Ms4 file 4 then and now- with atf & aef competencie

2.
Term
Month
&
weeks
File competence Learning objectives
Type of
task
Resources
Module of integration (BEM proposed
themes) Exercises and BEM samples
Grammar Lexis Pronunciation Learning integration Assess integration
SecondTerm
Februa
Week
1
Februar
Wee
k
2
{winter
holiday
s 2)
Februar
Week
3
Februar
Week
4
March
Week
1
March
Week
2
FileFour"4""ThenandNow!"
Interact
Interpret
Produce
 Remembering
 Expressing
surprise and
interest
 Describing
people's lives
 Asking for and
giving
information about
people
N.B:
 Winter
Holidays
 Test n°2: From
 Second Term’
exams
(written )
( oral and
written)
The simple
past tense
The semi‐
modal : "used
to …"
 Relative
pronouns
Vocabulary
related to old
crafts ,antiques
,history
,geography
WORDS &
SOUNDS
Diphthongs
tripthongs
Write a biography
your school's name belongs
to one of your local area
Martyrs
Make a research about this
Martyr , go and ask old
people who used to be his
friends , try to get a photo
of him , list the most
important events in his life .
Once your information
gathered , make a biography
about your chosen Martyr.
Present your biography to
your classmates , discuss the
subject with them , note down
their remarks.
On any National days
occasions present your article
(1st
on November – 19th
March
…)
SWBAT :
Describe National Revolution
Heroes' biographies
Where do we stand
now? (p112 to 114)
 Progress check .
(activities 1‐2‐3‐4‐5‐6‐
7‐8p112/113) +
activities : 9–10(p 114)
Free exercises
BEM samples :
 Text as : 'Biography
"
 Text as : "Narrative"
By Mr. samir bounab
(yellowdaffodil66@gmail.com)

3. File Four: 4AM
 Personal Goals:
During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your situation
 Two-way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening (e.g. interviewing ,writing
about a past experience , a classmate, reading an email, listening to phone message). 2)The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community
,and about their country and the world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.
 Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening) and productive skills ( speaking and writing ) , supported by the
ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
Function: Describing people's lives
Grammar: The simple past tense & [The semi‐modal : "used to …"]
 Pronunciation: Diphthongs [ - day- ] [ -my-][ - boy-][ - low-][ - how-][ - near-][ - hair-][ - poor-]
 Vocabulary: { living – cabinet maker- shoemaker- unemployed – bodybuilder –complain- nowadays –major- shy- rank- lag- reminiscences- stone tools – caves – animal skins-spears –flute –lakes- frescoes – cavemen – front
–stay close deep – diphthong – spear – chair – pure –malt – lay – rat- idioms- sieve- bygone bitten- representational – summarize disguise – caliph- informative – interlocutor – chairperson- modesty – fan-preached – violence-against
– racist –defended- remained – tolerate- self respect – arguments- portrays – occur- illustrate – avoiding – nationalist – leader – struggle-independence- pacifist – disobedience-assassinated – betrayed }
 Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
‐ Yes, I will teach some of the historic places and famous people of Algeria
Competencies :
 Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
Can interact orally start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others)..
Can listen and understand the gist and some important details of :”Short monologs and dialogs”
 Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures, writing or drawing modelling, demonstration).
Broken down step- by- step.
 Can effectively use the words and phrases needed to express one's ideas: Within straightforward, familiar topics an d situations
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to demonstrate:
r Describe one’s life in the past and how it used to be
r Discriminate between the diphthongs sounds
Required material and / or resources:
r The Manual’s script and photos [p 91‐92 – 95‐97 ‐99‐101‐103‐105‐107‐110]
r Script page 171 ‐172
Yellowdaffodil66@gmail.com
Page 3

4. Listen &Consider
Time Rationale Interaction P R O C E D U R E Swbat Who are my learners?
Welcoming
&
greeting
Being
proud of
ones
history
Being
proud of
ones
history
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
File 4: MS4
level
 Warm up: The teacher greets his learners and welcomes them. He interacts with them about the last file’s learning
objectives.{Use time clause referring to the future‐ Use if conditional type one‐make contingency plans}
The teacher asks the pupils to open their books on page 90, he introduces the new file, explains the new functions and the
grammar .He may reminds them about they have already seen.
The learners are asked to pay attention at the photos on page 91 and to interpret them. The pupils may work in pairs.
The teacher may help the pupils to interpret the photos by asking them to answer the following questions:
Which part of Algiers is represented in the picture at the top of the page?
At what period of the Algerian history was it taken?
Who are the people in the picture?
How did they travel ?
How is the place shown today?
At what period of Algerian history was picture two taken?
What are the thing which we find in the first picture we don't find in the second one ?
What has changed ?
The teacher invites the pupils to give back their interpretations; he helps them to express themselves by correcting their
mistakes and leads them to the right description.
The teacher reports on the board the pupils interpretation, then invites them to read it .
 Pre-listening :
The teacher requires from the learners to open their books, look at the photos on page 92 and try to interpret them
The pupils look at the pictures and give their interpretation "orally"; the teacher listens and accepts all the answers about
the situation given.
The teacher explains the instructions of 'Activity1p92' then invites the pupils to work in pairs .
Activity1p92: Look at the pictures of the stars, then ask and answer about what they did for living before they became actors
You: What did {– Whoopi Goldberg – Ait Menguelat – Clint Eastwood – Arnold Schwarzenegger} do for living before he/she
become [an actor – actress/singer]?
Your partner: He /She was [– teacher – cabinet maker – gas station attendant- body builder]
You : That's right .
The pupils work in pairs then check their answers with the teacher.
During- listening:
 The teacher asks the pupils to shut their books , listen to him reading the script .
You : What did Whoopi Goldberg do for living before she become an actress?
Your partner: She was a teacher
 The pupils listen then correct on the board
 The learners listen to the teacher's explanation of "Activity2p92, then invites them to listen to him reading and try to
identify how the letter "d" is pronounced;
Page 3
Interact
Interact
Interpret
Produce
Interact
Interpret
Produce
Look at the guided
sheet of 'File 4p90' and
interact with the teacher
about what it has been
learnt in the previous
files, then talk about
what 's new in this file .
Look at the photos on
page 91 and try to
identify the situation
Interpret the pictures
and make a
discrimination between
the two situations
Read the teacher's
questions and try to
specify the answer
according to the
questions given.
Pay attention at the
photos of the stars and
try to recognize them.
Interact with the
teacher about the photo
of each star.They are free
to improvise.
Match each
information with the
right star.
Complete a dialogue ,
then use it to perform by
pairs .
Perform a listening
comprehension activity
by listening to the
script and spot the
right answer of the
given question
Yellowdaffodil66@gmail.com

5. Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Surprising
&
Shocking
Teacher –
students
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
Post-listening:
Activity2p92: Listen and note how the letter "d" in -used to – is pronounced.
a. I used to be a teacher
b. I used to teach in a high school in Harlem, New York city.  / t /
c. They used to be wonderful.
The teacher invites the learners to read the script, then read all the written works on the board, finally copy down.
Presentation:
The teacher invites the learners to read again the sentences of Activity 2p92
a. I used to be a teacher b. I used to teach in a high school in Harlem, New York city. c. They used to be wonderful.
Isolation : The teacher isolates one of the sentences then invites the learners to read it again.
I used to be a teacher.
  
Analysis : Subject + verb + object
 
used to + be
 
semi‐model + verb (infinitive)
Stating Rule: The learners are invited to state the rule from the analyzed statement.
Practice : The learners are invited to perform the following tasks.
The teacher asks the learners to refer to the grammar lesson on page 184, and try to answer 'activity2p93'
Activity2p93: Look at these rules on "used to" and choose the correct answer. “ Based form task”
A.We use ‐ used to – to talk about things which.  Don't happen now, but did happen in the past.
B.We can use…..  a) the simple past to replace "used to "
The teacher explains the instructions of the 'Activity 1p93 then invites the learners to do it.
Activity 1p93: Consider the sentences then choose the correct alternative (possibility). Circle the letter of the correct answer.
”Meaning based task”
A. I used to teach in a high school in Harlem, New York City.  ( a ) I used to teach in high , but I'm playing roles in films now.
B. Did you use to like teaching?  Yes, I did  Did you like teaching? Yes, I did.
C. I didn 't use to complain about them .  I did not complain about them.
The learners workers work in pair while the teacher supervises them and offers his help once needed, then invites the
learners to give back their answers(with justification).( the learners use their pencils and correct on their books)
Activity 1p93: Use the information in the box to express 'surprise' “communicative based”
A: Karim is playing in major films. B:Really, he used to be shy.
A : Souad ranked first in Mathematics. B : Really , she used to have bad marks in Geometry and Algebra
.
A : Ron is running faster than anyone else . B: Really , he used to lag behind everybody.
The teacher invites the learners to correct on the board , then read the corrected task .
The teacher explains the instructions of “Acivity2p94” then invites the learners to do it as a homework. Page 4
Interact
Interpret
Produce
Interpret
Interpret
Interact
Interpret
Produce
Interact
Produce
Read the script
Identify the new
"model " used to
Listen and recognize
the correct pronunciation
Read & analyze.
Interact with the
teacher about the new
'structure' and discuss
about it has already
been seen
Read and listen to the
teacher's explanation
Identify all the mixed
tense
Use the grammar
lesson as a reference
and do the activities
related to the semi-
model "used to "
Identify a grammar
rule and its use
Choose the right
answer by giving a
justification
Read respecting stress
and intonation
Interact with the
teacher about the new
function 'surprise'
and the way to express
it .
Transform the table
into a drill using the
semi-model – used to –
Look at the model and
produce exchanges .
Read and perform
drill respecting stress
and intonation
Produce activities as
home Works
Yellowdaffodil66@gmail.com
 Subject + used to + verb (infinitive) + object = refers to past situations that no longer exist.
The learners are invited to open their books on page 184, the teacher asks the pupils to read the "Grammar Lesson"
while he explains each part of the lesson through contexts.

6. Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
warm‐up : The teacher greets his learners and welcomes them. He inquires about their daily life school matters
 The learners are invited to correct the homework given the previous hour.
 The teacher supervises the work of the learners, and then invites them to give their answers (orally) while he reports
the answers on the board.
Activity2p94: Interview each other using the questionnaire.
A. Which primary school did you use to go to ? B:I used to go to "Med Hamidouche primary School.
A :Wh o used to be your teacher of Arabic ? B :Just a minute . It was Mr Mohamed .
A :What about your teacher of French ? B :I don't remember her name.
A How did you use to go to school , by bus , by car , or on foot ? B :I used to go on foot.
A :Did you eat in the cateen? B :No , there were no canteens at that time.
A :What used to be your favorite subject? B :I used to like maths and drawing .
A :Did your teachers use to punish you ? B :No , they didn't ./Yes they did .
 The teacher invites the pupils to perform the activity as a drill, and then use their pencils and correct on their books.
 The teacher asks the learners to pay attention at the 'write it up ' section which is an integrated situation, he
explains the instructions of " Activity 1p94" then asks each learner to work alone .
 Integrated Situation: (Activity 1p94)
Learning the situation:
 Assessing the Integration:
 The teacher invites the learners to work individually, he supervises their works, offers his help once needed then
invites them to give back their answers.
 My reminiscences.
 The pupils work in rough , the teacher supervises their works, then asks them to read their production while he
correct on the board.
page 5
Interact
Interpret
Produce
Interact
Interpret
Produce
Greet and welcome
Answer a
questionnaire about
oneself experience
Use the semi‐model
used to‐ to talk about
once experience
Answer the "whqqs"
words by giving the
appropriate answer to
the appropriate
question
Read and perform
the drill respecting
stress and intonation
and the right
pronunciation of "used
to"
Interact with the
teacher about what they
used to do at primary
and middle school
They should make
the difference between
the use of the semi –
model and what they
are now doing
Used the simple past
tense while using the
semi‐model "used to "
Produce a passage
talking about what they
used to do
Read to the audience
what they have
produced .
Yellowdaffodil66@gmail.com
Your friends were enjoying their time by recollecting their past events ; when one of them asked you
to talk to tell them about your reminiscences .
Use the “semi‐model‐used to‐ & didn’t use to” and the hints on page 94 to make a short productions
about your reminiscences .
When I was younger, I used to go to school on foot. After school, I used to revise my lessons before
watching TV. My favourite TV show used to be 'Tom and Jerry' .My friends used to come to my home to
play games .At school I didn't use to like maths. I used to prefer to study languages: Arabic, French and
English .The season I liked most was summer. During the summer holidays, I used to go to the beach .I
used to be a very good swimmer .I remember I could swim for many meters .I used to spend whole
summer days there fishing and enjoyed the fresh air coming from all the north.

7. Phonology
&
phonetics
Phonology
&
phonetics
Phonology
&
phonetics
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
The teacher invites the learners to pay attention at the following example, he tries to attracts their attention to the underlined word ,
how are they uttered.
Example :
♪ Presentation: The baby holds a pear in his mouth.
  
♪ Isolation : baby pear mouth
  
♪ Analysis: “a” =/ei/ “ea” =/eə/ “ou” = /aʊ/
  
Diphthongs
♪ Stating rule: A diphthong is a union of two vowel sounds.
The learners are invited for more practice on diphthongs on page 99 .
The teacher invites the learners to look at the drawing on page 99,then try to interpret it .
The learners are asked to look at the drawing and try to do the activity .
B  hair B  eye B  mouth B әʊ  nose B ɪә  ear
The pupils are asked to reproduce the drawing then try to identify the words corresponding to the diphthongs .
The teacher invites the learners to correct on the board then read the corrected task .
The learners are asked to open their books on page 99, listen to the teacher explaining the instructions then try to do the 'activity'.
Activity 3p99:Arrange the words below according to the pronunciation of the letters in bold type.
Nose
No
Boat
Know
Now
House
Town
Buy
Five
Bay
Here
Spear
Hear
Air
There
Chair
Bear
Oil
Sure
Tour
Pure
 The learners work in pairs , the teacher supervises their works then invites them to give back their answer, they are
asked to use their pencils and correct directly on their books , later (at home)the reproduce the activity on their copy
books.
 The learners are asked to read the corrected tasks on the board ,then write down on their copy books.
Page 6
Interact
Interpret
Interpret
Produce
Produce
Identify vowel
sounds
Recognize the
phonetic symbols
of vowels
Interpret a
drawing
Identify words
corresponding to
phonetic symbols
Interact with
the teacher about
the subject
Identify th
evoawel sounds
Listen then
match each
symbol with its
right word
Identify the
rhyme in a song
Yellowdaffodil66@gmail.com
Stone – air – no – now – buy – boat‐ house – know‐ here – there –oil – spear – sure – chair – bear – tour – pure –
hear – town – five‐ bay

8.
File Four: 4AM
 Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
3.Supported and purposeful development :  Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build logically towards achieving and
developing specific competences. A] The teacher plans lessons that have communicative objectives and whose steps build toward meeting them. B] The teacher breaks down functions, genres and skills into
small components /skills/parts in order to present realistic "chunks" of the language for learners to process. C]The teacher stages the lessons so that what the learner learns/practices in each step prepares
for the next ones .
 4.Meaningful Activities / Tasks .  Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out of class
a) The teacher supplements and adapts the textbook to plan activities related to learners' lives and interests.
b) The teacher uses and plans activities that allow learners to practice and develop real‐life communication skills for reading ,writing speaking and listening.
The teacher contextualizes the activities and provides a purpose for them .
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
Function: Describing people’s life in the past
Grammar: “ semi‐model” <used to > & relative pronouns (which‐ who‐ where)
 Vocabulary: vocabulary related to cave, frescoes, tassili, hoggar,sahara , animals,forest……
 Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
‐ Yes, I will teach some of the historic places (Tassili‐ Algerian Sahara) .
Competencies:
 Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
Can read and understand the main points and some important details. Medium –length texts (e.g. three paragraphs) On familiar topics related to self and community (e.g. school interest
,health, experience and well‐known events or issues).
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to:
r Talk about abd describe how life used to be in the past using the semi‐model “used to & relative pronouns”
Required material and / or resources:
r The Manual’s script and photos [p 95‐97 ‐98] & photos , flashcards about the Algerian Sahara , Tassili…..
r Script page 96
Yellowdaffodil66@gmail.com
Page 7

9.
Time Rationale Interaction P R O C E D U R E Swbat Who are my learners?
Welcoming
&
Greeting
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
File Four MS4 level
Warm‐up : The teacher greets his learners and welcomes them. He tries to interact with them about the last hour’s
learning objectives.
Pre‐reading :
Step one : The teacher interacts with the learners about the subject which is " what life used to be 5000 years ago". The learners are
free to talk and give their interpretation about the subject they may use what they have learnt in geography.
Step two: The teacher explains the instructions of "Activity 1p95" then invites the pupils to work in pairs.
Activity1p94: Use the words in the box, ask and answer questions about what life use to be in the Sahara 5000 years ago.
 You: Where did people in the Sahara use to live?
 Your partner: They used to live in caves.
 You: What did they use to do to live/for their livelihood?
 Your partner They used to hunt animals/ used to be hunters.
 You: With what did they ?
 Your partner: They used to hunt with spears.
 You: Did they use to make stone tools?
 Your partner: Yes, they did.
 You: What did they use to wear?
 Your partner: They used to wear animal skins.
 You: Did they use to paint on rocks?
 Your partner: Yes, they did.
Step three: The teacher asks the pupils to read and perform the drill pair by pair.
Step four: The teacher explains the instructions of "Activity2p95" then asks them to work on their rough copybooks.
Activity 2p95: Look at the picture again, and then guess what sentence might be true.
 The Sahara used to be a green land.
 Life used to be dangerous there.
Step five: The teacher asks the learners to give their answer "orally" with justification.
During‐ reading:
Step one: The teacher invites the pupils to pay attention at the text on page 96, he invites them to follow while he reads and explains it .
Step two: The teacher explains the instructions of "Activity1p96", then requires form the learners to answer.
Activity 1p96: Read the text then check your answers to question 2.
 The Sahara used to be a green land.
 Life used to be dangerous there.
Step three : The teacher explains the instructions of "Activity2p96"then asks the pupils to work on their rough.
Activity 2p96: Read and find two or three pieces of information.
 The cave people used to play music (the flute)
 The cave people used to light fires at the entry of the cave to frighten animals away.
Step four: The teacher invites the learners to read the text again and do the following task.
Page 8
Interact
Interact
Interpret
Produce
Interpret
Produce
Interpret
Interact
Produce
Interact with the
teacher about the
subject since they've
already seen it in
History
Look at the picture
and interpret it
Use key words and
complete a dialogue
Work in pair and
produce a dialogue
Read respecting
stress and intonation
Interpret the picture
again and try to
improvise
Produce more
statements from a
given picture
Use the new
structure to form
sentences .
Describe historic
places
Give justification to
a given request
Describe the past of
historic places and
what they use to be
Describe human
activities and what
they use to do .
Describe objects
used in the past
Compare what used
to be done in the age of
stone and now
Read drills
respecting stress and
intonation
Samir's preparation
at
Yellowdaffodil66@gmail.com

10. text picture
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
Exercise: Read the text then complete the Graphic.
Step four: The teacher invites the pupils to read the letter and try to answer the exercise, while he moves and tries to offer his help once
needed.
Step five: The learners are invited to come to the board and fill in the graphic.
Post –Reading:
 The teacher explains the instructions of Activity2p96 then invites the learners to do the following task.

Exercise :Look at the picture onp95, read the letter then compare and contrast.
Caves cavemen
Pictures of
Animals fire
Rivers &lakes dangerous
Animals boy play flute
Forests
 The learners are invited to correct on the board, read the corrected tasks then write down on their copy
books.
Page 9
Interact
Interpret
Produce
Interpret
Produce
Read the
statements and
interact with the
teacher about the
meaning .
Interpret the
given sentences
then pick out the
same ones form the
text .
They read and
identify the
required
instructions
Justify their
answers
Produce
sentences avoiding
the repetition
Use the
appropriate
conjunction to
avoid the
repetition
Yellowdaffodil66@gmail.com
sahara
rivers&
lakes( xish)
Caves
(pictures of
animals &
hunters)
forests
(Dangerous
animals)
wearings
(skins of
animanls

11. 1] “ which – who – where “ are relative pronouns.
2] A relative pronoun is a pronoun that marks a relative clause within a larger sentence. It is called a relative pronoun because it
relates to the word that it modifies and is not specific. In English, relative pronouns are: who, whom, which, whose, that, where, when,
why. (Wikipedia)
3] Grammar notes on page 185
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Sentences
&
Expression
Sentences
&
Expressions
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
Warm up: The teacher greets his learners and welcomes them; he interacts with tem about their daily school affairs.
 The teacher invites the learners to open their books on page 96 and pay attention at the text
 Post –reading :He invites them to talk freely and sum‐up the text.
 The teacher reads the text loudly and invites the learners to listen, follow and underline the following sentences.
Presentation:
1] It had large forests, which were full of dangerous animals.
2] The people who used to live in the Sahara were cave people.
3] They painted many beautiful pictures of animals and hunters in the caves where they lived.
4] They wore the skins of the animals, which they hunted.
5] It comes from the Arabic word Sahra, which means desert
Main Clause
Analysis: The teacher invites the learners to analyze the isolated sentences.
(the people) + verb + object
  
It had large forests, which were full of dangerous animals. The people who used to live in the Sahara were cave
people.
         
S + V + Object Relative + S + object S + Relative + verb + object
Pronoun pronoun = people
= forests
Main clause Subordinate Relative Clause Subordinate Relative Clause
They painted many beautiful pictures of animals and hunters in the caves where they lived.
     
s + verb + object rel pr = in caves + S + object
Main clause
subordinate relative clause
Stating Rule:
Which  refers to objects Who to subject where to place
 The learners are invited to open their books on page185 and pay attention at the grammar notes there , the teacher may
invites some of the pupils to read he explains all the grammar notes through examples and in contexts .
 The learners are invited to pay attention at the analysis the stated rule and try to do the following tasks.
Page 10
Interact
Interpret
Interact
Interpret
Interact
Interpret
Produce
Interact with the
teacher about the
given conjunction
and the ones
already seen .
Produce correct
sentences without
any repetition
Discriminate
between the
conjunctions and
their uses (object –
place‐ subjects)
Improvise what
are those conjunction
since they might have
been seen in French.
Identify the
conjunctions as
{Relative Pronouns}
Recognize the use of
the relative pronouns
and discriminate
between the ones
already seen {time and
conditional
conjunctions}
Yellowdaffodil66@gmail.com

12.
Sentences
&
Expressions
s
Sentences
&
Expressions
Sentences
&
Expressions
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
 The learners are invited to open their books on page 185 and pay attention to the grammar lesson about the "relative pronouns"
 The teacher invites the pupils to read each part of the lesson while the teacher explains through contexts the parts of the lesson.
 The relative pronouns are used to form relative clauses
 They are used to avoid repetition.
 These clauses could be [ defining or non‐defining clauses]
1‐ Who –which and that as subject of a defining relative clause
o Relative clauses about "people"  We can join stat to form complex sentences using th e‐ relative pronouns‐ < who – that
o They are used in place of noun subjects (the boy) or pronoun subject {I – you – she….}
o Relative clauses about things and animals:  We can join stat to form complex sentences using the ‐ relative pronouns‐<
which –that>
o Which and that are used to refer to things or animals.
2‐ Who –whom, which and that as object of a defining relative clause
A – Relative clauses about people:  We use "who‐ whom and that" to refer to people of noun objects or pronouns objects
{me‐ you – him‐her – them ….}
Example : ‐ This is the man, I wanted to see him.
‐ This is the man {who –whom – that } I wanted to see. {me‐ you – him‐her – them ….}  who –whom – that
B – Relative clauses about things and animals :
 We use "which" and "that" instead of 'noun objects or pronouns objects (it/them) to refer to animals and things.
Example : ‐ This is the house Jack built it .
‐ This is the house "that /which" Jack built.
3‐ Whose and where :
A – We use "whose" in relative clauses instead of ( his‐ her – their to refer mostly to people )
Example : . A widow is a woman .Her husband is dead.
. A widow is a woman whose husband is dead.
B . We use "where" in relative clauses to refer to places .
Example : The restaurant was very clean .We had lunch there (in the restaurant)
‐ The restaurant where we had lunch was very clean.
4‐ Function of defining relative clauses  They give "essential information" about the people , things and animals they refer
to identify "what / who " we are talking or writing about.
Example: This is the man who saved my life.
 We use no comma before the relative pronoun in defining relative clauses.
5‐ Relative pronouns in "non‐defining" relative clauses.
‐ We can also use "who‐ which – who – whom , but not 'that' in non‐defining relative clauses.
‐ Non‐defining relative clauses give "extra information" not essential.
‐We use "commas" before relative pronouns of "non‐defining" relative clauses. When it occurs in final position.
Example:
‐Abdelkader lives in a rented house, which is nearly 5 kilometers away from his work place.
‐We use commas after relative clause when it occurs in the middle position.
A‐London, which is the capital of Britain, has over 8 million inhabitants.
B‐ Ali's father, who is 75 , walks 10 km a day.
c‐Abdelkader, whose mother is American , speaks Arabic and English fluently
d‐ Zidane, whom I like so much, is Algerian.
Note :
A relative clause follows the noun it refers to .So it fits in the position where the noun or the pronoun it refers to occurs .It can occur
either in the middle or in final position. Page11
Interact
Interact
Interpret
Interact
Interpret
Interact
Interpret
Interact with the
teacher about the
subject
Express themselves
about the relative
pronouns
Identify a complex
sentence and its
composites
Identify the tense
of each part of the
complex sentence
Recognize the use
of each "whqqs" and
make the
discrimination
between their use {as
pronoun and as
question words}
Use correctly each
"relative pronoun"
Combine sentences
using relative
pronouns
Identify the
punctuation in a
relative clause
Recognize a
"defining relative
clause and a non
defining one"
Discriminate
between a defining
clause and a non
defining one.
Discriminate
between the position
of a non‐defining
clause.
Samir Bounab's
preparation sheet
Yellowdaffodil66@gmail.com

13.
Sentences
&
Expressions
Sentences
&
Expressions
Sentences
&
Expressions
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
Exercise 1: Re‐order the words to form correct subordinate relative clauses. [Based form tasks]
1] A giraffe /which /African Jungle/is/lives/animal/./in/the/
 …………………………………………………………………………………………………………………
2] A postman /delivers/ who/man/is/the mail/./a/everyday
 …………………………………………………………………………………………………………………
3] A library /books/place/where/can/we/./read/a/is/
 …………………………………………………………………………………………………………………
Activity A: Pick out sentences from the letter above which have the same meaning as the pairs of sentences
below. [Meaning Based task]
a‐The Sahara used to be a green land with large rivers and big lakes. It used to be a green land with large rivers and big lakes, which contained a
lot
b‐ The large rivers and big lakes contained a lot of fish. of fish.
a‐It had large forests.
b‐The large forests were full of dangerous animals. It had large forests, which were full of dangerous animals.
a‐People used to live in the Sahara.
b‐These people were cave people . The people who used to live in the Sahara were cave people.
a‐They painted many beautiful pictures of animals and hunters in the caves. They painted many beautiful pictures of animals and hunters in the
b‐They lived in the caves. caves where they live.
 The learners try to answer the task, then the teacher invites them to correct “orally” using their pencils.
 Activity B: Cross the words, which are repeated in the pairs and replace them with the relative pronouns. Be
aware of the punctuation [ Meaning Based task]
a‐The Sahara used to be a green land with large rivers and big lakes. The Sahara used to be a green land with, which contained a lot of
b‐ The large rivers and big lakes contained a lot of fish. Fish.
Which == large rivers and big lakes refers to objects
a‐People used to live in the Sahara. The people who used to live in the Sahara were cave people
b‐These people were cave people .. who == These people to subject
a‐They painted many beautiful pictures of animals and hunters in the caves. They painted many beautiful pictures of animals
b‐They lived in the caves. and hunters in the caves where they live.
Where == in the caves. to place
 The teacher asks the pupils to give the deduction about the situation .
 The learners try to answer the task, then the teacher invites them to correct “orally” using their pencils.
Page12
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Read the statements
and interact with the
teacher about the
meaning .
Interpret the given
sentences then pick out
the same ones form the
text .
They read and
identify the required
instructions
Justify their answers
Produce sentences
avoiding the repetition
Use the appropriate
conjunction to avoid the
repetition
Interact with the
teacher about the given
conjunction and the ones
already seen .
Produce correct
sentences without any
repetition
Discriminate
between the
conjunctions and their
uses (object – place‐
subjects)
Improvise what are
those conjunction since
they might have been
seen in French.
Identify the
conjunctions as {Relative
Pronouns}
Recognize the use of
the relative pronouns
and discriminate
between the ones already
seen {time and
conditional
conjunctions}
Yellowdaffodil66@gmail.com
Which , who, where are Relative pronouns they refer to the words which come before them . (They are used to ovoid the repetition)

14. ‐ Imagine you are a tourist guide and some tourists are inquiring about how life used to be in the Sahara .
‐ Write a short note for tourists about what life used to be like in the Sahara .Use the right relative pronoun to
link the sentences.
Life used to be dangerous in the Sahara .You know, tigers, bears and lions, which lived near the caves ,
used to attack cave people .Life was even more dangerous for children .The children who used to stay close
to the open fire often got burnt .The children who often fetched water to drink fell into the deep lakes and
died ….
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
 The teacher interacts with the learners about the subject .[Archeology – the cave age ….]
 The teacher explains the instructions of "Activity 1p97"and the new words such as {stone axe – spear – stone pot –
stone jar – skin bag}. The learners should be aware about the difference between 'used to ' and the verb "to use" then
invites the learners to perform the drill.
 Activity1p97: Use the relative pronouns to form correct dialogues: { Communicative based task}
o Ann: Excuse me, what is this?
o Archeologist: This/That is a stone ax.
o Ann: What did the cave men use it for?
o Archeologist: They used it for hunting wild animals.
o Ann: And what is that?
o Archeologist: This /That is a stone star.
o Ann: What did they use it for?
o Archeologist: They used it for storing fat.
 The pupils do the drills on their rough then give back their work 'orally' pair by pair.
 The learners listen to the teacher's explanation of 'activity 2p98' and the new words then invites them to work on
their rough copy books.
 Activity 2p98: Make correct dialogues using the relative pronouns "where" .
 A : Excuse me , what did cavemen use to do at the corner of the cave ?
 B : This is the place where they used to keep their musical instruments.
 A : And what did they use to do in the back of the cave ?
 B : This is the back of he cave where they used to sleep.
 A : What did they use to do in the back of the cave?
 B : This is the front of the cave where they used to keep a fire to frighten wild animals away.
 The pupils work on their rough, correct on the board then perform the drills pair by pair.
1} Learning Integration:
 The pupils are asked to pay attention at 'Write it out ' section , they listen to the teacher's explanation then try to do
the work on their rough .The teacher has to explain the new words such as [ stay close to – fetch – deep ]
2} Assessing Integration:
 The teacher helps the learners in their production, then invites some of them to read what they have produced
while he reports the passage on the board.
 The pupils are asked to read the corrected tasks , then write down on their copy books. Page13
Interact
Interpret
Produce
Interact
Interpret
Interact
Interpret
Produce
Interact
Interact with the
teacher about the
subject
Talk about cave
period
Improvise how
life used to be
Describe tools
used in that period
Identify jobs
Discriminate
between the verb
'to use' and 'used to
'
Identify relative
pronouns
Describe the use
of the relative
pronouns
Use the relative
pronouns to form
complex sentences
Use relative
pronouns to
produce a coherent
paragraph
Discriminate
between relative
pronouns for
'people ' and
'objects'
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15.
Actions or
state that
existed in the
past
Sentences
&
Expressions
Information
&
Messages
Surprise
and
Amazement
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
warm up: The teacher greets his learners and welcomes them, he tries to interact with them about the last séance
learning objectives.
The teacher invites the pupils to open their books on page 100 ,listen to the teacher reading the 'nursery rhyme' ,they are
also asked to identify the relative pronouns .
The learners are invited to interact about the 'relative pronouns' they've found , they should justify what those
pronouns replace .
the pupils are asked to read the rhyme .
The teacher reminds the pupils about 'idioms' , explains the instructions , and the new words and expressions ,then asks
them to do the work 'pair work'
 Activity p100: Match idioms with their meanings.
1 2 3 4 5
B A C E D
The pupils give back their answers , the teacher directs them ,using their pencils ,they correct on their books .
The teacher invites the pupils to read the activity pair by pair.
The pupils are asked to listen to each others interacting about 'India', then with the help of the teacher they
complete the information card .
The pupils are asked to listen to each others interacting about 'India', then with the help of the teacher they
complete the information card .
The teacher interacts with his pupils about the mausoleum "Taj Mahal" , Then the teacher directs the activity by
giving some information about the mausoleum.
The teacher gives separated statements then asks the pupils to gather them in order to form a coherent paragraph
.
 Activity 3p101: What do you know about this monument, write a short paragraph about it.Use the relative pronouns.
The paragraph:
This white marble mausoleum which was built by Shah Jahan in memory of his favourite wife, Mumtaz Mahal. It is called the Taj
Mahal .It took 20.000 workers more than 23 years to build. They finished building it in 1653.It is a famous example of Indo‐
Islamic architecture, which fuses the Muslim and Hindu styles. As you can see, it has a central dome and minarets on each
corner….
The teacher reports the activity on the board then asks the learners to read it. Page 14
Interact
Interact
Interact
Produce
Interpret
Produce
Interpret
interact
Interact
Interpret
Produce
Recognize the
relative pronouns
and their use
Identify idioms
Interact about
countries , their
location and
information which
they concern
Do a research
about a monument
The pupils
interact with the
teacher about famous
mausoleums
The pupils give
back what they've
gathered as
information about
'The Taj Mahal'
The pupils look at
the picture on page
101 and interpret it .
They produce a
short production
about the subject
The are asked to
read respecting
stress and intonation
Yellowdaffodil66@gmail.com
National name: Hindi Bharat
Area : 3.166.829 sq/km
Bordering countries: Nepal, China, Afghanistan, Bangladesh, Pakistan,(Arabian Sea, Indian Ocean)
Official languages: Hindi ,English
National languages:17 'languages' .More than 1650 dialects
Religions: Hindu 83% ;Sunni Muslim 11%;Chriatian 2.5% ;Sikh 2%
Capital : New Delhi
Main Towns: Bangalore; Ahmedabad, Kampur, Bombay and Calcutta.
Currency : Rupee
Monuments : Kesava Temple, Taj Mahal
Representational animal : cow
Famous Indian leaders: Mahatma Ghandi , Nehru , Andira Ghandi .

16.
Describe
Biography
Of
Famous
People
Describe
Biography
Of
Famous
People
Describe
Biography
Of
Famous
People
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
The pupils are invited to pay attention at 'Activity 4p102", listen to the teacher explaining the instructions then asks
the pupils to take their pencils and correct with their teacher 'orally' on their books .[ The teacher provides the missing
information to the learners]
 Activity 4p102: Do a research about Harun al-Rashid .
The teacher invites the learners to read the gathered information .
The pupils listen to the teacher explaining the instructions of 'activity6p102',then invites them to work in pairs.
Activity 6p102: Write a short biography using the information in the above 'activity' use the semi modal –used to – and the
relative pronouns.
The biography :
Harun AlRashid was born in 766 and died in 809.He was the son of Al Mahdi who was the third caliph of the Abbasides dynasty of
Baghdad .His mother was of Berber stock .Harun AL Rashid married his cousin in 782.In 786, he became caliph .HarunAlRashid was a
man who was very fond of music ,science and literature. He gave his protection to many scientists and writers during his reign. Harun
had many friends .Among these friends were Khalid AlBarmak,Fadl,Djaffar and Yahia .One of his pen friends was Charlemagne, who
was the King of the Franks.Harun Alrashid was generous with him .He sent him silk robes, a chess game , a clock and an elephant to
Charlemagne to show him his friendship .What he dislikes most is dishonesty. He was the hero of the famous tales called "One
thousand and one nights" , where Harun Al Rashid is portrayed as a man walking the streets of Baghdad in disguise at night ….
The teacher asks the learners to correct their works , they're asked to read and he reports the work on the board.
The pupils are asked to read all the written works on the BB, then write down on their class copy books
The teacher explains the instructions of 'activity 1p103' and asks the pupils to do it as a home work .
The teacher supervises the work on the pupils ; invites them to read what they've done , then write it on the board .
 Activity 1p103: Combine the two columns to form a coherent paragraph.
Leonardo Fibonacci's biography :
The Italian Leonard Fibonacci , who was a merchant and also a learned mathematician , introduced Arabic
numerals to western Europe .He was educated in present –day Bejaia, on the North African coast , where his father
was a commercial agent .When he returned to Italy , he published a book of mathematics, which he called 'The Book
of The Abacus"
The teacher invites the pupils to read the correct work on the board .
The teacher encourages the pupils to build up more biographies about the other personalities given in 'Activity2p103'
Page 15
Interact
Interpret
Produce
Interpret
Produce
Interpret
Produce
Interact
Interact about
famous Islamic
personalities
Interpret the
picture on page
102 and express
theselves about
'Harun Alrashid"
Fill in the form
Use the
information in the
previous activity
and try to build up
a biography about
the given
personality
Use what they
have already learnt
(semi modal and
relative pronouns)
Build complex
sentences to form a
cohernent
paragraph
Work in pair
Read their
production then
write down .
Give back their
production
Read respecting
stress and
intonation
Make complex
sentences and short
paragraphs using the
relative pronouns
Use notes to expand
them into paragraphs
Yellowdaffodil66@gmail.com
Name : Harun Al‐Rashid
Date and place of birth : Ravy‐Persia‐Iran, 765 AD
Father : Caliph El Mahdi
Mother : Of Berber stock
Occupation : Caliph (786 A.D – 809AD)
Married : Zubayda ,his cousin 782AD
Hobbies : Reading short stories , listening to music , playing chess….
His friends : Khalid Albarmak – Fadl – Djaffar , Yahia
His pen friend : Charlemagne ,King of the Franks, sent gifts to Charlemagne : silk robes , elephant , chess
game, clock.
Hero of a famous tale : One thousand and one nights.
Habits : walking the streets of Baghdad in disguise at night.

17.
File Four: 4AM
 Personal Goals: During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
5.Active, evolving process:  Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes and learning from them .The aim is to perform
competently ,while recognizing that errors may still occur.
a) The teacher provides a balance of activities that focus on accuracy and fluency. B] The teacher plans activities within each lesson in which learners use the language freely without worrying about errors,
so that they can focus on fluency and communication. C] The teacher plans activities in which learners use previously learned language and skills and incorporate new language and skills d] The teacher
gives learners opportunities to recognize errors and figure out how to correct them.
6. Ongoing assessment of Learning.  On going , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can
provide useful information on individual progress and achievement, which teachers and learners can review to aid learning .
The teacher has realistic short and long term learning objectives for learners. B] Regularly assesses learner learning. C] The teacher plans and uses a variety of assessment activities to assess learning. D] The
teacher plans and uses assessment activities that assess not only what learners know, but also what learners are able to do as speakers, listeners, readers and writers. E] The teacher teaches learners to
assess themselves and their peers so that they are aware of their progress.
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
Function: Asking for and giving information about people & Describing biographies
Grammar: Simple present tense ‐ relative pronouns – simple past tense
 Vocabulary: Vocabulary related to history and Islamic civilization scientist
 Will you explicitly teach an aspect of culture in this lesson? If so, describe.
‐ Yes, I will teach some of the, USA national symbols & Algerian famous personalities ( Ben Badis)
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
 Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used: To facilitate pair work in class. To convey the meaning of unknown words, phrases and structures.
• To gain time to plan and recall language.
 Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward accompanied by visuals (e.g; gestures ,writing or drawing modeling,
demonstration).Broken down step‐ by‐ step .
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to demonstrate:
r Ask and give information about the past of people and tribes
r Describe famous ones and famous people’s biographies
Required material and / or resources:
r The Manual’s script and photos [p 101 – 103 ‐105‐106]
r Script page 171 ‐172
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Page 16

18. Making Notes: When you make notes,don’t try to copy the exact words.The teacher is not giving a dictation, so you don’t have
Time to copy everything.Simply write down what is essential.
Time Rationale Interaction P R O C E D U R E Swbat Who are my learners?
Welcoming
&
greeting
Interrupting
&
preventing
from
speaking
Race &
Ethnicity
Race &
Ethnicity
Pieces of
writing
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
Warm up: The teacher greets his learners and welcomes them, he tries to interact with them about the last
Pre‐listening:
The teacher invites the pupils to listen to him explaining the instructions of 'Activity 1p104" then take their pencils and correct on the board.
 Activity 1p104: What will you do in the following situations? Circle the correct answer.
A .You can't hear well what you interlocutor says .  You will say: Could you repeat please.
B . You make a mistake while speaking to someone.  You will say sorry and correct the mistake.
C .You don't understand what your interlocutor says.  You will say "Pardon?"
The teacher invites the learners to read their correction, and then they are asked to listen to him reading the script on page '170/171'
and check if they were correct.
During –listening:
The teacher invites the pupils to read the script pairs by pairs, explains the new vocabulary and expressions
The teacher explains the instructions of 'activity3p104', ask the pupils to shut their books and try to improvise the answers.
 Activity3p104: Listen and say why does the teacher in the script responds as he does below. Circle the right answer;
A ."Hold on Mike! James hasn't finished yet" Mike hasn't waited for his turn to speak.
B . The teacher uses the word "Now" to say that  He wants to change the topic of the conversation.
The teacher invites the learners to use their pencils and correct on their books.
The teacher invites the pupils to pay attention to the 'coping' section', he asks the pupils to read section by section while he explains
each section.
Post –listening:
The pupils are invited to re‐read the 'coping ' section again, then write it down on their copy books .
The learners are invited to look at the map on page 105, talk and say what the already know about the subject.
The teacher asks the pupils to go back to the script on page 170/171 and try to build up a dialogue or discuss about the Tribes of the Indian Nation.
The teacher explains the aim of 'Activity1p106', which is how to take notes down.
Activity 1p106: Listen to the teacher and make notes.
Column A Column B
They arrived in 1607 Date of colonists' arrival? 1607
A tribe called Powhatan Indian tribe? Powhatan
The tribe' name refers to its chief Indian chief? Powhatan
He was a tall man with a stern face What did he look like? Tall man/stern face
He was a man of 60 years old His age? 60 years
He never forgave his enemies. He loved his daughter What was he like? Cruel /loved his daughter
Her name was Pocahontas Daughter's name? Pocahontas
She was 13 years old Her age? 13
The pupils use their pencils to complete the chart then perform it as pair work.
The teacher asks the pupils to pay attention at 'coping section' on page 106, he invites one of the learners to read it while he explains
each part of it
The teacher explains the instructions of 'activity2p 106' , then asks the pupils to write a short biography about Pocahontas
{homework} Page17
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interact
Interpret
Produce
Interact
Produce
Interact about
different sorts of
situations specially
when asking about
'clarification –
Recycle this kind
of activity since it
has already been
seen the previous
year .
Discriminate
between different
sorts of situations
Read and justify
answers
Identify the
meaning of a speech
from a specific word
or expression
Exploit a map to
interact about a
given subject
Interpret a map to
form a dialogue or a
paragraph
Recognize the
most important
word or expression
in a sentence and
note it down
List down notes
from a dialogue or a
text
Interact about
historic subjects
Identify and
locate places and
past events
Produce a short
production about
people they have
already known
them.
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19. File Four: 4AM
 Personal Goals: During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
7.Active Learners:  Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning
,learning cooperatively with peers, and making connections to life outside of class
a) The teacher supplements and adapts the textbook to plan activities related to learners' interests, prior knowledge and experience.  " SARS" (S = Select / A = Adapt / R = Reject / S = Supplement )
B]The teacher sets tasks that allow the learner to discover how the language works in its form, meaning and use. C]The teacher plans lessons so that learners have to think and use their previous knowledge
and imagination to prepare for and carry out classroom activities. D]The teacher sets tasks that develop cooperative learning and encourages peer help and readiness to exchange with others.
The teacher uses and plans activities that allow learners to practice and develop "real‐life communication" skills for reading ,writing ,speaking and listening.
8. Facilitator  Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind;
guiding and monitoring learner learning ; assisting learners in contributing to their own learning in a learner‐centered teaching a] The teacher finds out the needs ,interests, language difficulties. B]The teacher
selects and introduces activities and materials for language work that meet learner needs . C] The teacher fosters a group feeling (cooperation, respect, enjoyment, trust . D]The teacher organizes learners so that interaction
can be facilitated(using space, classroom furniture, time, etc…)so that the teacher is not the focus of the classroom. E] The teacher varies patterns of interaction(e.g. teacher eliciting from class, pair work learners presenting t
class, learners mingling)within the lesson to support the objectives of the class and the feeling/energy of the group. F] The teacher ensures that the learners find their involvement sufficiently challenging. G]The teacher
teaches learners how to use language strategies to aid in their learning and communication.
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
Function: Writing letter of opinion & Describing process
Grammar: Simple Past Tense
 Vocabulary: Vocabulary related to history and famous personalities
 Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
‐ Yes, I will teach some of the historic places and famous people of Algeria
Competencies :
 Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
 Can plan for ,use and evaluate the effectiveness of several reading strategies to develop : Reading efficiency and speed Guessing skills.
 Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward accompanied by visuals (e.g; gestures ,writing or drawing modeling,
demonstration).Broken down step‐ by‐ step .
Can plan for ,use and evaluate the effectiveness of several writing strategies to Generate ideas , Create a draft.
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to demonstrate:
r write letter of opinion and describe biography
Required material and / or resources:
r The Manual’s script and photos [ 107‐110]
r Script page 171 ‐172
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Page 18

20. Time Rationale Interaction P R O C E D U R E Swbat Who are my learners?
Welcoming
&
writing
Describe
Biography
Of
Famous
People
Opinions.
Beliefs
And point of
view
Opinions.
Beliefs
And point of
view
Opinions.
Beliefs
And point of
view
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
Warm up: The teacher greets his learners and welcomes them; he tries to make a short review about the last séance and
its learning objectives.
Pre‐reading:
Step one: The teacher invites the pupils to look at the photo on page 107, and try to recognize the personality in the photo.
Step two: The teacher helps his learners by giving some useful information about Marti Luther King, in order to lead them discuss
about the subject.
Born Michael King, Jr. January 15, 1929 Atlanta, Georgia, U.S. Died April 4, 1968 (aged 39)
Memphis, Tennessee, U.S. Monuments Martin Luther King, Jr. National Memorial (planned) Influenced by Jesus, Abraham Lincoln, Mahatma
Gandhi, Benjamin Mays, Hosea Williams, Bayard Rustin, Henry David Thoreau, Howard Thurman, Leo Tolstoy Political movement African‐
American Civil Rights Movement, Peace movement
Nobel Peace Prize (1964), Presidential Medal of Freedom (1977, posthumous), Congressional Gold Medal (2004, posthumous) Signature
Step three: The pupils listen to the teacher explaining the instructions of 'Activity1p107' then work with their colleagues.
Activity 1p107: Read the notes and cross out the ones, which you don't use in the article about Martin Luther King. Justify your
answer.
The irrelevant notes are: 1) married Coretta Scott 2) Baseball fan.
The reason for not including this information is that the topic is about Martin Luther King as a political/public
figure not about his hobbies or his private life.
Step four: The teacher invites the pupils to read the notes on the activity, give their answers with justification.
During –reading:
Step five: The teacher explains the instructions of 'activity 2p107', and the new words and expressions such as 'letter of opinion' –
man of peace – hero – preached – violence‐ racists‐ defense – civil rights – modest – tolerance – self respect – least‐bad guys.
Step six: The teacher invites the pupils to read the letter while he explains the words and expressions, then asks the pupils to check if
the notes they've omitted in the previous activity are whether correct or no.
Step seven: The pupils read the letter again on page 107, and try to do 'activity3p108.
Activity3p108: Read again the letter and answer the following questions.
In which sentence of the letter does the author state his/her opinion?  The author states his opinion in the first sentence of the letter.
"Martin Luther King Junior never starred in a Hollywood film, and never killed the "bad guys", but he was my hero."
How does the author organize his/her text?  The author organizes his/her text by listing and explaining a series of arguments.
What kind of words does he/she use to organize his /her ideas?  He/she uses sequencers:” first, second, third, finally"
Step eight: The teacher requires form the learners to correct the activity, then perform it
Step nine: The pupils listen to the teacher explaining the instructions of 'activity4p108'then try to work on their rough copybooks.
Activity4p108: Read the text on the previous page and answer the following questions.
a. Which word in the text is closest in meaning to the word 'famous'?  Famous = well known.
b. Which sentence in the text explains the expression 'man of peace'?  'Man of peace' = He never preached violence against
white people who hated the black population in America.
c. Which words in the text are opposite in meaning to the following: 'peace –courage – hate '?  peace =/= violence
courage =/= afraid hate =/= love
Step ten : The teacher invites the learners to give back their answers , then they are asked to correct using their pencils on their books .
Page 19
Interact
Interpret
Interpret
Interact
Produce
Interpret
Interact
Produce
Interpret
Produce
o Interact with
the teacher and
the colleagues
about the subject
o Identify famous
peace
personalities and
list their works
o Read and
recognize what is
relevant from the
irrelevant one
o Justify their
answers for the
choice they've
made
o Read and check
where they've
mistaken
o Read and
exploit the text by
doing different
activities related
to comprehension
and lexis
o Identify famous
personalities,
their origin and
their works
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21.
Pieces of
writing
Biography of
famous
personalities
Opinions.
Beliefs
And point of
view
Teacher‐
Students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
Teacher –
Students
Students –
teacher
Students –
Students
Teacher –
Students
Students –
Students
Post –reading:
Step eleven: The pupils are invited to pay attention at 'coping section', listen to the teacher explaining each parts of the section
{The aim is to show to the learners what to do to understand a difficult word}
Step twelve: The learners are invited to listen the teacher explaining the instructions of “Activity5p108” then they are asked to use their
pencils and answer on their books.
Activity5p108: Read the examples in column B and match them with the strategy which it best illustrates in column A.
Step one: Keeping the same strategy as in “Activity5p108” The teacher asks the pupils to look at 'activity1p109', he explains the
instructions, the new words and expressions They are also asked to look at the picture on page 110 and try to interpret it. Then invites
them to work on their rough. (pair work)
 Activity 1p109: Re‐write the sentences in column B using the strategies listed in column A to get a short biography
about Mahatma Gandhi.
Mohandas Karamchand Gandhi was an Indian nationalist leader .He led the Indian struggle for independence .He was a peace
loving man (a pacifist), who strongly believed that non‐violent cooperation could free his country from British colonial rule .He
organized many hunger strikes and demonstrations to make India independent .India got its independence in 1947.A Hindu
nationalist assassinated Mahatma Gandhi (The Great Soul) in 1948.He killed him because he thought that Gandhi had betrayed
his people.
Step two: The teacher invites the learners to give back their answers, while he reports the paragraph on the board or asks the pupils
to it. Then they are asked to read the whole paragraph.
Learning Integration:
Step three: The learners are asked to do the same work with the Algerian personality 'Abdel Hamid Ben Badis', he explains the set
of instructions, then work in pairs to write a letter of opinion.
Assessing Integration:
Though 'Abdel Hamid Ben Badis' I didn't participate in the War of Independence, he was for me the greatest hero of the Algerian
Revolution .I hold this opinion for four main reasons. First , he was among the Algerian intellectuals who laid the foundation of the
Algerian nation .Second ,he lived and worked for the independence of Algeria .Third , he did a colossal work to teach the Algerians
and to reestablish the Algerian personality which was rubbed by the French colonialism. We are right to celebrate Science Day on
his birthday, April 16,every year.
Step four: The pupils give back their answers, while the teacher leads them to correct on their books using their pencils.
Step five: The pupils read all the written work son the board , then write down on their class. Page 20
Strategies 1 2 3 4
Examples D C B A
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
o Talk about the
British
colonialism and
compare it with
the French one
o Discriminate
between the ways
to fight the
colonial enemy
o Use notes from a
chart to produce
a written
composition
o Respect the
given strategies to
build a coherent
Paragraph
o Use the given
texts and letters
to form similar
paragraphs
expressing ones
idea and opinions
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‐ Your American friends sent you a letter talking about one of their national symbols, “Martin Luther King Day”
and he wants to know about yours
‐ Write a short letter of opinion about 'Abdel Hamid Ben Badis'
‐ Use relative pronouns & time sequencers in your letter.