Democratic And Popular Republic Of Algeria

Ministry Of National Education

Mohamed Belhachemi High School – Hadjadj
Teacher : Ms Aouad Nadia
Level : First Year Literary Stream
Unit Two : Once Upon A Time
In This unit , my pupils will learn to …
Sequence One :
a- Listen and respond orally and in writing to a past event "The Loss of the Titanic"
b- Express likes and dislikes about literary works
c- Recognise stress in three-syllable words
d- Recognise and pronounce inflected endings (verb+ed)
Sequence Two :
a- Read and interpret a blurb on the paper jacket of a book
b- Read and interpret a literary portrait
c- Describe people’s physical appearance and personality features
Sequence Three :
a- Read and interpret a street map
b- Read and respond to a short narrative
c- Ask for and give directions and locate places
Stop And Consider :
a- Use the past continuous and the past simple + ‘when’and’while’
b- Use ‘besides’and ‘beside’
c- Use the relative pronouns ‘who’ , ‘whom’ and ‘which’
Sequence Four :
a- Read and write a short biography
b- Read and interpret a short poem / a folktale
c- Read and use a street map
d- Write a folktale.
Check Your Progress :
Self evaluation.
Training activities

My pupils’ project :

*) A book review

*) A biography

*) A story book

*) My village during the colonial period

 Level : First Year Literary Stream
Unit 2 : Once Upon A Time

Sequence : 1 Listening And Speaking

Objective : By the end of this sequence , learners should be able to recycle the forms
characteristic of the language of narration and restore chronological order of an event (the
Titanic) using the past tenses.
Functions :
A)Commenting an event using pictures , film…
B) Reading numbers
C) Retelling a story.
Skills :
-) Listening and responding to a story (Titanic)
Language Forms :
-) Past simple tense
-) Past perfect tense
-) Past continuous
Lexis :
Topical lexis linked to the tale “Titanic”
Iceberg , lifeboat , sink , sail , passenger , radio , survivor , tragedy , officer , drill ,
warning , speed .
Phonology :
-) Pronunciation of final ‘ed’
-) Stress in three-syllable words
Material needed :
-) Visual aids :
pictures
film
Time expected : 3 to 4 hours
 TEXT

THE LOSS OF THE TITANIC

The Titanic sailed for New York from Southampton on April 10th, 1912 carrying 1316
passengers and a crew of [Link] that time, however, she was not only the largest ship that had
ever been built, but was regarded as unsinkable, for she had 16 watertight compartments. Even if
two of these were flooded, she would still be able to float.
Four days after setting out, while the Titanic was sailing across the icy waters of the North
Atlantic, a huge iceberg was suddenly spotted by a look-out . After the alarm had been given, the
great ship turned sharply to avoid a direct collision. The Titanic stopped then turned just in time,
narrowly missing the immense wall of [Link], there was a slight trembling sound from
below. The noise had been so faint that no one thought that the ship had been damaged. The
captain noticed to his horror that the Titanic was sinking rapidly, for 5 of her 16 watertight
compartments had already been flooded !
The order to abandon ship was given, and hundreds plunged into the icy water. As there
were not enough life-boats, 1500 lives were lost. The tragic sinking of this great liner will always
be remembered, for she went down on her first voyage with heavy loss of life.

Adapted from "The Loss Of The Titanic"

[Link]
 LESSON PLAN

THE LOSS OF THE TITANIC

Step 1 : Anticipate : ( 15mns )

Oral activity : Asking and answering questions

Aim : To introduce the topic and make learners focus their attention on information about the
story (Titanic)and to introduce new words related to the story( to sink , iceberg , tragedy)
 Teacher asks his pupils :
-) Do you like travelling?
-)PPs’ answers : Yes , of course
-) By what?
-) PPs’ answers : By plane , train , ship
-) Are there any dangers when travelling by plane or ship ?
-) PPs’ answers : By plane ( to crash)
-) PPs’ answers : By ship ( to sink)
-) Is anyone here who knows about the sinking of a ship?
-) PPs’ answers : The sinking of the Titanic
-) Have you seen the film "Titanic"?
-) PPs’ answers : Yes , of course
-) How did the Titanic sink?
-) PPs’ answers : It collided with an iceberg
-) Was the story of the Titanic happy or sad ? why ?
-) PPs’ answers : Sad , because many passengers died

At the end of the warming up my pupils should write

To sink : To fall gradually below the surface of the sea.

Iceberg : Mass of ice floating in the sea.
Tragedy : event causing sadness (great number of dead people)
*When the Titanic was sailing , it collided with an iceberg so it sank and many passengers
lost their lives.
 Step 2 : Listen And Check (45mns)
Activity 1 :
Aim : To enable learners to detect information about the event (the tragedy of the Titanic)
 Listen to the text and choose the correct answer..
1. The Titanic was sailing across
a- The Pacific ocean
b- The Atlantic ocean
c- The Indian ocean
2. The tragedy happened in
a- 1914
b- 1812
c- 1912
3. The great ship was carrying
a- 1207 people
b- 2207 people
c- 207 people
4. The collision was between the Titanic and
a- A mountain
b- A ship
c- An iceberg
5. There were not enough lifeboats so
a- 1500 lives were lost
b- 1316 lives were lost
c- 705 lives were lost
Keys :
1 2 3 4 5
B C B C A
Activity 2 :
Aim : At the end of this activity , my pupils should have more details about the event (the tragedy
of the Titanic)
 Listen to the second part of the passage then answer the following questions
a- Why was the Titanic considered as unsinkable ?
b- Did the passengers feel the noise of the collision ?
c- Why is the loss of the Titanic considered as a tragedy?
Keys : 1. Because it had 16 watertight compartments.
2. No , they did not .
3. [Link] of the death of 1502 people
Activity 3 :
Aim : To evaluate my pupils’understanding of the story .
 Reorder the following events into their chronological order
a- After 4 days of sailing, it crashed into an iceberg
b- While others were plunging into the icy water.
c- The captain discovered that the Titanic was sinking quickly.
d- The Titanic was sailing across the Atlantic to New York.
e- Some passengers were evacuated in lifeboat.
f- But the passengers didn't realised that as the noise was so faint.
g- As there weren't enough lifeboats for them
Keys :
A B C D E F G
2 6 3 1 5 4 7
 Step 3 : Say It Clear (1 hour)
Activity 1 :
Aim : Pupils should be able to pronounce final "ed" correctly ( /t/ , /d/ , /Id/ ) .
Procedure:
Teacher writes verbs ending with "ed" on the board, draws the table with the three columns (
/t/ , /d/ , /Id/ ) , reads them, then asks the pupils to classify them in the right columns. Finally, they
have to deduce the rule.
 Listen to your teacher's pronunciation of the following verbs, then classify them
according to the pronunciation of their final "ed" in the table.
Verbs /t/ /d/ /Id/
Sailed Sailed
Regarded Regarded
Flooded Flooded
Stopped Stopped
Spotted Spotted
Turned Turned
Damaged Damaged
Noticed Noticed
Plunged Plunged
Remembered Remembered
Rule:
Final "ed" is pronounced /t/ after voiceless sounds except 't', /d/ after voiced sounds except 'd'
and /Id/ after 't' and 'd' .
Activity 2 :
Aim : To reinforce the correct pronunciation of final "ed".
 Classify the following words according to the pronunciation of their final "ed".
Verbs /t/ /d/ /Id/
Travelled Travelled
Started Started
Asked Asked
Climbed Climbed
Finished Finished
Activity 3 :
Aim : Pupils should be able to stress three-syllable words.
Procedure
The teacher directs the pupils' attention to the table and asks pupils to split words into syllables.
Then he refers to the stressed syllable and the unstressed ones by pronouncing the each of the
two words in the table.
 Write the adjectives according to their stress pattern.
Adjective oOo Ooo
dramatic dramatic
magical magical
wonderful Wonderful
fantastic fantastic
relaxing relaxing
exciting exciting
depressing depressing
 Step 4 : Your Turn (2 hours)
Activity 1 :
Aim : Pupils should be able to express literary preferences usig adjectives ending in :
ful,able,ing,ly and expressions like : keen on / fond of.
Procedure:
The teacher introduces each of the four stories mentioned in the coursebook(p.39): Petr Pan,
Treasure Island,The Adventures of Tom Sawyer and Dracula. The pupils are also asked if they
know these stories. If they do, they are asked to narrate briefly the story they know. Finally, the
dialogue is played by the teacher to give pupils an idea of the activity they have to do, and the
words / expressions they have to select and use from the table.

 Respond favourably or unfavourably to one of the books [Link] the nouns and
adjectives in the table.
A Sample dialogue
A : Tell me, what's your favourite book ?
B : My favourite book is Stevenson's Treasure Island.
A : Why do you like it so much ?
B : I like because it tells a fascinating story and the setting is striking.
A : Personally, I don't like it.
B : What's your favourite book then?
A : My favourite book is Twain's Tom Sawyer.
B : Why are you fond of it ?
A : I'm keen on it because it tells an enjoyable story and the characters are so courageous.
B : I personally find it lazy and boring

Say It In Writing :
Aim : Pupils should be able to make use of the vocabs given in the previous activity to write a
short review of a book / a film of their choice..
Procedure:
The teacher directs pupils' attention to the sample book review on p.39, and are asked to think of a
book they read or a film they saw, and to write a short review of it using the given one as a model.

 Write a very short review of a book or a film of your choice. Use the book review
below as a model.
A Book Review Sample

A Farewell To Arms
Earnest Hemingway
I have read a lot of books about love stories and wars, but this is my favourite. A young
American soldier in the WWII , in the French-Italian borders who falls in love with a nurse, and
couldn't forget her even after he returned to his country. I like the story because it is full of
charming and lively emotions during a very hard time, the war. Besides, the characters are very
sensitive and full of true love to each other in a powerful setting. I recommend the story to every
reader who is fond of love stories and keen on human pure emotions during an illegal war.
Level : First Year Literary
Unit 2 : Once Upon A Time

Sequence 2 : Reading And Writing

Objective : By the end of this sequence , learners should be able to read and interpret a blurb on
the paper jacket of a book, and read and interpret a literary portrait

Function :
-) Describing people’s physical appearance and personality features

Skill :
-) Reading and responding to an extract fom a novel

Language Forms :
-) prepositions : with, in
-) expressing likes / dislikes
-) personality features :…looks / looked like…

Lexis :
Topical lexis linked to literature
novel , setting , characters , portrait .

Material needed :
-) Visual aids :
- A paper jacket of a book

Time expected : 2 hours

 LESSON PLAN

Read and interpret a jacket blurb of a book cover

Step 1 : Anticipate (30mns)

Activity 1 :
Aim : The learners should be able to interpret a jacket blurb of a book cover
 Look at the picture of a book cover below and answer these questions (p. 40):
Answers
a) The picture shows the back part of the book cover. The photo of the author is always put
on the back part of the book.
b) The author of this book is Chinua Achebe .
c) He is from Nigeria.
d) The blurb gives an appreciation and a summary of the novel. It is included for
commercial reasons.

Activity 2 :
Aim : -) The learners should be able to guess how the novel will start from ideas taken from the
blurb.
 Try to guess from the jacket blurb how the novel will start. Circle the right letter.
The novel will start with a …
b. Portrait of the hero.
Step 2 : Read and check (30mns)

Activity 1 :
Aim : -) The learners should be able to describe people's physical appearance and personality
features.
Procedure
Pupils are asked to read the text first, then to read the questions from the first column of the
table to make sure they understand what they have to do.
 Read the text and complete the table with information from the text :
Character traits Okonkwo Unoka
Physical appearance Tall & huge, with a dark A thin handsome man
a. What did he look like? complexion, a wide nose and
bushy eyebrows.
Personality He had a fierce look He had a gentle look.
b. What was he like? He was a very hard worker He was lazy and
He was courageous improvident(incapable of
He was a hero bringing food to his wife and
children)
He was a coward
Likes and Dislikes He was a man who liked Playing on his flute and
c. What did he like / dislike? action talking about music.

Activity 2 :
Aim : -) The learners should be able to find out the tense used in the passage they read and the
rea son for choosing this tense.
 What tense is used in this text ? Why ?
Key:

The tense that is used in the text is the past because the writer is narrating events that happened
in the past.

.
 Step 3 : Discover the language ( 2 hours)
Activity 1 :
Aim : -) At the end of this step, pupils should be able to describe people’s physical appearance
and personality features.
Procedure
The teacher refers to the pictures on p.42 , then reads the dialogue cues in activity 1 p.42.
Then, the teacher asks pupils to write out dialogues from the first modelusing notes from the table
and play them in pairs .
 Pair work: Look at the pictures below, then ask and answer questions about the identity
of each person . Use the cues on the table.
A sample dialogue:
A : Tell me, who's the man with short wavy hair, a cane, an old round hat, small eyes, a small
moustache and in a black suit?
B : It's Charlie Chaplin. Isn't he?
A : How did you know?
B : Because he's the famous actor with a can and a small moustache
A : That's right.

Activity 2:
Aim : -) To reinforce pupils' descriptions of physical appearance and personality features through
mlatching questions and answers..
 Match the questions in column A with the answers in column B.
Key:
1 2 3 4 5 6
e f a b c d

Activity 3 :
Aim : -) The learners should be able to conduct a dialogue describing the physical appearance
and personality features of one of their friends .
 Pair work : Think of a person in the class. Then ask your partner the same questions as
in exercise 2 to find out who that person is.
A sketch dialogue:
A : Is he a boy or a girl ?
B: He's a boy.
A : Tell me, what colour are his eyes?
B : They are light brown
A : Has he got long curly hair?
B : No, it's short and wavy.
A : Does he wear glasses?
A : Yes, he does.
B : What colour is his hair ?
A : It's black.
A : Is he tall ?
B : No, he's average.
A : What's he wearing today?
B : Today, he is in a black pair of trousers, a blue T shirt and a white pinafore.
A : Well, I think it's Youcef.
B : That's right
 Activity 4: ( Write It Right )

Aim : -) At the end of this step, pupils should be able to write a short description of a deceased
member of their family with reference to his / her physical appearance and personality
features.

 Think about a deceased member of your family whom you miss . Write a short
paragraph to describe her / him to your classmates.

A sample description:

I miss my grandmother so much. She passed away eight years ago. I remember her very
clearly.
She was small but not very fat. She had shoulder-length dark hair, a fair complexion and light
brown eyes. She had always a charming smile on her small round face.
She was gentle, sweet, generous, cheerful and so friendly. She liked animals , plants and little
kids.
Level : First Year Literary

Unit 2 : Once Upon A Time

Sequence 3 : Developing skills

Objective : Pupils should be able to read and interpret a street map, read and respod to a short
narrative and to ask for and give directions and locae places.

Functions :
A) Asking for and giving directions
B) Locating places

Skills :
-)Reading a map / reading a short narrative
-)Speaking

Language Forms :
-) Requesting ( can you show me … )
-)Imperative ( go straight.../ turn …)

Lexis :
-) Prepositions of location (at / in /near / behind … )

Time expected : 3 hours

Sequence 3 : Developing Skills (3hours)
1)Reading and interpreting a street map

Activity 1 :
Aim : -) Pupils should be able to read and interpret a street map.
Procedure
First, pupils are asked to identify the already existing facilities on the map, to read the names of
the streets / avenues and to identify where hey are. To do this activity, they are asked to listen
carefully to each of the four dialogues and, finally, to identify the facilities that are not indicated
on the map.
 Facilities number 5, 6, 10 and 15 are not indicated on the map. Listen to the dialogues
and write the number of each in one of the little boxes.
D
U
K
1 2 L E 5
M a di s o n street O S
P N T
E 11 B G R
4 M
B 6 E R E
R
O
12 L O E
L A T
K 15 D 3 9
E Spring Avenue

S 7 S 8
T T
R R 10
E E
13
E E
T T
Wilson Road

14

You are here

Activity 2 :
Aim : -) Pupils should be able to play out dialogues to ask for and give directions about the
facilities on the map using the tactics summary on the next page.
 Now use the tactics summary on the next page to ask for and give directions to the
facilities on the street map.
A sketch dialogue:
A : Excuse me . Is there a hospital near here ?
B: Yes. There"s one on the corner of Spring Avenue and Duke Street .
A : Can you show me how to get there?
A : Let me [Link] straight ahead and turn right at the roundabout. Walk along Spring Avenue
until the second roundabout . The hospital is is at the corner of Spring Avenue and Duke Street.
B: Thanks. Bye.
Some prepositions of location :
In – on – at – neaa – next to – opposite – (not)far from – behind – in front of – on / at the corner
of… - between

Some expressions of giving directions :

Go straight – cross – turn right / left – walk along…as far as…-

Activity 3 :
Aim : -) Pupils should be able to give directions in a short not or an e-mail to a friend using
the appropriate prepositions of location.

 Write a short note or an e-mail to a friend of yours . Give him / her directions where to
meet you strating from the bus station. use the street map on p.44

A sample short note.

Meet me at the school . It's in Pembroke Street, opposite the railway station.
2)Reading and responding to a narration
Activity 1 :
Aim : -) Pupils should be able to interpret a story / novel from the book cover .
 Look at the book cover and answer the questions :
Answers:
A – The author of the book is Charles Dickens
B – The title of the novel is Hard Times . I expect the book to be depressing.
C – The picture illustrates an industrial town ( b ) , because there are black fumes coming out of
the factory chimneys.
Activity 3 :
Aim : -) Pupils should be able to answer questions giving evidence from the text.
 Read the passage , then answert the questions giving evidence from the text.
Answers:
a. The author compares Coketown to the painted face of a savage.
b. The canal was black because of coal / coke.
c. Most people in Coketown worked in the textile factories near their houses for their living.
d. Coketown was a noisy town because of the piston engines of the machines.
e. No, it wasn't a good place to live in. There were only some rare facilities but no leisure
centre or public libraries where children could go .
Activity 4 :
Aim : -) Pupils should be able to look for specific information from the text
 Complete the sentences with information from the text .
a) The smoke from the factories resembled serpents trailing themselves.
b) The piston engines were similar to a melancholy elephant.
c) The people who lived in Coketown looked like one another .
Activity 5 :
Aim : -) Pupils should be able to interpret the ideas of Dickens through words and expressions
from the text.
 How does the author convey the idea of …
a. Dirtiness ( § 1 ) : unnatural red and black , smoke, black canal, a river which ran purple
with ill-smelling dye .
b. Monotony ( § 2 ) : Large streets all very like one another , small streets still more like
one another, people who lived there were all like one another.
c. Boredom ( § 3 ) : You saw nothing in Coketown but some rare facilities, there was
neither a leisure centre nor a public library where children could go.
Activity 6 :
Aim : To create settings through an introductory paragraph about an imaginary town / village.
 Imagine you are a novelist. Write an introductory paragraph about an imaginary town
or village where your story will take place.
A sample setting:
Elephant Hill is a small traditional village in Dream Land. It was situated in the mountains ,
far away from busy towns. It was hilly and its land was good for farming. It was about twenty
kilometres southern the sea.
There were some facilities like a market, a bank, a school, a hospital, a town hall and some
houses.
There were about five hundred inhabitants . Most of them were farmers while others were
craftsmen who made pots, carpets and furniture for their living.
After work or school, most of the people in Elephant Hill met out of the village to play chess,
cards or listen to famous stories of the old people. In the meantime, women prepared dinner and
look after little kids.
3)Reproducing & producing a narration

Activity 6 p.49 :
Aim : To differenciate between the author and the characters.
 Read the story very quickly and find who the narrator is. Justify.
a. Alice
b. Her sister
c. A third person ( an unknown narrator)

Activity 3 p.48 :
Aim : To interpret a short story with refernce to its characters, actions and settings.
 Read the first two paragraphs of the story and complete the table.
Who are the What were the Where and when did What was the
characters ? characters doing ? the action take place? weather like ?
- Alice - Alice was sitting in - in the garden in - The weather was
- Her sister The garden spring Very hot
- Her cat Dinah - her sister was
- A white rabbit reading
- her cat was mewing

Activity 7 p.49 :
Aim : To reproduce a story from a different viewpoint ( a character's point of view ).
 Rewrite the first two paragraphs of the story from Alice's point of view. Make any
necessary changes in the text.
Key :
It was spring, and I was sitting in the garden. I had nothing to do. My sister was reading while
her cat Dinah was mewing. But I did not find the book interesting. "How stupid!" I thought, "a
book with no pictures or conversation in it".
The weather was very hot and I felt I was going to sleep. I was just considering what to do
when suddenly a white rabbit passed near me.

Activity 9 p.49 :
Aim : To produce a shor tpersonal story.
 Write a short personal story making the best use of the information in the table .
A suggested personal short story:
It happened on January 10th ,2003. It was a winter day. The weather was very cold and rainy. I
was cleaning the floor in the kitchen while my sister was washing the dishes. I was about to
finish when suddenly my sister threw some foam on the floor. I fell down and my leg was
broken. My father took me immediately to hospital. My leg was well padded between two splints
for 21 days. I didn't go to school because it was impossible for me to walk.
Level : First Year Literary Stream
Unit 2 : Once Upon A Time
Stop & Consider
Objective : To consolidate grammar notions pupîls met in the previous sequences.
Language Forms :
a. Use the past continuous and the past simple + ‘when’and’while’
b. Use the relative pronouns ‘who’ , ‘whom’ and ‘which’
c. Use ‘besides’and ‘beside’
Time expected : 3 hours
1. Past continuous and past simple + ‘when’and’while’ (2 hours)
Aim : Pupils should be able to practise the simple past as a sudden action that interrupts a long
action (past continuous) combined using "while" and "when".
PART 1
Activity 4 p.49 :
Aim : To recognise the past simple tense and the past continuous tense in a passage.
 Copy down the verbs from the first two paragraphs (p.48) then, say what their tenses are,
and give their infinitives.
Key :
Verbs Simple past Past continuous
Be Was
Sit Was sitting
Have Had
Read Was reading
Mew Was mewing
Find Did not find
Think Thought
Feel Felt
Consider Was considering
Pass passed
Activity 5 p.49 :
Aim : To deduce the difference in using the simple past and the past continuous.
 What conclusion can you draw about the use of the tenses in the first two paragraphs ?
Conclusion :
The author uses the simple past and the past continuous because he's narrating a story.
The past continuous is used to describe a long action.
The simple past is used to describe a short / sudden action
Activity 1p.48 :
Aim : To give the simple past tense of some irregular verbs.
 What is the simple past tense of the following verbs ?
Verbs Simple past
Be Was
Find Found
Have Had
See Saw
Get Got
Feel Felt
Think Thought
Understand Understood
Take Took
Go Went
Activity 1p.50:
Aim : To practise the use of the past continuous describing a long action
 Using the cues in the box, form sentences describing what you / your friends / members
of your family were doing yeasterday at the indicated times
Key:
a) Yesterday at 7:45 a.m, I was having breakfast.
b) Yesterday at 9:30 a.m, Karima was washing dishes.
c) Yesterday at 11:30 a.m, Rachid was revising his lessons.
d) Yesterday at 1 p.m, my family and I were having lunch.
e) Yesterday at 3:30 p.m, Mohamed and Djamel were playing chess.
f) Yesterday at 8:15 p.m, my grandfather was watching the news.
PART 2
Activity 8 p.49:
Aim : Pupils should be able to combine two sentences using 'while' or 'when'.
 Join these pairs of sentences from the story with 'while' or 'when'.
Key :
1. Her sister was reading while her cat was mewing.
2. She was considering what to do when a rabbit suddenly passed.
3. She was looking at the objects when she saw a little bottle.
Activity 2 p.50:
Aim : Pupils should be able to describe a long action interrupted by a short one in a dialogue.
 Pretend you are John. Use the cues to reply to Peter as in the example.
A sample dialogue:
John : I had a terrible day yesterday.
Peter : Really ? What happaned ?
John : I was having a beatiful dream .
Peter : Then, what happened ?
John : I hit my foot on the bed.
Peter : What next ?
John: While I was having a bath, the telephone rang.
Peter : And then ?
John : I was just lifting the receiver when the phone stopped ringing.
Peter : Did anything else happen ?
John : While I was walking in the park, a dog bit me.
Peter : Incredible. What then ?
John : I was running for the bus when Ifell over.
Peter : Oh no! What did you do in the evening ?
John : While I was watching television, the TV set went out of order.
Peter : What next ?
John : I was reading a book while the light went out , and I let myself fall asleep.
Activity 3 p.50:
Aim : Pupils should be able to describe two long actions in the meantime.
 In each of the pairs of the pictures on p. 52, two actions are taking place simultaneously
in the past. Give names to the people and make sentences using while.
Key:
1. John was playing golf while Tom was playing tennis.
2. The girls were playing field hochey while the boys were playing volley ball.
3. Ted was playing table tennis while Robert was skiing.
4. Melissa was playing ice-hockey while her friends were swimming.
 REMINDER
The simple past is used for a short / sudden action that started and finished in the
past.(regular = stem + ed / irregular)
The past continuous is used for a long / progressing action that started and finished in
the past.(was /were + stem + ing)
While / When + past continuous + simple past = action 1 was in progress when action
2 interrupted it.
While / When + past continuous + past continuous = action 1 and action 2 were
taking place simultaneously ( in the same time ).

1. who / which / whom (30 ms)

Aim : Pupils should be able to practise the use of the relative pronouns 'who' , 'which' and
'whom'.
 Use 'who' , 'which' or 'whom' to join these sentences.
Key :
a. Charles Dickens was born on February 7th, 1812 in Portsmouth which is a naval town on
the south coast of England.
b. Charles Dickens' father was a clerk who worked for the navy.
c. In 1814, Charles'family moved to London which was the financial and industrial centre
of the world at that time.
d. After that, his family moved to Chatham which is a small town to the east of London.
e. When Dickens was twelve, the police arrested his father whom he missed very much.
f. Dickens left school and went to work in a factory which was far from his home.
g. He experienced the life of exploited children whom he portrayed in his books.
h. One of these books is Oliver Twist which he published in 1836.
REMINDER
Who : is a relative pronoun used to replace subjects when they are persons.
Which : is a relative pronoun used to replace subjects when they are objects /
animals.
Whom : is a relative pronoun used to replace persons / personal pronouns object..

1. Beside /Besides (30 ms)

Aim : Pupils should be able to practise the use of 'beside' and 'besides' .
REMINDER
Beside = it is a preposition of place which means next to / at the side of.
e.g : Why don't you come and sit beside me ?
Besides = it is a link word which means moreover / in addition.
e.g : The story is too long. Besides, it's boring.

 Fill in the blanks with 'beside' or 'besides'.

a. Come here. Sit beside me.
b. I won't go out. The weather is wet and miserable. Besides, I have a sore throat.
c. I would like to live beside the sea.
d. I'm going to plant these yellow roses beside the red ones.
e. I think adventure stories are [Link], they are very expensive.
f. Besides the captain and the crew, there were 60 passengers on the ship.
Level : First Year Literary

Unit 2 : Once Upon A Time

Sequence 4 : Consolidation and extension

Objective : To consolidate and extend the range of reading and writing skills.

Functions :
A) Asking for and giving directions
B) Expressing point of view

Skills :
-) Reading a map
-) Reading, appreciating and writing a poem
-) Writing a short biopgraphy
-) reading and writinga folktale

Language Forms :
a. was born in / on…..
b. time markers
c. grammatical cohesive ties
d. capitalisation / punctuation

Lexis :
Lexical cohesive ties

Time expected : 4 hours

Step 1 : Write it Out( 2 hours)
Activity 1 :
Aim : -) The learners should be able to ask questions about the life and works of William
Shakespeare.
 Read the information on the table, then ask questions which the given information answer.
Key:
1. When and where was Shakespeare born ?
2. What was his father's job ?
3. Whom did he marry ?
4. When was his first child born ?
5. What was his / her name ?
6. When were the twins born ?
7. When did he write his first play ?
8. What was its title ?
9. What did he go to London for ?
10. When did he build his theatre "the Globe" ?
11. When did he return to Stratford-Upon-Avon ?
12. What happened to "the Globe" in 1613 ?
13. When and where did he die ?

Activity 2 :
Aim : -) The learners should be able to complete a short biography using already learnt
information and given words..
 Use the previous information and these link words to complete Shakespeare's short
biography.
Key :
William Shakespeare was born on April 23rd, 1564 in Stratford-Upon-Avon, a town in the
centre of England. His father was a wealthy glove maker. At the age of eighteen, he married Anne
Hathaway. Their first child, Susanna, was born in 1583. Two years later, his wife gave birth to
twins . At first, Shakespeare wanted to become only a playwright. He wrote his first play Henry
VI in 1589. When he moved to London in 1594, he also became an actor. With an associate, he
built his own theatre, the Globe, in Southwark, on the south bank of the Thames.
Shakespeare returned to his hometown in 1612. One year later, his theatre burnt down. After
his death in 1616, Shakespeare became famous. Strangely, we know very little about his life.

Activity 3:
Aim : -) The learners should be able to use the appropriate words to avoid repetition..
 Replace the underlined words in this summary with the words in the box to avoid repetition
Key :
William Shakespeare wrote many tragedies and comedies. Julius Caesar is one of his best
tragic plays. Julius Caesar dramatises the story of a Roman General, Gauis Julius Caesar. He
returns to Rome in triumph from his conquest of Egypt. However, some people in the capital are
jealous of him because of his popularity. They decided to kill him at the Senate before his
appointment as Emperor of Rome. Mark Antony wants to revenge the death of his general. He is
one of Caesar's lieutenants . He persuades the killers to let him speak at Caesar's funeral. At the
funeral speech, he persuades some people in Rome that the assassination of Caesar is a crime. So
a civil war breaks out between Mark Antony on the one hand and his supporters, and the
conspirators on the other hand.
Activity 4:
Aim : -) The learners should be able to write a short biography using given notes..
 Use the notes about Charlie Chaplin to write a short biography.
Key :
Charlie Chaplin was born on April 16th, 1889 in London. His father and mother were very
poor. They were music hall performers. At first, he started clog dancing and singing for money
in 1894. Ten years later, he joined a travelling theatre company and emigrated to America.
There, a film director offered him a role in a film in 1910. Four years later, he became a film
director himself. From 1914 to December 25th, 1966, he made funny films. He died in
Switzerland at the age of 88 years old.
Step 2 : Work it Out ( 2 hours)
Activity 1 :
Aim : -) The learners should be able to use a street map in order to ask for and give directions.
 Say the order in which you are going to do the following actions in order to find your way
in London.
Key :
a b c d e
5 2 1 3 4
Activity 2 :
Aim : -) The learners should be able to read and appreciate a poem answering some questions
for a better understanding and to express their viewpoint about it..
 Read the poem and answer these questions.
Key:
A. In the second stanza, she is describing (a). the Australian landscape and beaty.
B. Yes, I have. I like most the way she describes her country.
C. No,the poet's point of view about Australia is different from that of her readers. She says:
" I know but cannot share it".
Activity 3 :
Aim : -) The learners should be able to learn more about punctuation, capitalisation and the
number and organisation of the verses / lines in a poem.
 Now, observe the poem and discuss these aspects :
Punctuation, capitalisation, and the number and organisation of the verses / lines.
Key :
_ Punctuation : The verses are not sentences.
_ Capitalisation : The verses start with a capital letter.
_ Number of verses : There are 16 verses .
_ Organisation of verses : These verses are organized into stanzas. These stanzas are not
paragraphs.
Activity 4 :
Aim : -) The learners should be able to turn the poem into a prose passage.
 Rewrite the poem into a prose passage. Make any necessary change.
Key:
Dear readers, the love of field and coppice , of green and shaded lanes, of ordered woods and
gardens is running in your veins. I know that you have a strong love of grey-blue distance, brown
streams and soft, dim skies, but I cannot share it because my love is otherwise.
I love a different part of my country. I love the sunburnt country, a land of sweeping plains, of
ragged mountain ranges, of drought and flooding rains. I love her jewel-sea, her beauty and her
terror, and the wide brown land.
 Step 2 : Work it Out

Activity 1 :
Aim : -) The learners should be able to find equivalents of the sayings.( They are allowed to use
Arabic)
 Discuss these sayings in class and try to find their equivalents in your own culture.
Key :
a) One good turn deserves another: If we try something for the first time and it works, we
can always try again.
b) Necessity is the mother of invention : When we are in need of something that doesn't
exist, we're sometimes obliged to make it ouselves.
c) It's easier to make a suggestion than to carry it out : Speaking is easier than working or
doing something.
d) It's better to bend than to break : When we bend something we can always turn it as it
used to be if we need it, but we can't in case it's totally broken.

Activity 2:
Aim : -) The learners should be able to summarize the folktales into proverbs / sayings.
 Read the two folktales and find out which of the sayings in the previous activity illustrate.
Key :
a. The Stork and the Pitcher : Necessity is the mother of invention.
b. The Oak Tree and the Reeds : It's better to bend than to break.

Activity 3 :
Aim : -) The learners should be able to idnetify the parts that the two folktales contain.
 Read the two folktales again and identify which of these parts each of them contain. Circle
the right letter.
Key :
The Stork and the Pitcher : a - b - d
The Oak Tree and the Reeds : a - b - c - d

Activity 4 : ( Homework )
Aim : -) The learners should be able to write a folktale of their own culture using the folktales
studied previously as a model .
 Think of a well-known folktale from your own culture and write it down using the folktales
you studied as models.

Correction: Pupils' samples.

 Level : First Year Literary

Unit 2 : Once Upon A Time

Project Workshop(2 hours)

Overall purposes :

Project 1 :
To write biographies of famous people ( with pictures / photos…) .

Project 2 :
Picturing paper jackets of novels written in English

Project 3 :
To write a book review following steps on p.59.

Project 4 :
To perform a play in English with many characters.

Project 5 :
A dialogue asking for and giving directions.

Project 6:
To read a poem in English

Project 7:
To draw a street map of the pupil's street locating his / her house.

Project 8:
Picturing paper jackets of famous Arab folktales.

Project 9:
Aphysical and a moral description of someone (with the photo)

Project 10:
Collecting proverbs / sayings

Procedure
Pupils are divided into groups / pairs . Time is precised by the teacher to present the project
(three weeks) . The teacher makes each project clear for the pupils and guides them on how to
start work, seek for information sources, and ways of [Link] the projects have to be
presented in the same time at the school library , and pupils are made aware that guests
( parents, teachers, the headmaster, other pupils…) will be there to attend the projects
presentation.
Level : First Year Literary
Unit 2 : Once Upon A Time
Check your progress (2hours)
Objective : To give pupils and teachers opportunity to monitor progress and decice whether
remidial work is needed before moving on to the next unit. Pupils will assesss their attainments
and will check where they stand in terms of the acquisition of skills, functions and related
language forms and strategies covered in the unit.
Activity 1 p .60
Aim : To check pupils' understanding of the text .
 Read the first part of the story and answer these questions
Key:
a. "It's not a shabby place, but a pleasant brownstone building .
b. A rooming house is a building where tenants live in separate rooms.
c. Yes, it was. "It was a nice big sunshiny room".
d. He informs the reader about the setting
Activity 5 p .30
Aim : To reinforce the practice of relative pronouns 'who' , 'whom' , 'which' .
 Join the sentences a and b with 'which', 'who' or 'whom' to build complex sentences.
Key:
 It was a nice big sunshiny room which he never left.
 Mr Jones was simply a wise intelligent man whom people visited just in order to ask for
advice.
Activity 3/4 p .61
Aim : To develop the skill of predicting what will come in the second part of the story.
 Tick one item to predict what the next part of the story will be about.
The narrator will …
b. portray Mr. Jones for us .
Activity 6 p .61
Aim : To develop the skill of linking ideas using given cues / sentences.
 Read the last sentence of the second part of the story . Then guess which of the following
sentences forms the best transition to the next paragraph.
Key:
a. But he simply sat in his cheerful room in a comfortable chair and received visitors .
Activity 7 p .61
Aim : To guess the end of the story through reordering jumbled sentences.
 Re-order the sentences to make a coherent paragraph that completes the story.
Key :
I moved to Manhattan in May. Several months later, I returned to the house in order to collect
a box of books from the rooming house in Brooklyn. While I was having tea and cakes with the
landladies in their parlour, I inquired about [Link]. One of them told me, " Last month, twenty
six days ago, my sister carried [Link] breakfast as usual. All his possessions were there, but he
was gone". The other sister added:"It's odd, isn't it?How a man totally blind, a helpless cripple…
Anyway, the affair is in the hands of the police now."
Activity 8 p .61
Aim : To develop the sense of synthesising through finding out the true statements.
 Which of these statements are true according to the last part of the story?
Key :
b. First impressions are often wrong because [Link] was not really blind and crippled.
c. [Link] was a vilain. He did something [Link], he ran away in order not to go to
prison.
 Activity 9 / 10 p .62
Aim : To develop the sense of synthesising and identifying the most appropriate summary of the
story through choosing the best title.
 Read the last part of the story and choose the title that suits it.
Key :
b. Mr. Jones
Activity 11 p .62
Aim : To reinforce the use of the past simple and the past continuous
 Rewrite the first paragraph using the simple past and the past continuous .
Key :
Ten years passed…
Then it was a zero-cold December afternoon, and I was in Moscow. I was travelling in a
subway car. There were only a few other passengers. One of them was a man sitting opposite me,
a man wearing boots, a thick long coat, and a Russian-style fur cap. He had bright eyes, blue as a
peacoack's.
Activity 12 p .62
Aim : To reinforce the use of the past simple and the past continuous using 'when' / 'while'.
 Join the underlined sentences in the last part of the story with 'while' or 'when'. Make any
necessary changes.
Key :
1. While I was asking myself questions about it , I saw a red birthmark on the man's
left cheek.
2. I was thinking to cross the aisle and speak to him when the train pulled into a
station, and Mr. Jones, on a pair of fine strong legs, stood up and went out of the
car.
Activity 13 p .62
Aim : To reinforce the correct pronunciation of the final"ed".
 Put each of these verbs in the right column according to the pronunciation of "ed"
Key:
/t/ /d/ / Id /
Dressed Lived Visited
Pressed Moved
Carried
Closed
Activity 14 p .62
Aim : Pupils should be able to use given notes to write a short review of the story .
 Use the following notes to write a short review about the whole story.
A suggested short review :
Mr. Jones is a short story written by Truman Capote. It takes place in Brooklyn, one of the
poorest boroughs in New York City. The narrator recounts an experience while he is living in a
rooming house there. The experience is about a man called Mr. Jones who lives in another room
next door to the narrator. The theme is about appearances and the first impressions. The story
shows that it is not good to judge by appearances because first impressions are often deceptive. At
first, Mr. Jones seems a good, helpful and sympathetic person who thinks of others and tries to
solve their problems, but in fact what is discovered at the end of the story is that he is a vilain as he
is neither blind nor crippled, and that he must have done something of wrong and is escaping from
police.
I have liked the story because it is one of suspense and doubts and that it makes one think of
what will come next. I recommend the story to every reader who is fond of secrets and
ambiguities.