editing and amazing.
 In British English, the "ful" is pronounced as "full". It represented in IPA as /fʊl/ or /fəl/
means having the qualities of; tending to. Examples: useful, helpful, beautiful, careful,
faithful, forceful, powerful, cheerful, hopeful, resourceful, etc…
 Strong and weak forms of auxiliary verbs.
Auxiliaries Strong form Weak form
/wɒz/ /wəz/
- I use it in negative sentences - I use it in positive sentences and in
Was and in short answer. questions.
Examples: No, he wasn't./ Examples: It was very useful./
Yes, he was. Was he a famous artist?
/wɜː(r)/ /wə(r)/
and in short answer. questions.
Were
Examples: No, they weren't./ Examples: They were in Oran,
Yes, they were. yesterday./ What were The Beatles
famous for?
/duː/ /də/
Do and in short answer. questions.
Examples: We don't finish the Examples: They do their work./ Do you
work./ Yes, we do. get up early?

/dʌz/ /dəz/
Does and in short answer. questions.
Examples: She doesn't come./ Examples: He does great work./ Does
Yes, she does. Mike take a good photos?
/hæv/ /həv/
Have and in short answer. questions.
Examples: I haven't time./ Examples: They have watched the
Yes, they have. movie./ Have you finished it?
/hæz/ /həz/
Has and in short answer. questions.
Examples: No, she hasn't./ Examples: She has got two children./
Yes, he has. Has anybody seen my MP3 player?
/cæn/ - /kɑːnt/ /kən/
Can - I use them in negative - I use it in positive sentences and in
sentences and in short answer. questions.
Can't Examples: I can't hear the film./ Examples: She can act really well./
Yes, he can. Can you remember the ?
 To ask someone about his/ her hobbies I use the following questions: (What do you do
for fun?/ What do you do in your free time (spare time)?/ Do you have a hobby?/ What
is your hobby?/ What do you like to do?/ Do you have any other hobbies you like
doing?/ If you had extra time, what would you do with it?, etc…).
 To answer a question about my hobbies I use the following expressions: (My main hobby
is …, but I also like to …/ I like … in my free time./ When am not studying, I like …/ In
my spare time, I love …/ etc…)
Practice: The teacher asks the learners to do the following tasks.

Task 1: (I read and choose the correct sound).
1- Do (/duː/ - /də/) you often go shopping (/ŋ/ - /fʊl/)?
2- Shakespeare was (/wɒz/ - /wəz/) alive from 1564 to 1616.
3- Have (/həv/ - /hæv/) you ever shopped online?
4- My friend can (/cæn/ - /kən/) speak Spanish, but I can't (/kɑːnt/ - /kən/).
5- Does (/dəz/ - /dʌz/) Sally go to bed early?
6- What were (/wɜː(r)/ - /wə(r)/) The Beatles famous for?
7- Yes, John has (/həz/ - /hæz/).
8- Can (/cæn/ - /kən/) you see the screen from here? Yes, I can (/cæn/ - /kən/).
9- Yes, she does (/dəz/ - /dʌz/).
10- The boys were (/wɜː(r)/ - /wə(r)/) in the town last week.
11- David has (/həz/ - /hæz/) spent all his money on computer games.
12- No, they weren't (/wɜː(r)nt/ - /wə(r)nt/) .
13- They have (/həv/ - /hæv/) redesigned the web page.

Task 2: (I move in the class and ask my classmates about their hobbies).
I use several questions: 1- (What do you do for fun?/ What do you do in your free time (spare
time)?/ Do you have a hobby?/ What is your hobby?/ What do you like to do?/ Do you have any
other hobbies you like doing?/ If you had extra time, what would you do with it?).
2- Why do you like it/ them? 3- When do you practice it/ them? 4- With who do you
practice it/ them? etc…
Use: The teacher gives the following task and asks the learners to do it.
Task3: Discuss one or two things you like to do in your free time and why you choose these
activities. How often do you do them? Are there any unique hobbies or sports people do in your
culture that you might not find in other town/ countries?.
Example:
I like hiking in the Sahara. I think it's very amazing sport especial you hike with your
friends or family. You can spend more time with them talking about everything, it's good
to get along with your friends when you help each other during the hiking, and you can
enjoy the fresh air, beautiful sunset or sunrise, cool breeze, even you can find all kinds of
animals and plants. I love hiking in the Sahara, it doesn't mean just sports but, it means
everything about your life.

Sequence: 01 Lesson: 05 (I Practise 1) Framework: P.P.U
Learning objectives: To enable the learners to write a short report about events and accidents
using the present perfect tense and the past tenses.
Target structure: The past simple and the present perfect.
Core values: They can draw lessons from past experiences. Materials: Board/ Flashcards.
use their critical thinking skills. in pairs or in groups.
Communicative: They can face an audience Social and Personal: They can socialize
and communicate appropriately. through oral and written exchanges.
Warming Up: The teacher greets the learners and makes a quick review about the past
simple and past continuous.
Presentation: The teacher sticks a picture of car accident on the board and asks: (What
does this picture represent?/ Why do people make it?). Then, he/ she invites them to listen
to the following text and asks them to answer with "True" or "False".
The text:
Jim has had three accidents this year. The most recent accident happened
yesterday. A woman Crashed into his car. The woman got out of her car and yelled at
Jim. She was very angry. She said, "I'm an excellent driver. I have never had an accident
before. This is your fault." When Jim got home, his wife was upset. She said, "It cost us
$800 to repair the car after your last accident. I'm really worried that you have become a
bad driver." Jim insisted, "It wasn't my fault. The other driver drove through a stop sign
and then she hit me. I have been very careful since the last accident. This has been the
worst day! I'm going to bed"!
Adapted from: www.englishexercises.org

1- Jim has had two accidents. (False)
2- The woman crashed into his car. (True)
3- She has never had an accident before. (True)
4- Jim's wife was happy. (False)
5- Jim has been very careful since the last accident. (True)
6- It has been the worst day for him! (False)
task.
She has never had an accident before.

To have in the present Time marker The past participle
The woman crashed into his car.

The past simple
I use:
1- I use the simple past to expresses completed past actions and often includes a reference
to time. Example: The most recent accident happened yesterday.
2- I use the present perfect to talk about actions which began in the past but aren’t yet
complete or actions from the recent past when no reference to time is made. And I
formed it by using the have in the present and the past participle of the main verb.
(have/ has + Stem + ed "in regular verbs" or "the 3rd column of irregular verbs").
Example: I have been very careful since the last accident.
3- I usually use the following time markers with present perfect: (just – yet – never –
already – ever – so far – up to now – recently – since and for)
Example: I have been very careful since the last accident.
pairs.
Task 2: (I choose the correct word to complete the text).
A car accident (happened – has happed) since the early morning on the Algeria East–
West Highway. It (rained – has rained) heavily for all the night. The drivers (were – have
been) driving fast, so they (couldn't – can't) control their cars. The weather (was – has been)
bad and the road (was – has been) wet, so the accident (occurred – has occurred). The
policemen (were – have been) on the scene, but the ambulance (didn't arrive – hasn't
arrived) yet.
Use: The teacher asks the learner to do the following task.
Task 3: (I report an event or accident).
You have certainly seen a tragic accident or event on your way to school. Write a short
report or description on what you have seen using the past simple, continuous, the present
perfect and adverbs of time. This tips may help you:
1- Types of accidents
a collision = when two vehicles drive into each other.
a head-on collision = when two cars collide front to front.

a car crash = when there's a serious car accident – involving another car or object, or not
involving anything else.
a (multiple) pile-up = when more than one car crashes into another car, especially on a busy
road or motorway.
2- Describing an accident
An accident occurred/ happened between two cars travelling in the same/ opposite
direction. One car was travelling at speed (at X Km per hour). As the driver was rounding
the corner, he drove straight into another car which was on the wrong side of the road. The
driver lost control of the car and ploughed into the other lane/ overturned/ drove into an
oncoming vehicle/ into a tree. As the driver was overtaking another/ went through a red
light/ he drove straight into oncoming traffic a lorry jackknifed, spilling its load over the
road. A car skidded on a wet/ oily surface and the driver lost control. The brakes failed/ the
car driver misjudged the distance. The car was speeding/ doing 80 mph in a 30 mph area.
The driver was under the influence of alcohol/ drugs/ on his mobile phone at the time.
The accident was due to human error.
3- The results of an accident
There were no fatalities (people killed).
Five people were taken to hospital with major/ minor injuries/ for shock.
The driver was shaken, but unhurt.
The car was a write-off. (The damage was so bad there was no point in claiming insurance).
Fortunately, there was only minimal damage/ we escaped with only a couple of scratches on
the bodywork.

Sequence: 01 Lesson: 06 (I Practise - 2) Framework: P.P.U
Learning objectives: To enable the learners to talk about people personalities and hobbies
using comparative of superiority, equality and inferiority.
Target structure: Comparative of superiority, equality and Domains: Oral/ Written/ Both.
inferiority (more than, as … as/ as not … as, less than).
Core values: They can respect the difference between people
in all domains.
talk about other people’s personality traits. in pairs or in groups.
Communicative: They can face an audience Social and Personal: They can socialize
and communicate appropriately. through oral and written exchanges.
Warming Up: The teacher greets the learners and makes a quick review about comparative
adjectives (short – long – irregular) (the learners saw them in M.S 3).
Presentation: The teacher sticks a picture of twins on the board and asks: (What does this
picture represent?). Then, he/ she invites them to listen to the text and answer the following
questions.
The text:
When I was a primary school pupil, I have two best friends who have two cute
names: Jad and Iyad. Jad and Iyad are twin brothers. They are very similar with
appearances for example, Jad is as tall as Iyad and Iyad is as fat as Jad. They are as ﬂat
as a pancake. Their faces are as red as a beetroot. Although I have been making friend
with them for long time because they are as good as gold. However, I have seen some
important features which their personalities and dream are different. For example Jad is
not as talkative as Iyad, but Iyad is more intelligent than him. Jad is more friendly
than Iyad and he is less active than Iyad.

Task 1: (I listen and answer).
1- Is Iyad as tall as Jad. (Yes, he is as tall as Jad.)
2- Is Jad as talkative as Iyad. (No, he isn't as talkative as Iyad.)
3- Is Iyad more intelligent than Jad. (Yes, he is more intelligent than Jad.)
4- Is Iyad less active than Jad. (No, he isn't less active than Jad.)
task.
Iyad is as tall as Jad
Comparative of equality
Iyad is more intelligent than Jad

Comparative of superiority
Jad is less active than Iyad

Comparative of inferiority
I use:
1- I use the comparative of equality to compare two things and to highlight the
equality of one term compared to another.
Example: Iyad is as fat as Jad./ Jad is not as talkative as Iyad.
2- I use the comparative of superiority to compare two things and to highlight the
superiority of one term compared to another.
Example: Iyad is more intelligent than Jad.
3- I use the comparative of inferiority to compare two things and to highlight the
inferiority of one term compared to another.
Example: Jad is less active than Iyad.
Short Adjective Long Adjective

(1 – 2 syllables) (3 + syllables)
short adjective + er + than more + long adjective + than
Superiority Algeria is bigger than France the Bee is more active than the fly
as + short/ long adjective + as
Equality She is as thin/ clever as her friend
less + short/ long adjective + than
Inferiority Rome is less large/ beautiful than London
pairs.

Task 2: (I compare by using the correct form of the adjectives).
Diving with sharks is becoming a very popular activity. Diving is
(adventurous) more adventurous than ordinary water sports, and diving
with sharks is the most exciting type of diving. It is an amazing
experience! People often dive with sand tiger sharks. These sharks are
(strong) stronger than ordinary fish, but don’t worry they never eat
people. They are big sharks but they are (not huge) not as huge as great
white sharks. At three metres from head to tail, they are (long) longer
than any human. Sand tiger sharks are (shy) as shy as other fish, so you can swim near them.
But they aren’t the friendliest fish, so you can’t play with them. However, you can watch them
and take photos of them.
Adapted from: www.englishexercises.org
Use: The teacher asks the learner to do the following task by asking and answering these
questions.
Task 3: (I work with my partner and find similarities and differences between us in
personalities, hobbies and interests).
Me My partner
Personalities
Creative
Courageous
Intelligent
Joyful
Sociable
Talkative
……………
……………
Hobbies
Playing games.
Riding horses/ bikes.
Watching films/ football matches.
Cooking.
Surfing the net.
………………..
………………..
Interests
Type of music and favourite singer.
Type of films and favourite actor/ actress.
Type of books and favourite writer.
Type of sports and favourite athlete.
………………………………………
………………………………………
Sequence: 01 Lesson: 07 (I read and do) Framework: P.D.P
Learning objectives: To enable the learners to read and interpret a portrait about a famous
person.
Target structure: The past simple and continuous/ Domains: Oral/ Written/ Both.
Personality adjectives/ Time conjunctions.
Core values: Keen on learning about others’ markers of
identity and show respect for the others.
Intellectual: They can understand and Methodological: They can work in pairs or in
interpret written messages. groups and develop their reading strategies
and interpret written discourse/ Mobilize their
resources effectively and manage time
rationally .
Communicative: They can describe and use Social and Personal: They can socialize
Information and Communication through oral and written exchanges./ Behave
Technologies to communicate with others. with self-confidence.
Warming Up: The teacher greets the learners and asks them to name and give brief
information about some famous people they know in Algeria our in the world.
Pre-Reading: The teacher sticks on the board some pictures of famous people. Then, he/ She
asks the learners about their names, jobs, life etc… He/ She may give them brief information
about these famous people.
Avicenna Ibn Khaldun Abou El-Kacem Saâdallah Noureddine Melikechi
Name: Abu Ali Houcine Ibn Sina.

Date and place of birth: August 22nd 980 in Bukhara, Uzbekistan.
Avicenna Main interest: Medicine, Aromatherapy, Philosophy and logic.
Notable works: The Book of Healing, The Canon of Medicine.
Date and place of death: June 21st 1037 in Hamadan, Iran.
Name: Abdelrrahmane Ibn Khaldun.
Ibn Date and place of birth: May 27th 1332 in Tunis, Tunisia.
Khaldun Main interest: Medicine, Historiography, Sociology, Demography and Political
science.

Notable works: Cyclical theory of Empires, Economic Growth Theory, Supply
and Demand Theory, Supply-side.
Date and place of death: March 17th 1406 in Cairo, Egypt.
Name: Abou El-Kacem Saâdallah.
Date and place of birth: July 1st 1930 in Guemar, El-Oued, Algeria.
Abou
Main interest: History and Political Science.
El-Kacem
Notable works: Encyclopedia of Algeria Cultural History, Research and
Saâdallah
opinions in the history of Algeria.
Date and place of death: December 14th 2013 in Algiers, Algeria.
Name: Noureddine Melikechi.
Date and place of birth: In 1958 in Thenia, Boumerdès, Algeria.
Noureddine
Main interest: Atomic, Molecular, and Optical Physics, STEM Education.
Melikechi
Awards and honours: Fellow of the Optical Society of America, NASA Group
Achievement Award Mars Science Laboratory, 2013.
While-Reading: The teacher distributes a hand-out about "Belgacem Haba", and asks the
learners to read it and fill in the bibliographical notes:
Belgacem Haba, the Algerian Of 650 Patents

Doctor Belgacem Haba was born on February 5th, 1957 in El-Meghaier, El-Oued. He is one
of the most famous Algerian Materials science researcher. He joined
Google Data Centre Platform in 2013. Prior He was Vice President and
Senior Fellow at Tessera/ Invensas since 1996. His latest activities while
heading the Mobile R&D division include developing 3D technologies
for mobiles and servers. Doctor Haba holds more than 200 U.S. patents,
and more than 250 worldwide patents. In 2008, 2012, 2014 and 2015 he
was listed among the top 100 inventors worldwide. He is intellectual,
active, persevering, handsome, friendly, sensitive and eloquent, but he is
a bit shy. After all this he became well-known, but he remained very
modest and simple. He said: "Despite all my patents and money, I always feel inadequate,
because I want to serve my country".
Adapted from: www.algerianamericanfoundation.org
Bibliographical Notes
 Title: Belgacem Haba, the Algerian Of 650 Patents.
 Author: /
 Source: www.algerianamericanfoundation.org
 Date of publication: /
 Type of document:
 web article
 excerpt from a book
 press article

Post Reading: The teacher sets the following tasks on the board and asks the learners to do
them.
Task1: (I choose the correct answer).
1- Belgacem Haba was born in ………… in 1957.
a- Biskra b- Algiers c- El-Oued
2- He joined Google Data Centre Platform in …………
a- 2012 b- 2013 c- 2014
3- He holds more than 250 ………… patents.
a- U.S. b- worldwide c- National
4- He was listed ………… among the top 100 inventors worldwide.
a- 4 times b- 5 times c- 6 times
5- He is very …………
a- shy b- courageous c- modest
Task 2:
(A) (I find in the text words that closest in the meaning to the following):
 well-known = … (famous)  most recent = … (latest)
 contain = … (include)  attractive = … (handsome)
(B) (I find in the text words that opposite in the meaning to the following):
 died ≠ … (was born)  the least ≠ … (the most)
 less ≠ … (more)  lazy ≠ … (active)
Task 3: (I fill the in the portrait).
Name: Belgacem Haba.

Date and place of birth: 5th February 1957 in El-Meghaier, El-Oued, Algeria.
Main interest: Electronics.
Awards and honours: Listed among the top 100 inventors worldwide in 2012.
Personality features: intellectual, active, persevering, handsome, friendly, sensitive and
eloquent, a bit shy.

Sequence: 01 Lesson: 08 (I Learn to Integrate) Framework: P.D.P
Learning objectives: To enable the learners to integrate their resources and write a report
about an embarrassing moment at school.
Target structure: Simple past and past continuous
Core values: Work cooperatively with their classmates and
respect their opinions.
Intellectual: They can show creativity when Methodological: They can use their strategies
producing written messages and solve to interpret oral and written messages./
problem situations using a variety of Mobilize resources effectively and manage
communication means. time rationally.
communicate with others. through oral and written exchanges./ Develop
attitudes of solidarity and behave with self-
confidence before an audience.
session.
Icebreaking: The teacher writes the following sentences on the board to activate the learners
prior knowledge and to attract their interest. He/ She may ask the learner the following
question: Has it ever happened to you? (embarrassing moments).
Walking into a Forgetting Falling over in Texting the wrong

lamppost/ wall someone’s name public/ school person
Gossiping about
Tearing your Talking to yourself Walking into the someone and he has
trousers on the road wrong bathroom been right behind
you and heard
Pre-Writing Process: The teacher writes the situation on the board, reads it and explains
the task. Then, splits the groups and helps the learners to remember what they learnt in this
sequence.
Setting up the Situation: (I learn to integrate).
You experienced an embarrassing moment in your sports club

during an inter-school sports competition (match loss/ unfair referee/
player absence...). The sports teacher, who didn’t attend the match, asked
you to write a report./ a video of the match/ pictures/ investigation/ match
statistics.
Planning:
Knowledge Skills Attitudes

 Lexis related to  Greeting:  Being polite, and
personalities: Hello! – Hi! sociable:
Active – Shy - Honest  Introducing and I start with greeting
 Lexis related to hobbies, portraying others:  Respect:
likes and dislikes: Name – Nationality – Teachers, classmates and
Love – Hate Personality other people opinions and
 The past simple: life
Was/ Were – Studied - Had
 The past continuous:
Was/ Were playing
 Comparative of equality,
superiority & inferiority:
As …as/ As not … as –
More – Less
 The present perfect:
Have been
 Qualifiers:
Very – Completely
In-Writing Process:
Drafting: With the help of their teacher, the learners start drafting.
Editing: Teacher helps the learners to examine the text carefully to find and correct
typographical errors and mistakes in grammar, style and spelling.
Publishing: The learners read their work in front of their classmates. They may correct their
 The teacher invites the learns to copy down in their copybooks..

Sequence: 01 Lesson: 09 (I Think and Write) Framework: P.D.P
Learning objectives: To enable the learners to think about their talents, abilities and what
they like about themselves and write a short essay concerned on the topic “Who Am I?”.
Target structure: Simple present (to be)/ Personal pronoun Domains: Oral/ Written/ Both.
I/ What/ My/ Your/ Punctuation /Capitalization.
Core values: Valuing learning and being responsible for Materials: Board/ A3 papers/
their learning and work. Colouring pens.
Intellectual: They can understand and Methodological: They can mobilize the
interpret verbal and nonverbal messages./ required resources to produce a written
Solve problem situations using a variety of message and shows creativity in writing.
communication means and show some degree
of autonomy.
communicate with others. through oral and written exchanges./ Be
honest and responsible for their work and
behave with self- confidence.
Warming Up: The teacher greets the learners and makes a quick review about the previous
lesson.
 The teacher asks the learners to create an "Identity Mind Map" by reflecting
on the question: What makes you “you”?
Pre-Writing: The teacher starts with a topic in the middle called “My Identity” and then
proceeded with keywords that branch off the main idea such as: (appearance, personality,
interests, beliefs, culture and so on). The learners then come up with more words that branch
off the subtopics, Example: Appearance (black hair, tall, round face, etc…)/ Personality
(cheerful, outgoing, hardworking, etc…). The teacher may give them the following "Identity
Mind Map" as an example.

 The teacher introduces the situation and asks the learners to work individually.
You want to join your school English Language Club. Create your
"Identity Mind Map" and introduce yourself to the club members.
While-Writing: The teacher asks the learners to start gathering information for their
"Identity Mind Map" posters. They should use the information that they have already seen in
the previous lessons.
Post-Writing: The teacher asks the learners to start writing their posters and draw the
"Identity Mind Map"
 The learners produce their own "Identity Mind Map".
 The teacher collects the learners work to be corrected at home.

4 MS All Lessons - 2nd Generation Sequence One Full - Me, My Personality and Experiences - All Lessons by Khelil Moudjib Arrahmane 2018-2019 PDF

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Sequence One Me, My Personality and Experiences

Sequence: 01 Lesson: (The Initial Situation) Framework: T.B.L

M.S 4 1 Teacher: Khelil Moudjib Arrahmane

M.S 4 2 Teacher: Khelil Moudjib Arrahmane

M.S 4 3 Teacher: Khelil Moudjib Arrahmane

 The teacher invites learners to complete the information cards "Moudjahid or

M.S 4 4 Teacher: Khelil Moudjib Arrahmane

1- An inactive person who avoid work. (lazy) 2- An amusing person. (funny)

Positive adjectives Negative adjectives

Positive adjectives Negative adjectives

M.S 4 6 Teacher: Khelil Moudjib Arrahmane

M.S 4 7 Teacher: Khelil Moudjib Arrahmane

M.S 4 8 Teacher: Khelil Moudjib Arrahmane

She dislikes having cucumber salad.

Expressing Likes and Dislikes

M.S 4 9 Teacher: Khelil Moudjib Arrahmane

M.S 4 11 Teacher: Khelil Moudjib Arrahmane

M.S 4 12 Teacher: Khelil Moudjib Arrahmane

M.S 4 13 Teacher: Khelil Moudjib Arrahmane

Going to the cinema,

Collecting stamps, Playing board or

M.S 4 14 Teacher: Khelil Moudjib Arrahmane

M.S 4 15 Teacher: Khelil Moudjib Arrahmane

Practice: The teacher asks the learners to do the following tasks.

M.S 4 16 Teacher: Khelil Moudjib Arrahmane

M.S 4 17 Teacher: Khelil Moudjib Arrahmane

Task 1: (I listen and answer with "True" or "False").

She has never had an accident before.

The woman crashed into his car.

M.S 4 19 Teacher: Khelil Moudjib Arrahmane

M.S 4 21 Teacher: Khelil Moudjib Arrahmane

M.S 4 21 Teacher: Khelil Moudjib Arrahmane

Iyad is more intelligent than Jad

Jad is less active than Iyad

Short Adjective Long Adjective

M.S 4 22 Teacher: Khelil Moudjib Arrahmane

Avicenna Ibn Khaldun Abou El-Kacem Saâdallah Noureddine Melikechi

Name: Abu Ali Houcine Ibn Sina.

M.S 4 24 Teacher: Khelil Moudjib Arrahmane

Belgacem Haba, the Algerian Of 650 Patents

M.S 4 25 Teacher: Khelil Moudjib Arrahmane

Name: Belgacem Haba.

M.S 4 26 Teacher: Khelil Moudjib Arrahmane

Walking into a Forgetting Falling over in Texting the wrong

You experienced an embarrassing moment in your sports club

Knowledge Skills Attitudes

 The teacher invites the learns to copy down in their copybooks..

M.S 4 28 Teacher: Khelil Moudjib Arrahmane

M.S 4 29 Teacher: Khelil Moudjib Arrahmane

 The teacher collects the learners work to be corrected at home.

M.S 4 31 Teacher: Khelil Moudjib Arrahmane

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