English Quatrième: the whole year

Anglais · Quatrième · 2026-2027

The year's programme

Cinq séquences, les quatre thèmes culturels du cycle 4.

La progression annuelle

Programme de référence : programme de langues vivantes du cycle 4, Bulletin officiel n° 31 du 30 juillet 2020, toujours en vigueur en quatrième en 2026-2027 (le programme d'anglais de 2025 s'applique en quatrième à la rentrée 2027). Thèmes culturels : Langages ; École et société ; Voyages et migrations ; Rencontres avec d'autres cultures. Niveau visé en fin de cycle 4 : A2 au moins, B1 dans plusieurs activités langagières (LV1).

Introduction

Lessons designed for Quatrième

In Quatrième, students know how school works, but expectations rise. Texts are longer, grammar is more subtle, and they are asked to speak and write more on their own. Many students quietly lose their way. Some are afraid of getting things wrong, others do not dare say that they have not understood, and others carry worries that have nothing to do with school.

These units were built to support this year, and first of all so that every student feels at ease in class. Nobody learns when they are afraid, exhausted or carrying too heavy a burden. Well-being is not an extra: it is the condition for everything else.

That is why every lesson ends with a two-minute “weather check”. Students say how they feel: happy, tired, anxious, not well at all. They say whether they have understood, whether they felt comfortable taking part, whether they feel under pressure. If they have a worry, personal or in the class, they choose for themselves whether they want to talk about it or not. Their answers stay private. The page encourages them, reassures them, or tells them which adult to turn to. Students learn in this way that they can say “I haven't understood” or “I'm not OK” without being judged.

Every lesson also opens with a clear objective, written at the top of the page. Students know what they are going to learn before they start. They know what will be expected of them at the end. Knowing where you are going already means being less afraid.

At the end of the unit, every student, whatever their situation, can say: I felt I belonged, I understood, I made progress, and I can explain why.

A painting to open every lesson

Every lesson begins with a work of art: Winslow Homer, Bruegel, Raphael, Durand, Quidor, Thomas Cole, Grimshaw, Doré, Whistler, Monet, Edward Moran, Ford Madox Brown, Bellows, Bierstadt, Thomas Moran, Constable. This choice is not decorative. It rests on a conviction: the arts, in all their forms, are at the heart of a teenager's growth. They feed their eye, language and thinking.

The earlier this encounter happens, the deeper it takes root. A word becomes attached to an image, the image to an emotion, the emotion to a memory. The word “haunted” will stay linked to Quidor's night ride. “Wild” will keep the golden light of Bierstadt's Yosemite. What students have seen, they understand better and remember longer.

Over the years, these paintings build a real cultural journey, a small personal museum that everyone carries with them. For some students, it is the first time anyone has shown them a Winslow Homer or a Bierstadt. This first encounter can awaken something lasting: curiosity, the pleasure of looking, the wish to go and see the original one day. Giving early access to culture also means giving everyone the same chance to enter it.

A solid framework, growing independence

The structure never changes: a painting to introduce the topic, a text, questions, a rule to learn, an exercise, a dictation, the end-of-lesson weather check. This regularity is reassuring. Students no longer spend their energy working out how the lesson works. They can spend it on learning.

Screen work does not replace the exercise book. Homework is kept, every evening. Students take notes in their exercise book or ring binder, and the teacher checks it regularly. At this age, students still need a written record that they can hold in their hands and read again. They also learn to use highlighters: one colour for the words to remember, another for the rule, another for the example. Little by little, they learn to spot on their own what matters.

Within this framework, independence comes step by step. At first, students answer the questions and discover the answers with the teacher. Then they check their own exercises, which tell them straight away whether they are right. Before each test, they take stock of what they already know and of what they still need to learn. Before handing in a piece of writing, they reread the marking grid and tick the criteria they have met themselves. Self-assessment becomes a habit, not one more test.

Nobody is left behind

Students with learning difficulties follow the same unit as their classmates. They read the same texts, look at the same paintings and take part in the same debate. Only the format changes.

The DYS version:

changes the font and spaces out the lines;
colours every other line so that the eye no longer jumps from one line to the next;
lets students listen to the texts and the instructions;
turns dictations into gap-fill dictations;
offers adapted tests, which keep the same text and the same objectives in a more accessible form.

Students are not set apart. They work with the class, at their own pace, without being labelled as the one who does something else. For the teacher, there is only one unit to prepare, not three.

Learning away from the classroom

A student who is absent for several weeks quickly loses track. Lessons go on without them, photocopies go missing, and coming back becomes difficult.

Here, everything fits on one page that opens on a phone, a tablet or a computer. Students find today's lesson, the texts, the rules to learn and the corrected exercises. They can work on their own, or with the help of a parent or another teacher. The teacher can:

remove tabs to lighten the path, then put them back later;
show or hide the answers depending on what the student can do alone.

The units are flexible. You can follow part of a unit, skip a lesson, go back, work for an hour or for ten minutes depending on how tired the student is that day. The end-of-lesson weather check keeps its full meaning at a distance: a student working alone keeps saying how they are. When they come back to class, they have not caught up on everything, but they are not lost: they know the works, the words and the paintings their classmates are talking about.

Speaking well belongs to you

Every unit gives a real place to speaking: reading aloud, acting, discussing, presenting. Speaking is worked on step by step, with written tutorials built into the page, each with steps, a model and a checklist. We tell students from the very first day:

Speaking well is not the language of the rich. It is your added value, something that belongs to you personally, like your beauty or your charisma. Nobody can ever take it away from you.

Bien parler n'est pas une langue de bourgeois. C'est une valeur ajoutée, une richesse qui t'appartient, à toi personnellement, comme ta beauté ou ton charisme. Personne ne pourra jamais te la prendre.

Finding the right word, building a clear sentence, daring to speak in front of others: all of this can be learnt, and everyone has the right to it. Nobody is asked to give up the way they speak with friends or family; they are given one more language, which will open doors and give them confidence.

The same high standards for everyone

These units never lower the bar. They offer real texts, great painters, precise notions and serious tests. What changes is the way in and the attention paid to each student. At the end of the unit, every student, whatever their situation, can say: I felt I belonged, I understood, I made progress, and I can explain why.

La météo de la classe : mode d'emploi Prof

Le principe. Chaque séance se termine par une « météo » de deux minutes : humeur, compréhension, aisance, pression, puis « J'ai un souci » et « Je souhaiterais en parler / Je ne souhaite pas en parler pour l'instant ». Selon les réponses, la page donne à l'élève un message adapté : encouragement, conseil pour la question non comprise, ou adultes vers qui se tourner et numéros d'aide (3018, Fil Santé Jeunes, 119).

Confidentialité. Les réponses restent sur l'appareil de l'élève, dans la mémoire du navigateur : la page n'envoie rien et le professeur ne les voit pas. L'élève peut les effacer à tout moment. Pour recueillir l'humeur de la classe, on peut doubler la météo d'une forme collective : cinq symboles au tableau et une gommette en sortant ; trois cartes de couleur levées en fin de cours ; une boîte à billets anonymes ouverte par le professeur seul ; un billet de sortie avec une seule question, « Qu'est-ce qui n'est pas clair ? ».

Réagir sans exposer. On ne commente jamais une météo devant la classe. Un élève qui signale souvent « pluie » ou « orage », ou qui signale un souci, est revu discrètement en fin d'heure, puis, si besoin, orienté vers le professeur principal, le CPE, l'infirmière scolaire, l'assistante sociale ou le psychologue de l'Éducation nationale. Toute situation de harcèlement ou de danger suit le protocole de l'établissement.

The five units

Période	Thème culturel	Séquence	Tâche finale
Sept., oct.	École et société ; Langages	1. Facts, facts, facts!	Discours pour une école idéale (oral en continu)
Oct., nov.	Voyages et migrations : l'imaginaire, le fantastique	2. Sleepy Hollow	Histoire effrayante enregistrée (oral en continu)
Janv., févr.	Langages ; Rencontres avec d'autres cultures	3. Sherlock Holmes	Scène de détective (interaction orale)
Mars, avril	Voyages et migrations : exil, migration	4. Ellis Island	Interview jouée (interaction orale) ; lettre (écrit)
Mai, juin	Rencontres avec d'autres cultures ; École et société	5. Wild places	Présentation d'un éco-projet (oral en continu)

Niveaux visés Prof

Quatrième : A2 consolidé, premiers acquis B1 en compréhension et en expression orale en continu (LV1). Les grilles d'évaluation sont notées sur 20 ; les petits tests sur 10.

Activités langagières : chaque séquence évalue la compréhension de l'écrit, une production écrite et une production orale. Sur l'année : trois tâches orales en continu, deux interactions, cinq écrits.

Au-delà du minimum : un tutoriel d'expression orale à chaque séquence, des textes authentiques d'auteurs (Dickens, Irving, Conan Doyle, Muir) et un travail régulier sur la qualité de l'écrit (connecteurs, relecture avec grille).

Les repères linguistiques sur l'année Prof

Séquence	Grammaire	Phonologie
1. School	there is/are ; questions au prétérit ; comparatifs ; should, must	accent de mot ; -er /ə/
2. Sleepy Hollow	adjectifs ; passif (it is said) ; prétérit et past continuous ; connecteurs	lettres muettes ; liaisons
3. Sherlock	present perfect ; must, might, can't ; past continuous ; questions	intonation montante et descendante
4. Ellis Island	verbes irréguliers ; interrogation indirecte ; used to	/ɪ/ et /iː/ ; -ed
5. Wild places	must, mustn't, have to ; already, yet, just ; will, going to	formes contractées ; schémas intonatifs

The museum of the year

Winslow Homer, The Country School, Snap the Whip ; Bruegel, Children's Games ; Raphael, The School of Athens.
Durand, Kindred Spirits ; Quidor, The Headless Horseman Pursuing Ichabod Crane ; Thomas Cole.
Grimshaw ; Doré ; Whistler ; Monet, The Houses of Parliament, Sunset.
Edward Moran ; Ford Madox Brown, The Last of England ; Bellows, New York ; Homer, Breezing Up.
Bierstadt ; Thomas Moran ; Constable, Wivenhoe Park.

How I assess my own work

Assessing your own work means learning to look at it the way your teacher does. You learn it from the start of the year, in every unit.

Before I learn: I read the objective of the lesson. I know what I must be able to do.
Before the test: in the “Tests” tab, I fill in “Before the test: where am I?”. For each “Not yet”, I read the lesson again or I ask for help.
Before I hand in my writing or speak: I read the marking grid and tick the “I check” column for each point I have really done.
After marking: I compare my ticks with my teacher's mark. Where they are different, I write down a tip for next time.

Not yet: I can't do it on my own yet.Getting there: I can do it with help.I can do it: I can do it on my own and explain it.

La version « Élève DYS »

Le bouton « Élève DYS », en haut de la page, adapte toute la séquence aux élèves dyslexiques et neuroatypiques :

une police très lisible (Lexend), des lettres, des mots et des lignes plus espacés, pas d'italique ;
les lignes des textes alternent deux couleurs pour ne pas sauter de ligne ;
un bouton « Écouter » lit les textes et les questions à voix haute ;
les dictées deviennent des dictées à trous ;
la « Règle de lecture » suit le doigt ou la souris pour isoler une ligne ;
chaque séquence propose une évaluation aménagée, à choix et à réponses courtes, corrigée automatiquement, et des consignes d'écriture allégées.

Ces aménagements reprennent ceux des PAP et des PPS les plus courants. Le professeur garde la même séquence pour toute la classe, en plusieurs formats.

Pourquoi une « météo » à la fin de chaque séance ?

Pour bien apprendre, il faut se sentir bien. À la fin de chaque séance, la « météo » te permet de dire comment tu te sens, si tu as compris, si tu étais à l'aise ou sous pression. Tu n'es jamais obligé(e) de répondre, et tes réponses restent privées.

Si quelque chose ne va pas, en classe ou en dehors, il y a toujours un adulte à qui en parler. La page te dit qui.

Unit 1 · School and society

Facts, facts, facts! School then and now

What makes a good school?

About the unit

Thème culturel : École et société ; Langages (BO n° 31 du 30 juillet 2020, cycle 4).

ThemeSchool in Victorian England (Charles Dickens, Hard Times) and school in the UK today.

LevelQuatrième, cycle 4, A2 towards B1. September and October, 4 lessons and the tests.

Key questionWhat makes a good school, yesterday and today?

ObjectivesUnderstand a classic text; describe a classroom; ask questions; compare; give advice with should and must; give a short speech.

Cultural backgroundVictorian England; American painting of school life (Winslow Homer, Bruegel, Raphael).

Fiche d'identité Prof

Durée : 4 séances, puis les évaluations et le récap.

Programme : BO n° 31 du 30 juillet 2020, langues vivantes cycle 4, thème « École et société » : comparaison des systèmes scolaires. Niveau visé : A2, vers B1.

Grammaire : présent simple et prétérit ; questions en Wh- ; comparatifs ; should, must.

Tâche finale : un discours d'une minute pour une école idéale (oral en continu), avec le tutoriel « Preparing a short talk ».

The path

Lesson 1 : Mr Gradgrind's classroom

Objective : understand a classic text; describe a classroom with there is / there are.

Déroulé de la séance Prof

Observation du tableau de Homer.
Lecture de l'extrait de Dickens, vocabulaire.
Questions de compréhension.
Règle : there is / there are, le présent simple.
Exercice, dictée, devoirs.

The painting

The Country School

Winslow Homer, 1871. Oil on canvas, Saint Louis Art Museum. A teacher and her students in a one-room school in the American countryside.

See the work

What can you see in the classroom?
How many teachers are there? What is she doing?
Is this classroom like yours? Say two differences.

There are wooden desks, benches, a blackboard, books and a bunch of flowers on the teacher's desk.
There is one teacher. She is standing and holding a book.
No: there is only one room for all ages, there are benches, there aren't any computers.

Text: “Facts alone are wanted in life”

‘NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. [...] Stick to Facts, sir!’

The scene was a plain, bare, monotonous vault of a school-room [...].

Charles Dickens, Hard Times, 1854, Book I, chapters 1 and 2. Original text, extract.

Building your vocabulary

a fact	something true: information
to teach	to help someone learn
plain, bare	simple, empty
monotonous	always the same, boring
the mind	what you think with

Questions

Who is speaking? Who is he speaking to?
What does he want to teach?
Find three adjectives that describe the classroom.
Does the speaker like imagination? Find a sentence.
Would you like to be in this classroom? Why or why not?

Mr Gradgrind is speaking to the schoolmaster.
He wants to teach only facts.
Plain, bare, monotonous.
No: “Plant nothing else, and root out everything else.”
Open answer: No, because it is boring and there is no imagination. / Yes, because facts are useful.

Rule : there is / there are; the present simple

There is + singular: There is a blackboard. There are + plural: There are twenty desks. Negative: There isn't a computer. There aren't any posters. Question: Is there…? Are there…?

Present simple for facts and habits: He wants facts. Students sit in rows. Don't forget the -s with he, she, it.

Exercise : there is / there are

Choose the right words.

thirty students in the room.

a map on the wall.

There any computers.

Mr Gradgrind facts.

There are thirty students in the room.
There is a map on the wall.
There aren't any computers.
Mr Gradgrind wants facts.

Dictation

The classroom is plain and bare. There are benches and desks, but there aren't any pictures. Mr Gradgrind wants facts, only facts. He doesn't like imagination.

Homework for tomorrow

Learn the vocabulary.
Describe your classroom in five sentences with there is / there are.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 2 : Girl number twenty

Objective : understand a scene; ask Wh- questions in the past.

Déroulé de la séance Prof

Observation du tableau de Homer.
Lecture de la scène de la définition du cheval.
Questions.
Règle : questions au prétérit.
Exercice, dictée, devoirs.

The painting

Snap the Whip

Winslow Homer, 1872. Oil on canvas, Butler Institute of American Art, Youngstown, Ohio. Boys play a running game in a field in front of a little red school.

See the work

What are the boys doing?
Where is the school?
Is this a moment of facts or a moment of imagination? Why?

They are holding hands and running in a line: it's a game.
Behind them, a small red school in the countryside.
A moment of play and imagination: the opposite of Mr Gradgrind's classroom.

Text: “Your definition of a horse”

‘Girl number twenty unable to define a horse!’ said Mr. Gradgrind [...]. ‘Some boy's definition of a horse. Bitzer, yours.’

‘Bitzer,’ said Thomas Gradgrind. ‘Your definition of a horse.’

‘Quadruped. Graminivorous. Forty teeth, namely twenty-four grinders, four eye-teeth, and twelve incisive. Sheds coat in the spring [...]. Hoofs hard, but requiring to be shod with iron. Age known by marks in mouth.’

Charles Dickens, Hard Times, 1854, Book I, chapters 1 and 2. Original text, extract.

Building your vocabulary

to define	to say exactly what something is
a quadruped	an animal with four legs
graminivorous	it eats grass
a hoof (hoofs)	the hard foot of a horse
teeth	plural of tooth

Questions

What is the name of the girl in this chapter? What does the teacher call her?
Why is Mr Gradgrind angry?
Who gives the definition?
Is Bitzer's definition correct? Is it interesting?
What does the girl know about horses, in your opinion?

Sissy Jupe; he calls her “girl number twenty”.
Because she can't define a horse.
Bitzer.
It is correct, but it is only a list of facts.
Open answer: she knows real horses, because her father works with horses in a circus.

Rule : Wh- questions in the past

Wh- word + did + subject + verb: What did Bitzer say? Why did Mr Gradgrind shout?

With be: Where was Sissy? Why were they in rows?

Question words: who, what, where, when, why, how, how many.

Exercise : past questions

Choose the right words.

What Bitzer say?

Why Mr Gradgrind angry?

How many teeth Bitzer count?

Who the definition?

What did Bitzer say?
Why was Mr Gradgrind angry?
How many teeth did Bitzer count?
Who gave the definition?

Dictation

Mr Gradgrind asked Sissy to define a horse. She didn't answer. Then Bitzer gave a definition with many facts. Why did the teacher call her girl number twenty?

Homework for tomorrow

Write four questions about the text with what, who, why, how many.
Learn the rule.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 3 : School in the UK today

Objective : understand a description of a school day; compare with comparatives.

Déroulé de la séance Prof

Observation du tableau de Bruegel.
Lecture du texte sur une école britannique.
Questions.
Règle : les comparatifs.
Exercice, dictée, devoirs.

The painting

III

Children's Games

Pieter Bruegel the Elder, 1560. Oil on panel, Kunsthistorisches Museum, Vienna. More than two hundred children play about eighty different games in a town square.

See the work

Find three games you know.
Are the children at school?
Why is play important at school too?

Open answer: leapfrog, hoops, blind man's buff, spinning tops.
No: they are in the street, it's playtime.
We learn rules, we cooperate, we rest our minds.

Text: Amira's school day

Hi! I'm Amira, I'm fourteen and I live in Leeds, in the north of England. I'm in Year 9 at Northfield School. School starts at 8.45 and finishes at 3.15, so my day is shorter than a French school day. We wear a uniform: a black blazer, a white shirt and a green tie.

Every school has “houses”, a bit like in Harry Potter. I'm in Brontë House. We get points for good work and the best house wins a cup in July. Lunch is at 12.30; I usually have a sandwich from home. After school I go to the drama club. Next year I'm going to start my GCSE courses, the big exams at sixteen.

Text written for this unit by Madame Carole Paoli Pompougnac.

Building your vocabulary

Year 9	the class of students aged about 14 in England
a uniform	the same clothes for everyone
a house	a team of students in a school
GCSEs	exams taken at about 16 in England
a club	an activity after school

Questions

Where does Amira live?
What time does school start and finish?
Describe her uniform.
What are “houses”?
Find two differences with your school.

In Leeds, in the north of England.
It starts at 8.45 and finishes at 3.15.
A black blazer, a white shirt and a green tie.
Teams of students that win points; the best house wins a cup.
Open answer: she wears a uniform; her day is shorter; there are houses.

Rule : comparatives

Short adjectives: adjective + -er than: shorter than, bigger than, easier than.

Long adjectives: more + adjective + than: more interesting than.

Irregular: good: better, bad: worse. Equality: as long as.

Exercise : comparatives

Choose the right comparative.

Amira's day is than mine.

Drama is than maths for her.

Her school is than my school.

My marks are this year.

Amira's day is shorter than mine.
Drama is more interesting than maths for her.
Her school is bigger than my school.
My marks are better this year.

Dictation

Amira lives in Leeds. She wears a uniform and she belongs to a house. Her school day is shorter than a French school day. After school, she goes to the drama club.

Homework for tomorrow

Write five sentences comparing Amira's school and your school.
Learn the comparatives.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 4 : Final task: my ideal school

Objective : give advice with should and must; give a one-minute speech.

Déroulé de la séance Prof

Observation du tableau de Raphaël.
Lecture du discours modèle.
Questions.
Règle : should, must, mustn't.
Préparation du discours avec le tutoriel ; passage à l'oral.

The painting

The School of Athens

Raphael, 1509-1511. Fresco, Apostolic Palace, Vatican. The great thinkers of Ancient Greece talk and argue in a huge building.

See the work

What are the people doing?
Who are the two men in the centre?
Why is this a “school”?

They are talking, reading, writing, arguing.
Plato and Aristotle, two Greek philosophers.
Because people learn by talking and exchanging ideas.

Text: a speech for the student council

Good morning, everyone. My name is Tom and I want a better school for all of us.

First, we should have more clubs at lunchtime, because many students are bored. Second, the school should plant trees in the playground: we need shade in June! Finally, everyone must respect the quiet room: it's a place to read and rest.

A good school isn't just facts. It's a place where we learn, play and help each other. Thank you for listening!

Text written for this unit by Madame Carole Paoli Pompougnac.

Building your vocabulary

the student council	a group of students who represent the others
shade	a cool place out of the sun
to respect	to be polite and careful with
first, second, finally	words to organise ideas

Questions

Who is speaking, and to whom?
How many ideas does Tom give? List them.
Find the words that organise the speech.
Find one sentence with should and one with must.
How does Tom finish his speech?

Tom is speaking to the students of the school (the student council).
Three: more clubs at lunchtime, trees in the playground, respect the quiet room.
First, second, finally.
“We should have more clubs” / “everyone must respect the quiet room”.
He gives a conclusion (“A good school isn't just facts”) and says “Thank you for listening!”

Rule : should, must, mustn't

should + verb: advice. We should plant trees.

must + verb: obligation. You must respect the rules.

mustn't + verb: it's forbidden. You mustn't run in the corridors.

No -s and no to after a modal: He should go.

Exercise : advice and rules

Choose the right modal.

Advice: you read more.

Rule: you wear a uniform.

Forbidden: you use your phone in class.

He should to the club.

Advice: you should read more.
Rule: you must wear a uniform.
Forbidden: you mustn't use your phone in class.
He should go to the club.

Speaking tutorial: Preparing a short talk

Your voice belongs to you. Speaking well is not the language of the rich. It is your added value, something that belongs to you personally, like your beauty or your charisma. Nobody can ever take it away from you.

Step by step:

Read the task twice. Underline what you must do and how long you must speak.
Write five key words, not sentences.
Prepare your first sentence and your last sentence in full.
Practise twice, standing up, with a timer.
Breathe in slowly, look at your audience, smile and start.

Model: “Hello everyone. Today I'm going to talk about Sherlock Holmes. First, ... Then, ... Finally, ... Thank you for listening!”

My checklist:

I followed the task.
I only used key words.
I looked at my audience.
I spoke clearly and slowly.

Speaking tutorial: Taking part in a discussion

Step by step:

Prepare two ideas and one example for each.
Wait for your turn. Raise your hand or say: “Can I say something?”
Give your opinion: “I think that…”, “In my opinion…”.
Agree or disagree politely: “I agree with you because…”, “I see your point, but…”.
Ask a question to keep the discussion going: “What do you think?”
Respect everyone: no interrupting, no laughing at mistakes.

Model: “In my opinion, school uniforms are a good idea because everyone looks the same. I see your point, Lina, but what about personal style? What do you think?”

My checklist:

I gave my opinion with a phrase.
I gave an example.
I agreed or disagreed politely.
I asked a question.

Dictation

Good morning, everyone. First, we should have more clubs. Second, we must respect the quiet room. Finally, a good school is a place where we help each other. Thank you for listening!

Homework for tomorrow

Write your speech: three ideas with first, second, finally.
Practise it twice with the checklist.
Revise the unit with the recap.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Tests: Unit 1

Objective : check your understanding, your grammar and your speaking.

Before the test: where am I?

I can…	Not yet	Getting there	I can do it
I can describe a classroom with there is / there are.
I can ask questions in the past.
I can compare with -er than and more… than.
I can give advice and rules with should, must, mustn't.
I can talk about Dickens's school and a UK school today.
I can give a one-minute speech.

Quick test (out of 10)

Answer, then check.

two maps.

What he say?

My bag is than yours.

Rule: you be on time.

Mr Gradgrind only wants .

There are two maps.
What did he say?
My bag is heavier than yours.
Rule: you must be on time.
Mr Gradgrind only wants facts .

Marking: 2 points per correct answer, out of 10.

Reading test (out of 20)

Read the text, then answer in English.

My name is Josh. I'm fourteen and I live in Cardiff, in Wales. At my school, lessons start at 9 o'clock. We wear a grey uniform. My favourite subject is history, because our teacher tells amazing stories. Last year, our class visited a Victorian school museum. The desks were small and the teacher was very strict. I prefer my school today!

Text written for this unit by Madame Carole Paoli Pompougnac.

Where does Josh live? (2 points) (2 points)
What time do lessons start? (2 points) (2 points)
Why does he like history? (3 points) (3 points)
What did the class visit last year? (3 points) (3 points)
Describe the Victorian school in two sentences. (4 points) (4 points)
Compare Josh's school and your school with two comparatives. (6 points) (6 points)

In Cardiff, in Wales.
At 9 o'clock.
Because the teacher tells amazing stories.
A Victorian school museum.
The desks were small. The teacher was very strict.
Open answer, e.g. My school day is longer than his. His uniform is more formal than my clothes.

Writing test: my ideal school (out of 20)

Write your speech for an ideal school (80 to 100 words). Read the grid and tick “I check”.

Criterion	Not met	Partly met	Met
Three ideas with first, second, finally. (5 points)	0-2	3-4	5
Should, must, mustn't used correctly. (5 points)	0-2	3-4	5
A comparative. (3 points)	0-1	2	3
Introduction and conclusion. (3 points)	0-1	2	3
Spelling and vocabulary. (4 points)	0-1	2-3	4

Speaking test: one-minute speech (out of 20)

Give your speech for an ideal school in one minute, without reading. Use the tutorial “Preparing a short talk”.

Criterion	Not met	Partly met	Met
Three clear ideas	6
Correct modals	4
Pronunciation and intonation	5
Eye contact and voice	5

Dictation (out of 20)

Mr Gradgrind was a very strict man. He wanted facts, only facts. In his classroom, there weren't any pictures. Today, schools are more colourful and students should use their imagination too.

Barème de la dictée Prof

On part de 20. On retire 1 point par erreur. Version DYS : dictée à trous, 2,5 points par mot juste.

Adapted test (out of 20) DYS

Same texts, same objectives. Choose the right answer.

Mr Gradgrind wants .

a blackboard.

Amira's day is .

Advice: you sleep more.

Amira wears a .

Mr Gradgrind wants facts .
There is a blackboard.
Amira's day is shorter .
Advice: you should sleep more.
Amira wears a uniform .

Marking: 4 points per correct answer, out of 20.

Recap: Unit 1

Everything to remember before the test.

I remember

Dickens, Hard Times (1854): Mr Gradgrind wants only facts.
There is + singular, there are + plural.
Past questions: Wh- + did + subject + verb.
Comparatives: -er than / more… than; good: better.
Should = advice; must = obligation; mustn't = forbidden.

Building your vocabulary

a fact	true information
a uniform	school clothes
a house	a team in a UK school
Year 9	students aged about 14
strict	with lots of rules
the student council	students who represent the others

Grammar

There is / there are ; did ; -er than / more… than ; should, must, mustn't.

I revise

Read the texts again aloud.
Do the exercises again.
Practise your speech.
Fill in “Before the test: where am I?”.

Unit 2 · Spooky tales

The Legend of Sleepy Hollow

Why do we love to be scared by stories?

About the unit

Thème culturel : Voyages et migrations : l'imaginaire, le rêve, le fantastique ; Langages : littérature (BO n° 31 du 30 juillet 2020, cycle 4).

ThemeAn American legend: Washington Irving, “The Legend of Sleepy Hollow” (1820), and Halloween.

LevelQuatrième, cycle 4, A2 towards B1. October and November, 4 lessons and the tests.

Key questionWhy do we love to be scared by stories?

ObjectivesUnderstand a legend; describe a place; use the passive “it is said”; tell a story with the past simple and the past continuous; tell a spooky story aloud.

Cultural backgroundThe Hudson River School painters (Durand, Quidor, Cole); American folklore.

Fiche d'identité Prof

Durée : 4 séances, puis les évaluations et le récap.

Programme : BO n° 31 du 30 juillet 2020, thème « Voyages et migrations » : l'imaginaire, le rêve, le fantastique.

Grammaire : adjectifs de description ; passif (it is said) ; prétérit et past continuous ; connecteurs du récit.

Tâche finale : raconter une histoire effrayante (oral en continu), enregistrée avec le tutoriel « Recording yourself ».

Lien avec le français : la séquence fantastique de quatrième (Gautier, « La Cafetière »).

The path

Lesson 1 : A sleepy little valley

Objective : describe a place with adjectives; understand the setting of a legend.

Déroulé de la séance Prof

Observation du tableau de Durand.
Lecture de la description de la vallée (texte simplifié et extrait).
Questions.
Règle : l'ordre des adjectifs.
Exercice, dictée, devoirs.

The painting

Kindred Spirits

Asher B. Durand, 1849. Oil on canvas, Crystal Bridges Museum of American Art, Arkansas. Two friends, a painter and a poet, stand on a rock above a wild valley in the Catskill Mountains.

See the work

Describe the landscape: trees, water, rocks.
Who are the two men? What are they doing?
Is this a calm or a scary place? Why?

There are tall trees, a waterfall, a river and big rocks.
A painter and a poet; they are looking at nature and talking.
It is calm in daylight, but at night it could be scary: it's wild and lonely.

Text: the dominant spirit

The dominant spirit, however, that haunts this enchanted region [...] is the apparition of a figure on horseback, without a head. It is said by some to be the ghost of a Hessian trooper, whose head had been carried away by a cannon-ball, in some nameless battle during the Revolutionary War, and who is ever and anon seen by the country folk hurrying along in the gloom of night, as if on the wings of the wind.

Washington Irving, “The Legend of Sleepy Hollow”, 1820. Original text, extract.

Building your vocabulary

to haunt	to visit a place as a ghost
enchanted	magic
on horseback	riding a horse
a ghost	the spirit of a dead person
the gloom	darkness

Questions

What haunts the region?
What is strange about the figure?
Who was he, according to the legend?
When do people see him?
Find two words linked to darkness or magic.

A figure on horseback: a ghost.
He has no head.
A Hessian soldier who lost his head in a battle of the American Revolutionary War.
At night (“in the gloom of night”).
enchanted, haunts, ghost, gloom, night.

Rule : describing a place: adjectives

In English, adjectives come before the noun and never take an -s: a dark valley, tall trees.

Order: opinion, size, age, colour, noun: a beautiful big old red house.

Useful adjectives: quiet, lonely, misty, dark, spooky, enchanted, haunted.

Exercise : adjectives

Choose the right order or form.

It's a .

There are .

It's a house.

The house is .

It's a dark valley .
There are tall trees .
It's a beautiful old house.
The house is haunted .

Dictation

Sleepy Hollow is a quiet little valley in New York State. It is a misty and enchanted place. At night, the country people tell spooky stories about a ghost on horseback.

Homework for tomorrow

Describe a spooky place in five sentences with adjectives.
Learn the vocabulary.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 2 : It is said that…

Objective : understand a legend; use the passive “it is said” and “he is known as”.

Déroulé de la séance Prof

Observation du tableau de Quidor.
Lecture de la suite de la légende.
Questions.
Règle : le passif.
Exercice, dictée, devoirs.

The painting

The Headless Horseman Pursuing Ichabod Crane

John Quidor, 1858. Oil on canvas, Smithsonian American Art Museum, Washington. At night, a rider without a head chases the frightened schoolmaster Ichabod Crane.

See the work

Who is chasing who?
How does Ichabod feel? How do you know?
What makes the scene frightening?

The Headless Horseman is chasing Ichabod Crane.
He is terrified: his eyes are wide open, his body is bent, his horse is running fast.
The night, the dark trees, the rider without a head.

Text: the Headless Horseman

[...] the ghost rides forth to the scene of battle in nightly quest of his head, and [...] the rushing speed with which he sometimes passes along the Hollow, like a midnight blast, is owing to his being belated, and in a hurry to get back to the churchyard before daybreak.

Such is the general purport of this legendary superstition [...]; and the spectre is known at all the country firesides, by the name of the Headless Horseman of Sleepy Hollow.

Washington Irving, “The Legend of Sleepy Hollow”, 1820. Original text, extract.

Building your vocabulary

in quest of	looking for
a blast	a strong wind
belated	late
daybreak	sunrise
a spectre	a ghost

Questions

What is the ghost looking for?
Why does he ride so fast?
Find a comparison.
What is his name?
Where do people tell this story?

His head.
He is late and must go back to the churchyard before sunrise.
“like a midnight blast”.
The Headless Horseman of Sleepy Hollow.
“at all the country firesides”: at home, by the fire.

Rule : the passive: it is said, he is known as

Passive = be + past participle. We use it when we don't know who does the action, or it's not important.

It is said that he rides at night. He is known as the Headless Horseman. The story was written in 1820.

Exercise : the passive

Choose the right form.

It is that a ghost lives here.

He is as the Headless Horseman.

The story in 1820.

Legends by the fire.

It is said that a ghost lives here.
He is known as the Headless Horseman.
The story was written in 1820.
Legends are told by the fire.

Dictation

It is said that a ghost rides through Sleepy Hollow every night. He is looking for his head. He is known as the Headless Horseman. The story was written by Washington Irving in 1820.

Homework for tomorrow

Write three sentences about a legend you know with “It is said that…”.
Learn the rule.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 3 : The chase

Objective : tell a story with the past simple and the past continuous.

Déroulé de la séance Prof

Observation du tableau de Cole.
Lecture de la poursuite.
Questions.
Règle : prétérit et past continuous.
Exercice, dictée, devoirs.

The painting

III

The Clove, Catskills

Thomas Cole, 1827. Oil on canvas, New Britain Museum of American Art, Connecticut. A deep wild valley in autumn, with dark clouds and a lonely path.

See the work

What season is it? How do you know?
Describe the sky.
Imagine a rider on this path at night.

Autumn: the leaves are red, orange and yellow.
Dark and cloudy, with a little light.
Open answer: the wind is blowing, the trees are moving, the rider is afraid.

Text: “he was headless!”

On mounting a rising ground, which brought the figure of his fellow-traveller in relief against the sky, gigantic in height, and muffled in a cloak, Ichabod was horror-struck on perceiving that he was headless! [...] His terror rose to desperation; he rained a shower of kicks and blows upon Gunpowder, hoping by a sudden movement to give his companion the slip; but the spectre started full jump with him. Away, then, they dashed through thick and thin; stones flying and sparks flashing at every bound.

Washington Irving, “The Legend of Sleepy Hollow”, 1820. Original text, extract.

Building your vocabulary

a fellow-traveller	someone travelling with you
a cloak	a long coat without sleeves
horror-struck	very, very scared
Gunpowder	the name of Ichabod's horse
to dash	to run very fast

Questions

What did Ichabod see against the sky?
How did he feel?
What did he do to escape?
Did the spectre stay behind?
Find two -ing words that show speed.

A gigantic rider in a cloak, without a head.
Horror-struck, terrified.
He kicked his horse, Gunpowder, to run faster.
No, he started at full speed with him.
flying, flashing.

Rule : past simple and past continuous

Past continuous (was/were + -ing): an action in progress, the background. Ichabod was riding home.

Past simple: a short action that interrupts. He saw a rider.

While Ichabod was riding home, he saw a rider. He was singing when the Horseman appeared.

Exercise : past simple or past continuous?

Choose the right form.

Ichabod home when he heard a noise.

While he was singing, the Horseman .

The wind all night.

Suddenly, he the head.

Ichabod was riding home when he heard a noise.
While he was singing, the Horseman appeared .
The wind was blowing all night.
Suddenly, he saw the head.

Dictation

Ichabod was riding home through the forest. The wind was blowing. Suddenly, he saw a gigantic rider without a head. He kicked his horse and they dashed away into the night.

Homework for tomorrow

Write five sentences: what were you doing when something strange happened?
Read the tutorial “Reading aloud in English”.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 4 : Final task: tell a spooky story

Objective : tell a short spooky story aloud and record yourself.

Déroulé de la séance Prof

Observation du tableau de Cole.
Lecture du récit modèle.
Questions.
Règle : les connecteurs du récit.
Préparation et enregistrement avec les tutoriels.

The painting

Sunny Morning on the Hudson River

Thomas Cole, 1827. Oil on panel, Museum of Fine Arts, Boston. Morning light and mist over the river valley: the night is over.

See the work

What time of day is it?
What is the atmosphere?
Why is this a good image for the end of a spooky story?

Early morning.
Calm, misty, peaceful.
The night is over, the fear goes away, but the mystery stays.

Text: a model story

Last Halloween, my cousin and I were walking home through the park. It was dark and foggy. Suddenly, we heard a strange noise behind us: clip, clop, clip, clop. We turned around, but there was nobody there.

Then, a cold wind started to blow and all the lights went out. We ran as fast as we could. When we arrived home, my cousin's hat had disappeared. The next morning, we found it at the park gate… on the head of a statue!

Text written for this unit by Madame Carole Paoli Pompougnac.

Building your vocabulary

foggy	with fog, you can't see well
suddenly	quickly and by surprise
to turn around	to look behind you
a gate	a door in a fence

Questions

When does the story happen?
What did they hear?
What happened to the lights?
Find four words that organise the story.
Is the end funny or scary? Why?

Last Halloween, at night.
A strange noise: clip, clop.
They went out.
Suddenly, then, when, the next morning.
Both: the hat is on a statue's head, a surprise that is funny and a little strange.

Rule : story connectors

To begin: One night, Last Halloween. To continue: Then, After that, Suddenly, While…. To finish: Finally, In the end, The next morning.

Exercise : story connectors

Choose the best connector.

, we went out.

, the lights went out.

, we were safe at home.

We heard a noise we were walking.

One night , we went out.
Suddenly , the lights went out.
In the end , we were safe at home.
We heard a noise while we were walking.

Speaking tutorial: Reading aloud in English

Step by step:

Read the text silently first. Underline the words you can't pronounce and ask or check them.
Mark the pauses with a slash / at each comma and full stop.
Watch out for silent letters: knight, castle, listen, ghost.
Link the words: an_apple, read_it_again.
Read slowly, then read again with feeling: fear, surprise, joy.
Look up from the text at the end of each sentence.

Model: “It is said / by some / to be the ghost / of a Hessian trooper.” The voice slows down on “ghost”.

My checklist:

I paused at commas and full stops.
I pronounced the difficult words correctly.
I read with feeling.
I looked up from the text.

Speaking tutorial: Recording yourself and assessing your work

Step by step:

With an adult's permission, use a voice recorder in a quiet place. The recording is for you only.
Record yourself once without stopping.
Listen with the checklist. Write one strong point and one thing to improve.
Record yourself again and compare.
Delete your recordings when you no longer need them.

Model listening sheet: Strong point: “my pronunciation of -ed is good.” To improve: “I speak too fast.”

My checklist:

People can hear me clearly.
My speed is good.
My intonation goes up in questions.
I wrote one strong point and one thing to improve.

Dictation

Last Halloween, we were walking in the park. It was dark and foggy. Suddenly, we heard a strange noise. We ran home as fast as we could. In the end, it was only a horse!

Homework for tomorrow

Write your spooky story (80 words).
Record yourself reading it, then listen with the checklist.
Revise the unit with the recap.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Tests: Unit 2

Objective : check your understanding, your grammar and your storytelling.

Before the test: where am I?

I can…	Not yet	Getting there	I can do it
I can describe a place with adjectives.
I can tell the legend of Sleepy Hollow.
I can use “it is said” and “he is known as”.
I can use the past simple and the past continuous.
I can organise a story with connectors.
I can read a story aloud and record myself.

Quick test (out of 10)

Answer, then check.

It's a .

It is that he rides at night.

He when he saw it.

The Horseman has no .

, the light went out.

It's a dark forest .
It is said that he rides at night.
He was riding when he saw it.
The Horseman has no head .
Suddenly , the light went out.

Marking: 2 points per correct answer, out of 10.

Reading test (out of 20)

Read the text, then answer in English.

Every year on October 31st, people in Sleepy Hollow, New York, celebrate Halloween with a big parade. Visitors come from all over the world. It is said that the Headless Horseman still rides on the old bridge. Last year, while a group of tourists were walking near the bridge, a rider in a black cloak appeared. Everyone screamed… but it was only an actor!

Text written for this unit by Madame Carole Paoli Pompougnac.

When do people celebrate Halloween in Sleepy Hollow? (2 points)
Who comes to the parade? (2 points)
What is said about the bridge? (3 points)
What happened last year? Answer in two sentences. (4 points)
Find a verb in the past continuous and a verb in the past simple. (3 points)
Would you like to visit Sleepy Hollow at Halloween? Why? (three sentences) (6 points)

On October 31st.
Visitors from all over the world.
It is said that the Headless Horseman still rides on the old bridge.
A group of tourists were walking near the bridge. A rider in a black cloak appeared, but it was an actor.
were walking / appeared (or screamed, was).
Open answer, e.g. Yes, because I love spooky stories and the parade looks fun.

Writing test: my spooky story (out of 20)

Write your spooky story (80 to 100 words). Read the grid and tick “I check”.

Criterion	Not met	Partly met	Met
A clear beginning, middle and end. (4 points)	0-1	2-3	4
Past simple and past continuous. (5 points)	0-2	3-4	5
Connectors. (3 points)	0-1	2	3
Descriptive adjectives. (4 points)	0-1	2-3	4
Spelling. (4 points)	0-1	2-3	4

Speaking test: a recorded story (out of 20)

Record your spooky story (about one minute), with an adult's permission, listen with the checklist and record a second, better version. Play it in class.

Criterion	Not met	Partly met	Met
Pronunciation	5
Intonation and feeling	5
Fluency	5
Self-assessment sheet	5

Dictation (out of 20)

Washington Irving wrote “The Legend of Sleepy Hollow” in 1820. It is said that a ghost without a head rides through the valley at night. One evening, while Ichabod Crane was riding home, the Horseman appeared and chased him.

Barème de la dictée Prof

On part de 20. On retire 1 point par erreur. Version DYS : dictée à trous, 2,5 points par mot juste.

Adapted test (out of 20) DYS

Same texts, same objectives. Choose the right answer.

The Horseman has no .

It is that he rides at night.

Ichabod home.

A ghost is a .

, he saw it!

The Horseman has no head .
It is said that he rides at night.
Ichabod was riding home.
A ghost is a spirit .
Suddenly , he saw it!

Marking: 4 points per correct answer, out of 20.

Recap: Unit 2

Everything to remember before the test.

I remember

Washington Irving, “The Legend of Sleepy Hollow” (1820): a ghost rides at night looking for his head.
Adjectives come before the noun, without -s.
Passive: be + past participle (it is said, he is known as).
Past continuous = background; past simple = short action.
Story connectors: one night, suddenly, then, in the end.

Building your vocabulary

to haunt	to visit as a ghost
a ghost, a spectre	a spirit
on horseback	riding a horse
foggy, misty	with fog
horror-struck	terrified
suddenly	by surprise

Grammar

it is said ; was/were + -ing ; past simple ; connectors.

I revise

Read the texts aloud.
Do the exercises again.
Listen to your recording.
Fill in “Before the test: where am I?”.

Unit 3 · Detective stories

Sherlock Holmes: the science of deduction

How can we find the truth from small details?

About the unit

Thème culturel : Langages : littérature, cinéma ; Rencontres avec d'autres cultures : repères historiques, Londres victorien (BO n° 31 du 30 juillet 2020, cycle 4).

ThemeSherlock Holmes and Victorian London: Arthur Conan Doyle, A Study in Scarlet (1887).

LevelQuatrième, cycle 4, A2 towards B1. January and February, 4 lessons and the tests.

Key questionHow can we find the truth from small details?

ObjectivesUnderstand a detective story; use the present perfect; make deductions with must, might, can't; describe a scene in the past; write and act out a mystery.

Cultural backgroundVictorian London in painting (Grimshaw, Doré, Whistler, Monet).

Fiche d'identité Prof

Durée : 4 séances, puis les évaluations et le récap.

Programme : BO n° 31 du 30 juillet 2020, thèmes « Langages » et « Rencontres avec d'autres cultures ».

Grammaire : present perfect ; modaux de déduction (must, might, can't) ; past continuous ; questions.

Tâche finale : écrire et jouer une scène de détective (interaction orale), avec le tutoriel « Using your voice ».

The path

Lesson 1 : “You have been in Afghanistan”

Objective : understand the first meeting of Holmes and Watson; use the present perfect.

Déroulé de la séance Prof

Observation du tableau de Grimshaw.
Lecture de la rencontre.
Questions.
Règle : le present perfect.
Exercice, dictée, devoirs.

The painting

Reflections on the Thames, Westminster

John Atkinson Grimshaw, 1880. Oil on canvas, Leeds Art Gallery. London at night: gas lamps, wet streets, the Houses of Parliament in the fog.

See the work

What time of day is it?
What lights can you see?
Why is this a good place for a detective story?

It's night.
Gas lamps, lights in the windows and the moon.
It's dark and foggy: people can hide, it's mysterious.

Text: the first meeting

“Dr. Watson, Mr. Sherlock Holmes,” said Stamford, introducing us.

“How are you?” he said cordially, gripping my hand with a strength for which I should hardly have given him credit. “You have been in Afghanistan, I perceive.”

“How on earth did you know that?” I asked in astonishment.

Arthur Conan Doyle, A Study in Scarlet, 1887, Part I, chapters 1 and 2. Original text, extract.

Building your vocabulary

to introduce	to present a person to another
cordially	in a friendly way
to grip	to hold strongly
I perceive	I see, I understand
astonishment	great surprise

Questions

Who introduces Watson to Holmes?
How does Holmes shake hands?
What does Holmes say about Watson?
How does Watson react?
Why is this first meeting surprising?

Stamford.
Strongly: he grips Watson's hand.
That he has been in Afghanistan.
He is astonished: “How on earth did you know that?”
Holmes knows something about Watson without being told.

Rule : the present perfect

have/has + past participle: a past action linked to the present, without a precise time. You have been in Afghanistan. Holmes has solved many cases.

With ever, never, already, yet, just: Have you ever been to London?

With a precise time, use the past simple: Watson came back in 1880.

Exercise : present perfect or past simple?

Choose the right form.

You in Afghanistan, I perceive.

Holmes many cases.

Watson back to London in 1880.

Have you ever a detective story?

You have been in Afghanistan, I perceive.
Holmes has solved many cases.
Watson came back to London in 1880.
Have you ever read a detective story?

Dictation

Dr Watson has just come back from Afghanistan. A friend introduces him to Sherlock Holmes. Holmes shakes his hand and says: “You have been in Afghanistan, I perceive.” Watson is astonished.

Homework for tomorrow

Write four sentences: things you have done and things you have never done.
Learn the vocabulary.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 2 : The train of reasoning

Objective : understand a deduction; use must, might, can't.

Déroulé de la séance Prof

Observation de la gravure de Doré.
Lecture de l'explication de Holmes.
Questions.
Règle : les modaux de déduction.
Exercice, dictée, devoirs.

The painting

Over London by Rail

Gustave Doré, 1872. Engraving from London: A Pilgrimage. Rows of small houses and backyards under a railway bridge, in Victorian London.

See the work

What can you see on the bridge?
Describe the houses and the yards.
What can you deduce about the people who live here?

A train with smoke.
Small, identical brick houses, with tiny yards.
They must be workers; they can't be very rich; they might work in factories.

Text: “Clearly in Afghanistan”

“[...] The train of reasoning ran, ‘Here is a gentleman of a medical type, but with the air of a military man. Clearly an army doctor, then. He has just come from the tropics, for his face is dark, and that is not the natural tint of his skin, for his wrists are fair. [...] His left arm has been injured. He holds it in a stiff and unnatural manner. Where in the tropics could an English army doctor have seen much hardship and got his arm wounded? Clearly in Afghanistan.’ The whole train of thought did not occupy a second.”

Arthur Conan Doyle, A Study in Scarlet, 1887, Part I, chapters 1 and 2. Original text, extract.

Building your vocabulary

reasoning	thinking step by step
a clue	a small detail that helps to find the truth
the tropics	hot countries
fair	light, pale
injured, wounded	hurt

Questions

What two things does Holmes notice first about Watson?
How does he know Watson has been in a hot country?
What does he notice about Watson's arm?
How long does the reasoning take?
List the clues and the conclusions in two columns.

He looks like a doctor and like a soldier.
His face is dark but his wrists are fair: the sun made his face dark.
He holds it in a stiff way: it has been injured.
Less than a second.
Clues: medical type, military air, dark face, fair wrists, stiff arm. Conclusions: army doctor, back from the tropics, injured, Afghanistan.

Rule : must, might, can't (deduction)

must + verb: I'm almost sure it's true. He must be a doctor.

might / may + verb: it's possible. He might be a soldier.

can't + verb: I'm almost sure it's not true. He can't be rich.

Exercise : deduction

Choose the right modal.

His face is dark. He have been in the sun.

He has a medical bag. He be a doctor.

He has only one coin. He be rich.

She's wearing a uniform. She be a nurse.

His face is dark. He must have been in the sun.
He has a medical bag. He might be a doctor.
He has only one coin. He can't be rich.
She's wearing a uniform. She must be a nurse.

Dictation

Holmes looks at Watson. His face is dark but his wrists are fair. He must have been in a hot country. His arm is stiff. He might have been injured. He must be an army doctor.

Homework for tomorrow

Look at a photo of a person and write four deductions with must, might, can't.
Learn the rule.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 3 : 221B Baker Street

Objective : understand a description of Victorian London; describe a scene with the past continuous.

Déroulé de la séance Prof

Observation du tableau de Whistler.
Lecture du texte sur Baker Street.
Questions.
Règle : décrire une scène au passé.
Exercice, dictée, devoirs.

The painting

III

Nocturne: Blue and Silver, Chelsea

James McNeill Whistler, 1871. Oil on wood, Tate Britain, London. The river Thames at dusk, all in blue and silver; a lonely figure on the bank.

See the work

What colours does Whistler use?
Can you see details clearly?
What feeling does the painting give you?

Blue and silver.
No, the shapes are soft and blurred, like in fog.
Open answer: calm, mystery, loneliness.

Text: a visit to Baker Street

In Sherlock Holmes's stories, Holmes and Watson share a flat at 221B Baker Street, in London. In the 1880s, the street was full of horses and carriages. Gas lamps were shining in the fog, newspaper boys were shouting the news and people were hurrying to work.

Today, you can visit the Sherlock Holmes Museum in Baker Street. It looks like a Victorian flat: there is a violin, a magnifying glass and Holmes's famous deerstalker hat. But remember: Holmes is a fictional character. He never really lived there!

Text written for this unit by Madame Carole Paoli Pompougnac.

Building your vocabulary

a flat	an apartment
a carriage	a vehicle pulled by horses
a magnifying glass	a glass that makes things look bigger
a deerstalker	Holmes's hat
fictional	invented, not real

Questions

Where do Holmes and Watson live?
Describe Baker Street in the 1880s.
What can you see in the museum?
Was Holmes a real person?
Find three verbs in the past continuous.

At 221B Baker Street, in London.
Horses and carriages, gas lamps in the fog, newspaper boys shouting, people hurrying to work.
A violin, a magnifying glass, a deerstalker hat.
No, he is a fictional character.
were shining, were shouting, were hurrying.

Rule : describing a scene in the past

To describe a scene, use the past continuous for actions in progress (people were hurrying) and there was / there were for things (there were carriages).

Exercise : describing a scene

Choose the right form.

Gas lamps in the fog.

many carriages.

A boy the news.

Holmes the violin.

Gas lamps were shining in the fog.
There were many carriages.
A boy was shouting the news.
Holmes was playing the violin.

Dictation

In the 1880s, Baker Street was full of carriages. Gas lamps were shining in the fog and newspaper boys were shouting the news. Upstairs, Sherlock Holmes was playing the violin.

Homework for tomorrow

Describe a busy street in the past in five sentences.
Read the tutorial “Using your voice”.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 4 : Final task: be a detective

Objective : write and act out a short mystery scene with deductions.

Déroulé de la séance Prof

Observation du tableau de Monet.
Lecture de la scène modèle.
Questions.
Règle : poser des questions dans une enquête.
Préparation par groupes, passage à l'oral.

The painting

The Houses of Parliament, Sunset

Claude Monet, 1903. Oil on canvas, National Gallery of Art, Washington. The Houses of Parliament in London, a dark shape against a red and gold sky.

See the work

What building can you see?
What colours dominate?
Why did Monet paint the same building many times?

The Houses of Parliament in London.
Red, orange, gold and dark blue.
To show the changes of light and weather at different moments.

Text: the missing violin

HOLMES: Mrs Hudson, my violin has disappeared!

MRS HUDSON: Oh dear! When did you last see it, Mr Holmes?

HOLMES: Last night, at ten. Look, Watson: there's mud on the carpet, and it's red mud.

WATSON: There's red mud near the park. The thief must have come from the park!

HOLMES: Excellent, Watson. And this hair is white and very short. It can't be a man's hair…

WATSON: It might be… a dog's hair! Toby, the neighbour's dog, loves your violin case!

Text written for this unit by Madame Carole Paoli Pompougnac.

Building your vocabulary

to disappear	to go away, you can't see it any more
mud	wet earth
a thief	a person who steals
a case	a box for a violin; also a mystery
a neighbour	a person who lives next door

Questions

What has disappeared?
When did Holmes last see it?
What two clues does Holmes find?
What does Watson deduce from the mud?
Who took the violin, in the end?

Holmes's violin.
Last night, at ten.
Red mud on the carpet and a short white hair.
The thief must have come from the park.
Toby, the neighbour's dog.

Rule : asking questions in an investigation

When did you last see it? Where were you at ten? What were you doing? Who has a key? Have you seen anybody?

Remember the auxiliaries: did (past simple), were/was (past continuous), have/has (present perfect).

Exercise : investigation questions

Choose the right auxiliary.

Where you at ten?

When you last see it?

you seen my violin?

What you doing last night?

Where were you at ten?
When did you last see it?
Have you seen my violin?
What were you doing last night?

Speaking tutorial: Using your voice: stress and intonation

Step by step:

Stand up straight and breathe in slowly through your nose.
Find the stressed syllable in each long word: TEAcher, deTECtive, HOLiday. Say it louder and longer.
In a sentence, stress the important words: I WANT to VISit LONdon.
Make your voice go down at the end of statements and Wh- questions: Where do you live?
Make your voice go up at the end of yes/no questions: Do you like it?
Practise three times, slowly, then a little faster.

Model: “ELementary, my dear WATson.” “HOW did you KNOW?” (voice goes down) “Have you BEEN to AfghanISTAN?” (voice goes up)

My checklist:

I stressed the right syllable.
I stressed the important words.
My voice went down at the end of statements.
My voice went up at the end of yes/no questions.

Speaking tutorial: Preparing a short talk

Step by step:

Read the task twice. Underline what you must do and how long you must speak.
Write five key words, not sentences.
Prepare your first sentence and your last sentence in full.
Practise twice, standing up, with a timer.
Breathe in slowly, look at your audience, smile and start.

Model: “Hello everyone. Today I'm going to talk about Sherlock Holmes. First, ... Then, ... Finally, ... Thank you for listening!”

My checklist:

I followed the task.
I only used key words.
I looked at my audience.
I spoke clearly and slowly.

Dictation

Holmes's violin has disappeared. There is red mud on the carpet and a short white hair. The thief must have come from the park. It might be the neighbour's dog!

Homework for tomorrow

In groups, write your mystery scene (four characters, three clues, deductions with must, might, can't).
Learn your lines.
Revise the unit with the recap.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Tests: Unit 3

Objective : check your understanding, your grammar and your acting.

Before the test: where am I?

I can…	Not yet	Getting there	I can do it
I can talk about Sherlock Holmes and Victorian London.
I can use the present perfect.
I can make deductions with must, might, can't.
I can describe a scene in the past.
I can ask questions in an investigation.
I can act out a scene with good intonation.

Quick test (out of 10)

Answer, then check.

Holmes many cases.

He has a stethoscope. He be a doctor.

Gas lamps .

Where you last night?

Holmes lives at 221B .

Holmes has solved many cases.
He has a stethoscope. He must be a doctor.
Gas lamps were shining .
Where were you last night?
Holmes lives at 221B Baker Street .

Marking: 2 points per correct answer, out of 10.

Reading test (out of 20)

Read the text, then answer in English.

Arthur Conan Doyle was born in Edinburgh, Scotland, in 1859. He studied medicine and worked as a doctor. While he was waiting for patients, he started writing stories. His first Sherlock Holmes story, A Study in Scarlet, was published in 1887. Doyle wrote four novels and fifty-six short stories about Holmes. Today, Holmes has appeared in hundreds of films and series.

Text written for this unit by Madame Carole Paoli Pompougnac.

Where and when was Conan Doyle born? (2 points)
What was his first job? (2 points)
When did he start writing? Quote the text. (3 points)
How many Holmes stories did he write? (3 points)
Find a verb in the present perfect. Why is it used here? (4 points)
Would you like to be a detective? Why? (three sentences) (6 points)

In Edinburgh, Scotland, in 1859.
He was a doctor.
“While he was waiting for patients, he started writing stories.”
Four novels and fifty-six short stories.
“has appeared”: no precise time, a link with today.
Open answer.

Writing test: my mystery scene (out of 20)

Write a mystery scene (80 to 100 words) with three clues and deductions. Read the grid and tick “I check”.

Criterion	Not met	Partly met	Met
A clear mystery and a solution. (4 points)	0-1	2-3	4
Three clues. (3 points)	0-1	2	3
Must, might, can't used correctly. (5 points)	0-2	3-4	5
Questions with the right auxiliaries. (4 points)	0-1	2-3	4
Spelling and layout of a dialogue. (4 points)	0-1	2-3	4

Speaking test: act out the mystery (out of 20)

In groups, act out your mystery scene. Use the tutorial “Using your voice: stress and intonation”.

Criterion	Not met	Partly met	Met
Lines learnt	4
Pronunciation and stress	6
Question intonation	4
Acting, voice, eye contact	6

Dictation (out of 20)

Sherlock Holmes is the most famous detective in the world. He lives at 221B Baker Street with his friend Dr Watson. He looks at small details and finds the truth. “You must have been in Afghanistan,” he says. Watson has never forgotten their first meeting.

Barème de la dictée Prof

On part de 20. On retire 1 point par erreur. Version DYS : dictée à trous, 2,5 points par mot juste.

Adapted test (out of 20) DYS

Same texts, same objectives. Choose the right answer.

Holmes's friend is .

Watson has been in .

He has a medical bag. He be a doctor.

Holmes many cases.

A small detail that helps is a .

Holmes's friend is Watson .
Watson has been in Afghanistan .
He has a medical bag. He must be a doctor.
Holmes has solved many cases.
A small detail that helps is a clue .

Marking: 4 points per correct answer, out of 20.

Recap: Unit 3

Everything to remember before the test.

I remember

Conan Doyle, A Study in Scarlet (1887): Holmes meets Watson.
Present perfect: have/has + past participle, no precise time.
Deduction: must (sure), might (possible), can't (impossible).
Describe a scene: past continuous + there was / there were.
Questions: did, was/were, have/has.

Building your vocabulary

a clue	a detail that helps
a thief	someone who steals
to deduce	to find by reasoning
a flat	an apartment
fictional	invented
astonishment	great surprise

Grammar

have/has + participle ; must, might, can't ; was/were + -ing.

I revise

Read the texts aloud.
Do the exercises again.
Practise your scene.
Fill in “Before the test: where am I?”.

Unit 4 · Journeys and migrations

Ellis Island: a new life in America

What does it mean to leave your country and start a new life?

About the unit

Thème culturel : Voyages et migrations : exil, migration et émigration (BO n° 31 du 30 juillet 2020, cycle 4).

ThemeImmigration to the United States through Ellis Island, New York (1892-1954).

LevelQuatrième, cycle 4, A2 towards B1. March and April, 4 lessons and the tests.

Key questionWhat does it mean to leave your country and start a new life?

ObjectivesUnderstand historical texts; use used to; report questions (indirect speech); write a letter; act out an interview.

Cultural backgroundPainting of emigration and of New York (Moran, Ford Madox Brown, Bellows, Homer).

Fiche d'identité Prof

Durée : 4 séances, puis les évaluations et le récap.

Programme : BO n° 31 du 30 juillet 2020, thème « Voyages et migrations » : exil, migration et émigration.

Grammaire : prétérit ; used to ; discours indirect et interrogation indirecte ; la lettre.

Tâche finale : une interview jouée à deux (interaction orale), avec le tutoriel « Taking part in a discussion ».

Repères historiques : Ellis Island ouvre en 1892 et ferme en 1954 ; environ 12 millions d'immigrants y passent.

The path

Lesson 1 : Arriving in New York

Objective : understand a story of arrival; use the past simple of irregular verbs.

Déroulé de la séance Prof

Observation du tableau de Moran.
Lecture du récit d'arrivée.
Questions.
Règle : prétérit des verbes irréguliers.
Exercice, dictée, devoirs.

The painting

Unveiling the Statue of Liberty

Edward Moran, 1886. Oil on canvas, Museum of the City of New York. Ships and crowds celebrate the new statue in New York Harbor.

See the work

What can you see in the centre?
What are the ships doing?
Why was this statue important for immigrants?

The Statue of Liberty, with smoke and flags around it.
They are celebrating: there is smoke from the guns and flags.
It was the first thing they saw when they arrived in America: a symbol of hope.

Text: Giulia's arrival (1907)

Giulia Russo left her village in Sicily in March 1907 with her mother and her little brother. The journey across the Atlantic took two weeks. They slept in a crowded room at the bottom of the ship and ate bread and soup.

One cold morning, everyone ran to the deck. Through the fog, they saw a huge green statue holding a torch. People cried and laughed. A few hours later, a small boat took them to Ellis Island, the gateway to America.

Text written for this unit by Madame Carole Paoli Pompougnac. The characters are invented; the historical facts about Ellis Island are real.

Building your vocabulary

to leave	to go away from
a journey	a long trip
crowded	full of people
the deck	the floor on top of a ship
a gateway	a door, an entrance

Questions

Where did Giulia come from?
How long did the journey take?
Describe the conditions on the ship.
What did they see through the fog?
Where did the small boat take them?

From a village in Sicily, Italy.
Two weeks.
They slept in a crowded room at the bottom of the ship and ate bread and soup.
The Statue of Liberty.
To Ellis Island.

Rule : the past simple: irregular verbs

Learn them by heart: leave: left, take: took, sleep: slept, eat: ate, run: ran, see: saw, cry: cried (regular), go: went, come: came.

Negative and question: They didn't sleep. Did they see the statue?

Exercise : irregular verbs

Choose the right past form.

Giulia Sicily in 1907.

The journey two weeks.

They the statue.

They bread and soup.

Giulia left Sicily in 1907.
The journey took two weeks.
They saw the statue.
They ate bread and soup.

Dictation

In 1907, Giulia left Sicily with her family. The journey took two weeks. One morning, they saw the Statue of Liberty through the fog. Then a small boat took them to Ellis Island.

Homework for tomorrow

Learn ten irregular verbs.
Write five sentences about a journey you made.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 2 : The inspection

Objective : understand the steps of the inspection; report questions with indirect speech.

Déroulé de la séance Prof

Observation du tableau de Ford Madox Brown.
Lecture du texte sur l'inspection.
Questions.
Règle : l'interrogation indirecte.
Exercice, dictée, devoirs.

The painting

The Last of England

Ford Madox Brown, 1852-1855. Oil on panel, Birmingham Museum and Art Gallery. A couple leave England by ship to start a new life in Australia; they look back with worried faces.

See the work

Where are the two people?
How do they feel? How do you know?
Why are they leaving, in your opinion?

On a ship, leaving England.
Worried and sad: their faces are serious, they hold hands.
Open answer: to find work, to have a better life.

Text: in the Great Hall

In the Great Hall of Ellis Island, hundreds of people waited in long lines. Doctors watched them climb the stairs. Then an inspector asked Giulia's mother many questions: “What is your name? Where do you come from? Can you work? Where are you going? Do you have any money?”

An interpreter translated. Giulia's mother answered that her husband was waiting for them in New York and that he worked in a bakery. After five hours, the inspector stamped their papers. They could enter America.

Text written for this unit by Madame Carole Paoli Pompougnac. The characters are invented; the historical facts about Ellis Island are real.

Building your vocabulary

an inspector	a person who checks
a line	people waiting one after the other
an interpreter	a person who translates
to stamp	to put an official mark on a paper
to enter	to go in

Questions

Where did the immigrants wait?
Who watched them on the stairs? Why, in your opinion?
List three questions the inspector asked.
Who helped them understand?
How long did the inspection take?

In the Great Hall, in long lines.
Doctors: they checked if people were strong enough to work.
What is your name? Where do you come from? Can you work? (also: Where are you going? Do you have any money?)
An interpreter.
Five hours.

Rule : indirect questions

Direct: “Where do you come from?” Indirect: He asked her where she came from.

Yes/no questions: “Can you work?” becomes: He asked her if she could work.

No do/did, no question mark, statement order (subject + verb), and the tense goes back: present becomes past.

Exercise : indirect questions

Choose the right indirect question.

“What is your name?” He asked her what her name .

“Can you work?” He asked her work.

“Where are you going?” He asked her where she .

“Do you have money?” He asked her if she any money.

“What is your name?” He asked her what her name was .
“Can you work?” He asked her if she could work.
“Where are you going?” He asked her where she was going .
“Do you have money?” He asked her if she had any money.

Dictation

In the Great Hall, the inspector asked Giulia's mother where she came from. He asked her if she could work. An interpreter translated. After five hours, they could enter America.

Homework for tomorrow

Write four questions you would ask a new student, then report them: “I asked him/her if…”.
Learn the rule.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 3 : A letter home

Objective : understand a letter; talk about past habits with used to.

Déroulé de la séance Prof

Observation du tableau de Bellows.
Lecture de la lettre de Giulia.
Questions.
Règle : used to.
Exercice, dictée, devoirs.

The painting

III

New York

George Bellows, 1911. Oil on canvas, National Gallery of Art, Washington. A busy street in Manhattan: crowds, tramways, horses, buildings and shops.

See the work

What can you see in the street?
What is the atmosphere?
Compare with a small village in Sicily.

Crowds, trams, horse carts, shops, tall buildings.
Busy, noisy, full of energy.
A village is quiet and small; New York is huge and noisy.

Text: Giulia's letter

New York, 2nd December 1907

Dear Grandma,

We live in a small flat on Mulberry Street now. Life here is very different. In Sicily, I used to play in the fields and help you with the goats. Now I go to school and I'm learning English. Papa works at the bakery from four in the morning.

New York is so big and noisy! There are trams, shops and people from all over the world. I miss you, the sea and your orange trees. One day, I hope I'll come back to see you.

Lots of love, Giulia

Text written for this unit by Madame Carole Paoli Pompougnac. The characters are invented; the historical facts about Ellis Island are real.

Building your vocabulary

to miss someone	to be sad because they are not with you
a goat	an animal that gives milk
noisy	with lots of noise
Lots of love	a friendly way to end a letter

Questions

Who is the letter to?
Where does Giulia live now?
What did she use to do in Sicily?
What does she do now?
What does she miss?

To her grandmother.
In a small flat on Mulberry Street, New York.
She used to play in the fields and help her grandmother with the goats.
She goes to school and learns English.
Her grandmother, the sea and the orange trees.

Rule : used to

used to + verb: a past habit that is finished. I used to play in the fields.

Negative: I didn't use to speak English. Question: Did you use to live in Sicily?

A letter: date, Dear…, paragraphs, Lots of love / Best wishes, name.

Exercise : used to

Choose the right form.

In Sicily, Giulia play in the fields.

She speak English.

you use to live in a village?

Now she to school.

In Sicily, Giulia used to play in the fields.
She didn't use to speak English.
Did you use to live in a village?
Now she goes to school.

Dictation

Dear Grandma, we live in New York now. In Sicily, I used to help you with the goats. Now I go to school and I'm learning English. I miss you and the sea. Lots of love, Giulia.

Homework for tomorrow

Write a letter from Giulia's brother (60 words) with used to.
Learn the rule.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 4 : Final task: an interview

Objective : prepare and act out an interview between a journalist and an immigrant.

Déroulé de la séance Prof

Observation du tableau de Homer.
Lecture de l'interview modèle.
Questions.
Règle : réagir dans un échange.
Préparation à deux avec le tutoriel ; passage à l'oral.

The painting

Breezing Up (A Fair Wind)

Winslow Homer, 1873-1876. Oil on canvas, National Gallery of Art, Washington. A man and three boys sail a small boat on a windy sea.

See the work

Describe the weather.
How do the boys feel?
Why can this painting illustrate a new beginning?

It's windy and sunny, the sea is rough.
Excited, happy, a little tense.
They are moving forward with the wind, towards the horizon.

Text: a model interview

JOURNALIST: Good morning, Mrs Russo. Thank you for talking to us. Where were you born?

GIULIA: I was born in Sicily, in 1896.

JOURNALIST: Really? What do you remember about Ellis Island?

GIULIA: I remember the long lines and the noise. I was scared, but my mother held my hand.

JOURNALIST: That must have been hard. What did you use to do in Sicily?

GIULIA: I used to look after goats! Here, I became a teacher.

JOURNALIST: Wow, that's amazing. Thank you very much.

Text written for this unit by Madame Carole Paoli Pompougnac. The characters are invented; the historical facts about Ellis Island are real.

Building your vocabulary

to remember	to keep in your memory
to hold someone's hand	to keep their hand in yours
to look after	to take care of
amazing	very surprising and good

Questions

When and where was Giulia born?
What does she remember about Ellis Island?
How did she feel?
What job did she do in America?
Find three phrases the journalist uses to react.

In Sicily, in 1896.
The long lines and the noise.
Scared.
She became a teacher.
Really? / That must have been hard. / Wow, that's amazing.

Rule : reacting in a conversation

Show interest: Really? Wow! That's amazing! That must have been hard. I see.

Ask for more: Can you tell me more? What happened next? How did you feel?

Exercise : reacting

Choose the best reaction.

“I travelled for two weeks.” :

“I was scared.” :

To ask for more: Can you ?

“I became a teacher.” :

“I travelled for two weeks.” : Really? That's long!
“I was scared.” : That must have been hard.
To ask for more: Can you tell me more ?
“I became a teacher.” : Wow, that's amazing!

Speaking tutorial: Taking part in a discussion

Step by step:

Prepare two ideas and one example for each.
Wait for your turn. Raise your hand or say: “Can I say something?”
Give your opinion: “I think that…”, “In my opinion…”.
Agree or disagree politely: “I agree with you because…”, “I see your point, but…”.
Ask a question to keep the discussion going: “What do you think?”
Respect everyone: no interrupting, no laughing at mistakes.

Model: “In my opinion, school uniforms are a good idea because everyone looks the same. I see your point, Lina, but what about personal style? What do you think?”

My checklist:

I gave my opinion with a phrase.
I gave an example.
I agreed or disagreed politely.
I asked a question.

Speaking tutorial: Using your voice: stress and intonation

Step by step:

Stand up straight and breathe in slowly through your nose.
Find the stressed syllable in each long word: TEAcher, deTECtive, HOLiday. Say it louder and longer.
In a sentence, stress the important words: I WANT to VISit LONdon.
Make your voice go down at the end of statements and Wh- questions: Where do you live?
Make your voice go up at the end of yes/no questions: Do you like it?
Practise three times, slowly, then a little faster.

Model: “ELementary, my dear WATson.” “HOW did you KNOW?” (voice goes down) “Have you BEEN to AfghanISTAN?” (voice goes up)

My checklist:

I stressed the right syllable.
I stressed the important words.
My voice went down at the end of statements.
My voice went up at the end of yes/no questions.

Dictation

Mrs Russo was born in Sicily. When she arrived at Ellis Island, she was scared, but her mother held her hand. In Sicily, she used to look after goats. In America, she became a teacher.

Homework for tomorrow

With a partner, write your interview (eight questions and answers).
Practise it with the checklist.
Revise the unit with the recap.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Tests: Unit 4

Objective : check your understanding, your grammar and your interaction.

Before the test: where am I?

I can…	Not yet	Getting there	I can do it
I can tell the story of an immigrant at Ellis Island.
I can use irregular verbs in the past.
I can report questions.
I can use used to for past habits.
I can write a letter.
I can act out an interview and react.

Quick test (out of 10)

Answer, then check.

They a boat.

He asked her where she from.

I live in a village.

Ellis Island is in .

“I was scared.” :

They took a boat.
He asked her where she came from.
I used to live in a village.
Ellis Island is in New York .
“I was scared.” : That must have been hard.

Marking: 2 points per correct answer, out of 10.

Reading test (out of 20)

Read the text, then answer in English.

Ellis Island opened in 1892 and closed in 1954. About twelve million immigrants passed through it. Most of them came from Europe: Italy, Ireland, Germany, Poland and Russia. They left their countries because they were poor or in danger. Today, Ellis Island is a museum. Millions of Americans visit it to find the names of their ancestors.

Text written for this unit by Madame Carole Paoli Pompougnac, from historical facts.

When did Ellis Island open and close? (2 points)
How many immigrants passed through it? (2 points)
Name three countries they came from. (3 points)
Why did they leave their countries? (3 points)
What is Ellis Island today? Why do people visit it? (4 points)
Imagine you are an inspector. Write three questions, then report them. (6 points)

It opened in 1892 and closed in 1954.
About twelve million.
Italy, Ireland, Germany (also Poland, Russia).
They were poor or in danger.
A museum; people visit it to find the names of their ancestors.
Open answer, e.g. “Where do you come from?” I asked him where he came from.

Writing test: a letter home (out of 20)

You are a young immigrant in New York in 1910. Write a letter to a friend at home (80 to 100 words). Read the grid and tick “I check”.

Criterion	Not met	Partly met	Met
Letter layout: date, Dear…, ending. (3 points)	0-1	2	3
Past simple and used to. (6 points)	0-2	3-4	5-6
Description of the new life. (5 points)	0-2	3-4	5
Feelings. (2 points)	0	1	2
Spelling. (4 points)	0-1	2-3	4

Speaking test: the interview (out of 20)

With a partner, act out your interview between a journalist and an immigrant. Use the tutorial “Taking part in a discussion”.

Criterion	Not met	Partly met	Met
Questions correctly formed	5
Answers in the past	5
Reactions and interaction	5
Pronunciation and fluency	5

Dictation (out of 20)

Between 1892 and 1954, about twelve million people arrived at Ellis Island. They left their villages and crossed the ocean. Inspectors asked them where they came from and if they could work. Many of them used to be farmers, and in America they started a new life.

Barème de la dictée Prof

On part de 20. On retire 1 point par erreur. Version DYS : dictée à trous, 2,5 points par mot juste.

Adapted test (out of 20) DYS

Same texts, same objectives. Choose the right answer.

Giulia came from .

The journey two weeks.

He asked her if she work.

I play in the fields.

Ellis Island is now a .

Giulia came from Sicily .
The journey took two weeks.
He asked her if she could work.
I used to play in the fields.
Ellis Island is now a museum .

Marking: 4 points per correct answer, out of 20.

Recap: Unit 4

Everything to remember before the test.

I remember

Ellis Island (1892-1954): about twelve million immigrants arrived in America through it.
Irregular verbs: left, took, slept, ate, saw, went.
Indirect questions: He asked her where she came from / if she could work.
Used to + verb: a finished past habit.
React in a conversation: Really? That must have been hard.

Building your vocabulary

a journey	a long trip
crowded	full of people
an inspector	a person who checks
an interpreter	a person who translates
to miss someone	to be sad they are not here
ancestors	the people of your family long ago

Grammar

Past simple ; He asked her if… ; used to ; reactions.

I revise

Read the texts aloud.
Learn the irregular verbs.
Practise your interview.
Fill in “Before the test: where am I?”.

Unit 5 · Nature and the environment

Wild places: national parks

Why should we protect wild places?

About the unit

Thème culturel : Rencontres avec d'autres cultures : patrimoine naturel, parcs nationaux ; École et société : environnement, tourisme écoresponsable (BO n° 31 du 30 juillet 2020, cycle 4).

ThemeJohn Muir and the national parks of the United States; green projects in UK schools.

LevelQuatrième, cycle 4, A2 towards B1. May and June, 4 lessons and the tests.

Key questionWhy should we protect wild places?

ObjectivesUnderstand a nature text; give rules with must and mustn't; use the present perfect with already, yet, just; use the future to present a project; present an eco-project.

Cultural backgroundAmerican landscape painting (Bierstadt, Thomas Moran) and English landscape (Constable).

Fiche d'identité Prof

Durée : 4 séances, puis les évaluations et le récap.

Programme : BO n° 31 du 30 juillet 2020, thèmes « Rencontres avec d'autres cultures » (parcs nationaux) et « École et société » (environnement, consommation responsable).

Grammaire : prétérit ; must, mustn't, have to ; present perfect avec already, yet, just ; will et going to.

Tâche finale : présenter un projet écologique pour l'établissement (oral en continu), avec les tutoriels « Preparing a short talk » et « Recording yourself ».

The path

Lesson 1 : “To any place that is wild”

Objective : understand an autobiographical text; tell a journey in the past.

Déroulé de la séance Prof

Observation du tableau de Bierstadt.
Lecture de l'extrait de Muir.
Questions.
Règle : raconter un voyage au passé.
Exercice, dictée, devoirs.

The painting

Looking Down Yosemite Valley, California

Albert Bierstadt, 1865. Oil on canvas, Birmingham Museum of Art, Alabama. The Yosemite Valley at sunset: huge granite cliffs, a river and golden light.

See the work

Describe the landscape.
What time of day is it?
How does the painter make the valley look magical?

Huge cliffs, a river, trees, a wide valley.
Sunset.
With golden light, mist and huge proportions.

Text: “To any place that is wild”

Arriving by the Panama steamer, I stopped one day in San Francisco and then inquired for the nearest way out of town. “But where do you want to go?” asked the man to whom I had applied for this important information. “To any place that is wild,” I said. This reply startled him. He seemed to fear I might be crazy and therefore the sooner I was out of town the better, so he directed me to the Oakland ferry.

So on the first of April, 1868, I set out afoot for Yosemite. [...] the hills were so covered with flowers that they seemed to be painted.

John Muir, The Yosemite, 1912, chapter 1, “The Approach to the Valley”. Original text, extract.

Building your vocabulary

a steamer	a ship with an engine
to inquire	to ask
wild	natural, not changed by people
to startle	to surprise
afoot	on foot

Questions

Where did Muir arrive?
What did he ask?
Where did he want to go?
How did the man react?
How did Muir travel to Yosemite? When?

In San Francisco, by the Panama steamer.
The nearest way out of town.
“To any place that is wild.”
He was surprised and thought Muir might be crazy.
On foot, from the first of April, 1868.

Rule : telling a journey in the past

Past simple for the steps: I arrived, I stopped, I set out. Time markers: on the first of April, then, after that, a week later. Prepositions: by ship, by train, on foot.

Exercise : journeys

Choose the right word.

Muir arrived ship.

He travelled foot.

He out in April.

He arrived San Francisco.

Muir arrived by ship.
He travelled on foot.
He set out in April.
He arrived in San Francisco.

Dictation

John Muir arrived in San Francisco by ship. He asked for the nearest way out of town. He wanted to go to any place that was wild. In April 1868, he set out on foot for Yosemite.

Homework for tomorrow

Write about a trip you made: how, when, where (six sentences).
Learn the vocabulary.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 2 : Rules in a national park

Objective : understand park rules; use must, mustn't, have to.

Déroulé de la séance Prof

Observation du tableau de Thomas Moran.
Lecture du règlement.
Questions.
Règle : must, mustn't, have to, don't have to.
Exercice, dictée, devoirs.

The painting

The Grand Canyon of the Yellowstone

Thomas Moran, 1872. Oil on canvas, Smithsonian American Art Museum, Washington. A deep canyon of yellow rock and a waterfall. This painting helped convince Congress to protect the area.

See the work

Describe the colours of the rocks.
Find the waterfall and the people.
How can a painting help protect nature?

Yellow, orange, white and pink.
The waterfall is in the background; two tiny people stand on a rock.
It shows people the beauty of a place, so they want to protect it.

Text: welcome to Yosemite National Park

Yosemite became a national park in 1890, thanks to John Muir and his friends. Today, about four million people visit it every year. To protect it, visitors must follow some rules.

You must stay on the trails. You mustn't feed the animals: human food is bad for them. You have to keep your food in a bear-proof box. You mustn't pick the flowers. You don't have to drive: there are buses in the valley. Leave only footprints, take only pictures!

Text written for this unit by Madame Carole Paoli Pompougnac.

Building your vocabulary

a trail	a path in nature
to feed	to give food to
bear-proof	bears can't open it
to pick	to take a flower from the ground
a footprint	the mark of a foot

Questions

When did Yosemite become a national park?
How many people visit it every year?
Why mustn't you feed the animals?
Where do you have to keep your food?
Explain the last sentence.

In 1890.
About four million.
Because human food is bad for them.
In a bear-proof box.
Don't leave anything and don't take anything from nature, except photos.

Rule : must, mustn't, have to, don't have to

must / have to: obligation. You must stay on the trails. You have to keep your food in a box.

mustn't: it's forbidden. You mustn't feed the animals.

don't have to: it's not necessary. You don't have to drive.

Exercise : rules

Choose the right modal.

Forbidden: you pick the flowers.

Not necessary: you take your car.

Obligation: you stay on the trails.

He keep his food in a box.

Forbidden: you mustn't pick the flowers.
Not necessary: you don't have to take your car.
Obligation: you have to stay on the trails.
He has to keep his food in a box.

Dictation

In a national park, you must stay on the trails. You mustn't feed the animals or pick the flowers. You have to keep your food in a box. You don't have to drive because there are buses.

Homework for tomorrow

Write six rules for a park or a beach near you.
Learn the rule.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 3 : Green schools

Objective : understand an article about a green school; use the present perfect with already, yet, just.

Déroulé de la séance Prof

Observation du tableau de Constable.
Lecture de l'article.
Questions.
Règle : present perfect avec already, yet, just.
Exercice, dictée, devoirs.

The painting

III

Wivenhoe Park, Essex

John Constable, 1816. Oil on canvas, National Gallery of Art, Washington. A green English park with a lake, cows, trees and a big house.

See the work

Describe the nature in this painting.
What animals can you see?
Is this place wild, like Yosemite? Why or why not?

Green grass, trees, a lake, a cloudy sky.
Cows and swans.
No: it's a park designed by people, but it's still full of nature.

Text: the Eco-Team at Riverside School

At Riverside School in Bristol, a group of Year 9 students have created an Eco-Team. They have already planted forty trees and they have just built a vegetable garden. The school canteen has already reduced plastic: everyone uses water bottles now.

But the work isn't finished. They haven't installed the solar panels yet, and they haven't convinced the teachers to cycle to school yet! “Small actions make a big difference,” says Maya, one of the team members.

Text written for this unit by Madame Carole Paoli Pompougnac.

Building your vocabulary

to plant	to put in the ground to grow
a vegetable garden	a garden for growing vegetables
to reduce	to make smaller
solar panels	panels that make electricity from the sun
to cycle	to ride a bike

Questions

Where is Riverside School?
What have the students already done?
What have they just done?
What haven't they done yet?
What does Maya think?

In Bristol, England.
They have already planted forty trees, and the canteen has reduced plastic.
They have just built a vegetable garden.
They haven't installed the solar panels or convinced the teachers to cycle yet.
Small actions make a big difference.

Rule : present perfect with already, yet, just

already (affirmative, before the participle): They have already planted trees.

just: a very recent action. They have just built a garden.

yet (negative and questions, at the end): They haven't installed the panels yet. Have you finished yet?

Exercise : already, yet, just

Choose the right word.

They have planted forty trees.

They haven't installed the panels .

We have finished: look, the paint is wet!

Have you recycled your bottle ?

They have already planted forty trees.
They haven't installed the panels yet .
We have just finished: look, the paint is wet!
Have you recycled your bottle yet ?

Dictation

The Eco-Team has already planted forty trees. They have just built a vegetable garden. They haven't installed the solar panels yet. Small actions make a big difference.

Homework for tomorrow

Write five sentences about green actions you have already done or haven't done yet.
Read the tutorial “Preparing a short talk” again.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Lesson 4 : Final task: our eco-project

Objective : present a green project for your school with will and going to.

Déroulé de la séance Prof

Observation du tableau de Bierstadt.
Lecture de la présentation modèle.
Questions.
Règle : will et going to.
Préparation, enregistrement, présentation à la classe.

The painting

Among the Sierra Nevada, California

Albert Bierstadt, 1868. Oil on canvas, Smithsonian American Art Museum, Washington. A calm lake, mountains, a waterfall and wild animals in golden light.

See the work

What animals can you find?
What feeling does the light give?
Is this landscape real or a little idealised? Why?

Deer and ducks near the lake.
Peace, wonder.
A little idealised: the painter made it more spectacular than reality.

Text: a model presentation

Hello everyone! Our project is called “Green Corner”.

First, we're going to create a little garden behind the gym, with flowers for bees. Then, we're going to put compost bins in the canteen. Next year, we will organise a “bike to school” week.

Why? Because our school produces too much waste, and bees need flowers. We think this project will make our school greener and nicer. Thank you! Do you have any questions?

Text written for this unit by Madame Carole Paoli Pompougnac.

Building your vocabulary

a bee	an insect that makes honey
a compost bin	a box for food waste that becomes soil
waste	things we throw away
greener	better for the environment

Questions

What is the name of the project?
What are they going to create?
What will they organise next year?
Why is the project useful?
How does the presentation end?

“Green Corner”.
A little garden for bees behind the gym, and compost bins in the canteen.
A “bike to school” week.
The school produces too much waste and bees need flowers.
“Thank you! Do you have any questions?”

Rule : will and going to

going to + verb: a plan you have already decided. We're going to create a garden.

will + verb: a prediction or a decision for later. This project will make our school greener.

Exercise : will or going to?

Choose the best form.

Plan: we plant flowers next week.

Prediction: it be great.

We're going to bins in the canteen.

I think bees come back.

Plan: we are going to plant flowers next week.
Prediction: it will be great.
We're going to put bins in the canteen.
I think bees will come back.

Speaking tutorial: Preparing a short talk

Step by step:

Read the task twice. Underline what you must do and how long you must speak.
Write five key words, not sentences.
Prepare your first sentence and your last sentence in full.
Practise twice, standing up, with a timer.
Breathe in slowly, look at your audience, smile and start.

Model: “Hello everyone. Today I'm going to talk about Sherlock Holmes. First, ... Then, ... Finally, ... Thank you for listening!”

My checklist:

I followed the task.
I only used key words.
I looked at my audience.
I spoke clearly and slowly.

Speaking tutorial: Recording yourself and assessing your work

Step by step:

With an adult's permission, use a voice recorder in a quiet place. The recording is for you only.
Record yourself once without stopping.
Listen with the checklist. Write one strong point and one thing to improve.
Record yourself again and compare.
Delete your recordings when you no longer need them.

Model listening sheet: Strong point: “my pronunciation of -ed is good.” To improve: “I speak too fast.”

My checklist:

People can hear me clearly.
My speed is good.
My intonation goes up in questions.
I wrote one strong point and one thing to improve.

Dictation

Our project is called Green Corner. We are going to create a garden for bees. Next year, we will organise a bike to school week. This project will make our school greener. Do you have any questions?

Homework for tomorrow

With your group, write your eco-project presentation.
Record yourself and use the checklist.
Revise the unit with the recap.

My end-of-lesson weather check

Take two minutes for yourself. Your answers stay private: they are kept only on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.

Today, in class, I feel…

Did I understand the lesson?

Did I feel comfortable taking part?

Do I feel under pressure?

Do I have a worry, personal or in the class?

Do I want to talk about it?

Tests: Unit 5

Objective : check your understanding, your grammar and your presentation.

Before the test: where am I?

I can…	Not yet	Getting there	I can do it
I can talk about John Muir and Yosemite.
I can tell a journey in the past.
I can give rules with must, mustn't, have to, don't have to.
I can use already, yet, just.
I can talk about plans with going to and predictions with will.
I can present a project to the class.

Quick test (out of 10)

Answer, then check.

Forbidden: you feed the bears.

They have planted trees.

I haven't finished .

Plan: we recycle.

Muir travelled on .

Forbidden: you mustn't feed the bears.
They have already planted trees.
I haven't finished yet .
Plan: we are going to recycle.
Muir travelled on foot .

Marking: 2 points per correct answer, out of 10.

Reading test (out of 20)

Read the text, then answer in English.

The Lake District is a national park in the north-west of England. It has sixteen lakes and the highest mountain in England, Scafell Pike. The poet William Wordsworth lived there and wrote poems about its beauty. Today, more than fifteen million people visit it every year. The park asks visitors to come by bus, train or bike, because too many cars have already damaged the roads and the air. Visitors must take their rubbish home.

Text written for this unit by Madame Carole Paoli Pompougnac.

Where is the Lake District? (2 points)
What is Scafell Pike? (2 points)
Who was William Wordsworth? (3 points)
Why does the park ask visitors to come by bus, train or bike? (4 points)
Find a rule for visitors. (3 points)
Would you like to visit the Lake District? Why? (three sentences) (6 points)

In the north-west of England.
The highest mountain in England.
A poet who lived there and wrote poems about its beauty.
Because too many cars have already damaged the roads and the air.
Visitors must take their rubbish home.
Open answer.

Writing test: our eco-project (out of 20)

Write the presentation of your eco-project (80 to 100 words). Read the grid and tick “I check”.

Criterion	Not met	Partly met	Met
Introduction, ideas, conclusion. (4 points)	0-1	2-3	4
Going to and will used correctly. (5 points)	0-2	3-4	5
Reasons with because. (3 points)	0-1	2	3
Environment vocabulary. (4 points)	0-1	2-3	4
Spelling. (4 points)	0-1	2-3	4

Speaking test: present the project (out of 20)

Present your eco-project in one or two minutes, with your group. Use the tutorials “Preparing a short talk” and “Recording yourself”.

Criterion	Not met	Partly met	Met
Clear structure	5
Future forms	5
Pronunciation and fluency	5
Eye contact, voice, answering a question	5

Dictation (out of 20)

In 1868, John Muir walked to Yosemite. He loved wild places and wanted to protect them. Yosemite became a national park in 1890. Today, visitors must stay on the trails and mustn't feed the animals. We have already learnt a lot about nature, and we are going to protect it too.

Barème de la dictée Prof

On part de 20. On retire 1 point par erreur. Version DYS : dictée à trous, 2,5 points par mot juste.

Adapted test (out of 20) DYS

Same texts, same objectives. Choose the right answer.

Muir wanted to go to a place.

You feed the animals.

They have built a garden.

We plant flowers.

Yosemite is a national .

Muir wanted to go to a wild place.
You mustn't feed the animals.
They have just built a garden.
We are going to plant flowers.
Yosemite is a national park .

Marking: 4 points per correct answer, out of 20.

Recap: Unit 5

Everything to remember before the test.

I remember

John Muir (1838-1914) walked to Yosemite in 1868 and helped create national parks.
Must / have to = obligation; mustn't = forbidden; don't have to = not necessary.
Present perfect: already, just (affirmative), yet (negative, questions).
Going to = a plan; will = a prediction.
Leave only footprints, take only pictures.

Building your vocabulary

wild	natural
a trail	a path
to feed	to give food
waste	things we throw away
solar panels	they make electricity from the sun
a footprint	the mark of a foot

Grammar

must, mustn't, have to ; already, yet, just ; will, going to.

I revise

Read the texts aloud.
Do the exercises again.
Practise your presentation.
Fill in “Before the test: where am I?”.

The year's programme

La progression annuelle

Lessons designed for Quatrième

A painting to open every lesson

A solid framework, growing independence

Nobody is left behind

Learning away from the classroom

Speaking well belongs to you

The same high standards for everyone

Speaking tutorials

Facts, facts, facts! School then and now

About the unit

Lesson 1 : Mr Gradgrind's classroom

The Country School

Lesson 2 : Girl number twenty

Snap the Whip

Lesson 3 : School in the UK today

Children's Games

Lesson 4 : Final task: my ideal school

The School of Athens

Tests: Unit 1

Recap: Unit 1

The Legend of Sleepy Hollow

About the unit

Lesson 1 : A sleepy little valley

Kindred Spirits

Lesson 2 : It is said that…

The Headless Horseman Pursuing Ichabod Crane

Lesson 3 : The chase

The Clove, Catskills

Lesson 4 : Final task: tell a spooky story

Sunny Morning on the Hudson River

Tests: Unit 2

Recap: Unit 2

Sherlock Holmes: the science of deduction

About the unit

Lesson 1 : “You have been in Afghanistan”

Reflections on the Thames, Westminster

Lesson 2 : The train of reasoning

Over London by Rail

Lesson 3 : 221B Baker Street

Nocturne: Blue and Silver, Chelsea

Lesson 4 : Final task: be a detective

The Houses of Parliament, Sunset

Tests: Unit 3

Recap: Unit 3

Ellis Island: a new life in America

About the unit

Lesson 1 : Arriving in New York

Unveiling the Statue of Liberty

Lesson 2 : The inspection

The Last of England

Lesson 3 : A letter home

New York

Lesson 4 : Final task: an interview

Breezing Up (A Fair Wind)

Tests: Unit 4

Recap: Unit 4

Wild places: national parks

About the unit

Lesson 1 : “To any place that is wild”

Looking Down Yosemite Valley, California

Lesson 2 : Rules in a national park

The Grand Canyon of the Yellowstone

Lesson 3 : Green schools

Wivenhoe Park, Essex

Lesson 4 : Final task: our eco-project

Among the Sierra Nevada, California

Tests: Unit 5

Recap: Unit 5