Teacher: Zaka-Ria Fllh Level: 4 MS

School: Charef Ben Khada middle school Bouguirat – Sequence: two

Mostaganem

ME. My
personality and life experiences
Level: 4ms. Sequence: 2. ME. My personality and life experiences Lesson: Initial situation

Lesson focus: Language learning.

Learning objective: BTEOTL, L will be able to interact orally to suggest solutions to solve a given problem situation
Target competencies: Interact, Interpret, Produce
Domains: oral and written.

Cross curricular competencies:

-Intel comp: He can understand and interpret verbal and non-verbal messages.
-Meth comp: He can work in groups.
-Com comp: He can communicate appropriately. He can generate solutions to a problem
-Pers and soc comp: He can socialize through oral or written exchanges.

Core values: Valuing work in groups. / Valuing world heritage.

Time Frame Procedure Focus Objectives Materials VAKT

work ML
T greets his L and welcomes them. T/L
10’ -Warm T pins on the board some pictures representing Activating Ls
up Algerian famous figures interest
V
K
Pictures

10’
Pre
task T.

interacts with his Ls Introducing V

What do these pictures the new K
represent? vocabulary
Ls react T/L White
board
Identifying
T. writes the initial situation on the board or famous A
distributes a printed copy to Ls landmarks
around the
Initial situation: world
Mahrez is a famous football player in
Europe. He was born in Algeria. Write an
article in which you tell about his
personality and life experiences to be
posted on your school blog.
 Interacting
T/L about
outstanding
10’ figures
T. reads the intial situation then helps the Ls to Pictures
interpret it

T. asks Ls to work in pairs to discuss the problem

and suggest solutions

T. monitors and encourages his Ls then invites

Task them to read what they wrote L/L
cycle
T. interacts with his Ls using spider graphic

Childhood memories personality

10’ dreams Sequence 2 A

V
Introducing
life experiences famous figures and
interpreting
T/L the initial
situation Copybook

10’

Encourage to
discuss and
cooperate to
generate A
solutions V
10’
K
T
Level: 4ms. Sequence: two. Lesson: 02 I listen and do 1 (PDP)

Lesson focus: Language use.

Learning objective: BTEOTL, L will be able narrate their significant childhood events, school memories and
experiences after developing listening
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: simple past
Materials: pictures, white board, listening script.

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: valuing human experiences

Ti Framew Procedure focus Objectives Materials VAKT

me ork MI
Warm T greets his L and welcomes them T/L
5’ up: T. makes a quick review about past events and
childhood memories using the semi model ‘’ used
to’’ seen in 3Ms Brainstormin
g using prior
T. pins on the board some flashcards representing knowledge
school memories and school subjects
A
Primary school , English , stories , Maths V

T. asks Rosemary: Hello kids, my name is

Do you remember your primary school? Rosemary, I am 50 years old and I am
Who is your favourite teacher?
American, one of my special memories was
What is your favourite subject?
Ls react my first day atLs
Prepare primary school. I was excited
Pictures
tofor
meet new friends and teachers.
listening
T. sets up the situation
Mrs. Riley taught me English. I have
K
Rosemary is 50 years old, she is American, she is L/Lenjoyed English classes,
WhiteMrs. Evan taught
talking about her school memories. me how to read and board
write. I loved writing
15’ pre and my dream was to become a famous
listenin T. asks Ls to listen to the script then answer the writer. Mrs. Evan told me: “keep writing
g following tasks Explain
Rosemary, thegive up your dream”. Mr.
never
key words
Bradshaw taught me maths. Thank you Mr
Task one: I listen then I choose the correct answer
Riley, Mrs Evan and Mr. Bradshaw
One of rosemary’s best memories was the first day I learnt so much from you. I have never
at:
forgotten you.
a- Middle school b- primary school c - High school
Set up the
Mr Bradshaw taught her situation
a- English b- Maths c- reading and writing Pics
 Her dream was to become a famous:
Doctor Writer teacher

During Task two: I match the name of each teacher with

listenin the right school subject
g
Mrs Riley Maths
Mrs Evan English
Mr Bradshaw reading and writing White B
Pics

Task three: I listen again then I fill in rosemary’s

profile

Name  : ……………………………………….

Age  : …………………………………………. Listening

Nationality  : ……………………………… T/L script

Likes  : ………………………………………..

Favourite teachers  : …………………..

Dream career: …………………………….

A
Encourage V
10’ L/L pair work

Task five: I use the information about rosemary to

15’ write a short paragraph about her memories.
T/L
Rosemary is 50 years old. She is American. One of V
her best memories was at………………………………her K
favourite teachers ………………………,……………………, Reinvest the A
…………………, her dream………to become a…………….. listening
phase to
describe a
Post landmark of
15’ listenin T checks / correction on the board L/L their country
g: Copybook

T
V
K
 Level: 4ms. Sequence: two. Lesson: 03 I practise (PPU)
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to describe their friends using the prefixes ( Dis- il-un-ir-im-in).
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: prefixes of antonyms.
Materials: Flashcards, white board.

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.
Time Frame Procedure Focus Objective Materials VAKT
Work s
5’ T greets and welcomes his learners T/L Pave the
Warm T. makes a quick review about the previous lesson L/T way to
up the Flashcard VA
T. elicits from Ls adjectives related to personality coming s
steps by
T. invites Ls to do the following task activatin
g Ls
Presen Task one: I match each adjective with its antonym existing
t knowled
ation: T. highlight the prefixes ge

10’ Adjectives Antonyms T/L

Responsible Unfriendly
Legal Disorganised
Polite Irresponsible
W.B
Complete Incomplete
Friendly Illegal
Organised Impolite

Correction is done on board

T. asks Ls to pay attention to the highlighted prefixes
T. asks what happened to the adjectives
Ls. React T/L
15’
Isolati T. clarifies
on: we added “ un , dis , ir , in , il , and im “ to the
adjectives to form antonyms (=/=) .. We call them
prefixes Introduce
the
prefixes Adjectives start with: target lge
Im P–M
un F – K –T
ir R
 il L
in C
dis Vowels ( a, e, I , o ,u)

Statin Task one: I write the antonym of each of the adjectives

g the below by adding the right prefix “ dis , un , in , im , il ,
rule ir “
1- …… possible 2- …….regular 3- …….literate
10’ 4- ……fair 5- ……..kind 6- …….honest
7- ……..mobile 8- …….logical 9- ……correct
practic 10- ……resistible. 11-……tidy Elicit the
e T/L new
structure
Task two: re-write the passage by adding the right
prefixes to the adjectives in brackets to describe my
friend’s personality.

My friend jack is ( kind ) and ( mature ). He is

( literate ) and does many ( logical ) things. He is
( honest ) and ( tidy ) .

10’
Check
how well
Ls
grasped
the
meaning
Correction on board, Ls copy down the lesson and form

10’
Practise
the new
structure
Level: 4ms. Sequence: two. Lesson: 04 I practise (PPU)
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to describe their friends using the suffixes ( ful and less).
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: prefixes of antonyms.
Materials: Flashcards, white board.

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.
Time Frame Procedure Focus Objective Materials VAKT
Work s
5’ T greets and welcomes his learners T/L Pave the
Warm L/T way to
up T. makes a quick review about the previous lesson the Flashcard VA
coming s
T. invites Ls to do the following task steps by
activatin
Task one: I match each noun with its adjective g Ls
Presen existing
t T. highlight the suffixes knowled
ation: ge
Noun Adjective
10’ T/L
Beauty helpful
help beautiful
care painful
pain careless
W.B
success useless
use successful

Correction is done on board

T. asks Ls to pay attention to the highlighted suffixes
T. asks what happened to the nouns
Ls. React
T/L
15’ T. we added “ ful and less “ to some nouns to form
adjectives . we call them suffixes
Eg. Help + ful= helpful

T. clarifies Introduce
We add Full to some nouns to form positive adjectives the
Eg. care + ful = careful target lge

We add less to some nouns to form negative

adjectives
 Eg. care + less= careless

Statin
g the
rule Task one: I put the adjectives in the right column

Careful , powerful , helpless , careless , meaningful ,

meaningless, powerless, helpful
10’
Positive adjectives Negative adjectives
Elicit the
T/L new
structure

Task two: I complete with “ ful / less “ to make the

sentences meaningful

1. He didn’t not get good marks because he was

care…..
2. Dewi wants to be help…… so she wants to be
practic
e a teacher
3. I become power…….. when I see the kids of
10’ Gaza suffer
4. Sarah forgets a lot . she is forget……. Check
5. Ahmed is kind and respect ……… how well
Ls
6. He looks both ways when he crosses the road ,
grasped
he is care….. the
meaning
and form

10’
Practise
the new
structure

Correction on board, Ls copy down the lesson

Level: 4ms. Sequence: two. Lesson: 05 I listen and do 2 (PDP)

Lesson focus: Language use.

Learning objective: BTEOTL, L will be able to interpret an oral passage, fill in an id card and describe one’s personality
features
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: past simple / adjectives related to personality
Materials: pictures, white board, listening script.

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: raising awareness of the influence of other people on one’s character, Personality and dreams

Time Framework Procedure focus Objectives Materials VAKT

Warm up: T greets his L and welcomes them T/L
5’
T invites Ls to play a game : find someone
who..? T writes some adjectives on the board Brainstormin
then asks Ls to find a pupil who fits the g using prior
description and have them sign their names on knowledge
the same box
Find someone who is …. ( T. explains and give A
examples ) V
Hello, my name is Dewi. I am 16 years
old and I am from India. Unlike many
Tall short Shy Calm
Talkative Funny Fat Beautiful wealthy children who live in beautiful
pre Lazy Respectf Forgetful Tidy houses. I live in the poorest slum in New
listening ul Delhi with my parents. I am chatty but
Smart Messy Helpful careless Prepare Ls Pictures
very disciplined and respectful. My
for listening
dream is to become a teacher when I
T. asks Ls to do task two grow up. I will teach children howK to
L/L write and count.White
read, School is the
Task two: I put the adjectives above in the right board
most important thing for them because
15’ box
they will not get a job if they don’t go to
school. Explain the
Physical appearance Personality features key words
Script
Tall , Short , Beautiful
, Fat Calm , Shy , Careless ,
Helpful , Messy ,
During Smart , Funny ,
listening forgetful, Tidy
Set up the
situation
Pics
 T. invites Ls to listen to a script and answer the
following tasks

Task one: I listen again then I fill in Dewi’s

profile

Name: ……………………………..
White B
Age: ………..………... Pics

country: …………………….

Personality features: ……………….. Encourage

pair work
Dream career: …………………
Listening
T. invites Ls to correct on the board T/L script

Task two: I listen again and answer the following

questions

Is dewi fifteen years old?

Does she live in New Delhi? A
V
10’ Task three: I listen then I write true or false L/L
Reinvest the
Dewi lives in a beautiful house …….. listening
phase to
Dewi is talkative but disciplined ………
Post describe a
listening: Her dream is to become a lawyer ……. famous
15’ figure of
T/L their country
Task four: Dewi wants to know about you. Write
V
her a message in which you tell her about your
K
( name , age , country, personality and dream
A
career).

………………………………………………………………..
…………………………………………………………….
……………………………………………………….
15’ L/L
Copybook

T
V
K

T checks / correction on the board

Level: 4ms. Sequence 02 Lesson: 06 I practise 1 (PPU)
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to write about their experiences using the present perfect and the time
markers Never / before / just
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: present perfect / time markers.
Materials: Flashcards, white board.

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.
Time Frame Procedure Focus Objectives Materials VAKT
Work
5’ T greets and welcomes his learners T/L Brainstorm
Warm L/T ing using
up T. asks LS prior
Do you remember Rosemary? knowledge Flashcard
Ls react s
How old is she?
Who taught her English in primary school?
Has she enjoyed her lessons?
Presen What has she learnt from Mrs Riley?
t Has she forgotten her teachers? Introduce
ation: Ls react the target
10’ T/L lge in
context
T. writes the following sentences on the board
WB
Rosemary has enjoyed English classes.

Isolati She has learnt writing from Mrs Riley

on:
She has not forgotten her teachers.

10’ T. introduces the target structure and invites Ls to

read
T/L
T. draws Ls attention and asks Ls to:
Underline the subject and the verb
T. asks Ls about the verb
What is it composed of? Ls reacts Has + verb in PP

T. great, this tense is called the present perfect

Elicite the
new
structure
 L/L

T. clarifies and guides Ls to state the rule

The present perfect is used: W.B

Statin
15’ g the 1- to talk about life experiences
rule e.g. Rosemary has learnt writing from Mrs Riley

2- to talk about a finished action in the recent past

Eg. I have finished my homework.
Positive form:

S+ Has / have + verb (past participle) + O T/L

Eg. Rosemary has enjoyed English classes Identify

the form
Negative form and
S+ has / have + not + verb ( past participle) + meaning
o

Eg. She has not forgotten her teachers

Yes/ no questions

Has / have + S + verb in pp ..+ ?

Eg. Have you finished?

Practise
Yes, I have the new
structure
No , I have not
practic
e

Task one: I reorder the following words to get

coherent sentences

1- finished / Sarah / has / task / the

…………………………………..……………………………
2- Visited / I / the pyramids / haven’t / before
………………………………………………………………………
3- we / played / have / games / in classroom
…………………………………………………………………..

Task two: I turn the following sentences into the

negative form
A / Malala has won a noble prize in 2014
……………………………………………………….
B/ Rosemary has learnt maths from Mrs Evans
…………………………………………………….
C/ I have visited Kasbah before
……………………………………………………….

Teacher checks and helps his learners.

Correction is done on the board.
 Level: 4ms. Sequence 02 Lesson: 08 I practise 1 (PPU)
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to write about their experiences using the present perfect and the time
markers Never / before / just

Time Frame Procedure focus Objectives Materials VAKT

work
Warm T greets his L and welcomes them Ve
5’ up:
T. reviews with his Ls the three forms of the present
perfect Activating Ls
interest
T. asks Ls some questions using the time marker ever
then writes the following sentences on the board
A
Have you ever visited Tunisia? V

I have never visited Tunisia

Have you ever cheated in exams?

I have never cheated in exams Pictures

I have just finished writing the date

K
T. invites Ls to read White
presen board
15’ tation T. asks Ls about the highlighted words and they may
answer time markers

T. clarifies
I use the Present perfect to talk about:

1/ Life experiences

Eg. Rosemary has enjoyed English classes.

2/ finished actions in the recent past

Eg. I have finished my homework Pics

Never , ever and just are time markers

Have / has + time marker + verb (P.P)

Eg. Rosemary has never forgotten her teachers

Eg. I have just finished my homework

T. ask
To invites Ls to
about lifecorrect on theIboard
experiences use ‘Ever’ White B
Pics
Eg. Have you ever visited Tunisia ?
10’

Task one: I reorder the following words

/ Arrived / just / Asma / has /
……………………………………………..
Never / watched / I / harry potter / have
…………………………………………………….

A
Task two: I rewrite the sentences below using : Ever , V
15’ Never , Just

Have you travelled by train?

………………………………………….
Sarah hasn’t failed in school
………………………………………….
Have you played hide and seek?
………………………………………….
I have finished task two V
practic …………………………………………. K
e A
Task three: I put the verbs in brackets into the
present perfect

I (learn) …………………. A lot from school. Copybook

Rosemary ( work) …………………… hard to become a
writer.
15’ The kids (see) ……………………. A wolf
I (disappoint/ never) …………………….. my parents.
Adam (finish / not) ………………………… yet.

Use T
V
T checks / correction on the board K
Level: 4ms. Sequence: 2 Lesson: 08 I pronounce (PPU)

Lesson focus: Language learning.

Learning objective: BTEOTL, L will be able to identify, discriminate and correctly pronounce Triphthongs
Target competencies: Interact, Interpret, Produce
Domains: oral and written.
Target structure: Triphthongs
Materials: Flashcards, white board.

Cross curricular competencies:

-Intel comp: He can understand and interpret verbal and non-verbal messages.
-Meth comp: He can work in groups.
-Com comp: He can communicate appropriately. He can generate solutions to a problem
-Pers and soc comp: He can socialize through oral or written exchanges.

Core values: being proud of national identity

Time Frame Procedure Focus Objectives Materials VAKT
work ML
T greets his L and welcomes them. T/L
10’ Warm T reviews with his Ls diphthongs Recall and
up What is a diphthong? use prior
How many diphthongs have we seen? knowledge V
Can you name them? to pave the White K
Ls. React way board

T. writes on the board the following sentences

Mahrez is the best player in Africa

Burj Khalifa is higher than Pisa tower
10’
Snails are slower than turtles
presen
tation

T. sorts out the highlighted words then asks Ls to

read them correctly Giving the White
opportunit board
aɪə eɪə aʊə əʊə y to Ls to V
analyse the K
Higher Player Tower Slower target
T/L sounds
T. clarifies:
These are Triphthongs a combination of three
successive vowel sounds A

Diphthongs + ə Triphtongs
Highlightin
/ aɪ / + / ə / / aɪə / g the rule
10’ / eɪ / + / ə / / eɪə /
/ aʊ / + / ə / /aʊə /
 / əʊ / + / ə / /əʊə/
T. invites Ls to classify the words in the right box

Task one: I listen and match

T/L

 / aɪə / layer

 / eɪə / Power Check and

reinforce
 /aʊə / Fire
Practic
10’ e
Task two: I cross the odd word out

Tyre – Liar – mower L/L

Layer – power – player
floor – our – hour –

Task three: I listen then I write the right Copybook

triphthong
A
15’ Eiffel tower / ……./ is higher / ……./ than pisa V
tower /……../
M dream is to become a football player /……./
It took me an hour /……../ to change my car’s Ls reinvest
tyre /…../. T/L what they
learnt

use

A
V

K
T
Level: 4ms. Sequence: two. Lesson: 9 I practise (PDP)

Lesson focus: Language use.

Learning objective: BTEOTL, L will be able to narrate past events using the past simple and the past continuous with
while / when
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: past simple / past continuous / while and when.
Materials: pictures, white board

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.

Ti Framew Procedure foc Objectives Materials VAKT

me ork us MI
Warm T greets his L and welcomes them T/L
5’ up: T reviews with his Ls the previous lesson
Do you remember sophia?
when was her best memories? Recalling
What are these memories?

T. writes the following sentences

A
Burj Khalifa
Sophia is very
was eating in ………..
the class while the teacher was explaining the lesson V
Sultan ahmed mosque is very ………..
The pupils
The were are
pyramids talking
verywhen
………..the headmaster entered the classroom.

T. invites Ls to read then asks Ls to underline the Pictures

subject and verb in both sentences
Set up the
T. how do we call this tense? Ls: past continuous situation K
L/L White
Reminder: board
15’ present
Past continuous indicates a “ long action “
ation
was / were + verb + ing

e.g. Sophia was eating in the classroom.

T. what about the verb “entered”? is it in the past

continuous as well?
Ls. No, it is in Past simple

T. asks: what is the function of while and when?

Pics
 Ls they r connectors

T. clarifies and guides Ls to state the rule

Past continuous + while + past continuous

Eg. I was listening to music while I was revising

White B
Past continuous + when + past simple Pics

Eg. The teacher was explaining the lesson when the

phone rang.
practice

Task one: complete the sentences with: while / when

T/L
1. Sarah was revising English ….. the light went off
2. I was listening to music ….. My mom was cooking
3. Ahmed was talking on the phone .. he was driving

A
Task two: join the pair of sentences using while or
V
when
10’ L/L
I was playing football
My friends were watching
………………………………………………………………..
Reinvest
He was crossing the street
15’ what they
A car hit him
T/L learnt to
………………………………………………………………..
describe a V
famous K
Ahmed was playing video games
landmark A
I was doing my homework
………………………………………………………………….

I was playing football

Use Copybook
My father called me
15’ L/L
…………………………………………………………………..

T checks / correction on the board

T
V
K
Level: 4ms. Sequence: two. Lesson: 10 I read and do (PDP)
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to read and interpret a written message about school memories and
present a short paragraph about theirs.
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: past simple / present perfect
Materials: Flashcards, white board, text sheets

Cross curricular competencies:

-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national leaders

Time Frame Procedure Focus Objectives Materials VAKT
work
5’ T greets and welcomes his learners T/L
Warm L/T Activating
up T. asks his Ls about the previous lesson Ls interest Flashcard VA
How old is rosemary? s
What did she talk about?
What has she learnt from her teachers?

T. distributes text sheets to his ls then invites them

to do the following tasks

Task one: I choose “ a , b or c “ to complete the

10’ Pre T/L
sentences
readin Prepare Ls
g The text is about school ………………. for the
next phase
a/ problems b/ subjects c/ memories
W.B
Sophia has ……………. History from Mr. Johnson
a/ enjoyed b/ learnt c/ loved
she was ……………….. the first day at school
a/ scared b/ excited c/ happy
Check Ls
T/L comprehe
Name:
Ls read the text silently and do the following tasksSophia
15’ nsion of
T. reads and explains the difficult words the text
Age: ....................................................
Task two: I complete about Sophia
Personality features: ……………………….

Likes:
………………………………………………

Favourite subjects: ………………..……….

 During
readin
g Task two: write “true” , “false” or “not mentioned”
Encourage
a) Sophia remembers her first day at school
pair work
………….
b) She is talking about middle school ……………
c) Her school was huge …………….
10’
d) Her father took her to school ………….
e) Sophia was eating her lunch in the classroom …
T/L

Ls read and correct the task with the guidance of

their teacher
Task three: I complete about myself then I use the
Post
information in my profile to write a short paragraph
readin Ls reinvest
g what they
Name: learnt to
……………………………………. write a
short
15’ biography
Age: ...........................................

Personality features: ……………..

Likes:
………………………………………

Favourite subjects: …………………

Hello, my …………………………………………………………….
……………………………………………………………………………
………………………………………………………………………….
Text:

Hello, my name is Sophia. I am a 20 years old Australian young girl. I am a student at university. I
am smart and brave but sometimes I’m nervy. One of my best memories was at primary school. I was 6
years old. I was very scared the first day at school because I didn’t know anyone there but after a few
days later, I started to make new friends. I have played hide and seek in the school yard with my
friends Helen and Jessie. One day, I took lunch to school and while Miss Selina was explaining the
lesson, I was eating because I felt hungry but the teacher saw me and she took my lunch, she said
“don’t eat in the classroom Sophia, you have to wait until the break time “but later she gave it back to
me. Most of my teachers were caring and helpful. My favourite teacher was Mr. Johnson. He was my
history teacher. He was very kind with me. I have enjoyed history classes. We used to watch historical
videos in the classroom. He also used to tell us stories about outstanding figures. My dream is to
become a history teacher like Mr. Johnson because I love history. I’m in university now but I have
never forgotten my teachers and friends.

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Text:

Hello, my name is Sophia. I am a 20 years old Australian young girl. I am a student at university. I
am smart and brave but sometimes I’m nervy. One of my best memories was at primary school. I was 6
years old. I was very scared the first day at school because I didn’t know anyone there but after a few
days later, I started to make new friends. I have played hide and seek in the school yard with my friends
Helen and Jessie. One day, I took lunch to school and while Miss Selina was explaining the lesson, I was
eating because I felt hungry but the teacher saw me and she took my lunch, she said “don’t eat in the
classroom Sophia, you have to wait until the break time “but later she gave it back to me. Most of my
teachers were caring and helpful. My favourite teacher was Mr. Johnson. He was my history teacher. He
was very kind with me. I have enjoyed history classes. We used to watch historical videos in the
classroom. He also used to tell us stories about outstanding figures. My dream is to become a history
teacher like Mr. Johnson because I love history. I’m in university now but I have never forgotten my
teachers and friends.

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