MS 1 - 2nd Generation Sequence Two - Me and My Family - All Lessons by Khelil Moudjib Arrahmane 2018-2019-Converti

Sequence Two Me, and My
Sequence: 02 Lesson: 01 (I Listen and Do) Framework: P.D.P

Learning objectives: To enable the learners to introduce the members of their families.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Who/ What/ Where/ He/ She/ This. To be Domains: Oral/ Written/ Both.
in the present (Interrogative/ Affirmative/ Negative)
Core values: Being proud of belonging to an Algerian
Materials: Board/ Flashcards.
family and respecting his/ her family members.
Cross curricular competencies
Intellectual: They can interpret verbal Methodological: They can use listening
messages to get information. strategies in interpreting messages and work
in pairs or in groups.
Communicative: They can use a role play to Social and Personal: They can socialize
communicate appropriately. through oral exchanges.
Warming Up: The teacher greets the learners and asks two learners the following questions.
 What is your first name?  What is your family name?
Pre-Listening: The teacher sticks a picture of a boy on the board and presents it.
This is Omar. He is 11.
 The teacher invites the learners to

repeat.
 The teacher sticks another picture of a girl on the board and asks the following
questions.
Is this Omar?
Who is she, then?
This is Houda. She is 16.
M.S 1 1 Teacher: Khelil Moudjib Arrahmane

The teacher sticks a picture of Omar's family on the board and says: "This is the family of
Omar". After that, he/ She presents them and asks the learners to repeat.
Grandfather Grandmother Father Mother

Grandparents Parents
Brother Me – Omar Sister - Houda
During Listening: The teacher sets the following task and asks the learners to look to the
example and do the same.
Task 1: (I look to the example and do the same).
Teacher: Is number 2 your mother?
Learner: No, she is not.
Teacher: Is she your sister?
Learner: Yes, she is.
Task 2 page 58: (I guess who is who).
I write the names of my family members in the circles. I swap my sheet with my partner
and guess who is who.

Task 2 page 65: (I supply the missing letters to get the members of my family).
father – mother – brother – sister – grandparents
Post Listening: The teacher asks the learners to make their own family tree.
Task 4: ( I make my family tree).
 The learners make their families tree. They may correct their mistakes.
 The teacher invites the learns to copy down in their copybooks.

Sequence: 02 Lesson: 02 (I Pronounce) Framework: P.I.A.S.P
Learning objectives: To enable the learners to read and pronounce words related to the
topical lexis of the whole sequence : /e/, /ɪː/, /θ/ and /ð/ in a correct way.
Targeted competencies: Interact/ Interpret/ Produce. Domains: Oral/ Written/ Both.
Core values: Openness and respecting other languages. Materials: Board/ Flashcards.
Intellectual: They can identify sounds. Methodological: They can use listening
strategies.
Communicative: They can pronounce words Social and Personal: They can socialize
in a correct way. through oral exchanges.
Warming Up: The teacher greets the learners and makes a quick review about the previous
lesson.
Presentation: The teacher invites the learners to open their books on Page 54. He/ She reads
the poem and invites the learners to listen and repeat. After that, he/ she writes on the board the
following words and asks the learners to find them and underline them on their books.
Isolation: The teacher focuses on the isolated words and asks the learners to read them.
Keep – Read – the – think – best
Analysis: The teacher reads the words and asks the learners to repeat.
Keep Read The Think Best
ee ea th th e
/ɪː/ /ɪː/ /ð/ /θ/ /e/
Stating the rule: The teacher states the rules of /ɪː/, /e/ and /ð/ but when dealing with /θ/ he/
she must be very careful.
ee – ea e th th
/ɪː/ /e/ /ð/ /θ/
meet – speak p et father Thursday
Practice: The teacher asks the learners to do the following tasks.
Task 2 page 54 (I look, listen and match).
/θ/ /ð/
Think – Thanks – Three Brother – Grandfather – This – Mother – The

Task 4 page 55 (I throw the ball in the right hoop).
/e/ /ɪː/
Red – Pet – Ten – Vet Fifteen – Green – Greet
Task 3: (I complete the table with my own words). The learners may work in pairs.
/ɪː/ /e/ /ð/ /θ/
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.

Sequence: 02 Lesson: 03 (I Practise) Framework: P.P.U / P.I.A.S.P
Learning objectives: To enable the learners to introduce their families members and talk
about their jobs.
Target structure: To be in the present (Interrogative form)/ Domains: Oral/ Written/ Both.
Article/ What/ His/ Her.
Core values: Asking questions politely/ Being proud of what
their families do for living/ Valuing jobs.
Intellectual: They can interpret verbal and Methodological: They can work in pairs or in
nonverbal messages. groups.
Communicative: They can use to Social and Personal: They can socialize
communicate appropriately and use ICTs to through oral and written exchanges.
communicate with others.
lesson.
Lead in: The teacher sticks a picture of Omar on the board then asks: Who is this?
Presentation: The teacher says: "Omar has an English friend. Her name is Margaret. He
sends her an e-mail to introduce his family members".
Hello Margaret! I’m happy to introduce my parents. My father is a carpenter, his name is Ahme
 The teacher asks the following questions and the learners answer.
Questions Answers
- Is his mother a doctor? - No, she is not.
- What is her job? - She is a teacher.
- Is his father a policeman? - No, he is not.
- What is his job? - He is a carpenter.
 The teacher sticks some flashcards about jobs on the board, introduces them and
invites the learners to listen and repeat. He/ She highlights the articles (a / an)

1- a teacher 2- a nurse 3- a farmer 4- a doctor
5- an electrician 6- an architect 7- an artist 8- a carpenter

 The teacher writes the following example on the board. Then, he/ she highlights the
articles.
I am a pupil. My brother is an architect. He works in the office.

a an the
Indefinite article Indefinite article Definite article
I use:
Articles
1- The indefinite article (a): I use the
indefinite article (a) before the words that
start with a consonant.
Example: She is a nurse.
2- The indefinite article (an): I use the
indefinite article (an) before the words that
start with a vowel.
Example: He is an electrician.
3- The definite article (the): I use the
definite article (the) before specific and
already known nouns.
Example: The nurse works in a hospital.
Practice: The teacher asks the learners to do the following

tasks. Task 1: (I look at the example and do the same with my
partner). Example: - Is number 1 a farmer? - What is his job?
- No, he is not. - He is a teacher.
Task 2: A game: (I mime and you guess?).
- A pupil mimes a job and asks: What is my job?
- Another pupil tries to find the job.
Task 3 page 50: (I listen and show).
1- A lawyer 2- A farmer 3- A carpenter 4- A nurse

Task 1 page 57: (I circle the correct words to help Omar write his e-mail).
My family
Hi Margaret,
How are you? I am happy to introduce ( I – my ) family. My father is a carpenter. ( His – He ) is 47 years
My mother is ( an – a ) teacher. (She – He ) is 42. Her name is Meriem. I (has – Have) one brother. ( His
How about you?
Use: The teacher asks the learners to introduce their family members.
Task: (I introduce my family members and their jobs).
Hello!
How are you? I'm happy to introduce my family. My father is …(job)… . He is …(age)… years old. H
My mother is …(job)… . She is …(age). Her name is ……………. I Have …(number)… brother (s).
How about you?
Sequence: 02 Lesson: 04 (I Listen and Speak) Framework: P.P.U/ P.I.A.S.P
Learning objectives: To enable the learners to ask and answer about the age, say and write
cardinal and ordinal numbers.
Target structure: To be in the present (Interrogative Domains: Oral/ Written/ Both.
form)/ How.
Core values: Asking questions politely and be polite. Materials: Board/ Flashcards.
Intellectual: They can interpret verbal and Methodological: They can work individually,
nonverbal messages. in pairs and in groups.
Communicative: They can use to Social and Personal: They can socialize
communicate appropriately. through oral and written exchanges.
Warming Up: The teacher greets the learners and makes a quick review about numbers. He/
She may let them sing the numbers song.
Presentation One: (Cardinal Numbers from 13 to 100) (P.P.U)
 The teacher sticks the picture of Omar on the board and explains the situation: "Omar
sent you the following message":
Hi! My name is Omar. I'm eleven. I'm the fourth

child in my family. What about you?
 The teacher asks the following questions and helps the learners to answer. In the same
time, he/ she asks the learner to act out the dialogue.
Questions Answers
- Is Omar thirteen? - No, he is not.
- How old is he? - He is a 11.
- Are you twelve? - No, I am not.
- How old are you? - I am eleven.
 The teacher introduces the Cardinal Numbers.
13 14 15 16 17 18 19 20
Thirteen Fourteen Fifteen Sixteen Seventeen Eighteen Nineteen Twenty
30 40 50 60 70 80 90 100
Thirty Forty Fifty Sixty Seventy Eighty Ninety One hundred

0
Practice:
Task 7 page 52 (I look and match the numbers).
14 40 36 28 100 90 63 19
Fourteen Forty Thirty Twenty One Ninety Sixty
Nineteen
six eight hundred three
Task 2: (I match the questions with their answers).
Questions Answers
- How old are you? - No, I'm not.
- How old is your sister? - He is a fifty two.
- How old is your father? - She is fifteen.
- Are you nineteen? - I am eleven.
Use: The teacher writes the following question on the board and asks the learners to find the
answer: "My grandfather is 24 and 37. How old is he?". After that, he/ she invites them to
make examples in close pairs and act it out in front of their classmates.
Presentation Two: (Ordinal Numbers from 1st to 31st) (P.I.A.S.P)
 The teacher makes a quick revision about "Cardinal Numbers" and reminds the learners
about "Omar's message". After that, he/ she invites them to consider the following
sentence.
 Isolation: The teacher focuses on the isolated word and asks the learners to read it.
I'm the fourth child in my family.
 Analysis: The teacher reads the word "the fourth" and asks the learners to compare it
with the word "four".
the fourth four

4th 4
Ordinal number Cardinal number
 Stating the rule: The teacher states the rules of "Cardinal" and "Ordinal" numbers.
Cardinal Numbers Ordinal Numbers

I use the cardinal numbers to count persons I use the ordinal numbers to order or rank
and things or to say my age. persons and things or to write the date.
M.S 1 Teacher: Khelil Moudjib

 The teacher introduces the Ordinal Numbers.
1st 2nd 3rd 4th 5th 6th 7th

First Second Third Fourth Fifth Sixth Seventh
8th 9th 10th 11th 12th 13th 14th
Eighth Ninth Tenth Eleventh Twelfth Thirteenth fourteenth
15th 16th 17th 18th 19th 20th 21st
Twenty
Fifteenth Sixteenth Seventeenth Eighteenth Nineteenth Twentieth
first
22nd 23rd 24th 25th 26th 27th 28th
Twenty Twenty Twenty Twenty Twenty Twenty Twenty
second third fourth fifth sixth seventh eighth
29th 30th 31st
Twenty Thirtieth Thirty
ninth first
Practice:
Task 9 page 53 (I read and rank the children).
Yacine Houda Omar Khaled Leila

Yacine is 20 Houda is 14 Omar is 16 years Khaled is 18 Leila is 12 years
years old, he is years old, she is old, he is the years old, he is old, he is the
the first child. the fourth child. third child. the second child. fifth child.
Task 2: (I write the date in full).
1st November 5th July 8th May 11th December 19th March 20th August
Task 3: (I write my name, age and my rank in my family).

Hi! My name is ………. . I'm ………. years old. I'm the ………. child in my family. What about yo

Sequence: 02 Lesson: 05 (The Language Use) Framework: P.I.A.S.P
Learning objectives: To enable the learners to ask and answer about one's name, age and job.
Targeted competencies: Interact/ Interpret/ Produce. Domains: Oral/ Written/ Both.
Target structure: Questions Words (Who – Where – Lexis: Vocabulary related to jobs
What). and family members.
Core values: Asking questions politely/ Being proud of
what their families do for living/ Valuing jobs.
Cross curricular competencies Pronunciation: Intonation in WH Questions.
Intellectual: They can interpret verbal and Methodological: They can work individually,
nonverbal messages. in pairs and in groups.
Communicative: They can use a role play to Social and Personal: They can socialize
communicate appropriately. through oral and written exchanges.
Warming Up: The teacher greets the learners and makes a quick review about jobs.
Presentation: The teacher presents the following dialogue:
Sara: Who is this?
Houda: This is my father, Ahmed.
Sara: What is his job?
Houda: He is a carpenter.
Sara: Where is he?
Houda: He is in his shop.
Who is this/ that? What is his/ her job?
He/ She is my father/ mother. Where is he/ she?
Who – What – Where This – That His – Her He – She
WH Questions Demonstratives Possessive Adjectives Personal Pronoun

Stating the rule:
I use:
Possessive Personal
WH Questions Demonstratives
Adjectives Pronouns
The WH questions The demonstratives The possessive The personal
(who/ what/ where): (this/ that): I use the adjectives (his/ her): pronoun (he/ she): I
I use the question demonstratives this to I use the possessive use the personal
word who to ask talk about objects or adjectives his and her pronoun he and she to
about relatives. And persons near us. And I to introduce the introduce my
what to ask about use that to talk about family members. relatives and friends.
name and job. And I objects or persons not Example: His is I use he for a male
use where to ask far from us. father is a carpenter and she for a female.
about place. Example: This is my and her mother is a Example: She is my
Example: Who is brother and that is teacher. mother and he is my
this? What is his my sister. father.
name and his job?
Where is he, now?
Practice: The teacher provides the following tasks and asks the learners to do them.
Task 1: (I order the following words to get a coherent sentences). (Work in pairs)
1- is / Who / ? / girl / that
2- Where / ? / father / her / is
3- his / What / ? / job / is
Task 2: (I choose the correct word).
Sami: (Who – What) is (this – that) boy?
Rida: (He – She) is my brother. (His – Her) name is Said.
Sami: Well, (Who – Where) is (this – that) girl?
Rida: (He – She) is my sister. (His – Her) name is Sara.
Sami: (What – Where) is she, now?
Rida: (He – She) is at home.
Task 3: (I order the sentences, then put them in a dialogue).
 What is his job?  He is my brother Karim.
 How old is he ?  He is a dentist. He works in a hospital.
 Hello! Kamal. Who is that man?  He is 36.

Sequence: 02 Lesson: 06 (Language Use) Framework: P.P.U/ P.I.A.S.P
Learning objectives: To enable the learners to talk about his preferences.
Target structure: (Have – Has got)/ Verbs in the present/ Domains: Oral/ Written/ Both.
Negative form (Do – Don't).
Core values: To behave as a responsible and respect the
others' preferences.
Intellectual: They can understand and Methodological: They can work in pairs or in
interpret verbal and nonverbal messages. groups.
Communicative: They can express their Social and Personal: They can socialize
preferences. through oral and written exchanges.
Warming Up: The teacher greets the learners and makes a quick review about Omar and his
family by asking the following questions:
 How old is Omar?  What is his father's job?
 Is his mother a doctor?  What is his sister's job?
Presentation: The teacher presents Omar's message:
I am different from my sister Houda. I have

got a cat but she has got a dog. I like reading
books but she likes watching TV. I like playing
video games but she don't like it.
I have got a cat She has got a dog.
I like reading books. She likes watching TV. She don't like it.
I like playing video games.
I have got – She has got I like – She likes She don't like
Subject – Verb Subject – Verb Subject – Negative – Verb

Stating the rule:
I use:
Verb to have Verb in the present The negative form
Verb to have in the present The simple present (like/ The negative form of the
(have - has): I use the verb likes): I use the simple verb (don't): I use the
to have to indicate present of the verb to like, to negative form of the verb by
possession of objects or love and to enjoy to speak adding don't before the
relationships. And I use has about likes. I add "s" to the verb.
in the third person: (He, She end of the verb in the third Example: She don't like
and It). person: (He, She and It). playing video games.
Example: I have got one Example: I like reading
brother. She has got a nice books and she likes
cat. watching TV.
Practice: The teacher provides the following tasks and asks the learners to do them.
Task 1: (I order the following words to get a coherent sentences). (Work in pairs)
1- loves / She / . / music / listening
2- a nice / . / got / I / pen / have
3- don't / couscous / . / like / she
4- watching / . / I / cartoon / like
5- one / got / He / . / sister / has
Task 2: (I write the correct form of the verbs in brackets).
1- I (not enjoy)....................playing tennis.
2- Steve (live)......................in USA.
3- I (have)....................got two brothers.
4- She (play)................chess.
5- He (have)...............got a nice car.
Task 3: (I complete the missing words).
Hello! My name is ………. . I'm ………. years old. I'm a ………. at Behir Belahssane School …
………. got a nice dog. I …………. playing football, but …………. sister …………
watching films.

Sequence: 02 Lesson: 07 (I Read and Do) Framework: P.D.P
Learning objectives: To enable the learners to interpret a written message about introducing
oneself .
Target structure: The present simple/ To be interrogative Domains: Oral/ Written/ Both.
form/ WH questions
Core values: Valuing national identity/ Be proud of his
identity markers and independent personality.
Intellectual: They can understand and Methodological: They can work in pairs or in
interpret verbal and nonverbal messages. groups and develop their reading and writing
strategies.
Communicative: They can describe and use Social and Personal: They can socialize
Information and Communication through oral and written exchanges.
Technologies to communicate with others.
lesson.
Pre-Reading: The teacher writes the keywords on the board and tries to explain them by
showing pictures or using them in context. The keywords are:
(swimming – wearing – blue jeans – sport shoes – food – rice – beans - pet).
Swimming Wearing Blue jeans Sport shoes
Food Rice Beans Pet – dog

While Reading: The teacher invites the learners to read the text (page 60) and do (Task
page 60). They may work in pairs.

Task 1 page 60: (I read and tick "" the right box).
True False
1- Adaku is the receiver of this e-mail. 
2- Adaku is eleven. 
3- Adaku speaks English. 
4- Adaku likes wearing jeans. 
5- Adaku has a pet cat. 
Task 2: (I read and answer the questions).

1- Who is the sender of this e-mail?
2- How old is he?
3- Is he from Algeria?
 Teacher invites the learners to read the text on Page 59 and do the task bellow.
Task page 59: (I read and complete the profile).
Family name First name Age Class Country Likes Pet

Smith Jack 13 2B Canada Basketball and Hamster
listening to music
Post Reading: The teacher invites the learners to fill in the following paragraph with their
personal information.
Task 4: (I fill the paragraph with my personal information).
Hi! My name is ………. . I'm ………. years old. I'm from ………. . I speak
………… . I like wearing …………… . My favourite food is …………… and ………..
I have got a pet ………… called …………
How about you? Love,
………………

Sequence: 02 Lesson: 08 (I Learn to Integrate) Framework: P.P.U and P.D.P
Learning objectives: To enable the learners to write a short email in which they can introduce
their families.
Target structure: Personal pronouns/ To be in the Domains: Oral/ Written/ Both.
present/ Articles/ Possessive adjectives.
Core values: Being proud of belonging to family and
respects every member of them.
Intellectual: They can use their critical Methodological: They can work in pairs or
thinking skills when gathering information for within small groups./ They can mobilize their
learning and search./ They can show creativity resources, assess their selves to write about
when producing written messages. their families.
Communicative: They can process data in Social and Personal: They can develop
English and mobilise it./ They can solve attitudes of sharing data about their families./
problem situations using a variety of They are honest and accountable for their
communication means. work and respect others' work.
Warming Up: The teacher greets the learners and makes a quick review about the family
members.
Pre-Writing Process: The teacher asks the learners to open their books on Page 61. After
that, he/ she asks the following questions.
 What does the picture represent?  Name the family members in the picture.
Setting up the Situation: (I learn to integrate).
 The teacher asks the learners to have a look at the e-mail and find the sender and the
receiver. He/ She may explain the new words: (hope – fine – attached – send)
Your e-pal Margaret is now a good friend. She sends you a picture of her family tree. Draw your fa
 The teacher asks the learners to imagine themselves in the place of Omar, draw their
families tree, add their information (age, job …) and send it as an attached document
(picture).
In-Writing Process: The teacher asks the learners to complete the missing information in
the table on (page 62).
Planning: The learners make their families tree. They may ask and exchange ideas with their
partners. The teacher should help them to remember what they learnt in this sequence.

Knowledge Skills Attitudes
 Lexis related to relatives:  Greeting:  Being polite:
Father – Mother – Sister Hello! – Hi! When talking to others.
 Lexis related to jobs:  Introducing  Respect:
A teacher – An electrician my relatives: Other people and other cultures
 Auxiliary to be in the Name – Age –  Valuing family:
present simple with I/ he/ Job – His/ Her Being proud of belonging to
she: rank in the family.
Am - Is family.  Valuing jobs:
 Present simple tense: Being honest and accountable for
Live – Likes their job and respect others' job.
 Personal pronouns:
I – He – She
 Possessive adjectives:
My – Your – His – Her
 Numbers:
14 – 100
 Ordinal numbers:
First – Second – Third
 Demonstratives:
This - That
Drafting: The learners start drafting and they may ask the teacher for help.
Editing: The teacher helps the learners to find out and correct typographical errors and
mistakes in grammar, style, and spelling.
Publishing: The learners write their final drafts.
Example:
My family tree
Hello! Margaret,
I hope you are in a good health. Please find attached a picture of my family tree.
Bye for now, Khaled

 The learners make their families tree. They may correct their mistakes.

Sequence: 02 Lesson: 9 (I Think and Write) Framework: P.D.P
Learning objectives: To enable the learners to introduce themselves and their families on an
international friendship blog .
Target structure: Personal pronouns/ To be in the
Domains: Oral/ Written/ Both.
present/ Articles/ Possessive adjectives/ The simple
present (like).
Core values: Valuing friendship and asserting one's
identity.
Intellectual: They can use their critical skills Methodological: They can mobilize their
when gathering information for learning and resources to produce a written message./ They
research./ They can show creativity in writing can assess their selves and others.
and designing blogs.
Communicative: They can use ICTs to Social and Personal: They can develop
communicate with others. attitudes of sharing data about his family./
They can socialize through written massages.
Warming Up: The teacher greets the learners and makes a quick review about introducing
oneself.
Pre-Writing: The teacher writes the following date on the board (30th July) and asks the
learners if they have an idea about it. Then, he/ she explains the word friendship by showing
them some flashcards. After that, he/ she asks the following questions:
 Who has got friends from other town or country?
 How do you contact them? (Messenger, Skype, Facebook, letters, telephones, etc.)
While-Writing: The teacher introduces the situation and asks the learners to work
individually.
Pupils from all over the world introduce themselves on an International Friendship Blog. I post my i
Support: Flags(Great Britain, The USA, Brazil, Algeria, Nigeria, Australia and China)
International Friendship Blog.

Great Britain The USA Brazil Algeria
International
Nigeria Australia China
Friendship Blog
Post-Writing: The teacher asks the learners to start writing their paragraphs.
Example:
Hi everyone!,
My name is Mohamed. I am 11 years old and I am new in this blog. I am from Algeria. M
Nice to meet you all, Mohamed

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Sequence Two Me, and My

Sequence: 02 Lesson: 01 (I Listen and Do) Framework: P.D.P

This is Omar. He is 11.

 The teacher invites the learners to

M.S 1 1 Teacher: Khelil Moudjib Arrahmane

Grandfather Grandmother Father Mother

Brother Me – Omar Sister - Houda

M.S 1 2 Teacher: Khelil Moudjib Arrahmane

M.S 1 3 Teacher: Khelil Moudjib Arrahmane

M.S 1 4 Teacher: Khelil Moudjib Arrahmane

/ɪː/ /e/ /ð/ /θ/

M.S 1 5 Teacher: Khelil Moudjib Arrahmane

M.S 1 6 Teacher: Khelil Moudjib Arrahmane

5- an electrician 6- an architect 7- an artist 8- a carpenter

I am a pupil. My brother is an architect. He works in the office.

Practice: The teacher asks the learners to do the following

1- A lawyer 2- A farmer 3- A carpenter 4- A nurse

Hi! My name is Omar. I'm eleven. I'm the fourth

 The teacher introduces the Cardinal Numbers.

M.S 1 1 Teacher: Khelil Moudjib Arrahmane

Task 2: (I match the questions with their answers).

the fourth four

Cardinal Numbers Ordinal Numbers

M.S 1 Teacher: Khelil Moudjib

1st 2nd 3rd 4th 5th 6th 7th

Yacine Houda Omar Khaled Leila

Task 3: (I write my name, age and my rank in my family).

M.S 1 Teacher: Khelil Moudjib

M.S 1 Teacher: Khelil Moudjib

M.S 1 Teacher: Khelil Moudjib

I am different from my sister Houda. I have

M.S 1 Teacher: Khelil Moudjib

M.S 1 Teacher: Khelil Moudjib

Swimming Wearing Blue jeans Sport shoes

Food Rice Beans Pet – dog

M.S 1 Teacher: Khelil Moudjib

Task 2: (I read and answer the questions).

Family name First name Age Class Country Likes Pet

M.S 1 Teacher: Khelil Moudjib

M.S 1 Teacher: Khelil Moudjib

Bye for now, Khaled

M.S 1 Teacher: Khelil Moudjib

M.S 2 Teacher: Khelil Moudjib

M.S 2 Teacher: Khelil Moudjib

Nice to meet you all, Mohamed

M.S 2 Teacher: Khelil Moudjib

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