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Algeria's Landmarks and Historical Figures

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0% found this document useful (0 votes)

182 views216 pages

Algeria's Landmarks and Historical Figures

Uploaded by

Chicha Aff

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

Sequence 1: Sequence 1:

Me, Universal Landmarks and Me, Universal Landmarks and

Outstanding Figures in History, Outstanding Figures in History,
Literature and Arts Literature and Arts

......................................................................................... .........................................................................................
Sequence 1: Sequence 1:
Me, Universal Landmarks and Me, Universal Landmarks and
Outstanding Figures in History, Outstanding Figures in History,
Literature and Arts Literature and Arts

......................................................................................... .........................................................................................

My 4MS Worksheets-Mrs AyadiPage 1

The First Term Project The First Term Project

On the occasion of the World Tourism On the occasion of the World Tourism
Day: September 27th, your teachers of History Day: September 27th, your teachers of History
and English asked you, with the collaboration of and English asked you, with the collaboration of
your partners, to design a brochure of Algeria your partners, to design a brochure of Algeria
that will include descriptive texts and visuals that will include descriptive texts and visuals
about some of the most famous about some of the most famous
monuments/landmarks, touristic places and monuments/landmarks, touristic places and
outstanding figures in Algerian history, in outstanding figures in Algerian history, in
literature, science and arts. literature, science and arts.
...................................................... ......................................................
The First Term Project The First Term Project

My 4MS Worksheets-Mrs AyadiPage 2

Initial Situation Initial Situation
On the first day of the back-to-school On the first day of the back-to-school
week, your teacher of English asked you to write week, your teacher of English asked you to write
about your last summer holidays. You went to about your last summer holidays. You went to
London and you visited the most important London and you visited the most important
historical and touristic places. You were really historical and touristic places. You were really
fascinated about its landmarks, food... fascinated about its landmarks, food...
Share what you wrote on the net with your Share what you wrote on the net with your
friends on your blog. friends on your blog.

.............................................................................................. ..............................................................................................

Initial Situation Initial Situation

On the first day of the back-to-school On the first day of the back-to-school
week, your teacher of English asked you to write week, your teacher of English asked you to write
about your last summer holidays. You went to about your last summer holidays. You went to
London and you visited the most important London and you visited the most important
historical and touristic places. You were really historical and touristic places. You were really
fascinated about its landmarks, food... fascinated about its landmarks, food...
Share what you wrote on the net with your Share what you wrote on the net with your
friends on your blog. friends on your blog.

.............................................................................................. ..............................................................................................

Initial Situation Initial Situation

My 4MS Worksheets-Mrs AyadiPage 3

The Famous World Landmarks The Famous World Landmarks

Statue of Colosseum Pyramids Forbidden City Statue of Colosseum Pyramids Forbidden City
Liberty Rome- Italy Giza- Egypt China Liberty Rome- Italy Giza- Egypt China
The U.S.A The U.S.A

The Hanging Opera House Hagia Sofia Parthenon The Hanging Opera House Hagia Sofia Parthenon
Gardens Sydney- Istanbul-Turkey Athens- Greece Gardens Sydney- Istanbul-Turkey Athens- Greece
Of Babylon- Australia Of Babylon- Australia
Iraq Iraq

Halicarnassus Aztec Tower of Babel White House Halicarnassus Aztec Tower of Babel White House
Bordum- Turkey Mexico Iraq Washington,D.C Bordum- Turkey Mexico Iraq Washington,D.C
.-USA .-USA

Big Ben Temple of Christ the The Kremlin Big Ben Temple of Christ the The Kremlin
London- England Ephesus-Turkey Redeemer- Russia London- England Ephesus-Turkey Redeemer- Russia
Brazil Brazil

Sphinx Statue The Great Wall Burj Khalifa Martyr’s Sphinx Statue The Great Wall Burj Khalifa Martyr’s
Giza- Egypt China U.A.E Memorial- Giza- Egypt China U.A.E Memorial-
Algeria Algeria

La Sagrada Tower Bridge Eiffel Tower Taj Mahal La Sagrada Tower Bridge Eiffel Tower Taj Mahal
Familia Spain London- England Paris- France Agra- India Familia Spain London- England Paris- France Agra- India

My 4MS Worksheets-Mrs AyadiPage 4

Task 1: Match: Task 1: Match:

........................................................... ...........................................................
Task 1: Match: Task 1: Match:

........................................................... ...........................................................

My 4MS Worksheets-Mrs AyadiPage 5

Learning Situation To Install Resources Learning Situation To Install Resources
Jaden is your new English e-pal. You sent Jaden is your new English e-pal. You sent
him an email to help you do your project about him an email to help you do your project about
England: one of its monuments, famous figures England: one of its monuments, famous figures
in history, literature and arts. in history, literature and arts.

……………………………………………………………………………………… ………………………………………………………………………………………
Learning Situation To Install Resources Learning Situation To Install Resources
Jaden is your new English e-pal. You sent Jaden is your new English e-pal. You sent
him an email to help you do your project about him an email to help you do your project about
England: one of its monuments, famous figures England: one of its monuments, famous figures
in history, literature and arts. in history, literature and arts.

……………………………………………………………………………………… ………………………………………………………………………………………

My 4MS Worksheets-Mrs AyadiPage 6

Task 2: Listen to the script and complete the Task 2: Listen to the script and complete the
fact file: fact file:

Monument: ........................ Monument: ........................

Location: .......................... Location: ..........................
Architect: ......................... Architect: .........................
Height: ............................ Height: ............................
Weight: ........................... Weight: ...........................
Name’s origin: ............................... Name’s origin: ...............................

...................................................... ......................................................
Task 2: Listen to the script and complete the Task 2: Listen to the script and complete the
fact file: fact file:

Monument: ........................ Monument: ........................

My 4MS Worksheets-Mrs AyadiPage 7

Task 3: Listen again and answer the following Task 3: Listen again and answer the following
questions: questions:
1.What is Big Ben? 1.What is Big Ben?
........................................................................................... ...........................................................................................
2.When was the clock finished? 2.When was the clock finished?
........................................................................................... ...........................................................................................
3.How many steps are there to reach the top? 3.How many steps are there to reach the top?
........................................................................................... ...........................................................................................
4.Is the Hour hand longer than the Minute hand? 4.Is the Hour hand longer than the Minute hand?
........................................................................................... ...........................................................................................
5.Who was Sir Benjamin? 5.Who was Sir Benjamin?
........................................................................................... ...........................................................................................
...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 8

Task 4: Insert the correct question word: Task 4: Insert the correct question word:
A: .......................is the monument called? A: .......................is the monument called?
B: It’s called “Eiffel Tower”. B: It’s called “Eiffel Tower”.
A: .......................is it? A: .......................is it?
B: It’s in Paris, France. B: It’s in Paris, France.
A: .......................was “Eiffel Tower” built? A: .......................was “Eiffel Tower” built?
B: It was built in 1889. B: It was built in 1889.
A: .......................tall is it? A: .......................tall is it?
B: It’s 984 foot (300 metres). B: It’s 984 foot (300 metres).
A: .......................designed it? A: .......................designed it?
B: Alexander-Gustavo Eiffel did. B: Alexander-Gustavo Eiffel did.
A: .......................is it made of? A: .......................is it made of?
B: Iron. B: Iron.
A: .......................is taller? “Eiffel Tower” or “Maqam A: .......................is taller? “Eiffel Tower” or “Maqam
Eshahid? Eshahid?
B: Eiffel Tower is taller. B: Eiffel Tower is taller.
...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 9

Task1: Listen and write ‘’True’’ or ‘’False’’, and Task1: Listen and write ‘’True’’ or ‘’False’’, and
then correct the wrong statements: then correct the wrong statements:
1.Statue of Liberty is a very big and heavy 1.Statue of Liberty is a very big and heavy
sculpture. .................. sculpture. ..................
2.It was placed in the harbour to act as a 2.It was placed in the harbour to act as a
welcoming symbol for the ships. ....................... welcoming symbol for the ships. .......................
3.It was designed by an English 3.It was designed by an English
architect................. architect.................
4.It was declared as a national monument in 1824. 4.It was declared as a national monument in 1824.
...................... ......................
...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 10

Passive Voice: The Rule Passive Voice: The Rule
1/ Form 1/ Form
*Basic steps to form the passive voice in the past: *Basic steps to form the passive voice in the past:
The object of the active becomes the subject of the The object of the active becomes the subject of the
passive. We add the auxiliary ‘’to be’’ ‘’was/were’’. passive. We add the auxiliary ‘’to be’’ ‘’was/were’’.
*We turn the main verb of the active into the past *We turn the main verb of the active into the past
participle. participle.
*If we need or want to add the agent of the passive, *If we need or want to add the agent of the passive,
we must use ‘’by’’. we must use ‘’by’’.
2/ Use 2/ Use
We use the passive voice when we are more interested We use the passive voice when we are more interested
in the action itself rather than in ‘’who’’ or ‘’what’’ did in the action itself rather than in ‘’who’’ or ‘’what’’ did
the action. the action.
The agent can be: The agent can be:
*unimportant- ‘’These shoes were made in Indonesia.’’ *unimportant- ‘’These shoes were made in Indonesia.’’
(the action is more important than who made the (the action is more important than who made the
shoes) shoes)
*unknown- ‘’The windows were broken yesterday.’’ *unknown- ‘’The windows were broken yesterday.’’
(somebody broke the windows and we don’t know who (somebody broke the windows and we don’t know who
did it) did it)
*implicit- ‘’ He was arrested.’’ (most certainly by the *implicit- ‘’ He was arrested.’’ (most certainly by the
police) police)
........................................................................................................ ........................................................................................................

Passive Voice: The Rule Passive Voice: The Rule

1/ Form 1/ Form
*Basic steps to form the passive voice in the past: *Basic steps to form the passive voice in the past:
The object of the active becomes the subject of the The object of the active becomes the subject of the
passive. We add the auxiliary ‘’to be’’ ‘’was/were’’. passive. We add the auxiliary ‘’to be’’ ‘’was/were’’.
*We turn the main verb of the active into the past *We turn the main verb of the active into the past
participle. participle.
*If we need or want to add the agent of the passive, *If we need or want to add the agent of the passive,
we must use ‘’by’’. we must use ‘’by’’.
2/ Use 2/ Use
We use the passive voice when we are more interested We use the passive voice when we are more interested
in the action itself rather than in ‘’who’’ or ‘’what’’ did in the action itself rather than in ‘’who’’ or ‘’what’’ did
the action. the action.
The agent can be: The agent can be:
*unimportant- ‘’These shoes were made in Indonesia.’’ *unimportant- ‘’These shoes were made in Indonesia.’’
(the action is more important than who made the (the action is more important than who made the
shoes) shoes)
*unknown- ‘’The windows were broken yesterday.’’ *unknown- ‘’The windows were broken yesterday.’’
(somebody broke the windows and we don’t know who (somebody broke the windows and we don’t know who
did it) did it)
*implicit- ‘’ He was arrested.’’ (most certainly by the *implicit- ‘’ He was arrested.’’ (most certainly by the
police) police)
........................................................................................................ ........................................................................................................

My 4MS Worksheets-Mrs AyadiPage 11

Task 2 (5 p.37): Write the correct form of Task 2 (5 p.37): Write the correct form of
the verbs between brackets in your copybook: the verbs between brackets in your copybook:
a.Timgad .......................... by the Romans. a.Timgad .......................... by the Romans.
b.Ktchaoua and Sultan Ahmed b.Ktchaoua and Sultan Ahmed
th
mosques ...................... in the 17 century. mosques ...................... in the 17th century.
c.The Houses of Parliament .............................. along c.The Houses of Parliament .............................. along
the river Thames, in London. the river Thames, in London.
d.Shakspeare’s ..................................in the small d.Shakspeare’s ..................................in the small
town of Stratford-upon-Avon. town of Stratford-upon-Avon.
...................................................... ......................................................

Task 2 (5 p.37): Write the correct form of Task 2 (5 p.37): Write the correct form of
the verbs between brackets in your copybook: the verbs between brackets in your copybook:
a.Timgad .......................... by the Romans. a.Timgad .......................... by the Romans.
b.Ktchaoua and Sultan Ahmed b.Ktchaoua and Sultan Ahmed
mosques ...................... in the 17th century. mosques ...................... in the 17th century.
c.The Houses of Parliament .............................. along c.The Houses of Parliament .............................. along
the river Thames, in London. the river Thames, in London.
d.Shakspeare’s ..................................in the small d.Shakspeare’s ..................................in the small
town of Stratford-upon-Avon. town of Stratford-upon-Avon.
...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 12

Task 3: Write the following sentences in the b. The Algerian writer Kateb Yacine published
passive form: “Nedjma” in
a. Picasso painted Guernica in 1956. ......................................................................
1937. ...................................................................... ...........
........... c. The Algerian writer Mouloud Feraoun
b. The Algerian writer Kateb Yacine published wrote “The Poor Man’s Son” in
“Nedjma” in 1950. ......................................................................
1956. ...................................................................... ...........
........... d. Mouloud Mammeri’s novel “Opium and the
c. The Algerian writer Mouloud Feraoun Stick” narrates the sad story of the
wrote “The Poor Man’s Son” in Algerian war of
1950. ...................................................................... independence. ......................................................
........... ...........................
d. Mouloud Mammeri’s novel “Opium and the Task 3: Write the following sentences in the
Stick” narrates the sad story of the passive form:
Algerian war of a. Picasso painted Guernica in
independence. ...................................................... 1937. ......................................................................
........................... ...........
...................................................... b. The Algerian writer Kateb Yacine published
Task 3: Write the following sentences in the “Nedjma” in
passive form: 1956. ......................................................................
a. Picasso painted Guernica in ...........
1937. ...................................................................... c. The Algerian writer Mouloud Feraoun
........... wrote “The Poor Man’s Son” in
b. The Algerian writer Kateb Yacine published 1950. ......................................................................
“Nedjma” in ...........
1956. ...................................................................... d. Mouloud Mammeri’s novel “Opium and the
........... Stick” narrates the sad story of the
c. The Algerian writer Mouloud Feraoun Algerian war of
wrote “The Poor Man’s Son” in independence. ......................................................
1950. ...................................................................... ...........................
........... ......................................................
d. Mouloud Mammeri’s novel “Opium and the Task 3: Write the following sentences in the
Stick” narrates the sad story of the passive form:
Algerian war of a. Picasso painted Guernica in
independence. ...................................................... 1937. ......................................................................
........................... ...........
...................................................... b. The Algerian writer Kateb Yacine published
Task 3: Write the following sentences in the “Nedjma” in
passive form: 1956. ......................................................................
a. Picasso painted Guernica in ...........
1937. ...................................................................... c. The Algerian writer Mouloud Feraoun
........... wrote “The Poor Man’s Son” in

My 4MS Worksheets-Mrs AyadiPage 13

1950. ...................................................................... fascinated about it. Write an email to a friend of
........... yours and tell him/ her about this wonderful
d. Mouloud Mammeri’s novel “Opium and the structure.
*Building: The Blue Mosque
Stick” narrates the sad story of the
*Location: Istanbul, Turkey
Algerian war of
*Architect: Sedefkar Mehmet Agathe
independence. ...................................................... *Length: 73m
........................... *Width: 65m
...................................................... *Erection: 1609- 1616
Task 3: Write the following sentences in the *Reason of the name: blue tiles adorning the
passive form: walls of its interior.
a. Picasso painted Guernica in ......................................................
1937. ......................................................................
Task 4: Situation of Integration:
...........
You went to Turkey last holidays and you
b. The Algerian writer Kateb Yacine published
visited the Blue Mosque. You were really
“Nedjma” in fascinated about it. Write an email to a friend of
1956. ...................................................................... yours and tell him/ her about this wonderful
........... structure.
c. The Algerian writer Mouloud Feraoun *Building: The Blue Mosque
wrote “The Poor Man’s Son” in *Location: Istanbul, Turkey
*Architect: Sedefkar Mehmet Agathe
1950. ......................................................................
*Length: 73m
...........
*Width: 65m
d. Mouloud Mammeri’s novel “Opium and the *Erection: 1609- 1616
Stick” narrates the sad story of the *Reason of the name: blue tiles adorning the
Algerian war of walls of its interior.
independence. ...................................................... ......................................................
...........................
Task 4: Situation of Integration:
Task 4: Situation of Integration:
You went to Turkey last holidays and you
You went to Turkey last holidays and you
visited the Blue Mosque. You were really
visited the Blue Mosque. You were really
fascinated about it. Write an email to a friend of
fascinated about it. Write an email to a friend of
yours and tell him/ her about this wonderful
yours and tell him/ her about this wonderful
structure.
structure.
*Building: The Blue Mosque
*Building: The Blue Mosque
*Location: Istanbul, Turkey
*Location: Istanbul, Turkey
*Architect: Sedefkar Mehmet Agathe
*Architect: Sedefkar Mehmet Agathe
*Length: 73m
*Length: 73m
*Width: 65m
*Width: 65m
*Erection: 1609- 1616
*Erection: 1609- 1616
*Reason of the name: blue tiles adorning the
*Reason of the name: blue tiles adorning the
walls of its interior.
walls of its interior.
......................................................
......................................................

Task 4: Situation of Integration:

Task 4: Situation of Integration:
You went to Turkey last holidays and you
You went to Turkey last holidays and you
visited the Blue Mosque. You were really
visited the Blue Mosque. You were really

My 4MS Worksheets-Mrs AyadiPage 14

fascinated about it. Write an email to a friend of ..........................................................
yours and tell him/ her about this wonderful ..........................................................
structure. ..........................................................
*Building: The Blue Mosque
*Location: Istanbul, Turkey ...........................................................
*Architect: Sedefkar Mehmet Agathe
*Length: 73m
*Width: 65m
*Erection: 1609- 1616
[email protected]
*Reason of the name: blue tiles adorning the
walls of its interior.
......................................................
My last holidays: the Blue Mosque
Task 4: Situation of Integration:
You went to Turkey last holidays and you
visited the Blue Mosque. You were really
fascinated about it. Write an email to a friend of
yours and tell him/ her about this wonderful Dear friend,
structure. ...................................................
*Building: The Blue Mosque ..........................................................
*Location: Istanbul, Turkey ..........................................................
*Architect: Sedefkar Mehmet Agathe ..........................................................
*Length: 73m ..........................................................
*Width: 65m ..........................................................
*Erection: 1609- 1616 ..........................................................
*Reason of the name: blue tiles adorning the ..........................................................
walls of its interior. ..........................................................
...................................................... ..........................................................

[email protected]
[email protected]

My last holidays: the Blue Mosque

Dear friend,
Dear friend,
...................................................
...................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................

My 4MS Worksheets-Mrs AyadiPage 15

..........................................................
..........................................................
..........................................................

...........................................................

[email protected]

My last holidays: the Blue Mosque

Dear friend,
...................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................

My 4MS Worksheets-Mrs AyadiPage 16

Lovely- marvellous- incredible- terrible- amazing-
wonderful- awful- awesome- stunning- fantastic-
superb- horrible- exceptional- outstanding
......................................................

Task 1 (9 p.37): Use your dictionary and

identify three adjectives that are not strong
adjectives (the intruders):

Lovely- marvellous- incredible- terrible- amazing-

wonderful- awful- awesome- stunning- fantastic-
superb- horrible- exceptional- outstanding
......................................................

Task 1 (9 p.37): Use your dictionary and

identify three adjectives that are not strong
adjectives (the intruders):

Lovely- marvellous- incredible- terrible- amazing-

wonderful- awful- awesome- stunning- fantastic-
superb- horrible- exceptional- outstanding
......................................................

Task 1 (9 p.37): Use your dictionary and

identify three adjectives that are not strong
adjectives (the intruders):

Lovely- marvellous- incredible- terrible- amazing-

wonderful- awful- awesome- stunning- fantastic-
Task 1 (9 p.37): Use your dictionary and superb- horrible- exceptional- outstanding
identify three adjectives that are not strong ......................................................
adjectives (the intruders): Task 1 (9 p.37): Use your dictionary and
identify three adjectives that are not strong
Lovely- marvellous- incredible- terrible- amazing- adjectives (the intruders):
wonderful- awful- awesome- stunning- fantastic-
superb- horrible- exceptional- outstanding Lovely- marvellous- incredible- terrible- amazing-
...................................................... wonderful- awful- awesome- stunning- fantastic-
superb- horrible- exceptional- outstanding
Task 1 (9 p.37): Use your dictionary and ......................................................
identify three adjectives that are not strong
adjectives (the intruders): Task 1 (9 p.37): Use your dictionary and
identify three adjectives that are not strong
adjectives (the intruders):

My 4MS Worksheets-Mrs AyadiPage 17

Lovely- marvellous- incredible- terrible- amazing- *I use the comparative of inferiority:
wonderful- awful- awesome- stunning- fantastic- “not as + adjective + as” to compare objects,
superb- horrible- exceptional- outstanding animals or people that are not similar or not equal.
......................................................

Task 1 (9 p.37): Use your dictionary and *To compare objects, animals or people that are
identify three adjectives that are not strong similar or equal in some way, I use the
adjectives (the intruders): comparative of equality:
“as + adjective (long or short) + as”
Lovely- marvellous- incredible- terrible- amazing- *I use the comparative of inferiority:
wonderful- awful- awesome- stunning- fantastic- “not as + adjective + as” to compare objects,
superb- horrible- exceptional- outstanding animals or people that are not similar or not equal.
......................................................

Task 1 (9 p.37): Use your dictionary and *To compare objects, animals or people that are
identify three adjectives that are not strong similar or equal in some way, I use the
adjectives (the intruders): comparative of equality:
“as + adjective (long or short) + as”
Lovely- marvellous- incredible- terrible- amazing-
*I use the comparative of inferiority:
wonderful- awful- awesome- stunning- fantastic-
superb- horrible- exceptional- outstanding “not as + adjective + as” to compare objects,
...................................................... animals or people that are not similar or not equal.

Task 1 (9 p.37): Use your dictionary and

identify three adjectives that are not strong *To compare objects, animals or people that are
adjectives (the intruders): similar or equal in some way, I use the
comparative of equality:
Lovely- marvellous- incredible- terrible- amazing- “as + adjective (long or short) + as”
wonderful- awful- awesome- stunning- fantastic- *I use the comparative of inferiority:
superb- horrible- exceptional- outstanding “not as + adjective + as” to compare objects,
...................................................... animals or people that are not similar or not equal.
*To compare objects, animals or people that are *To compare objects, animals or people that are
similar or equal in some way, I use the similar or equal in some way, I use the
comparative of equality: comparative of equality:
“as + adjective (long or short) + as” “as + adjective (long or short) + as”
*I use the comparative of inferiority: *I use the comparative of inferiority:
“not as + adjective + as” to compare objects, “not as + adjective + as” to compare objects,
animals or people that are not similar or not equal. animals or people that are not similar or not equal.

*To compare objects, animals or people that are *To compare objects, animals or people that are
similar or equal in some way, I use the similar or equal in some way, I use the
comparative of equality: comparative of equality:
“as + adjective (long or short) + as” “as + adjective (long or short) + as”

My 4MS Worksheets-Mrs AyadiPage 18

*I use the comparative of inferiority: Task 3 (2 p.36): Compare and join each pair
“not as + adjective + as” to compare objects, using “as...as” or “not as...as”:
animals or people that are not similar or not equal. 2.....................................................
......................................................
3.....................................................
*To compare objects, animals or people that are ......................................................
similar or equal in some way, I use the ......................................................
comparative of equality: 4.....................................................
“as + adjective (long or short) + as” ......................................................
*I use the comparative of inferiority: 5.....................................................
“not as + adjective + as” to compare objects, ......................................................
animals or people that are not similar or not equal. ......................................................

Task 3 (2 p.36): Compare and join each pair

*To compare objects, animals or people that are using “as...as” or “not as...as”:
similar or equal in some way, I use the 2.....................................................
comparative of equality: ......................................................
“as + adjective (long or short) + as” 3.....................................................
*I use the comparative of inferiority: ......................................................
“not as + adjective + as” to compare objects, ......................................................
animals or people that are not similar or not equal. 4.....................................................
......................................................
5.....................................................
*To compare objects, animals or people that are ......................................................
similar or equal in some way, I use the ......................................................
comparative of equality:
“as + adjective (long or short) + as”
*I use the comparative of inferiority:
“not as + adjective + as” to compare objects,
animals or people that are not similar or not equal.
Task 3 (2 p.36): Compare and join each pair Task 3 (2 p.36): Compare and join each pair
using “as...as” or “not as...as”: using “as...as” or “not as...as”:
2..................................................... 2.....................................................
...................................................... ......................................................
3..................................................... 3.....................................................
...................................................... ......................................................
...................................................... ......................................................
4..................................................... 4.....................................................
...................................................... ......................................................
5..................................................... 5.....................................................
...................................................... ......................................................
...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 19

Task 3 (2 p.36): Compare and join each pair ......................................................
using “as...as” or “not as...as”:
2.....................................................
......................................................
3.....................................................
......................................................
......................................................
Taj Mahal Pisa Tower
4.....................................................
......................................................
......................................................
5.....................................................
......................................................
......................................................
Sphinx Statue Christ Statue
Task 3 (2 p.36): Compare and join each pair ......................................................
using “as...as” or “not as...as”:
2.....................................................
......................................................
3.....................................................
......................................................
......................................................
Temple of Ephesus Parthenon
4.....................................................
......................................................
......................................................
5.....................................................
......................................................
......................................................

Eiffel Tower Big Ben

......................................................

Task 4: Compare these famous landmarks using

(as...as) or (not as...as) of the adjectives Task 4: Compare these famous landmarks using

below: (as...as) or (not as...as) of the adjectives

old, long, modern, high, elegant, impressive, small, below:

creative, beautiful, interesting, wonderful, big, old, long, modern, high, elegant, impressive, small,

attractive, ugly, strange. creative, beautiful, interesting, wonderful, big,

attractive, ugly, strange.

Golden Gate Tower Bridge

My 4MS Worksheets-Mrs AyadiPage 20

......................................................

a mountain a beach
4-How long are you going to stay?
a week a weekend a month ......................

5-Where are you going to stay?

Taj Mahal Pisa Tower
...................................................... ......................

Tent apartment

Sphinx Statue Christ Statue caravan hotel

...................................................... 6-What means of transport are you
going to use?
......................

car train plane

Temple of Ephesus Parthenon boat bus

...................................................... .....................
.....................
7-Plan your activities you are going to
.....................
do there
.....................
.....................

.....................
.....................
8-Make a list of the things you need
.....................
Eiffel Tower Big Ben to pack in advance and the type
.....................
of clothes
...................................................... .....................

..........................................
Questionnaire
1-Choose a country/a city Questionnaire
1-Choose a country/a city

.....................
.....................

2-Choose the best season to go

winter – summer – spring - autumn ..................... 2-Choose the best season to go
3-Where would you like to go? winter – summer – spring - autumn .....................
3-Where would you like to go?

.....................
a big city a resort a village .....................

My 4MS Worksheets-Mrs AyadiPage 21

a big city a resort a village Gallery Palace London
Hyde Park Trafalgar Nelson’s
Square Abbey
......................................................
a mountain a beach
4-How long are you going to stay?
a week a weekend a month ...................... Task 1: A/ Listen and number the places in the
same order mentioned in the script .Which
5-Where are you going to stay?
places did Claire NOT visit x :
...................... Tower Picaddily Thames
Bridge Circus
Tent apartment
Big Ben British Westminster
Museum Abbey
Madame London Eye Harrods
caravan hotel Tussaud’s
6-What means of transport are you National Buckingham Tower of
going to use? Gallery Palace London
...................... Hyde Park Trafalgar Nelson’s
Square Abbey
car train plane ......................................................

Task 1: A/ Listen and number the places in the

boat bus same order mentioned in the script .Which
.....................
.....................
places did Claire NOT visit x :
7-Plan your activities you are going to
do there
..................... Tower Picaddily Thames
..................... Bridge Circus
.....................
Big Ben British Westminster
..................... Museum Abbey
..................... Madame London Eye Harrods
8-Make a list of the things you need
..................... Tussaud’s
to pack in advance and the type
.....................
of clothes National Buckingham Tower of
.....................
Gallery Palace London
Hyde Park Trafalgar Nelson’s
.......................................... Square Abbey
......................................................
Task 1: A/ Listen and number the places in the
same order mentioned in the script .Which Task 1: A/ Listen and number the places in the

places did Claire NOT visit x : same order mentioned in the script .Which

Tower Picaddily Thames places did Claire NOT visit x :

Bridge Circus Tower Picaddily Thames
Big Ben British Westminster Bridge Circus
Museum Abbey Big Ben British Westminster
Madame London Eye Harrods Museum Abbey
Tussaud’s Madame London Eye Harrods
National Buckingham Tower of Tussaud’s

My 4MS Worksheets-Mrs AyadiPage 22

National Buckingham Tower of
Gallery Palace London
Hyde Park Trafalgar Nelson’s
Square Abbey
......................................................

Task 1: A/ Listen and number the places in the

same order mentioned in the script .Which
places did Claire NOT visit x :
Tower Picaddily Thames
Bridge Circus
Big Ben British Westminster ..........................................
Museum Abbey B/ Identify the bus route and touristic
Madame London Eye Harrods attractions as mentioned in the script:
Tussaud’s
National Buckingham Tower of
Gallery Palace London
Hyde Park Trafalgar Nelson’s
Square Abbey
......................................................

Task 1: A/ Listen and number the places in the

same order mentioned in the script .Which
places did Claire NOT visit x :
Tower Picaddily Thames
Bridge Circus
Big Ben British Westminster
..........................................
Museum Abbey B/ Identify the bus route and touristic
Madame London Eye Harrods attractions as mentioned in the script:
Tussaud’s
National Buckingham Tower of
Gallery Palace London
Hyde Park Trafalgar Nelson’s
Square Abbey
......................................................

B/ Identify the bus route and touristic

attractions as mentioned in the script:

..........................................
B/ Identify the bus route and touristic
attractions as mentioned in the script:

My 4MS Worksheets-Mrs AyadiPage 23

1-Did Claire go to London
alone? ..................................................................................
............
2-Who did she meet in
London? ..............................................................................
................
3-Did she visit Buckingham
Palace? ................................................................................
..............
4-Why did she go
there? .................................................................................
.......................................... .............
B/ Identify the bus route and touristic 5-What do you think Harrods
attractions as mentioned in the script:
are? .....................................................................................
.........
......................................................

Task 2: Listen again and answer the following

questions:
1-Did Claire go to London
alone? ..................................................................................
............
2-Who did she meet in
London? ..............................................................................
................
.......................................... 3-Did she visit Buckingham
B/ Identify the bus route and touristic Palace? ................................................................................
attractions as mentioned in the script: ..............
4-Why did she go
there? .................................................................................
.............
5-What do you think Harrods
are? .....................................................................................
.........
......................................................

Task 2: Listen again and answer the following

questions:
1-Did Claire go to London
alone? ..................................................................................
..........................................
............
Task 2: Listen again and answer the following
questions:

My 4MS Worksheets-Mrs AyadiPage 24

2-Who did she meet in 3-Did she visit Buckingham
London? .............................................................................. Palace? ................................................................................
................ ..............
3-Did she visit Buckingham 4-Why did she go
Palace? ................................................................................ there? .................................................................................
.............. .............
4-Why did she go 5-What do you think Harrods
there? ................................................................................. are? .....................................................................................
............. .........
5-What do you think Harrods ......................................................
are? .....................................................................................
......... Task 2: Listen again and answer the following
...................................................... questions:
1-Did Claire go to London
alone? ..................................................................................
Task 2: Listen again and answer the following ............
questions: 2-Who did she meet in
1-Did Claire go to London London? ..............................................................................
alone? .................................................................................. ................
............ 3-Did she visit Buckingham
2-Who did she meet in Palace? ................................................................................
London? .............................................................................. ..............
................ 4-Why did she go
3-Did she visit Buckingham there? .................................................................................
Palace? ................................................................................ .............
.............. 5-What do you think Harrods
4-Why did she go are? .....................................................................................
there? ................................................................................. .........
............. ......................................................
5-What do you think Harrods
are? .....................................................................................
......... Task 3: Student A travelled last summer
...................................................... holidays and did lots of interesting things.
Student B wants to know what happened:

Task 2: Listen again and answer the following A

questions: You were on holiday last summer. You travelled to
another city/country and you did lots of
1-Did Claire go to London
interesting things.
alone? ..................................................................................
Tell your friend about your trip.
............  Where did you go?
2-Who did she meet in  What did you do?
London? ..............................................................................  What places did you visit?
................  Where did you stay?
 Who did you travel with?

My 4MS Worksheets-Mrs AyadiPage 25

 What did you buy?  What did he/she buy?

Task 3: Student A travelled last summer

Task 3: Student A travelled last summer
holidays and did lots of interesting things.
holidays and did lots of interesting things.
Student B wants to know what happened:
Student B wants to know what happened:
A B
You were on holiday last summer. You travelled to Your friend was on holiday last summer. He/she
another city/country and you did lots of travelled to another city/country and did lot of
interesting things. interesting things.
Tell your friend about your trip. Ask your friend about his/her trip.
 Where did you go?  Where did he/she go?
 What did you do?  What did he/she do?
 What places did you visit?  What places did he/she visit?
 Where did you stay?  Where did he/she stay?
 Who did you travel with?  Who did he/she travel with?
 What did you buy?  What did he/she buy?

Task 3: Student A travelled last summer Task 3: Student A travelled last summer
holidays and did lots of interesting things. holidays and did lots of interesting things.
Student B wants to know what happened: Student B wants to know what happened:
A B
You were on holiday last summer. You travelled to Your friend was on holiday last summer. He/she
another city/country and you did lots of travelled to another city/country and did lot of
interesting things. interesting things.
Tell your friend about your trip. Ask your friend about his/her trip.
 Where did you go?  Where did he/she go?
 What did you do?  What did he/she do?
 What places did you visit?  What places did he/she visit?
 Where did you stay?  Where did he/she stay?
 Who did you travel with?  Who did he/she travel with?
 What did you buy?  What did he/she buy?

Task 3: Student A travelled last summer

holidays and did lots of interesting things.
Student B wants to know what happened:
B
Your friend was on holiday last summer. He/she
travelled to another city/country and did lot of
interesting things.
Ask your friend about his/her trip.
 Where did he/she go?
 What did he/she do?
 What places did he/she visit?
 Where did he/she stay?
 Who did he/she travel with?

My 4MS Worksheets-Mrs AyadiPage 26

My 4MS Worksheets-Mrs AyadiPage 27
Task 0: Read the text and write the means of Task 0: Read the text and write the means of
transport that correspond to the pictures: transport that correspond to the pictures:
In the morning, I always ride a In the morning, I always ride a
................. to school. My brother is very lazy, he ................. to school. My brother is very lazy, he

catches the ................... Our dad is a pilot, catches the ................... Our dad is a pilot,

he flies ..................... Our mum works part- he flies ..................... Our mum works part-
time as an accountant; she drives to the office time as an accountant; she drives to the office

her .............. Our grandma visits us very her .............. Our grandma visits us very

often. She travels by ................... and often. She travels by ................... and
gets off near our village, then she takes a gets off near our village, then she takes a

...................... to our house. She lives in ...................... to our house. She lives in
London. I love going there because every London. I love going there because every

afternoon we get on a ............................... afternoon we get on a ...............................

and go shopping. Every summer, I go on a cruise and go shopping. Every summer, I go on a cruise
with my brother and my grandma. We sail on with my brother and my grandma. We sail on

................... called “Princess of the Sea”. ................... called “Princess of the Sea”.
...................................................... ......................................................
Task 0: Read the text and write the means of Task 0: Read the text and write the means of
transport that correspond to the pictures: transport that correspond to the pictures:

In the morning, I always ride a In the morning, I always ride a

................. to school. My brother is very lazy, he ................. to school. My brother is very lazy, he

catches the ................... Our dad is a pilot, catches the ................... Our dad is a pilot,

he flies ..................... Our mum works part- he flies ..................... Our mum works part-
time as an accountant; she drives to the office time as an accountant; she drives to the office

her .............. Our grandma visits us very her .............. Our grandma visits us very

often. She travels by ................... and often. She travels by ................... and
gets off near our village, then she takes a gets off near our village, then she takes a

...................... to our house. She lives in ...................... to our house. She lives in
London. I love going there because every London. I love going there because every

afternoon we get on a ............................... afternoon we get on a ...............................

and go shopping. Every summer, I go on a cruise and go shopping. Every summer, I go on a cruise
with my brother and my grandma. We sail on with my brother and my grandma. We sail on

My 4MS Worksheets-Mrs AyadiPage 28

Task 1: Write the countries that correspond to
the landmarks:

......................................................
Task 1: Write the countries that correspond to
the landmarks:
......................................................
Task 1: Write the countries that correspond to
the landmarks:

Task 2: Listen and write ‘’True‘’ or ‘’False’’:

1- Mark is from Italy...................
2- Mark spent his holidays in Sweden..............
Task 1: Write the countries that correspond to
3- Mark ate crepes in Berlin.................
the landmarks:
4- Mark had a walk alone in Venice................

My 4MS Worksheets-Mrs AyadiPage 29

...................................................... ......................................................

Task 2: Listen and write ‘’True‘’ or ‘’False’’: Task 2: Listen and write ‘’True‘’ or ‘’False’’:
1- Mark is from Italy................... 1- Mark is from Italy...................
2- Mark spent his holidays in Sweden.............. 2- Mark spent his holidays in Sweden..............
3- Mark ate crepes in Berlin................. 3- Mark ate crepes in Berlin.................
4- Mark had a walk alone in Venice................ 4- Mark had a walk alone in Venice................
...................................................... ......................................................

Task 2: Listen and write ‘’True‘’ or ‘’False’’: Task 3: Listen again and complete Mark’s
1- Mark is from Italy................... Europe tour itinerary:
2- Mark spent his holidays in Sweden..............
3- Mark ate crepes in Berlin................. Mark’s Tour Itinerary
4- Mark had a walk alone in Venice................ Departure: Rome, Italy (Number1)

My 4MS Worksheets-Mrs AyadiPage 30

Stopovers Landmarks Stopovers Landmarks
Number2:............ .................... Number2:............ ....................
Number3:............ .................... Number3:............ ....................
Number4:............ .................... Number4:............ ....................
Number5:............ .................... Number5:............ ....................
.................... ....................
Return: Italy, Venice (Number6) Return: Italy, Venice (Number6)

...................................................... ......................................................
Task 3: Listen again and complete Mark’s Task 3: Listen again and complete Mark’s
Europe tour itinerary: Europe tour itinerary:

Mark’s Tour Itinerary Mark’s Tour Itinerary

Departure: Rome, Italy (Number1) Departure: Rome, Italy (Number1)
Stopovers Landmarks Stopovers Landmarks
Number2:............ .................... Number2:............ ....................
Number3:............ .................... Number3:............ ....................
Number4:............ .................... Number4:............ ....................
Number5:............ .................... Number5:............ ....................
.................... ....................
Return: Italy, Venice (Number6) Return: Italy, Venice (Number6)

Mark’s Tour Itinerary Mark’s Tour Itinerary

...................................................... ......................................................
Task 3: Listen again and complete Mark’s *To organize a series or a sequence of events,
Europe tour itinerary: actions or activities as they actually occurred r
happened in time, I can use the following
Mark’s Tour Itinerary chronological markers: “first; then/next; after
Departure: Rome, Italy (Number1) that; finally”.

My 4MS Worksheets-Mrs AyadiPage 31

*I can also use other words (prepositions and *I can also use other words (prepositions and
adverbs) to organize events, actions or activities adverbs) to organize events, actions or activities
chronologically: “before; after; (shortly/soon); chronologically: “before; after; (shortly/soon);
afterwards; later; etc. afterwards; later; etc.
e.g. After my visit to Malaga, I went to Granada. e.g. After my visit to Malaga, I went to Granada.
Six years later, construction began on the Six years later, construction began on the
current Houses of Parliament and was completed current Houses of Parliament and was completed
thirty years afterwards. thirty years afterwards.

*To organize a series or a sequence of events, *To organize a series or a sequence of events,

actions or activities as they actually occurred r actions or activities as they actually occurred r

happened in time, I can use the following happened in time, I can use the following

chronological markers: “first; then/next; after chronological markers: “first; then/next; after

that; finally”. that; finally”.

*I can also use other words (prepositions and *I can also use other words (prepositions and

adverbs) to organize events, actions or activities adverbs) to organize events, actions or activities

chronologically: “before; after; (shortly/soon); chronologically: “before; after; (shortly/soon);

afterwards; later; etc. afterwards; later; etc.

e.g. After my visit to Malaga, I went to Granada. e.g. After my visit to Malaga, I went to Granada.

Six years later, construction began on the Six years later, construction began on the

current Houses of Parliament and was completed current Houses of Parliament and was completed

thirty years afterwards. thirty years afterwards.

*To organize a series or a sequence of events, *To organize a series or a sequence of events,

actions or activities as they actually occurred r actions or activities as they actually occurred r

happened in time, I can use the following happened in time, I can use the following

chronological markers: “first; then/next; after chronological markers: “first; then/next; after

that; finally”. that; finally”.

*I can also use other words (prepositions and *I can also use other words (prepositions and

adverbs) to organize events, actions or activities adverbs) to organize events, actions or activities

chronologically: “before; after; (shortly/soon); chronologically: “before; after; (shortly/soon);

afterwards; later; etc. afterwards; later; etc.

e.g. After my visit to Malaga, I went to Granada. e.g. After my visit to Malaga, I went to Granada.

Six years later, construction began on the Six years later, construction began on the

current Houses of Parliament and was completed current Houses of Parliament and was completed

thirty years afterwards. thirty years afterwards.

*To organize a series or a sequence of events, Task 4: Write a short paragraph to describe
Mark’s itinerary using tasks 3 and 4 + the
actions or activities as they actually occurred r
chorological markers.
happened in time, I can use the following
chronological markers: “first; then/next; after ......................................................
that; finally”.
......................................................

My 4MS Worksheets-Mrs AyadiPage 32

...................................................... ......................................................

Task 4: Write a short paragraph to describe Task 4: Write a short paragraph to describe
Mark’s itinerary using tasks 3 and 4 + the Mark’s itinerary using tasks 3 and 4 + the
chorological markers. chorological markers.

...................................................... ......................................................

Task 4: Write a short paragraph to describe Task 0: Match the pictures and the words:
Mark’s itinerary using tasks 3 and 4 + the
chorological markers.

......................................................

My 4MS Worksheets-Mrs AyadiPage 33

...................................................... ......................................................
Task 0: Match the pictures and the words: Task 0: Match the pictures and the words:

...................................................... ......................................................
Task 0: Match the pictures and the words:

My 4MS Worksheets-Mrs AyadiPage 34

Task1: Listen to the tourist guide and fill in Task1: Listen to the tourist guide and fill in
the gaps the gaps
‘’Welcome to London .............! Today, we’re going to ‘’Welcome to London .............! Today, we’re going to
see some ............ landmarks here in London. I hope see some ............ landmarks here in London. I hope
you’ll ................ it! Here you can see the ..................... you’ll ................ it! Here you can see the .....................
Museum. It has a 3D cinema. You can also do many Museum. It has a 3D cinema. You can also do many
different experiments here too. You can also buy different experiments here too. You can also buy
things in the souvenir shop. Now, look at your left. things in the souvenir shop. Now, look at your left.
There you can see the....................... of London. There you can see the....................... of London.
It is almost 1,000 ............ old. It has been a palace, It is almost 1,000 ............ old. It has been a palace,
a fortress and a place to keep weapons and Crown a fortress and a place to keep weapons and Crown
Jewels. It has also been a prison. If you look to Jewels. It has also been a prison. If you look to
your right you can see Buckingham Palace. your right you can see Buckingham Palace.
The Queen lives here. The castle was built in 1703 The Queen lives here. The castle was built in 1703
and has about 700 rooms. About 50,000 people and has about 700 rooms. About 50,000 people
visit Buckingham Palace. When the flag is up the visit Buckingham Palace. When the flag is up the
queen is at ............... Thank you for travelling with queen is at ............... Thank you for travelling with
us on London Tours. Have a nice day and us on London Tours. Have a nice day and
take ..............!’’ take ..............!’’
...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 35

Diphthong: It literally means “having two sounds”. Diphthong: It literally means “having two sounds”.
Therefore, it’s the combination of two vowels Therefore, it’s the combination of two vowels
which produce a new and different sound. There which produce a new and different sound. There
are 8 diphthongs commonly used in English. They are 8 diphthongs commonly used in English. They
are: /eə/;/əʊ/ /ɪə/; /aʊ/; /aɪ/; /ɔɪ/; /eɪ/; are: /eə/;/əʊ/ /ɪə/; /aʊ/; /aɪ/; /ɔɪ/; /eɪ/;
/ʊə/. /ʊə/.

My 4MS Worksheets-Mrs AyadiPage 36

tourist boy face /eɪ/
/ʊə/ /ɔɪ/ tourist boy
hair /eə/ /ʊə/ /ɔɪ/
hair /eə/
ear /ɪə/ eye/aɪ/
ear /ɪə/ eye/aɪ/
mouth /aʊ/ nose/əʊ/
mouth /aʊ/ nose/əʊ/
.
face /eɪ/ .
...................................................... face /eɪ/
tourist boy ......................................................
/ʊə/ /ɔɪ/ tourist boy
hair /eə/ /ʊə/ /ɔɪ/
hair /eə/
ear /ɪə/ eye/aɪ/
ear /ɪə/ eye/aɪ/
mouth /aʊ/ nose/əʊ/
mouth /aʊ/ nose/əʊ/
.
face /eɪ/ .
...................................................... face /eɪ/
tourist boy ......................................................
/ʊə/ /ɔɪ/ tourist boy
hair /eə/ /ʊə/ /ɔɪ/
hair /eə/
ear /ɪə/ eye/aɪ/
ear /ɪə/ eye/aɪ/
mouth /aʊ/ nose/əʊ/
mouth /aʊ/ nose/əʊ/
.
face /eɪ/ .
...................................................... face /eɪ/
tourist boy ......................................................
/ʊə/ /ɔɪ/ tourist boy
hair /eə/ /ʊə/ /ɔɪ/
hair /eə/
ear /ɪə/ eye/aɪ/
ear /ɪə/ eye/aɪ/
mouth /aʊ/ nose/əʊ/
mouth /aʊ/ nose/əʊ/

My 4MS Worksheets-Mrs AyadiPage 37

......................................................

face /eɪ/
Task 2 (1+3 p.29): Listen and identify the
Task 2 (1+3 p.29): Listen and identify the
intruder diphthong in each list. Then add one
intruder diphthong in each list. Then add one
word:
word:
/ei/: take- stay- tray- try- make- sailor...............
/ei/: take- stay- tray- try- make- sailor...............
/ai/: life- height- classmate- kind- pilot...............
/ai/: life- height- classmate- kind- pilot...............
/oi/: noise- voice- vice- coin- point- soil................
/oi/: noise- voice- vice- coin- point- soil................
/eэ/: hair- fair- stair- air- share- ear…………..…….
/eэ/: hair- fair- stair- air- share- ear…………..…….
/uэ/: cure- pure- endure- tear- mature-tour...........
/uэ/: cure- pure- endure- tear- mature-tour...........
/iэ/: clear- fear- here- dare- dear- engineer..........
/iэ/: clear- fear- here- dare- dear- engineer..........
/эu/: throw- post- shout- show- poet- close............
/эu/: throw- post- shout- show- poet- close............
/au/: down- town- loud- load- counting......................
/au/: down- town- loud- load- counting......................
......................................................
......................................................
Task 2 (1+3 p.29): Listen and identify the
Task 2 (1+3 p.29): Listen and identify the
intruder diphthong in each list. Then add one
intruder diphthong in each list. Then add one
word:
word:
/ei/: take- stay- tray- try- make- sailor...............
/ei/: take- stay- tray- try- make- sailor...............
/ai/: life- height- classmate- kind- pilot...............
/ai/: life- height- classmate- kind- pilot...............
/oi/: noise- voice- vice- coin- point- soil................
/oi/: noise- voice- vice- coin- point- soil................
/eэ/: hair- fair- stair- air- share- ear…………..…….
/eэ/: hair- fair- stair- air- share- ear…………..…….
/uэ/: cure- pure- endure- tear- mature-tour...........
/uэ/: cure- pure- endure- tear- mature-tour...........
/iэ/: clear- fear- here- dare- dear- engineer..........
/iэ/: clear- fear- here- dare- dear- engineer..........
/эu/: throw- post- shout- show- poet- close............
/эu/: throw- post- shout- show- poet- close............
/au/: down- town- loud- load- counting......................
/au/: down- town- loud- load- counting......................
......................................................
......................................................
Task 2 (1+3 p.29): Listen and identify the
Task 2 (1+3 p.29): Listen and identify the
intruder diphthong in each list. Then add one
intruder diphthong in each list. Then add one
word:
word:
/ei/: take- stay- tray- try- make- sailor...............
/ei/: take- stay- tray- try- make- sailor...............
/ai/: life- height- classmate- kind- pilot...............
/ai/: life- height- classmate- kind- pilot...............
/oi/: noise- voice- vice- coin- point- soil................
/oi/: noise- voice- vice- coin- point- soil................
/eэ/: hair- fair- stair- air- share- ear…………..…….
/eэ/: hair- fair- stair- air- share- ear…………..…….
/uэ/: cure- pure- endure- tear- mature-tour...........
/uэ/: cure- pure- endure- tear- mature-tour...........
/iэ/: clear- fear- here- dare- dear- engineer..........
/iэ/: clear- fear- here- dare- dear- engineer..........
/эu/: throw- post- shout- show- poet- close............
/эu/: throw- post- shout- show- poet- close............
/au/: down- town- loud- load- counting......................
/au/: down- town- loud- load- counting......................
......................................................
......................................................
Task 2 (1+3 p.29): Listen and identify the
Task 2 (1+3 p.29): Listen and identify the
intruder diphthong in each list. Then add one
intruder diphthong in each list. Then add one
word:
word:
/ei/: take- stay- tray- try- make- sailor...............
/ei/: take- stay- tray- try- make- sailor...............
/ai/: life- height- classmate- kind- pilot...............
/ai/: life- height- classmate- kind- pilot...............
/oi/: noise- voice- vice- coin- point- soil................
/oi/: noise- voice- vice- coin- point- soil................
/eэ/: hair- fair- stair- air- share- ear…………..…….
/eэ/: hair- fair- stair- air- share- ear…………..…….
/uэ/: cure- pure- endure- tear- mature-tour...........
/uэ/: cure- pure- endure- tear- mature-tour...........
/iэ/: clear- fear- here- dare- dear- engineer..........
/iэ/: clear- fear- here- dare- dear- engineer..........
/эu/: throw- post- shout- show- poet- close............
/эu/: throw- post- shout- show- poet- close............
/au/: down- town- loud- load- counting......................
/au/: down- town- loud- load- counting......................

My 4MS Worksheets-Mrs AyadiPage 38

...................................................... With the collaboration of your partners, prepare
a speech in which you explain to the tourists the
Task 4: Situation of Integration: itinerary of the different stopovers of the tour.
A group of tourists is coming to visit the
famous landmarks and touristic attractions in your Task 4: Situation of Integration:
city: Batna (Timgad, Ghoufi, Imdghassen A group of tourists is coming to visit the
Mosauleum, Belezma Park, Lombarkia Aqua Park, famous landmarks and touristic attractions in your
Batna Museum...). city: Batna (Timgad, Ghoufi, Imdghassen
With the collaboration of your partners, prepare Mosauleum, Belezma Park, Lombarkia Aqua Park,
a speech in which you explain to the tourists the Batna Museum...).
itinerary of the different stopovers of the tour. With the collaboration of your partners, prepare
a speech in which you explain to the tourists the
itinerary of the different stopovers of the tour.
Task 4: Situation of Integration:
A group of tourists is coming to visit the
famous landmarks and touristic attractions in your Task 4: Situation of Integration:
city: Batna (Timgad, Ghoufi, Imdghassen A group of tourists is coming to visit the
Mosauleum, Belezma Park, Lombarkia Aqua Park, famous landmarks and touristic attractions in your
Batna Museum...). city: Batna (Timgad, Ghoufi, Imdghassen
With the collaboration of your partners, prepare Mosauleum, Belezma Park, Lombarkia Aqua Park,
a speech in which you explain to the tourists the Batna Museum...).
itinerary of the different stopovers of the tour. With the collaboration of your partners, prepare
a speech in which you explain to the tourists the
itinerary of the different stopovers of the tour.
Task 4: Situation of Integration:
A group of tourists is coming to visit the
famous landmarks and touristic attractions in your Task 4: Situation of Integration:
city: Batna (Timgad, Ghoufi, Imdghassen A group of tourists is coming to visit the
Mosauleum, Belezma Park, Lombarkia Aqua Park, famous landmarks and touristic attractions in your
Batna Museum...). city: Batna (Timgad, Ghoufi, Imdghassen
With the collaboration of your partners, prepare Mosauleum, Belezma Park, Lombarkia Aqua Park,
a speech in which you explain to the tourists the Batna Museum...).
itinerary of the different stopovers of the tour. With the collaboration of your partners, prepare
a speech in which you explain to the tourists the
itinerary of the different stopovers of the tour.
Task 4: Situation of Integration:
A group of tourists is coming to visit the
famous landmarks and touristic attractions in your Task 4: Situation of Integration:

city: Batna (Timgad, Ghoufi, Imdghassen A group of tourists is coming to visit the

Mosauleum, Belezma Park, Lombarkia Aqua Park, famous landmarks and touristic attractions in your

Batna Museum...). city: Batna (Timgad, Ghoufi, Imdghassen

Mosauleum, Belezma Park, Lombarkia Aqua Park,
Batna Museum...).

My 4MS Worksheets-Mrs AyadiPage 39

With the collaboration of your partners, prepare
a speech in which you explain to the tourists the
itinerary of the different stopovers of the tour.

Task 1: Read Karen’s daily routine. Then

Today is Tuesday. Yesterday, she ...
turn it into the past form:
……………………………………………………….
……………………………………………………….
……………………………………………………….
……………………………………………………….
………………………………………………………………………………

On Mondays, she gets up at 7 o’clock. She has a

shower and then she has breakfast with her
brother and her little sister. After breakfast
she brushes her teeth, gets dressed and then
she goes to school by bus. The school starts at
7.30 and finishes at 12.00. She gets home at
1.30 and has lunch with her family. She does her
homework and then plays with some friends in
the park. In the evening she listens to music
and watches her favourite TV programme. She
has dinner at 9 o’clock and phones some friends.
Finally, she goes to sleep at 11.30.

………………………………………………………………………….

Task 1: Read Karen’s daily routine. Then turn

Today is Tuesday. Yesterday, she ...
it into the past form:
……………………………………………………….
……………………………………………………….
……………………………………………………….
……………………………………………………….
………………………………………………………………………………

On Mondays, she gets up at 7 o’clock. She has a

shower and then she has breakfast with her ………………………………………………………………………………
brother and her little sister. After breakfast
she brushes her teeth, gets dressed and then
she goes to school by bus. The school starts at
7.30 and finishes at 12.00. She gets home at
1.30 and has lunch with her family. She does her
homework and then plays with some friends in
the park. In the evening she listens to music
and watches her favourite TV programme. She
has dinner at 9 o’clock and phones some friends.
My 4MS
Finally, Worksheets-Mrs
she goes to sleep at 11.30. AyadiPage 40
Task 2: Fill in the gaps with the past form of the
verbs in brackets. Then, put the sentences in order:

Task 2: Fill in the gaps with the past form of the Task 2: Fill in the gaps with the past form of the
verbs in brackets. Then, put the sentences in order: verbs in brackets. Then, put the sentences in order:

My 4MS Worksheets-Mrs AyadiPage 41

Place of death: ……………………………….
Occupations: …………………………………………………………..
Title of his famous play: …………………………………….
Name of theatre: ………………………………………………….

......................................................

Task 3: Read the text and complete the ID

card below:

First name: ……………………………………...

Surname: ………………………………………….
Date of birth: ………………………………..
Place of birth: ……………………………….
Task 2: Fill in the gaps with the past form of the Date of death: ……………………………….
verbs in brackets. Then, put the sentences in order:
Place of death: ……………………………….
Occupations: …………………………………………………………..
Title of his famous play: …………………………………….
Name of theatre: ………………………………………………….

......................................................

Task 3: Read the text and complete the ID

card below:

First name: ……………………………………...

Surname: ………………………………………….
Date of birth: ………………………………..
Place of birth: ……………………………….
Date of death: ……………………………….
Place of death: ……………………………….
Occupations: …………………………………………………………..
Title of his famous play: …………………………………….
Name of theatre: ………………………………………………….

......................................................
Task 3: Read the text and complete the ID
Task 3: Read the text and complete the ID
card below:
card below:
First name: ……………………………………...
First name: ……………………………………...
Surname: ………………………………………….
Surname: ………………………………………….
Date of birth: ………………………………..
Date of birth: ………………………………..
Place of birth: ……………………………….
Place of birth: ……………………………….
Date of death: ……………………………….
Date of death: ……………………………….

My 4MS Worksheets-Mrs AyadiPage 42

Place of death: ………………………………. 6 ……………………………………………………………………………..
Occupations: ………………………………………………………….. 159 ……………………………………………………………………………
Title of his famous play: ……………………………………. 0 ……………………………………………………………………………..
Name of theatre: …………………………………………………. 160 ……………………………………………………………………………
1 ……………………………………………………………………………..
161 ……………………………………………………………………………
......................................................
2 ……………………………………………………………………………..
......................................................
Task 3: Read the text and complete the ID Task 4: Fill in the table with what happened in
card below: Shakespeare’s life in these years (write only
one thing):
First name: ……………………………………...
Surname: …………………………………………. 157 ……………………………………………………………………………
8 ……………………………………………………………………………..
Date of birth: ………………………………..
158 ……………………………………………………………………………
Place of birth: ……………………………….
3 ……………………………………………………………………………..
Date of death: ………………………………. 158 ……………………………………………………………………………
Place of death: ………………………………. 6 ……………………………………………………………………………..
Occupations: ………………………………………………………….. 159 ……………………………………………………………………………
Title of his famous play: ……………………………………. 0 ……………………………………………………………………………..
Name of theatre: …………………………………………………. 160 ……………………………………………………………………………
1 ……………………………………………………………………………..
161 ……………………………………………………………………………
......................................................
2 ……………………………………………………………………………..
......................................................
Task 3: Read the text and complete the ID Task 4: Fill in the table with what happened in
card below: Shakespeare’s life in these years (write only
one thing):
First name: ……………………………………...
Surname: …………………………………………. 157 ……………………………………………………………………………
Date of birth: ……………………………….. 8 ……………………………………………………………………………..
158 ……………………………………………………………………………
Place of birth: ……………………………….
3 ……………………………………………………………………………..
Date of death: ……………………………….
158 ……………………………………………………………………………
Place of death: ………………………………. 6 ……………………………………………………………………………..
Occupations: ………………………………………………………….. 159 ……………………………………………………………………………
Title of his famous play: ……………………………………. 0 ……………………………………………………………………………..
Name of theatre: …………………………………………………. 160 ……………………………………………………………………………
1 ……………………………………………………………………………..
161 ……………………………………………………………………………
......................................................
2 ……………………………………………………………………………..
Task 4: Fill in the table with what happened in
Task 4: Fill in the table with what happened in
Shakespeare’s life in these years (write only
Shakespeare’s life in these years (write only
one thing):
one thing):
157 ……………………………………………………………………………
157 ……………………………………………………………………………
8 ……………………………………………………………………………..
8 ……………………………………………………………………………..
158 ……………………………………………………………………………
158 ……………………………………………………………………………
3 ……………………………………………………………………………..
3 ……………………………………………………………………………..
158 ……………………………………………………………………………

My 4MS Worksheets-Mrs AyadiPage 43

158 ……………………………………………………………………………
6 ……………………………………………………………………………..
159 ……………………………………………………………………………
0 ……………………………………………………………………………..
160 ……………………………………………………………………………
1 ……………………………………………………………………………..
161 ……………………………………………………………………………
2 ……………………………………………………………………………..
......................................................
Task 4: Fill in the table with what happened in
Shakespeare’s life in these years (write only
one thing):

157 ……………………………………………………………………………
8 ……………………………………………………………………………..
158 ……………………………………………………………………………
3 ……………………………………………………………………………..
158 ……………………………………………………………………………
6 ……………………………………………………………………………..
159 ……………………………………………………………………………
0 ……………………………………………………………………………..
160 ……………………………………………………………………………
1 ……………………………………………………………………………..
161 ……………………………………………………………………………
2 ……………………………………………………………………………..
......................................................
Task 4: Fill in the table with what happened in
Shakespeare’s life in these years (write only
one thing):

My 4MS Worksheets-Mrs AyadiPage 44

Task 5: BIOGRAPHIES
Student A: I work with a partner. I ask and
answer questions to find the missing information
in the following short biographies of Charlie
Chaplin and Agatha Christie:
Who was Charlie Chaplin?
Charlie Chaplin was a famous British ..................... and
................................ He was born in .................. and died
in .................Charlie created one of the world’s
greatest screen .................... His best films were The
Tramp, The Kid, City Lights and ..................... Chaplin
spent many years in .................. before he returned to
the USA in 1972.
His films are still popular today.
Agatha Christie was a famous British detective story
writer. She was born in 1890 and died in 1976. She
was a very popular author who wrote more than 76
novels. She began writing in the 1920s and is most
famous for her novels Murder on the Orient Express
Death on the Nile and The Mousetrap.
Many of her books are now also successful films and
TV series.

My 4MS Worksheets-Mrs AyadiPage 45

Task 5: BIOGRAPHIES
Student B: I work with a partner. I ask and
answer questions to find the missing information Task 15 p.13: Write a caption of the famous
in the following short biographies of Charlie English writer Shakespeare that includes his
Chaplin and Agatha Christie: full name and dates/places of birth and death
Agatha Christie was a famous British detective ........... between brackets:
................... She was born in ......... and died in ..........
She
was a very popular author who wrote more than ...........
novels. She began writing in the ...................and is most
famous for her novels Murder on the Orient Express
..................................................... and The Mousetrap.
Many of her books are now also successful films and
TV series.
Who was Charlie Chaplin? ……………………..……………………………………………
Charlie Chaplin was a famous British actor and film
director. He was born in 1889 and died in 1977. ......................................................
Charlie created one of the world’s greatest screen
clowns. His best films were The Tramp, The Kid, City
Lights and Modern Times. Chaplin spent many years Task 15 p.13: Write a caption of the famous
in Switzerland before he returned to the USA English writer Shakespeare that includes his
in 1972.
full name and dates/places of birth and death
His films are still popular today.
between brackets:

Task 5: BIOGRAPHIES
Student B: I work with a partner. I ask and
answer questions to find the missing information
in the following short biographies of Charlie
Chaplin and Agatha Christie:
……………………..……………………………………………
Agatha Christie was a famous British detective ...........
................... She was born in ......... and died in ..........
She ......................................................
was a very popular author who wrote more than ...........
novels. She began writing in the ...................and is most
Task 15 p.13: Write a caption of the famous
famous for her novels Murder on the Orient Express
..................................................... and The Mousetrap. English writer Shakespeare that includes his
Many of her books are now also successful films and full name and dates/places of birth and death
TV series.
between brackets:
Who was Charlie Chaplin?
Charlie Chaplin was a famous British actor and film
director. He was born in 1889 and died in 1977.
Charlie created one of the world’s greatest screen
clowns. His best films were The Tramp, The Kid, City
Lights and Modern Times. Chaplin spent many years
in Switzerland before he returned to the USA
in 1972.
His films are still popular today. ……………………..……………………………………………

......................................................

My 4MS Worksheets-Mrs AyadiPage 46

Task 15 p.13: Write a caption of the famous Task 6: Situation of Integration:
English writer Shakespeare that includes his Algeria is celebrating the 65th anniversary
full name and dates/places of birth and death of the Revolution War on November 1st. On this
between brackets: occasion, your teacher of English has asked you to
write a short biography of one of the
outstanding Algerian figures: Mustapha Ben
Boulaid using the following information:
Name: Mustapha Ben Boulaid
Date of birth: February 5th, 1917
Place of birth: Arris-Batna, Algeria
Date of death: March 22nd, 1956
……………………..…………………………………………… Place of death: Arris-Batna, Algeria
Cause of death: killed in the blast of a radio
bomb
......................................................
Movement: Front de Liberation Nationale (FLN)

Task 15 p.13: Write a caption of the famous Task 6: Situation of Integration:

English writer Shakespeare that includes his Algeria is celebrating the 65th anniversary
full name and dates/places of birth and death of the Revolution War on November 1st. On this
between brackets: occasion, your teacher of English has asked you to
write a short biography of one of the
outstanding Algerian figures: Mustapha Ben
Boulaid using the following information:
Name: Mustapha Ben Boulaid
Date of birth: February 5th, 1917
Place of birth: Arris-Batna, Algeria
Date of death: March 22nd, 1956
……………………..…………………………………………… Place of death: Arris-Batna, Algeria
Cause of death: killed in the blast of a radio
...................................................... bomb
Movement: Front de Liberation Nationale (FLN)

Task 15 p.13: Write a caption of the famous

Task 6: Situation of Integration:
English writer Shakespeare that includes his
Algeria is celebrating the 65th anniversary
full name and dates/places of birth and death of the Revolution War on November 1st. On this
between brackets: occasion, your teacher of English has asked you to
write a short biography of one of the
outstanding Algerian figures: Mustapha Ben
Boulaid using the following information:
Name: Mustapha Ben Boulaid
Date of birth: February 5th, 1917
Place of birth: Arris-Batna, Algeria
Date of death: March 22nd, 1956
……………………..…………………………………………… Place of death: Arris-Batna, Algeria
Cause of death: killed in the blast of a radio
...................................................... bomb

My 4MS Worksheets-Mrs AyadiPage 47

Movement: Front de Liberation Nationale (FLN) Movement: Front de Liberation Nationale (FLN)

Task 6: Situation of Integration:

Algeria is celebrating the 65th anniversary
of the Revolution War on November 1st. On this
occasion, your teacher of English has asked you to
write a short biography of one of the
outstanding Algerian figures: Mustapha Ben
Boulaid using the following information:
Name: Mustapha Ben Boulaid
Date of birth: February 5th, 1917
Place of birth: Arris-Batna, Algeria
Date of death: March 22nd, 1956
Place of death: Arris-Batna, Algeria
Cause of death: killed in the blast of a radio
bomb
Movement: Front de Liberation Nationale (FLN)

Task 6: Situation of Integration:

Algeria is celebrating the 65th anniversary
of the Revolution War on November 1st. On this
occasion, your teacher of English has asked you to
write a short biography of one of the
outstanding Algerian figures: Mustapha Ben
Boulaid using the following information:
Name: Mustapha Ben Boulaid
......................................................
Date of birth: February 5th, 1917
Place of birth: Arris-Batna, Algeria
Date of death: March 22nd, 1956
Place of death: Arris-Batna, Algeria
Cause of death: killed in the blast of a radio
bomb
Movement: Front de Liberation Nationale (FLN)

Task 6: Situation of Integration:

My 4MS Worksheets-Mrs AyadiPage 48

Rule:
A/ Cause: To express cause/ reason, I can use
these connectors: “as, because, since”. They
connect the result/ effect/ consequence of
something with its reason/ cause.
1. Shakespeare left school because his family was
poor. (no comma)
2. As/ Since his family was poor, Shakespeare
left school. (comma)
B/ Effect: To express effect/ result/
consequence, I can use these connectors: “so,
therefore, as a result”. They connect the reason
of something with its result.
1. His family was poor, so Shakespeare left
school. (comma)
2. His family was poor and therefore
Shakespeare left school. (When “therefore” is
used with “and” there’s normally no comma)
3. His family was poor. As a result, Shakespeare
left school. (Full stop before and comma after “as
a result)
......................................................

My 4MS Worksheets-Mrs AyadiPage 49

Rule: Rule:
A/ Cause: To express cause/ reason, I can use A/ Cause: To express cause/ reason, I can use
these connectors: “as, because, since”. They these connectors: “as, because, since”. They
connect the result/ effect/ consequence of connect the result/ effect/ consequence of
something with its reason/ cause. something with its reason/ cause.
1. Shakespeare left school because his family was 1. Shakespeare left school because his family was
poor. (no comma) poor. (no comma)
2. As/ Since his family was poor, Shakespeare 2. As/ Since his family was poor, Shakespeare
left school. (comma) left school. (comma)
B/ Effect: To express effect/ result/ B/ Effect: To express effect/ result/
consequence, I can use these connectors: “so, consequence, I can use these connectors: “so,
therefore, as a result”. They connect the reason therefore, as a result”. They connect the reason
of something with its result. of something with its result.
1. His family was poor, so Shakespeare left 1. His family was poor, so Shakespeare left
school. (comma) school. (comma)
2. His family was poor and therefore 2. His family was poor and therefore
Shakespeare left school. (When “therefore” is Shakespeare left school. (When “therefore” is
used with “and” there’s normally no comma) used with “and” there’s normally no comma)
3. His family was poor. As a result, Shakespeare 3. His family was poor. As a result, Shakespeare
left school. (Full stop before and comma after “as left school. (Full stop before and comma after “as
a result) a result)
Rule: Task 1: Choose the appropriate connector in
A/ Cause: To express cause/ reason, I can use brackets and rewrite the following sentences:
these connectors: “as, because, since”. They 1-(as a result- as- therefore) he was a brilliant
connect the result/ effect/ consequence of writer, his books rapidly became best-sellers.
something with its reason/ cause. 2-He was a brilliant writer and (as a result- as-
1. Shakespeare left school because his family was therefore) his books rapidly became best-sellers.
poor. (no comma) 3-(so- since- therefore) he was a brilliant
2. As/ Since his family was poor, Shakespeare writer, his books rapidly became best-sellers.
left school. (comma) 4-He was a brilliant writer, (as a result- so-
B/ Effect: To express effect/ result/ since) his books rapidly became best-sellers.
consequence, I can use these connectors: “so, 5-His books rapidly became best-sellers (as a
therefore, as a result”. They connect the reason result- therefore- because) he was a brilliant
of something with its result. writer.
1. His family was poor, so Shakespeare left ......................................................
school. (comma) Task 1: Choose the appropriate connector in
2. His family was poor and therefore brackets and rewrite the following sentences:
Shakespeare left school. (When “therefore” is 1-(as a result- as- therefore) he was a brilliant
used with “and” there’s normally no comma) writer, his books rapidly became best-sellers.
3. His family was poor. As a result, Shakespeare 2-He was a brilliant writer and (as a result- as-
left school. (Full stop before and comma after “as therefore) his books rapidly became best-sellers.
a result) 3-(so- since- therefore) he was a brilliant
writer, his books rapidly became best-sellers.

My 4MS Worksheets-Mrs AyadiPage 50

4-He was a brilliant writer, (as a result- so- 4-He was a brilliant writer, (as a result- so-
since) his books rapidly became best-sellers. since) his books rapidly became best-sellers.
5-His books rapidly became best-sellers (as a 5-His books rapidly became best-sellers (as a
result- therefore- because) he was a brilliant result- therefore- because) he was a brilliant
writer. writer.
...................................................... ......................................................
Task 1: Choose the appropriate connector in Task 1: Choose the appropriate connector in
brackets and rewrite the following sentences: brackets and rewrite the following sentences:
1-(as a result- as- therefore) he was a brilliant 1-(as a result- as- therefore) he was a brilliant
writer, his books rapidly became best-sellers. writer, his books rapidly became best-sellers.
2-He was a brilliant writer and (as a result- as- 2-He was a brilliant writer and (as a result- as-
therefore) his books rapidly became best-sellers. therefore) his books rapidly became best-sellers.
3-(so- since- therefore) he was a brilliant 3-(so- since- therefore) he was a brilliant
writer, his books rapidly became best-sellers. writer, his books rapidly became best-sellers.
4-He was a brilliant writer, (as a result- so- 4-He was a brilliant writer, (as a result- so-
since) his books rapidly became best-sellers. since) his books rapidly became best-sellers.
5-His books rapidly became best-sellers (as a 5-His books rapidly became best-sellers (as a
result- therefore- because) he was a brilliant result- therefore- because) he was a brilliant
writer. writer.
...................................................... ......................................................

Task 1: Choose the appropriate connector in Task 3 (19 p.39): Complete the following
brackets and rewrite the following sentences: sentences in a meaningful way in your copybook:
1-(as a result- as- therefore) he was a brilliant b.My flight to London was delayed and therefore
writer, his books rapidly became best-sellers. I ...........................................................................................
2-He was a brilliant writer and (as a result- as- c.The food there was awful! As a result, we ............
therefore) his books rapidly became best-sellers. .............................................................................................
3-(so- since- therefore) he was a brilliant d.Since the weather ................................................,
writer, his books rapidly became best-sellers. I ...........................................................................................
4-He was a brilliant writer, (as a result- so- .
since) his books rapidly became best-sellers. e.My parents gave me enough money for my trip,
5-His books rapidly became best-sellers (as a so I ......................................................................................
result- therefore- because) he was a brilliant f.I didn’t buy a present for everyone because .......
writer. .............................................................................................
...................................................... ......................................................
Task 1: Choose the appropriate connector in
brackets and rewrite the following sentences: Task 3 (19 p.39): Complete the following
1-(as a result- as- therefore) he was a brilliant sentences in a meaningful way in your copybook:
writer, his books rapidly became best-sellers. b.My flight to London was delayed and therefore
2-He was a brilliant writer and (as a result- as- I ...........................................................................................
therefore) his books rapidly became best-sellers. c.The food there was awful! As a result, we ............
3-(so- since- therefore) he was a brilliant .............................................................................................
writer, his books rapidly became best-sellers.

My 4MS Worksheets-Mrs AyadiPage 51

d.Since the weather ................................................, b.My flight to London was delayed and therefore
I ........................................................................................... I ...........................................................................................
. c.The food there was awful! As a result, we ............
e.My parents gave me enough money for my trip, .............................................................................................
so I ...................................................................................... d.Since the weather ................................................,
f.I didn’t buy a present for everyone because ....... I ...........................................................................................
............................................................................................. .
...................................................... e.My parents gave me enough money for my trip,
so I ......................................................................................
Task 3 (19 p.39): Complete the following f.I didn’t buy a present for everyone because .......
sentences in a meaningful way in your copybook: .............................................................................................
b.My flight to London was delayed and therefore ......................................................
I ...........................................................................................
c.The food there was awful! As a result, we ............ Task 3 (19 p.39): Complete the following
............................................................................................. sentences in a meaningful way in your copybook:
d.Since the weather ................................................, b.My flight to London was delayed and therefore
I ........................................................................................... I ...........................................................................................
. c.The food there was awful! As a result, we ............
e.My parents gave me enough money for my trip, .............................................................................................
so I ...................................................................................... d.Since the weather ................................................,
f.I didn’t buy a present for everyone because ....... I ...........................................................................................
............................................................................................. .
...................................................... e.My parents gave me enough money for my trip,
so I ......................................................................................
f.I didn’t buy a present for everyone because .......
Task 3 (19 p.39): Complete the following .............................................................................................
sentences in a meaningful way in your copybook: ......................................................
b.My flight to London was delayed and therefore
I ...........................................................................................
c.The food there was awful! As a result, we ............ Task 1: Listen and complete the missing letters
............................................................................................. in each word between brackets:
d.Since the weather ................................................, Leanardo Da Vinci was a (--illia--) Italian
I ........................................................................................... (pai—ter), (scu---or), (i—e—or), (scie—i--),
. (archite--) and (e—ineer). He was born on (A—il)
e.My parents gave me enough money for my trip, 15th, 1452 in Anchiano in Tuscany [a (--all) village
so I ...................................................................................... 18 (mi---) (we--) to (--orence)]. He (pai—ed) the
f.I didn’t buy a present for everyone because ....... famous ”Mona Lisa” (be—een) 1503-1506. The
............................................................................................. (pai—ing) is (ke--) in The Louvre Museum, in Paris.
...................................................... Da Vinci died at the age of 67 in 1519.
......................................................
Task 3 (19 p.39): Complete the following Task 1: Listen and complete the missing letters
sentences in a meaningful way in your copybook: in each word between brackets:

My 4MS Worksheets-Mrs AyadiPage 52

Leanardo Da Vinci was a (--illia--) Italian Leanardo Da Vinci was a (--illia--) Italian
(pai—ter), (scu---or), (i—e—or), (scie—i--), (pai—ter), (scu---or), (i—e—or), (scie—i--),
(archite--) and (e—ineer). He was born on (A—il) (archite--) and (e—ineer). He was born on (A—il)
15th, 1452 in Anchiano in Tuscany [a (--all) village 15th, 1452 in Anchiano in Tuscany [a (--all) village
18 (mi---) (we--) to (--orence)]. He (pai—ed) the 18 (mi---) (we--) to (--orence)]. He (pai—ed) the
famous ”Mona Lisa” (be—een) 1503-1506. The famous ”Mona Lisa” (be—een) 1503-1506. The
(pai—ing) is (ke--) in The Louvre Museum, in Paris. (pai—ing) is (ke--) in The Louvre Museum, in Paris.
Da Vinci died at the age of 67 in 1519. Da Vinci died at the age of 67 in 1519.
...................................................... ......................................................
Task 1: Listen and complete the missing letters Task 1: Listen and complete the missing letters
in each word between brackets: in each word between brackets:
Leanardo Da Vinci was a (--illia--) Italian Leanardo Da Vinci was a (--illia--) Italian
(pai—ter), (scu---or), (i—e—or), (scie—i--), (pai—ter), (scu---or), (i—e—or), (scie—i--),
(archite--) and (e—ineer). He was born on (A—il) (archite--) and (e—ineer). He was born on (A—il)
th
15 , 1452 in Anchiano in Tuscany [a (--all) village 15th, 1452 in Anchiano in Tuscany [a (--all) village
18 (mi---) (we--) to (--orence)]. He (pai—ed) the 18 (mi---) (we--) to (--orence)]. He (pai—ed) the
famous ”Mona Lisa” (be—een) 1503-1506. The famous ”Mona Lisa” (be—een) 1503-1506. The
(pai—ing) is (ke--) in The Louvre Museum, in Paris. (pai—ing) is (ke--) in The Louvre Museum, in Paris.
Da Vinci died at the age of 67 in 1519. Da Vinci died at the age of 67 in 1519.
...................................................... ......................................................
Task 1: Listen and complete the missing letters Task 1: Listen and complete the missing letters
in each word between brackets: in each word between brackets:
Leanardo Da Vinci was a (--illia--) Italian Leanardo Da Vinci was a (--illia--) Italian
(pai—ter), (scu---or), (i—e—or), (scie—i--), (pai—ter), (scu---or), (i—e—or), (scie—i--),
(archite--) and (e—ineer). He was born on (A—il) (archite--) and (e—ineer). He was born on (A—il)
15th, 1452 in Anchiano in Tuscany [a (--all) village 15th, 1452 in Anchiano in Tuscany [a (--all) village
18 (mi---) (we--) to (--orence)]. He (pai—ed) the 18 (mi---) (we--) to (--orence)]. He (pai—ed) the
famous ”Mona Lisa” (be—een) 1503-1506. The famous ”Mona Lisa” (be—een) 1503-1506. The
(pai—ing) is (ke--) in The Louvre Museum, in Paris. (pai—ing) is (ke--) in The Louvre Museum, in Paris.
Da Vinci died at the age of 67 in 1519. Da Vinci died at the age of 67 in 1519.
Task 1: Listen and complete the missing letters Consonant clusters (also called consonant
in each word between brackets: blends) are a sequence of two up to four
Leanardo Da Vinci was a (--illia--) Italian consonant sounds without vowel sounds in
between.
(pai—ter), (scu---or), (i—e—or), (scie—i--),
Consonant clusters can appear:
(archite--) and (e—ineer). He was born on (A—il)
*At the beginning of the word: small, brilliant....
15th, 1452 in Anchiano in Tuscany [a (--all) village *In the middle of the word: painter, between...
18 (mi---) (we--) to (--orence)]. He (pai—ed) the *At the end of the word: west, architect...
famous ”Mona Lisa” (be—een) 1503-1506. The
(pai—ing) is (ke--) in The Louvre Museum, in Paris.
Da Vinci died at the age of 67 in 1519. Consonant clusters (also called consonant
blends) are a sequence of two up to four
......................................................
consonant sounds without vowel sounds in
Task 1: Listen and complete the missing letters between.
in each word between brackets: Consonant clusters can appear:

My 4MS Worksheets-Mrs AyadiPage 53

*At the beginning of the word: small, brilliant.... *At the beginning of the word: small, brilliant....
*In the middle of the word: painter, between... *In the middle of the word: painter, between...
*At the end of the word: west, architect... *At the end of the word: west, architect...

Consonant clusters (also called consonant Consonant clusters (also called consonant
blends) are a sequence of two up to four blends) are a sequence of two up to four
consonant sounds without vowel sounds in consonant sounds without vowel sounds in
between. between.
Consonant clusters can appear: Consonant clusters can appear:
*At the beginning of the word: small, brilliant.... *At the beginning of the word: small, brilliant....
*In the middle of the word: painter, between... *In the middle of the word: painter, between...
*At the end of the word: west, architect... *At the end of the word: west, architect...

Consonant clusters (also called consonant Task 2: Help the cow find the barn by
blends) are a sequence of two up to four colouring the words with consonant blends:
consonant sounds without vowel sounds in
between. Crab Slam Spot Dig Cat
Consonant clusters can appear: Man Top Hot Stop Pen Wig
*At the beginning of the word: small, brilliant....
Tag Sit Jam Jump Pot Map
*In the middle of the word: painter, between...
*At the end of the word: west, architect... Grin Flag Spin Hand Hen Rug

Twin Bus Can Dot Fun Gum

Consonant clusters (also called consonant Nest Milk Stem Kid She Mat
blends) are a sequence of two up to four Hop Net Camp Post Flat Run
consonant sounds without vowel sounds in
between.
Consonant clusters can appear: Sit Yes Boat Log Bel

My 4MS Worksheets-Mrs AyadiPage 54

t
...................................................... Sit Yes Boat BelLog
Task 2: Help the cow find the barn by t
colouring the words with consonant blends: ......................................................
Task 2: Help the cow find the barn by
Crab Slam Spot Dig Cat colouring the words with consonant blends:
Man Top Hot Stop Pen Wig
Crab Slam Spot Dig Cat
Tag Sit Jam Jump Pot Map
Man Top Hot Stop Pen Wig
Grin Flag Spin Hand Hen Rug
Tag Sit Jam Jump Pot Map
Twin Bus Can Dot Fun Gum
Grin Flag Spin Hand Hen Rug
Nest Milk Stem Kid She Mat
Twin Bus Can Dot Fun Gum
Hop Net Camp Post Flat Run
Nest Milk Stem Kid She Mat

Hop Net Camp Post Flat Run

Sit Yes Boat Log Bel
t
...................................................... Sit Yes Boat BelLog
Task 2: Help the cow find the barn by t
colouring the words with consonant blends: ......................................................
Task 2: Help the cow find the barn by
Crab Slam Spot Dig Cat colouring the words with consonant blends:
Man Top Hot Stop Pen Wig
Crab Slam Spot Dig Cat
Tag Sit Jam Jump Pot Map
Man Top Hot Stop Pen Wig
Grin Flag Spin Hand Hen Rug
Tag Sit Jam Jump Pot Map
Twin Bus Can Dot Fun Gum
Grin Flag Spin Hand Hen Rug
Nest Milk Stem Kid She Mat
Twin Bus Can Dot Fun Gum
Hop Net Camp Post Flat Run
Nest Milk Stem Kid She Mat

Hop Net Camp Post Flat Run

Sit Yes Boat Log Bel
t
Task 2: Help the cow find the barn by Sit Yes Boat Log Bel
colouring the words with consonant blends: t
Task 3: Underline the consonant clusters in the
Crab Slam Spot Dig Cat following words and classify in the appropriate
Man Top Hot Stop Pen Wig column: brain, stock, splendid, fish, farmer, shelf,
flour, milk, school, straight, the, dustbin, blame,
Tag Sit Jam Jump Pot Map
stone, she, compass, rocked, shift, trousers,
Grin Flag Spin Hand Hen Rug drown
Initial Blends Middle Blends Final Blends
Twin Bus Can Dot Fun Gum
......................... .......................... .........................
Nest Milk Stem Kid She Mat . ......................... .
Hop Net Camp Post Flat Run ......................... ......................... .........................
......................... .......................... .........................
......................... ......................... .........................

My 4MS Worksheets-Mrs AyadiPage 55

. ......................... . flour, milk, school, straight, the, dustbin, blame,
......................... .......................... ......................... stone, she, compass, rocked, shift, trousers,
......................... ......................... ......................... drown
......................... ......................... ......................... Initial Blends Middle Blends Final Blends
. . ......................... .......................... .........................
......................... ......................... . ......................... .
......................... ......................... ......................... ......................... .........................
...................................................... ......................... .......................... .........................
Task 3: Underline the consonant clusters in the ......................... ......................... .........................
following words and classify in the appropriate . ......................... .
column: brain, stock, splendid, fish, farmer, shelf, ......................... .......................... .........................
flour, milk, school, straight, the, dustbin, blame, ......................... ......................... .........................
stone, she, compass, rocked, shift, trousers, ......................... ......................... .........................
drown . .
Initial Blends Middle Blends Final Blends ......................... .........................
......................... .......................... ......................... ......................... .........................
. ......................... . ......................................................
......................... ......................... ......................... Task 3: Underline the consonant clusters in the
......................... .......................... ......................... following words and classify in the appropriate
......................... ......................... ......................... column: brain, stock, splendid, fish, farmer, shelf,
. ......................... . flour, milk, school, straight, the, dustbin, blame,
......................... .......................... ......................... stone, she, compass, rocked, shift, trousers,
......................... ......................... ......................... drown
......................... ......................... ......................... Initial Blends Middle Blends Final Blends
. . ......................... .......................... .........................
......................... ......................... . ......................... .
......................... ......................... ......................... ......................... .........................
...................................................... ......................... .......................... .........................
Task 3: Underline the consonant clusters in the ......................... ......................... .........................
following words and classify in the appropriate . ......................... .
column: brain, stock, splendid, fish, farmer, shelf, ......................... .......................... .........................
flour, milk, school, straight, the, dustbin, blame, ......................... ......................... .........................
stone, she, compass, rocked, shift, trousers, ......................... ......................... .........................
drown . .
Initial Blends Middle Blends Final Blends ......................... .........................
......................... .......................... ......................... ......................... .........................
. ......................... . ......................................................
......................... ......................... ......................... Task 3: Underline the consonant clusters in the
......................... .......................... ......................... following words and classify in the appropriate
......................... ......................... ......................... column: brain, stock, splendid, fish, farmer, shelf,
. ......................... . flour, milk, school, straight, the, dustbin, blame,
......................... .......................... ......................... stone, she, compass, rocked, shift, trousers,
......................... ......................... ......................... drown
......................... ......................... Initial Blends Middle Blends Final Blends
. . ......................... .......................... .........................
......................... ......................... . ......................... .
Task 3: Underline the consonant clusters in the ......................... ......................... .........................
following words and classify in the appropriate ......................... .......................... .........................
column: brain, stock, splendid, fish, farmer, shelf, ......................... ......................... .........................

My 4MS Worksheets-Mrs AyadiPage 56

. .........................
. Occupation: painter
......................... ..........................
......................... Known for: one of the founders of the
......................... .........................
......................... modern Algerian painting
......................... .........................
Awards: the first Golden Lion of Rome, of
. .
the UNESCO for African Art (1980)
......................... .........................
Task 4: Write a short biography of the Task 4: Write a short biography of the

Algerian painter M’Hamed Issiakhem using the Algerian painter M’Hamed Issiakhem using the

following information: following information:

Name: M’Hamed Issiakhem Name: M’Hamed Issiakhem

Date of birth: June 17th, 1928 Date of birth: June 17th, 1928

Place of birth: Azeffoun-Tizi Ouzou, Algeria Place of birth: Azeffoun-Tizi Ouzou, Algeria

Date of death: December 1st, 1985 Date of death: December 1st, 1985

Place of birth: Algiers, Algeria Place of birth: Algiers, Algeria

Occupation: painter Occupation: painter

Known for: one of the founders of the Known for: one of the founders of the

modern Algerian painting modern Algerian painting

Awards: the first Golden Lion of Rome, of Awards: the first Golden Lion of Rome, of

the UNESCO for African Art (1980) the UNESCO for African Art (1980)

Task 4: Write a short biography of the Task 4: Write a short biography of the

Algerian painter M’Hamed Issiakhem using the Algerian painter M’Hamed Issiakhem using the

following information: following information:

Name: M’Hamed Issiakhem Name: M’Hamed Issiakhem

Date of birth: June 17th, 1928 Date of birth: June 17th, 1928

Place of birth: Azeffoun-Tizi Ouzou, Algeria Place of birth: Azeffoun-Tizi Ouzou, Algeria

Date of death: December 1st, 1985 Date of death: December 1st, 1985

Place of birth: Algiers, Algeria Place of birth: Algiers, Algeria

Occupation: painter Occupation: painter

Known for: one of the founders of the Known for: one of the founders of the

modern Algerian painting modern Algerian painting

Awards: the first Golden Lion of Rome, of Awards: the first Golden Lion of Rome, of

the UNESCO for African Art (1980) the UNESCO for African Art (1980)

Task 4: Write a short biography of the Task 4: Write a short biography of the

Algerian painter M’Hamed Issiakhem using the Algerian painter M’Hamed Issiakhem using the

following information: following information:

Name: M’Hamed Issiakhem Name: M’Hamed Issiakhem

Date of birth: June 17th, 1928 Date of birth: June 17th, 1928

Place of birth: Azeffoun-Tizi Ouzou, Algeria Place of birth: Azeffoun-Tizi Ouzou, Algeria

Date of death: December 1st, 1985 Date of death: December 1st, 1985

Place of birth: Algiers, Algeria Place of birth: Algiers, Algeria

My 4MS Worksheets-Mrs AyadiPage 57

Occupation: painter in a particular way.
Known for: one of the founders of the ..............................................................................................
modern Algerian painting
Awards: the first Golden Lion of Rome, of
the UNESCO for African Art (1980)
Task 0: Match the words with their synonyms Task 0: Match the words with their synonyms
or definitions: or definitions:
1-Novel a-Unfortunate situation 1-Novel a-Unfortunate situation
2-Trilogy b-A group of 3 novels, plays, 2-Trilogy b-A group of 3 novels, plays,
films... films...
3-Portray c-A fictitious narrative of 3-Portray c-A fictitious narrative of
book length, representing book length, representing
character and action with character and action with
some degree of realism. some degree of realism.
4-Plight d-Prevent a person or place 4-Plight d-Prevent a person or place
from having or using something. from having or using something.
5-Dispossess e-Describe someone or something 5-Dispossess e-Describe someone or something
in a particular way. in a particular way.
.............................................................................................. ..............................................................................................

Task 0: Match the words with their synonyms Task 0: Match the words with their synonyms
or definitions: or definitions:
1-Novel a-Unfortunate situation 1-Novel a-Unfortunate situation
2-Trilogy b-A group of 3 novels, plays, 2-Trilogy b-A group of 3 novels, plays,
films... films...
3-Portray c-A fictitious narrative of 3-Portray c-A fictitious narrative of
book length, representing book length, representing
character and action with character and action with
some degree of realism. some degree of realism.
4-Plight d-Prevent a person or place 4-Plight d-Prevent a person or place
from having or using something. from having or using something.
5-Dispossess e-Describe someone or something 5-Dispossess e-Describe someone or something
in a particular way. in a particular way.
.............................................................................................. ..............................................................................................

My 4MS Worksheets-Mrs AyadiPage 58

in a particular way. *Source: ..............................................................
.............................................................................................. *Date of publication: ........................................
*Type of document: a- blog article
b- press article
c- web article
Task 1: Read text 1 and complete the Task 1: Read text 1 and complete the
bibliographical notes: bibliographical notes:
Bibliographical Notes Bibliographical Notes
*Title: .................................................................. *Title: ..................................................................
*Author: .............................................................. *Author: ..............................................................
*Source: .............................................................. *Source: ..............................................................
*Date of publication: ........................................ *Date of publication: ........................................
*Type of document: a- blog article *Type of document: a- blog article
b- press article b- press article
c- web article c- web article
...................................................... ......................................................
Task 1: Read text 1 and complete the Task 1: Read text 1 and complete the
bibliographical notes: bibliographical notes:
Bibliographical Notes Bibliographical Notes
*Title: .................................................................. *Title: ..................................................................
*Author: .............................................................. *Author: ..............................................................
*Source: .............................................................. *Source: ..............................................................
*Date of publication: ........................................ *Date of publication: ........................................
*Type of document: a- blog article *Type of document: a- blog article
b- press article b- press article
c- web article c- web article
...................................................... ......................................................
Task 1: Read text 1 and complete the Task 1: Read text 1 and complete the
bibliographical notes: bibliographical notes:
Bibliographical Notes Bibliographical Notes
*Title: .................................................................. *Title: ..................................................................
*Author: .............................................................. *Author: ..............................................................
*Source: .............................................................. *Source: ..............................................................
*Date of publication: ........................................ *Date of publication: ........................................
*Type of document: a- blog article *Type of document: a- blog article
b- press article b- press article
c- web article c- web article
...................................................... ......................................................
Task 1: Read text 1 and complete the Task 1: Read text 1 and complete the
bibliographical notes: bibliographical notes:
Bibliographical Notes Bibliographical Notes
*Title: .................................................................. *Title: ..................................................................
*Author: .............................................................. *Author: ..............................................................

My 4MS Worksheets-Mrs AyadiPage 59

*Source: .............................................................. e- The trilogy showed how the Algerian people
*Date of publication: ........................................ became aware of the necessity to fight for
*Type of document: a- blog article freedom.
b- press article f- Dib wrote for the rich, not for the poor.
c- web article ..............................................................................................
Task 2: 1/ Answer by “True” or “False”:
a- Dib was a playwright, like Shakespeare. Task 2: 1/ Answer by “True” or “False”:
b- A ”fiction trilogy” is a series of three a- Dib was a playwright, like Shakespeare.
novels forming a continuous story. b- A ”fiction trilogy” is a series of three
c- “Run on the Wild Shore”, “Habel” and “The novels forming a continuous story.
Loom” are the three novels which form c- “Run on the Wild Shore”, “Habel” and “The
Dib’s trilogy. Loom” are the three novels which form
d- The trilogy tells about Algeria during the Dib’s trilogy.
period 1954-1962. d- The trilogy tells about Algeria during the
e- The trilogy showed how the Algerian people period 1954-1962.
became aware of the necessity to fight for e- The trilogy showed how the Algerian people
freedom. became aware of the necessity to fight for
f- Dib wrote for the rich, not for the poor. freedom.
.............................................................................................. f- Dib wrote for the rich, not for the poor.
Task 2: 1/ Answer by “True” or “False”: ..............................................................................................
a- Dib was a playwright, like Shakespeare. Task 2: 1/ Answer by “True” or “False”:
b- A ”fiction trilogy” is a series of three a- Dib was a playwright, like Shakespeare.
novels forming a continuous story. b- A ”fiction trilogy” is a series of three
c- “Run on the Wild Shore”, “Habel” and “The novels forming a continuous story.
Loom” are the three novels which form c- “Run on the Wild Shore”, “Habel” and “The
Dib’s trilogy. Loom” are the three novels which form
d- The trilogy tells about Algeria during the Dib’s trilogy.
period 1954-1962. d- The trilogy tells about Algeria during the
e- The trilogy showed how the Algerian people period 1954-1962.
became aware of the necessity to fight for e- The trilogy showed how the Algerian people
freedom. became aware of the necessity to fight for
f- Dib wrote for the rich, not for the poor. freedom.
.............................................................................................. f- Dib wrote for the rich, not for the poor.
Task 2: 1/ Answer by “True” or “False”: ..............................................................................................
a- Dib was a playwright, like Shakespeare. Task 2: 1/ Answer by “True” or “False”:
b- A ”fiction trilogy” is a series of three a- Dib was a playwright, like Shakespeare.
novels forming a continuous story. b- A ”fiction trilogy” is a series of three
c- “Run on the Wild Shore”, “Habel” and “The novels forming a continuous story.
Loom” are the three novels which form c- “Run on the Wild Shore”, “Habel” and “The
Dib’s trilogy. Loom” are the three novels which form
d- The trilogy tells about Algeria during the Dib’s trilogy.
period 1954-1962. d- The trilogy tells about Algeria during the
period 1954-1962.

My 4MS Worksheets-Mrs AyadiPage 60

e- The trilogy showed how the Algerian people He: ..........................................................
became aware of the necessity to fight for ...................................................
freedom.
f- Dib wrote for the rich, not for the poor.
..............................................................................................

Task 4: What do the words in bold in the text Task 4: What do the words in bold in the text
refer to? refer to?
his: ............................................ his: ............................................
which: ........................................... which: ...........................................
trilogy: .................................................. trilogy: ..................................................
its: ....................................................... its: .......................................................
He: .................................................... He: ....................................................
He: .......................................................... He: ..........................................................
................................................... ...................................................

My 4MS Worksheets-Mrs AyadiPage 61

He: .......................................................... e. a combination of different types (If yes,
................................................... which ones?)
...................................................

Task 5: What type is the text? Task 5: What type is the text?
a. descriptive a. descriptive
b. narrative b. narrative
c. prescriptive c. prescriptive
d. argumentative d. argumentative
e. a combination of different types (If yes, e. a combination of different types (If yes,
which ones?) which ones?)
................................................... ...................................................
Task 5: What type is the text? Task 5: What type is the text?
a. descriptive a. descriptive
b. narrative b. narrative
c. prescriptive c. prescriptive
d. argumentative d. argumentative
e. a combination of different types (If yes, e. a combination of different types (If yes,
which ones?) which ones?)
................................................... ...................................................
Task 5: What type is the text? Task 5: What type is the text?
a. descriptive a. descriptive
b. narrative b. narrative
c. prescriptive c. prescriptive
d. argumentative d. argumentative
e. a combination of different types (If yes, e. a combination of different types (If yes,
which ones?) which ones?)
................................................... ...................................................
Task 5: What type is the text? Task 5: What type is the text?
a. descriptive a. descriptive
b. narrative b. narrative
c. prescriptive c. prescriptive
d. argumentative d. argumentative
e. a combination of different types (If yes, e. a combination of different types (If yes,
which ones?) which ones?)
................................................... ...................................................
Task 5: What type is the text? Task 5: What type is the text?
a. descriptive a. descriptive
b. narrative b. narrative
c. prescriptive c. prescriptive
d. argumentative d. argumentative

My 4MS Worksheets-Mrs AyadiPage 62

e. a combination of different types (If yes, *a dramatist (§1)....................................
which ones?) *tells a story (§1)..........................................
................................................... *describe (§2)...........................................
*considered (§3)..............................
...................................................

Task 6: Find in the text words that are closest Task 6: Find in the text words that are closest
in meaning to the following: in meaning to the following:
*a dramatist (§1).................................... *a dramatist (§1)....................................
*tells a story (§1).......................................... *tells a story (§1)..........................................
*describe (§2)........................................... *describe (§2)...........................................
*considered (§3).............................. *considered (§3)..............................
................................................... ...................................................
Task 6: Find in the text words that are closest Task 6: Find in the text words that are closest
in meaning to the following: in meaning to the following:
*a dramatist (§1).................................... *a dramatist (§1)....................................
*tells a story (§1).......................................... *tells a story (§1)..........................................
*describe (§2)........................................... *describe (§2)...........................................
*considered (§3).............................. *considered (§3)..............................
................................................... ...................................................
Task 6: Find in the text words that are closest Task 6: Find in the text words that are closest
in meaning to the following: in meaning to the following:
*a dramatist (§1).................................... *a dramatist (§1)....................................
*tells a story (§1).......................................... *tells a story (§1)..........................................
*describe (§2)........................................... *describe (§2)...........................................
*considered (§3).............................. *considered (§3)..............................
................................................... ...................................................
Task 6: Find in the text words that are closest Task 6: Find in the text words that are closest
in meaning to the following: in meaning to the following:
*a dramatist (§1).................................... *a dramatist (§1)....................................
*tells a story (§1).......................................... *tells a story (§1)..........................................
*describe (§2)........................................... *describe (§2)...........................................
*considered (§3).............................. *considered (§3)..............................
................................................... ...................................................
Task 6: Find in the text words that are closest Task 6: Find in the text words that are closest
in meaning to the following: in meaning to the following:
*a dramatist (§1).................................... *a dramatist (§1)....................................
*tells a story (§1).......................................... *tells a story (§1)..........................................
*describe (§2)........................................... *describe (§2)...........................................
*considered (§3).............................. *considered (§3)..............................
................................................... ...................................................
Task 6: Find in the text words that are closest Task 6: Find in the text words that are closest
in meaning to the following: in meaning to the following:

My 4MS Worksheets-Mrs AyadiPage 63

*a dramatist (§1).................................... statues to help the tourists who will visit Ifri to
*tells a story (§1).......................................... know more about those great leaders. Choose one
*describe (§2)........................................... leader and write his biography.
*considered (§3).............................. ...................................................
...................................................

Task 7: Situation of Integration: Task 7: Situation of Integration:

You went for a trip with your classmates to You went for a trip with your classmates to
Ifri in Bejaia where the Soummam Congress took Ifri in Bejaia where the Soummam Congress took
place. You were attracted and fascinated by the place. You were attracted and fascinated by the
statues of the great leaders of the Algerian statues of the great leaders of the Algerian
Independence War (Larbi Ben M’Hidi, Abane Independence War (Larbi Ben M’Hidi, Abane
Ramdhane....) Ramdhane....)
The mayor of the town made an announcement for The mayor of the town made an announcement for
schools to write biographies in English under the schools to write biographies in English under the
statues to help the tourists who will visit Ifri to statues to help the tourists who will visit Ifri to
know more about those great leaders. Choose one know more about those great leaders. Choose one
leader and write his biography. leader and write his biography.
................................................... ...................................................

Task 7: Situation of Integration: Task 7: Situation of Integration:

My 4MS Worksheets-Mrs AyadiPage 64

statues to help the tourists who will visit Ifri to a. The Sahara Desert
know more about those great leaders. Choose one b. The Casbah of Algiers
leader and write his biography. c. The Qal’a of Beni Hammad
................................................... d. Algeria’s landmarks and monuments
......................................................

Task 1: What is the text about? I choose the Task 1: What is the text about? I choose the
correct answer (a, b, c or d): correct answer (a, b, c or d):
a. The Sahara Desert a. The Sahara Desert
b. The Casbah of Algiers b. The Casbah of Algiers
c. The Qal’a of Beni Hammad c. The Qal’a of Beni Hammad
d. Algeria’s landmarks and monuments d. Algeria’s landmarks and monuments
...................................................... ......................................................
Task 1: What is the text about? I choose the Task 1: What is the text about? I choose the
correct answer (a, b, c or d): correct answer (a, b, c or d):
a. The Sahara Desert a. The Sahara Desert
b. The Casbah of Algiers b. The Casbah of Algiers
c. The Qal’a of Beni Hammad c. The Qal’a of Beni Hammad
d. Algeria’s landmarks and monuments d. Algeria’s landmarks and monuments
...................................................... ......................................................
Task 1: What is the text about? I choose the Task 1: What is the text about? I choose the
correct answer (a, b, c or d): correct answer (a, b, c or d):
a. The Sahara Desert a. The Sahara Desert
b. The Casbah of Algiers b. The Casbah of Algiers
c. The Qal’a of Beni Hammad c. The Qal’a of Beni Hammad
d. Algeria’s landmarks and monuments d. Algeria’s landmarks and monuments
...................................................... ......................................................
Task 1: What is the text about? I choose the Task 1: What is the text about? I choose the
correct answer (a, b, c or d): correct answer (a, b, c or d):
a. The Sahara Desert a. The Sahara Desert
b. The Casbah of Algiers b. The Casbah of Algiers
c. The Qal’a of Beni Hammad c. The Qal’a of Beni Hammad
d. Algeria’s landmarks and monuments d. Algeria’s landmarks and monuments
...................................................... ......................................................
Task 1: What is the text about? I choose the Task 1: What is the text about? I choose the
correct answer (a, b, c or d): correct answer (a, b, c or d):
a. The Sahara Desert a. The Sahara Desert
b. The Casbah of Algiers b. The Casbah of Algiers
c. The Qal’a of Beni Hammad c. The Qal’a of Beni Hammad
d. Algeria’s landmarks and monuments d. Algeria’s landmarks and monuments
...................................................... ......................................................
Task 1: What is the text about? I choose the Task 1: What is the text about? I choose the
correct answer (a, b, c or d): correct answer (a, b, c or d):

My 4MS Worksheets-Mrs AyadiPage 65

a. The Sahara Desert a. An excerpt from a tourist brochure
b. The Casbah of Algiers b. An excerpt from a novel
c. The Qal’a of Beni Hammad c. An excerpt from a letter
d. Algeria’s landmarks and monuments d. An excerpt from a History book
...................................................... .....................................................

Task 2: What type of document is the text? I Task 2: What type of document is the text? I
choose the correct answer (a, b, c or d): choose the correct answer (a, b, c or d):
a. An excerpt from a tourist brochure a. An excerpt from a tourist brochure
b. An excerpt from a novel b. An excerpt from a novel
c. An excerpt from a letter c. An excerpt from a letter
d. An excerpt from a History book d. An excerpt from a History book
..................................................... .....................................................
Task 2: What type of document is the text? I Task 2: What type of document is the text? I
choose the correct answer (a, b, c or d): choose the correct answer (a, b, c or d):
a. An excerpt from a tourist brochure a. An excerpt from a tourist brochure
b. An excerpt from a novel b. An excerpt from a novel
c. An excerpt from a letter c. An excerpt from a letter
d. An excerpt from a History book d. An excerpt from a History book
..................................................... .....................................................
Task 2: What type of document is the text? I Task 2: What type of document is the text? I
choose the correct answer (a, b, c or d): choose the correct answer (a, b, c or d):
a. An excerpt from a tourist brochure a. An excerpt from a tourist brochure
b. An excerpt from a novel b. An excerpt from a novel
c. An excerpt from a letter c. An excerpt from a letter
d. An excerpt from a History book d. An excerpt from a History book
..................................................... .....................................................
Task 2: What type of document is the text? I Task 2: What type of document is the text? I
choose the correct answer (a, b, c or d): choose the correct answer (a, b, c or d):
a. An excerpt from a tourist brochure a. An excerpt from a tourist brochure
b. An excerpt from a novel b. An excerpt from a novel
c. An excerpt from a letter c. An excerpt from a letter
d. An excerpt from a History book d. An excerpt from a History book
..................................................... .....................................................
Task 2: What type of document is the text? I Task 2: What type of document is the text? I
choose the correct answer (a, b, c or d): choose the correct answer (a, b, c or d):
a. An excerpt from a tourist brochure a. An excerpt from a tourist brochure
b. An excerpt from a novel b. An excerpt from a novel
c. An excerpt from a letter c. An excerpt from a letter
d. An excerpt from a History book d. An excerpt from a History book
..................................................... .....................................................
Task 2: What type of document is the text? I Task 2: What type of document is the text? I
choose the correct answer (a, b, c or d): choose the correct answer (a, b, c or d):

My 4MS Worksheets-Mrs AyadiPage 66

a. An excerpt from a tourist brochure b. The Casbah dates back to the Ottoman
b. An excerpt from a novel period..................
c. An excerpt from a letter c. The Casbah and the Qal’a of Beni Hammad
d. An excerpt from a History book are UNESCO World Heritage
..................................................... Sites......................
d. The Qal’a of Beni Hammad was built by the
Task 3: I answer by “True”, “False” or “Not Ottomans in the 11th century..............
mentioned”: Task 3: I answer by “True”, “False” or “Not
a. The Hoggar is a must-see................ mentioned”:
b. The Casbah dates back to the Ottoman a. The Hoggar is a must-see................
period.................. b. The Casbah dates back to the Ottoman
c. The Casbah and the Qal’a of Beni Hammad period..................
are UNESCO World Heritage c. The Casbah and the Qal’a of Beni Hammad
Sites...................... are UNESCO World Heritage
d. The Qal’a of Beni Hammad was built by the Sites......................
th
Ottomans in the 11 century.............. d. The Qal’a of Beni Hammad was built by the
...................................................... Ottomans in the 11th century..............
Task 3: I answer by “True”, “False” or “Not ......................................................
mentioned”: Task 3: I answer by “True”, “False” or “Not
a. The Hoggar is a must-see................ mentioned”:
b. The Casbah dates back to the Ottoman a. The Hoggar is a must-see................
period.................. b. The Casbah dates back to the Ottoman
c. The Casbah and the Qal’a of Beni Hammad period..................
are UNESCO World Heritage c. The Casbah and the Qal’a of Beni Hammad
Sites...................... are UNESCO World Heritage
d. The Qal’a of Beni Hammad was built by the Sites......................
th
Ottomans in the 11 century.............. d. The Qal’a of Beni Hammad was built by the
...................................................... Ottomans in the 11th century..............
Task 3: I answer by “True”, “False” or “Not ......................................................
mentioned”: Task 3: I answer by “True”, “False” or “Not
a. The Hoggar is a must-see................ mentioned”:
b. The Casbah dates back to the Ottoman a. The Hoggar is a must-see................
period.................. b. The Casbah dates back to the Ottoman
c. The Casbah and the Qal’a of Beni Hammad period..................
are UNESCO World Heritage c. The Casbah and the Qal’a of Beni Hammad
Sites...................... are UNESCO World Heritage
d. The Qal’a of Beni Hammad was built by the Sites......................
Ottomans in the 11th century.............. d. The Qal’a of Beni Hammad was built by the
...................................................... Ottomans in the 11th century..............
Task 3: I answer by “True”, “False” or “Not ......................................................
mentioned”: Task 3: I answer by “True”, “False” or “Not
a. The Hoggar is a must-see................ mentioned”:
a. The Hoggar is a must-see................

My 4MS Worksheets-Mrs AyadiPage 67

b. The Casbah dates back to the Ottoman
period..................
c. The Casbah and the Qal’a of Beni Hammad
are UNESCO World Heritage
Sites......................
d. The Qal’a of Beni Hammad was built by the
Ottomans in the 11th century..............
Task 4: I locate the Qal’a of Beni Hammad on the Task 4: I locate the Qal’a of Beni Hammad on the
map by drawing a small black square ( ) and map by drawing a small black square ( ) and
writing the word “Qal’a of Beni Hammad” next to it: writing the word “Qal’a of Beni Hammad” next to it:
Algiers Algiers
* *

...................................................... ......................................................
Task 4: I locate the Qal’a of Beni Hammad on the Task 4: I locate the Qal’a of Beni Hammad on the
map by drawing a small black square ( ) and map by drawing a small black square ( ) and
writing the word “Qal’a of Beni Hammad” next to it: writing the word “Qal’a of Beni Hammad” next to it:
Algiers Algiers
* *

My 4MS Worksheets-Mrs AyadiPage 68

1. fascinating= ..............................
a. ugly b. uninteresting,
c. old d. extremely interesting
2.to renovate= .....................
a. to build b. to repair
c. to repair and improve d. to decorate
Task 5: I choose the correct answer (a, b, c
or d):
Task 5: I choose the correct answer (a, b, c 1. fascinating= ..............................
or d): a. ugly b. uninteresting,
1. fascinating= .............................. c. old d. extremely interesting
a. ugly b. uninteresting, 2.to renovate= .....................
c. old d. extremely interesting a. to build b. to repair
2.to renovate= ..................... c. to repair and improve d. to decorate
a. to build b. to repair ......................................................
c. to repair and improve d. to decorate
...................................................... Task 5: I choose the correct answer (a, b, c
or d):
Task 5: I choose the correct answer (a, b, c 1. fascinating= ..............................
or d): a. ugly b. uninteresting,
1. fascinating= .............................. c. old d. extremely interesting
a. ugly b. uninteresting, 2.to renovate= .....................
c. old d. extremely interesting a. to build b. to repair
2.to renovate= ..................... c. to repair and improve d. to decorate
a. to build b. to repair ......................................................
c. to repair and improve d. to decorate
...................................................... Task 5: I choose the correct answer (a, b, c
or d):
Task 5: I choose the correct answer (a, b, c 1. fascinating= ..............................
or d): a. ugly b. uninteresting,
1. fascinating= .............................. c. old d. extremely interesting
a. ugly b. uninteresting, 2.to renovate= .....................
c. old d. extremely interesting a. to build b. to repair
2.to renovate= ..................... c. to repair and improve d. to decorate
a. to build b. to repair ......................................................
c. to repair and improve d. to decorate Task 5: I choose the correct answer (a, b, c
...................................................... or d):
Task 5: I choose the correct answer (a, b, c 1. fascinating= ..............................
or d): a. ugly b. uninteresting,
1. fascinating= .............................. c. old d. extremely interesting
a. ugly b. uninteresting, 2.to renovate= .....................
c. old d. extremely interesting a. to build b. to repair
2.to renovate= ..................... c. to repair and improve d. to decorate
a. to build b. to repair ......................................................
c. to repair and improve d. to decorate
...................................................... Task 5: I choose the correct answer (a, b, c
or d):
Task 5: I choose the correct answer (a, b, c 1. fascinating= ..............................
or d): a. ugly b. uninteresting,

My 4MS Worksheets-Mrs AyadiPage 69

c. old d. extremely interesting The monument can be a statue/a Roman
2.to renovate= ..................... ruin/a citadel/ a palace, or any other historic
a. to build b. to repair landmark.
c. to repair and improve d. to decorate
......................................................

Task 6: Task 6:
Algeria is very rich and well-known for its Algeria is very rich and well-known for its
famous landmarks and monuments. The tourist famous landmarks and monuments. The tourist
office in your town/village wants to promote office in your town/village wants to promote
tourism and attract visitors from many parts of tourism and attract visitors from many parts of
the country and the world. the country and the world.
They intend to publish a magazine where They intend to publish a magazine where
they will include famous monuments. You want to they will include famous monuments. You want to
help your town. Your role is to write a description help your town. Your role is to write a description
of the monument in your town in English. of the monument in your town in English.
The monument can be a statue/a Roman The monument can be a statue/a Roman
ruin/a citadel/ a palace, or any other historic ruin/a citadel/ a palace, or any other historic
landmark. landmark.
...................................................... ......................................................
Task 6: Task 6:
Algeria is very rich and well-known for its Algeria is very rich and well-known for its
famous landmarks and monuments. The tourist famous landmarks and monuments. The tourist
office in your town/village wants to promote office in your town/village wants to promote
tourism and attract visitors from many parts of tourism and attract visitors from many parts of
the country and the world. the country and the world.
They intend to publish a magazine where They intend to publish a magazine where
they will include famous monuments. You want to they will include famous monuments. You want to
help your town. Your role is to write a description help your town. Your role is to write a description
of the monument in your town in English. of the monument in your town in English.
The monument can be a statue/a Roman The monument can be a statue/a Roman
ruin/a citadel/ a palace, or any other historic ruin/a citadel/ a palace, or any other historic
landmark. landmark.
...................................................... ......................................................
Task 6: Task 6:
Algeria is very rich and well-known for its Algeria is very rich and well-known for its
famous landmarks and monuments. The tourist famous landmarks and monuments. The tourist
office in your town/village wants to promote office in your town/village wants to promote
tourism and attract visitors from many parts of tourism and attract visitors from many parts of
the country and the world. the country and the world.
They intend to publish a magazine where They intend to publish a magazine where
they will include famous monuments. You want to they will include famous monuments. You want to
help your town. Your role is to write a description help your town. Your role is to write a description
of the monument in your town in English. of the monument in your town in English.

My 4MS Worksheets-Mrs AyadiPage 70

The monument can be a statue/a Roman was recognized when it achieved World Heritage
ruin/a citadel/ a palace, or any other historic Site status in 1980.
landmark.
......................................................

Algeria has many fascinating monuments Adapted from: www.world-guides.com

and landmarks, ranging from striking natural
geographical features to ancient Roman ruins. Algeria has many fascinating monuments
However, Algeria’s greatest draws are and landmarks, ranging from striking natural
undoubtedly the sand dunes of the Sahara Desert geographical features to ancient Roman ruins.
region. It is well worth incorporating at least one However, Algeria’s greatest draws are
trip into this area to experience all that it has to undoubtedly the sand dunes of the Sahara Desert
offer. Visitors who plan to spend some time in the region. It is well worth incorporating at least one
capital city of Algiers won’t be disappointed trip into this area to experience all that it has to
either. This city is home to a number of striking offer. Visitors who plan to spend some time in the
mosques and further landmarks, the best known capital city of Algiers won’t be disappointed
being its ancient Casbah. either. This city is home to a number of striking
mosques and further landmarks, the best known
being its ancient Casbah.

The Casbah is situated on a hill; it is an

impressive sight. This must-visit for visitors to
Algiers is made up of a collection of architecture, The Casbah is situated on a hill; it is an
including houses, palaces and mosques, many of impressive sight. This must-visit for visitors to
which date back to the Ottoman period. As well as Algiers is made up of a collection of architecture,
the Ketchaoua Mosque, built in the 18th century, including houses, palaces and mosques, many of
there are also plenty of narrow alleys and which date back to the Ottoman period. As well as
picturesque houses to admire. The Casbah is the Ketchaoua Mosque, built in the 18th century,
divided into two areas- an upper and a lower town. there are also plenty of narrow alleys and
It has labyrinthine layout; thus it is advisable to picturesque houses to admire. The Casbah is
visit with a guide or as part of a tour. In 1992, the divided into two areas- an upper and a lower town.
Casbah became a UNESCO World Heritage Site, It has labyrinthine layout; thus it is advisable to
with plans to renovate many of its crumbling visit with a guide or as part of a tour. In 1992, the
buildings. Casbah became a UNESCO World Heritage Site,
with plans to renovate many of its crumbling
buildings.

Whilst little remains of the first capital of

the Hammadid rulers of the 11th century, the
surviving ruins of Al Qal’a of Beni Hammad do Whilst little remains of the first capital of
give visitors an opportunity to get a glimpse into the Hammadid rulers of the 11th century, the
life in an ancient fortified city. The city was surviving ruins of Al Qal’a of Beni Hammad do
reputed to have been home to the largest mosque give visitors an opportunity to get a glimpse into
in Algeria. Situated some 225 km (140 miles) life in an ancient fortified city. The city was
south-east of Algiers, the importance of this site reputed to have been home to the largest mosque
in Algeria. Situated some 225 km (140 miles)

My 4MS Worksheets-Mrs AyadiPage 71

south-east of Algiers, the importance of this site ……………………… ……………………… …………………………
was recognized when it achieved World Heritage
Site status in 1980.

……………………… ……………………… ………………………

Adapted from: www.world-guides.com
Task 1: Match the pictures with words from Task 1: Match the pictures with words from
the box: the box:
temple, citadel, tower, Roman ruins, bridge, statue temple, citadel, tower, Roman ruins, bridge, statue

……………………… ……………………… ………………………… ……………………… ……………………… …………………………

……………………… ……………………… ……………………… ……………………… ……………………… ………………………

Task 1: Match the pictures with words from Task 1: Match the pictures with words from
the box: the box:
temple, citadel, tower, Roman ruins, bridge, statue temple, citadel, tower, Roman ruins, bridge, statue

……………………… ……………………… ………………………… ……………………… ……………………… …………………………

……………………… ……………………… ……………………… ……………………… ……………………… ………………………

My 4MS Worksheets-Mrs AyadiPage 72

……………………… ……………………… ………………………… ………………………… ……………………….. ………………………

……………………… ……………………… ……………………… ………………………… …………………………

.....................................................
Task 2: Match these Algerian figures with Task 2: Match these Algerian figures with
their corresponding jobs: their corresponding jobs:
poet, war fighter, author, painter, actor, scholar poet, war fighter, author, painter, actor, scholar

………………………… ……………………….. ……………………… ………………………… ……………………….. ………………………

………………………… ………………………… ………………………… …………………………

..................................................... .....................................................
Task 2: Match these Algerian figures with Task 2: Match these Algerian figures with
their corresponding jobs: their corresponding jobs:
poet, war fighter, author, painter, actor, scholar poet, war fighter, author, painter, actor, scholar

………………………… ……………………….. ……………………… ………………………… ……………………….. ………………………

………………………… ………………………… ………………………… …………………………

My 4MS Worksheets-Mrs AyadiPage 73

………………………… ……………………….. ……………………… in history, literature or arts that you learnt about
during this trip.

………………………… …………………………
.....................................................
I Learn to Integrate
I Learn to Integrate
You have just come back from a trip around
You have just come back from a trip around
Algeria with a group of friends. You want to post
Algeria with a group of friends. You want to post
on your Facebook page the report of this trip to
on your Facebook page the report of this trip to
make people around the world aware of the
make people around the world aware of the
cultural and historical richness of your country.
cultural and historical richness of your country.
Describe your itinerary and talk about the
Describe your itinerary and talk about the
landmarks you visited and the outstanding figures
landmarks you visited and the outstanding figures
in history, literature or arts that you learnt about
in history, literature or arts that you learnt about
during this trip.
during this trip.

I Learn to Integrate
I Learn to Integrate
You have just come back from a trip around
You have just come back from a trip around Algeria with a group of friends. You want to post
Algeria with a group of friends. You want to post on your Facebook page the report of this trip to
on your Facebook page the report of this trip to make people around the world aware of the
make people around the world aware of the cultural and historical richness of your country.
cultural and historical richness of your country. Describe your itinerary and talk about the
Describe your itinerary and talk about the landmarks you visited and the outstanding figures
landmarks you visited and the outstanding figures in history, literature or arts that you learnt about
in history, literature or arts that you learnt about during this trip.
during this trip.

My 4MS Worksheets-Mrs AyadiPage 74

in history, literature or arts that you learnt about
during this trip.

Task 1 page 42: Complete the following table:

KNOWLEDGE SKILLS ATTITUDES
*Lexis related to the description *Describing *Valuing
of landmarks..................................... landmarks travelling as
............................................................. using specific a source of
Task 1 page 42: Complete the following table:
............................................................. information knowledge KNOWLEDGE SKILLS ATTITUDES
............................................................. (architectural, *Lexis related to the description *Describing *Valuing
............................................................. cultural, of landmarks..................................... landmarks travelling as
*Sharing
............................................................. geographical, ............................................................. using specific a source of
universal
............................................................. etc.) ............................................................. information knowledge
landmarks
*Biographical lexis related to ............................................................. (architectural,
as a world
outstanding figures......................... ............................................................. cultural,
*Narrating using heritage *Sharing
............................................................. ............................................................. geographical,
historical universal
............................................................. ............................................................. etc.)
information landmarks
............................................................. *Sharing *Biographical lexis related to
about landmarks. as a world
............................................................. literary and outstanding figures.........................
*Narrating using heritage
............................................................. artistic .............................................................
historical
............................................................. *Narrating using creativity as .............................................................
information
*Lexis related to specific occupa biographical a universal ............................................................. *Sharing
about landmarks.
tions in Arts, literature or social information heritage ............................................................. literary and
sciences............................................. about ............................................................. artistic
............................................................. outstanding ............................................................. *Narrating using creativity as
*Raising
............................................................. figures *Lexis related to specific occupa biographical a universal
awareness
............................................................. tions in Arts, literature or social information heritage
of the
............................................................. sciences............................................. about
importance
*Comparatives of equality and ............................................................. outstanding
of landmarks *Raising
*Comparing figures
Inferiority......................................... as a vehicle ............................................................. awareness
landmarks
.............................................................. for cultural ............................................................. of the
*Active and passive forms............. identity ............................................................. importance
.............................................................. *Comparatives of equality and of landmarks
*Comparing
.............................................................. *Locating Inferiority......................................... as a vehicle
*Raising landmarks
.............................................................. landmarks on a .............................................................. for cultural
awareness
.............................................................. map *Active and passive forms............. identity
of the
*Strong adjectives.......................... ..............................................................
outstanding
.............................................................. .............................................................. *Locating
*Describing an figures in *Raising
............................................................. .............................................................. landmarks on a
itinerary and history, awareness
.............................................................. .............................................................. map
identifying its literature of the
*Discourse markers and *Strong adjectives..........................
components and Arts outstanding
connectors......................................... ..............................................................
(departure *Describing an figures in
.............................................................. .............................................................
stopovers; final itinerary and history,
.............................................................. ..............................................................
destination) identifying its literature
............................................................. *Discourse markers and
components and Arts
............................................................. connectors.........................................
(departure
*Organizing ..............................................................
stopovers; final
discourse in ..............................................................
destination)
chronological .............................................................
order .............................................................
*Organizing
discourse in
chronological
order

My 4MS Worksheets-Mrs AyadiPage 75

Conclusion
In one or two sentences, I highlight the importance and
value (cultural, literary, historical, architectural, etc.)
of these landmarks and outstanding figures.
........................................................................................................

Layout
Layout
Title (I give a title to my report)
Title (I give a title to my report) Introduction
Introduction I summarize the itinerary of my trip: departure,
I summarize the itinerary of my trip: departure, stopovers (two of three); final destination)
stopovers (two of three); final destination) Development
Development 1. Landmarks: I describe two or three landmarks,
1. Landmarks: I describe two or three landmarks, giving historical, architectural, geographical, etc.
giving historical, architectural, geographical, etc. information.
information. 2. Outstanding figures: I talk about two or three
2. Outstanding figures: I talk about two or three famous personalities (in history, literature or Arts),
famous personalities (in history, literature or Arts), giving biographical information.
giving biographical information. Conclusion
Conclusion In one or two sentences, I highlight the importance and
In one or two sentences, I highlight the importance and value (cultural, literary, historical, architectural, etc.)
value (cultural, literary, historical, architectural, etc.) of these landmarks and outstanding figures.
of these landmarks and outstanding figures. ........................................................................................................
........................................................................................................

My 4MS Worksheets-Mrs AyadiPage 76

Conclusion Experiences
In one or two sentences, I highlight the importance and
value (cultural, literary, historical, architectural, etc.)
of these landmarks and outstanding figures.
........................................................................................................

......................................................

Sequence 02
Sequence 02
Me, My Personality and Life
Me, My Personality and Life
Experiences
Experiences

......................................................
......................................................

Sequence 02
Sequence 02
Me, My Personality and Life
Me, My Personality and Life
Experiences
Experiences

......................................................
......................................................

Sequence 02
Sequence 02
Me, My Personality and Life
Me, My Personality and Life
Experiences
Experiences

......................................................
......................................................

Sequence 02
Sequence 02
Me, My Personality and Life
Me, My Personality and Life

My 4MS Worksheets-Mrs AyadiPage 77

Experiences Write a short paragraph about this iconic and
successful lady: her profile, childhood, life
experiences and how she could achieve her goals
and dreams in life. Share what you produced with
your friends on your blog page.

......................................................

Initial Situation Initial Situation

You have just watched a documentary on You have just watched a documentary on
Al Jazeera entitled “100 Iconic Women”; the Al Jazeera entitled “100 Iconic Women”; the
episode was about Oprah Winfrey. You were episode was about Oprah Winfrey. You were
impressed/ inspired by this great personality. impressed/ inspired by this great personality.
Write a short paragraph about this iconic and Write a short paragraph about this iconic and
successful lady: her profile, childhood, life successful lady: her profile, childhood, life
experiences and how she could achieve her goals experiences and how she could achieve her goals
and dreams in life. Share what you produced with and dreams in life. Share what you produced with
your friends on your blog page. your friends on your blog page.

...................................................... ......................................................
Initial Situation Initial Situation
You have just watched a documentary on You have just watched a documentary on
Al Jazeera entitled “100 Iconic Women”; the Al Jazeera entitled “100 Iconic Women”; the
episode was about Oprah Winfrey. You were episode was about Oprah Winfrey. You were
impressed/ inspired by this great personality. impressed/ inspired by this great personality.
Write a short paragraph about this iconic and Write a short paragraph about this iconic and
successful lady: her profile, childhood, life successful lady: her profile, childhood, life
experiences and how she could achieve her goals experiences and how she could achieve her goals
and dreams in life. Share what you produced with and dreams in life. Share what you produced with
your friends on your blog page. your friends on your blog page.

My 4MS Worksheets-Mrs AyadiPage 78

Write a short paragraph about this iconic and instructs. A teacher is the one who made you
successful lady: her profile, childhood, life bright and the one who showed you the right.
experiences and how she could achieve her goals Tell your friends on Facebook about your ideal
and dreams in life. Share what you produced with teacher who made a difference in your life.
your friends on your blog page. Give his/her: name, age, subject, school, physical
appearance, personality.

......................................................

Learning Situation To Install Resources ......................................................

A teacher is the one who guides, inspires, Learning Situation To Install Resources
not who nurtures, not the one who narrates or A teacher is the one who guides, inspires,
instructs. A teacher is the one who made you not who nurtures, not the one who narrates or
bright and the one who showed you the right. instructs. A teacher is the one who made you
Tell your friends on Facebook about your ideal bright and the one who showed you the right.
teacher who made a difference in your life. Tell your friends on Facebook about your ideal
Give his/her: name, age, subject, school, physical teacher who made a difference in your life.
appearance, personality. Give his/her: name, age, subject, school, physical
appearance, personality.

......................................................
Learning Situation To Install Resources ......................................................
A teacher is the one who guides, inspires, Learning Situation To Install Resources
not who nurtures, not the one who narrates or A teacher is the one who guides, inspires,
instructs. A teacher is the one who made you not who nurtures, not the one who narrates or
bright and the one who showed you the right. instructs. A teacher is the one who made you
Tell your friends on Facebook about your ideal bright and the one who showed you the right.
teacher who made a difference in your life. Tell your friends on Facebook about your ideal
Give his/her: name, age, subject, school, physical teacher who made a difference in your life.
appearance, personality. Give his/her: name, age, subject, school, physical
appearance, personality.

My 4MS Worksheets-Mrs AyadiPage 79

instructs. A teacher is the one who made you
bright and the one who showed you the right.
Tell your friends on Facebook about your ideal
teacher who made a difference in your life. Smart Curious Messy Cool Tidy

Give his/her: name, age, subject, school, physical

appearance, personality.

Respectful Calm Friendly Punctual Careless

Patient Active Helpful Naughty Greedy

......................................................
......................................................
Personality Features/ Traits Personality Features/ Traits

Shy Noisy Bad- Lazy Crazy

Shy Noisy Bad- Lazy Crazy
tempered
tempered

Adventurou Hardworkin Impatient Perseveran Sociable

Adventurou Hardworkin Impatient Perseveran Sociable
s g t
s g t

Smart Curious Messy Cool Tidy

Respectful Calm Friendly Punctual Careless

Patient Active Helpful Naughty Greedy

Patient Active Helpful Naughty Greedy
......................................................
......................................................

Personality Features/ Traits Personality Features/ Traits

Shy Noisy Bad- Lazy Crazy

Shy Noisy Bad- Lazy Crazy
tempered
tempered

Adventurou Hardworkin Impatient Perseveran Sociable

Adventurou Hardworkin Impatient Perseveran Sociable
s g t
s g t

My 4MS Worksheets-Mrs AyadiPage 80

Task 1: Find a classmate who fits the
description and have them sign their name in
the same box.
Smart Curious Messy Cool Tidy
1-Who has blue 2-Who has a 3-Who has
eyes. friend with a younger
large ears. brother
with brown eyes.
Respectful Calm Friendly Punctual Careless
4-Who has an 5-Who has a 6-Who has a
older sister with very tall friend with
long straight brother. brown curly hair.
hair.
Patient Active Helpful Naughty Greedy
7-Who has an 8-Who is tall 9-Who has a
...................................................... older sister with and slim. friend with
Task 1: Find a classmate who fits the a small nose. short hair and
description and have them sign their name in glasses.
......................................................
the same box.
Task 1: Find a classmate who fits the
1-Who has blue 2-Who has a 3-Who has
eyes. friend with a younger description and have them sign their name in
large ears. brother the same box.
with brown eyes. 1-Who has blue 2-Who has a 3-Who has
4-Who has an 5-Who has a 6-Who has a eyes. friend with a younger
older sister with very tall friend with large ears. brother
long straight brother. brown curly hair. with brown eyes.
hair. 4-Who has an 5-Who has a 6-Who has a
7-Who has an 8-Who is tall 9-Who has a older sister with very tall friend with
older sister with and slim. friend with long straight brother. brown curly hair.
a small nose. short hair and hair.
glasses. 7-Who has an 8-Who is tall 9-Who has a
...................................................... older sister with and slim. friend with
a small nose. short hair and
Task 1: Find a classmate who fits the glasses.
......................................................
description and have them sign their name in
the same box.
Task 1: Find a classmate who fits the
1-Who has blue 2-Who has a 3-Who has
eyes. friend with a younger description and have them sign their name in
large ears. brother the same box.
with brown eyes. 1-Who has blue 2-Who has a 3-Who has
4-Who has an 5-Who has a 6-Who has a eyes. friend with a younger
older sister with very tall friend with large ears. brother
long straight brother. brown curly hair. with brown eyes.
hair. 4-Who has an 5-Who has a 6-Who has a
7-Who has an 8-Who is tall 9-Who has a older sister with very tall friend with
older sister with and slim. friend with long straight brother. brown curly hair.
a small nose. short hair and hair.
glasses. 7-Who has an 8-Who is tall 9-Who has a
...................................................... older sister with and slim. friend with
a small nose. short hair and
glasses.
......................................................

My 4MS Worksheets-Mrs AyadiPage 81

Task 1: Find a classmate who fits the . .
description and have them sign their name in ............................................ ............................................
the same box. . .
............................................ ............................................
1-Who has blue 2-Who has a 3-Who has
eyes. friend with a younger . .
large ears. brother ............................................ ............................................
with brown eyes. . .
4-Who has an 5-Who has a 6-Who has a ............................................ ............................................
older sister with very tall friend with . .
long straight brother. brown curly hair. ............................................ ............................................
hair. . .
7-Who has an 8-Who is tall 9-Who has a ......................................................
older sister with and slim. friend with
Task 2: Put the following adjectives into the
a small nose. short hair and
glasses.
correct box:
generous, fat, well-built, stubborn, ugly, slim,
......................................................
sincere, medium-height, funny, short, handsome,
Task 2: Put the following adjectives into the shy, thoughtful, forgetful, kind, tall, attractive,
correct box: outgoing, selfish, athletic
generous, fat, well-built, stubborn, ugly, slim, Physical Appearance Personality
sincere, medium-height, funny, short, handsome,
shy, thoughtful, forgetful, kind, tall, attractive,
outgoing, selfish, athletic
Physical Appearance Personality ............................................ ............................................
. .
............................................ ............................................
. .
............................................ ............................................
............................................ ............................................
. .
. .
............................................ ............................................
............................................ ............................................
. .
. .
............................................ ............................................
............................................ ............................................
. .
. .
............................................ ............................................
............................................ ............................................
. .
. .
............................................ ............................................
Task 2: Put the following adjectives into the
. .
correct box:
............................................ ............................................
generous, fat, well-built, stubborn, ugly, slim,
. . sincere, medium-height, funny, short, handsome,
...................................................... shy, thoughtful, forgetful, kind, tall, attractive,
Task 2: Put the following adjectives into the outgoing, selfish, athletic
correct box: Physical Appearance Personality
generous, fat, well-built, stubborn, ugly, slim,
sincere, medium-height, funny, short, handsome,
shy, thoughtful, forgetful, kind, tall, attractive,
outgoing, selfish, athletic ............................................ ............................................
Physical Appearance Personality . .
............................................ ............................................
. .
............................................ ............................................
............................................ ............................................ . .

My 4MS Worksheets-Mrs AyadiPage 82

............................................ ............................................ ............................................ ............................................
. . . .
............................................ ............................................ Task 3: Listen and fill in Pam’s profile:
. .
............................................ ............................................ Name: ...........................................
. .
...................................................... Age: ..............................................
Task 2: Put the following adjectives into the Physical appearance: ............................................
correct box:
generous, fat, well-built, stubborn, ugly, slim, ...................................................................................
sincere, medium-height, funny, short, handsome, Personality: ............................................................
shy, thoughtful, forgetful, kind, tall, attractive,
outgoing, selfish, athletic ...................................................................................
Physical Appearance Personality
Interests: ..............................................................

...................................................................................

............................................ ............................................ Country: ..................................................................

. . ......................................................
............................................ ............................................ Task 3: Listen and fill in Pam’s profile:
. .
............................................ ............................................
Name: ...........................................
. .
............................................ ............................................ Age: ..............................................
. .
Physical appearance: ............................................
............................................ ............................................
. . ...................................................................................
............................................ ............................................
Personality: ............................................................
. .
...................................................... ...................................................................................
Task 2: Put the following adjectives into the
Interests: ..............................................................
correct box:
generous, fat, well-built, stubborn, ugly, slim, ...................................................................................
sincere, medium-height, funny, short, handsome,
shy, thoughtful, forgetful, kind, tall, attractive,
Country: ..................................................................
outgoing, selfish, athletic ......................................................
Physical Appearance Personality
Task 3: Listen and fill in Pam’s profile:

Name: ...........................................
............................................ ............................................
Age: ..............................................
. .
............................................ ............................................ Physical appearance: ............................................
. . ...................................................................................
............................................ ............................................
. . Personality: ............................................................
............................................ ............................................ ...................................................................................
. .
............................................ ............................................ Interests: ..............................................................
. .

My 4MS Worksheets-Mrs AyadiPage 83

................................................................................... ...................................................................................

Country: .................................................................. Country: ..................................................................

Task 3: Listen and fill in Pam’s profile: Task 4: Listen again and answer the following:
1. Does the mother encourage her
Name: ........................................... daughter? .............................................................

Age: .............................................. .................

2. Does the mother like detective
Physical appearance: ............................................
books? ...................................................................
................................................................................... ...........
Personality: ............................................................ .....................................................
Task 4: Listen again and answer the following:
...................................................................................
1. Does the mother encourage her
Interests: .............................................................. daughter? .............................................................
................................................................................... .................
2. Does the mother like detective
Country: ..................................................................
books? ...................................................................
...................................................... ...........
Task 3: Listen and fill in Pam’s profile: .....................................................
Task 4: Listen again and answer the following:
Name: ........................................... 1. Does the mother encourage her
Age: .............................................. daughter? .............................................................
.................
Physical appearance: ............................................
2. Does the mother like detective
...................................................................................
books? ...................................................................
Personality: ............................................................ ...........

................................................................................... .....................................................
Task 4: Listen again and answer the following:
Interests: ..............................................................
1. Does the mother encourage her
................................................................................... daughter? .............................................................
Country: .................................................................. .................
2. Does the mother like detective
......................................................
books? ...................................................................
Task 3: Listen and fill in Pam’s profile:
...........
.....................................................
Name: ...........................................
Task 4: Listen again and answer the following:
Age: .............................................. 1. Does the mother encourage her
Physical appearance: ............................................ daughter? .............................................................
.................
...................................................................................
2. Does the mother like detective
Personality: ............................................................
books? ...................................................................
................................................................................... ...........

Interests: ..............................................................

My 4MS Worksheets-Mrs AyadiPage 84

..................................................... 1. Does the mother encourage her
Task 4: Listen again and answer the following: daughter? .............................................................
1. Does the mother encourage her .................
daughter? ............................................................. 2. Does the mother like detective
................. books? ...................................................................
2. Does the mother like detective ...........
books? ................................................................... .....................................................
........... Task 4: Listen again and answer the following:
..................................................... 1. Does the mother encourage her
Task 4: Listen again and answer the following: daughter? .............................................................
1. Does the mother encourage her .................
daughter? ............................................................. 2. Does the mother like detective
................. books? ...................................................................
2. Does the mother like detective ...........
books? ................................................................... .....................................................
........... Task 4: Listen again and answer the following:
..................................................... 1. Does the mother encourage her
daughter? .............................................................
Task 4: Listen again and answer the following: .................
1. Does the mother encourage her 2. Does the mother like detective
daughter? ............................................................. books? ...................................................................
................. ...........
2. Does the mother like detective .....................................................
books? ................................................................... Task 4: Listen again and answer the following:
........... 1. Does the mother encourage her
..................................................... daughter? .............................................................
Task 4: Listen again and answer the following: .................
1. Does the mother encourage her 2. Does the mother like detective
daughter? ............................................................. books? ...................................................................
................. ...........
2. Does the mother like detective .....................................................
books? ...................................................................
........... Task 5: Situation of integration:
..................................................... Sarah is your new Facebook friend. She
Task 4: Listen again and answer the following: wants to know more about you. Write her a
1. Does the mother encourage her message in which you talk about your: name, age,
physical appearance, personality and interests.
daughter? .............................................................
.................
Name: ...........................................
2. Does the mother like detective
books? ................................................................... Age: ..............................................
........... Physical appearance: ............................................
.....................................................
...................................................................................
Task 4: Listen again and answer the following:

My 4MS Worksheets-Mrs AyadiPage 85

Personality: ............................................................ Personality: ............................................................

................................................................................... ...................................................................................

Interests: .............................................................. Interests: ..............................................................

................................................................................... ...................................................................................

Country: .................................................................. Country: ..................................................................

Task 5: Situation of integration: Task 5: Situation of integration:

Sarah is your new Facebook friend. She Sarah is your new Facebook friend. She
wants to know more about you. Write her a wants to know more about you. Write her a
message in which you talk about your: name, age, message in which you talk about your: name, age,
physical appearance, personality and interests. physical appearance, personality and interests.

Name: ........................................... Name: ...........................................

Age: .............................................. Age: ..............................................

Physical appearance: ............................................ Physical appearance: ............................................

................................................................................... ...................................................................................

Personality: ............................................................ Personality: ............................................................

................................................................................... ...................................................................................

Interests: .............................................................. Interests: ..............................................................

................................................................................... ...................................................................................

Country: .................................................................. Country: ..................................................................

Task 5: Situation of integration:

Sarah is your new Facebook friend. She
wants to know more about you. Write her a
message in which you talk about your: name, age,
physical appearance, personality and interests.

Name: ...........................................

Age: .............................................. .....................................................................................

Physical appearance: ............................................ .....................................................................................
.....................................................................................
...................................................................................
.....................................................................................

My 4MS Worksheets-Mrs AyadiPage 86

..................................................................................... .....................................................................................
..................................................................................... .....................................................................................
..................................................................................... .....................................................................................
.................................................................................... ....................................................................................

...................................................... ......................................................

..................................................................................... .....................................................................................
..................................................................................... .....................................................................................
..................................................................................... .....................................................................................
..................................................................................... .....................................................................................
..................................................................................... .....................................................................................
..................................................................................... .....................................................................................
..................................................................................... .....................................................................................
.................................................................................... ....................................................................................

Task 1: Match the words in column A to the

best available answer in column B:
A B
1. easy-going a. a person who doesn’t usually ask
2. other people for help.
independent b. someone who doesn’t think enough
3. helpful about the others.
4. careless c. a person who doesn’t worry much or
5. unreliable get angry easily.
.....................................................................................
6. sociable d. a person who enjoys being with other
..................................................................................... 7. dishonest people.
..................................................................................... 8. generous e. a person who likes to give help.
..................................................................................... f. someone who is not honest or
truthful.

My 4MS Worksheets-Mrs AyadiPage 87

g. a person who likes giving more than is g. a person who likes giving more than is
usual or necessary. usual or necessary.
h. someone who is irresponsible or you h. someone who is irresponsible or you
can’t trust. can’t trust.
Task 1: Match the words in column A to the Task 1: Match the words in column A to the
best available answer in column B: best available answer in column B:
A B A B
1. easy-going a. a person who doesn’t usually ask 1. easy-going a. a person who doesn’t usually ask
2. other people for help. 2. other people for help.
independent b. someone who doesn’t think enough independent b. someone who doesn’t think enough
3. helpful about the others. 3. helpful about the others.
4. careless c. a person who doesn’t worry much or 4. careless c. a person who doesn’t worry much or
5. unreliable get angry easily. 5. unreliable get angry easily.
6. sociable d. a person who enjoys being with other 6. sociable d. a person who enjoys being with other
7. dishonest people. 7. dishonest people.
8. generous e. a person who likes to give help. 8. generous e. a person who likes to give help.
f. someone who is not honest or f. someone who is not honest or
truthful. truthful.
g. a person who likes giving more than is g. a person who likes giving more than is
usual or necessary. usual or necessary.
h. someone who is irresponsible or you h. someone who is irresponsible or you
can’t trust. can’t trust.
Task 1: Match the words in column A to the Task 1: Match the words in column A to the
best available answer in column B: best available answer in column B:
A B A B
1. easy-going a. a person who doesn’t usually ask 1. easy-going a. a person who doesn’t usually ask
2. other people for help. 2. other people for help.
independent b. someone who doesn’t think enough independent b. someone who doesn’t think enough
3. helpful about the others. 3. helpful about the others.
4. careless c. a person who doesn’t worry much or 4. careless c. a person who doesn’t worry much or
5. unreliable get angry easily. 5. unreliable get angry easily.
6. sociable d. a person who enjoys being with other 6. sociable d. a person who enjoys being with other
7. dishonest people. 7. dishonest people.
8. generous e. a person who likes to give help. 8. generous e. a person who likes to give help.
f. someone who is not honest or f. someone who is not honest or
truthful. truthful.
g. a person who likes giving more than is g. a person who likes giving more than is
usual or necessary. usual or necessary.
h. someone who is irresponsible or you h. someone who is irresponsible or you
Task 1: Match the words in column A to the Task 2: Classify the adjectives from Task 1
best available answer in column B: into the following table:
A B Positive Adjectives Negative Adjectives
1. easy-going a. a person who doesn’t usually ask
(Qualities) (Flaws)
2. other people for help.
........................................ ........................................
independent b. someone who doesn’t think enough
3. helpful about the others.
. .
4. careless c. a person who doesn’t worry much or ........................................ ........................................
5. unreliable get angry easily. ........................................ ........................................
6. sociable d. a person who enjoys being with other . .
7. dishonest people.
8. generous e. a person who likes to give help. ......................................................
f. someone who is not honest or
truthful.

My 4MS Worksheets-Mrs AyadiPage 88

Task 2: Classify the adjectives from Task 1 Task 2: Classify the adjectives from Task 1
into the following table: into the following table:
Positive Adjectives Negative Adjectives Positive Adjectives Negative Adjectives
(Qualities) (Flaws) (Qualities) (Flaws)
........................................ ........................................ ........................................ ........................................
. . . .
........................................ ........................................ ........................................ ........................................
........................................ ........................................ ........................................ ........................................
. . . .

...................................................... ......................................................
Task 2: Classify the adjectives from Task 1 Task 2: Classify the adjectives from Task 1
into the following table: into the following table:
Positive Adjectives Negative Adjectives Positive Adjectives Negative Adjectives
(Qualities) (Flaws) (Qualities) (Flaws)
........................................ ........................................ ........................................ ........................................
. . . .
........................................ ........................................ ........................................ ........................................
........................................ ........................................ ........................................ ........................................
. . . .

...................................................... ......................................................
Task 2: Classify the adjectives from Task 1
into the following table:
Positive Adjectives Negative Adjectives

My 4MS Worksheets-Mrs AyadiPage 89

(Qualities) (Flaws) - I add the prefix “il” to adjectives beginning with the
........................................ ........................................ letter ‘l’.
. . -I add the prefix “ir” to adjectives beginning with the
........................................ ........................................ letter ‘r’.
........................................ ........................................ B/ Forming Adjectives using the suffixes: “ful”
. . and “less”
-I can form adjectives by adding the suffix “ful” to
......................................................
some nouns (“cheer”+ ‘ful’= cheerful)
-I can use the suffix “less” to form adjectives meaning:
“without...” (“cheerless” = without cheer)
RULE : Forming Adjectives
A/ Forming Opposite Adjectives(Antonyms) using RULE : Forming Adjectives
the prefixes:dis; un; in; im; il; ir A/ Forming Opposite Adjectives(Antonyms) using
-I can form antonyms by adding a prefix with a the prefixes:dis; un; in; im; il; ir
negative meaning to the adjective: (honest≠dishonest); -I can form antonyms by adding a prefix with a
(kind≠unkind); (capable≠incapable); (polite≠impolite); negative meaning to the adjective: (honest≠dishonest);
(literate≠illiterate); (responsible≠irresponsible). (kind≠unkind); (capable≠incapable); (polite≠impolite);
e.g. –Zaki has been unkind to his brother. (literate≠illiterate); (responsible≠irresponsible).
-My grandmother is illiterate; she can’t read or e.g. –Zaki has been unkind to his brother.
write. -My grandmother is illiterate; she can’t read or
NOTE: -I add the prefix “im” to adjectives beginning write.
with the letters ‘m’ or ‘p’. NOTE: -I add the prefix “im” to adjectives beginning
- I add the prefix “il” to adjectives beginning with the with the letters ‘m’ or ‘p’.
letter ‘l’. - I add the prefix “il” to adjectives beginning with the
-I add the prefix “ir” to adjectives beginning with the letter ‘l’.
letter ‘r’. -I add the prefix “ir” to adjectives beginning with the
B/ Forming Adjectives using the suffixes: “ful” letter ‘r’.
and “less” B/ Forming Adjectives using the suffixes: “ful”
-I can form adjectives by adding the suffix “ful” to and “less”
some nouns (“cheer”+ ‘ful’= cheerful) -I can form adjectives by adding the suffix “ful” to
-I can use the suffix “less” to form adjectives meaning: some nouns (“cheer”+ ‘ful’= cheerful)
“without...” (“cheerless” = without cheer) -I can use the suffix “less” to form adjectives meaning:
“without...” (“cheerless” = without cheer)
RULE : Forming Adjectives
A/ Forming Opposite Adjectives(Antonyms) using RULE : Forming Adjectives
the prefixes:dis; un; in; im; il; ir A/ Forming Opposite Adjectives(Antonyms) using
-I can form antonyms by adding a prefix with a the prefixes:dis; un; in; im; il; ir
negative meaning to the adjective: (honest≠dishonest); -I can form antonyms by adding a prefix with a
(kind≠unkind); (capable≠incapable); (polite≠impolite); negative meaning to the adjective: (honest≠dishonest);
(literate≠illiterate); (responsible≠irresponsible). (kind≠unkind); (capable≠incapable); (polite≠impolite);
e.g. –Zaki has been unkind to his brother. (literate≠illiterate); (responsible≠irresponsible).
-My grandmother is illiterate; she can’t read or e.g. –Zaki has been unkind to his brother.
write. -My grandmother is illiterate; she can’t read or
NOTE: -I add the prefix “im” to adjectives beginning write.
with the letters ‘m’ or ‘p’. NOTE: -I add the prefix “im” to adjectives beginning
with the letters ‘m’ or ‘p’.

My 4MS Worksheets-Mrs AyadiPage 90

- I add the prefix “il” to adjectives beginning with the 1........polite, 2.......responsible, 3.......caring,
letter ‘l’. 4.....literate, 5......capable, 6.......fair, 7.......just,
-I add the prefix “ir” to adjectives beginning with the 8........respectful, 9.......ashamed, 10........acceptable
letter ‘r’.
......................................................
B/ Forming Adjectives using the suffixes: “ful”
and “less” Task 3: Use your dictionary and write the
-I can form adjectives by adding the suffix “ful” to antonym of each of the adjectives below by
some nouns (“cheer”+ ‘ful’= cheerful) adding the appropriate prefix: “dis-“, “un-“,
-I can use the suffix “less” to form adjectives meaning: “in-“, “im-“, “il-“, “ir-“:
“without...” (“cheerless” = without cheer)
1........polite, 2.......responsible, 3.......caring,
4.....literate, 5......capable, 6.......fair, 7.......just,
Task 3: Use your dictionary and write the
8........respectful, 9.......ashamed, 10........acceptable
antonym of each of the adjectives below by
......................................................
adding the appropriate prefix: “dis-“, “un-“,
Task 3: Use your dictionary and write the
“in-“, “im-“, “il-“, “ir-“:
antonym of each of the adjectives below by
1........polite, 2.......responsible, 3.......caring,
adding the appropriate prefix: “dis-“, “un-“,
4.....literate, 5......capable, 6.......fair, 7.......just,
“in-“, “im-“, “il-“, “ir-“:
8........respectful, 9.......ashamed, 10........acceptable
1........polite, 2.......responsible, 3.......caring,
......................................................
4.....literate, 5......capable, 6.......fair, 7.......just,
8........respectful, 9.......ashamed, 10........acceptable
Task 3: Use your dictionary and write the
......................................................
antonym of each of the adjectives below by
adding the appropriate prefix: “dis-“, “un-“,
Task 3: Use your dictionary and write the
“in-“, “im-“, “il-“, “ir-“:
antonym of each of the adjectives below by
1........polite, 2.......responsible, 3.......caring,
adding the appropriate prefix: “dis-“, “un-“,
4.....literate, 5......capable, 6.......fair, 7.......just,
“in-“, “im-“, “il-“, “ir-“:
8........respectful, 9.......ashamed, 10........acceptable
1........polite, 2.......responsible, 3.......caring,
......................................................
4.....literate, 5......capable, 6.......fair, 7.......just,
8........respectful, 9.......ashamed, 10........acceptable
Task 3: Use your dictionary and write the
......................................................
antonym of each of the adjectives below by
adding the appropriate prefix: “dis-“, “un-“,
Task 3: Use your dictionary and write the
“in-“, “im-“, “il-“, “ir-“:
antonym of each of the adjectives below by
1........polite, 2.......responsible, 3.......caring,
adding the appropriate prefix: “dis-“, “un-“,
4.....literate, 5......capable, 6.......fair, 7.......just,
“in-“, “im-“, “il-“, “ir-“:
8........respectful, 9.......ashamed, 10........acceptable
1........polite, 2.......responsible, 3.......caring,
......................................................
4.....literate, 5......capable, 6.......fair, 7.......just,
8........respectful, 9.......ashamed, 10........acceptable
Task 3: Use your dictionary and write the
......................................................
antonym of each of the adjectives below by
adding the appropriate prefix: “dis-“, “un-“,
Task 3: Use your dictionary and write the
“in-“, “im-“, “il-“, “ir-“:
antonym of each of the adjectives below by
adding the appropriate prefix: “dis-“, “un-“,
“in-“, “im-“, “il-“, “ir-“:

My 4MS Worksheets-Mrs AyadiPage 91

1........polite, 2.......responsible, 3.......caring, Task 4: A/ Use your dictionary and tick the
4.....literate, 5......capable, 6.......fair, 7.......just, nouns to which you can add both suffixes: “-
8........respectful, 9.......ashamed, 10........acceptable ful”, “-less”:
a-hope b-beauty c-respect
......................................................
d-joy e-colour f-doubt
Task 3: Use your dictionary and write the g-grace h-use i-shame
j-help k-defence l-voice
antonym of each of the adjectives below by
B/ Write the nouns that can take only the
adding the appropriate prefix: “dis-“, “un-“,
suffix “-ful” and not the suffix “-less”:
“in-“, “im-“, “il-“, “ir-“: ..............................................................................................
1........polite, 2.......responsible, 3.......caring, ..............................................................................................
4.....literate, 5......capable, 6.......fair, 7.......just, C/ Write the nouns that can take only the
8........respectful, 9.......ashamed, 10........acceptable suffix “-less” and not the suffix “-ful”:
...................................................... ..............................................................................................
Task 4: A/ Use your dictionary and tick the ..............................................................................................
nouns to which you can add both suffixes: “- Task 4: A/ Use your dictionary and tick the
ful”, “-less”: nouns to which you can add both suffixes: “-
a-hope b-beauty c-respect ful”, “-less”:
d-joy e-colour f-doubt a-hope b-beauty c-respect
g-grace h-use i-shame d-joy e-colour f-doubt
j-help k-defence l-voice g-grace h-use i-shame
B/ Write the nouns that can take only the j-help k-defence l-voice
suffix “-ful” and not the suffix “-less”: B/ Write the nouns that can take only the
.............................................................................................. suffix “-ful” and not the suffix “-less”:
.............................................................................................. ..............................................................................................
C/ Write the nouns that can take only the ..............................................................................................
suffix “-less” and not the suffix “-ful”: C/ Write the nouns that can take only the
.............................................................................................. suffix “-less” and not the suffix “-ful”:
.............................................................................................. ..............................................................................................
...................................................... ..............................................................................................
Task 4: A/ Use your dictionary and tick the ......................................................
nouns to which you can add both suffixes: “- Task 4: A/ Use your dictionary and tick the
ful”, “-less”: nouns to which you can add both suffixes: “-
a-hope b-beauty c-respect ful”, “-less”:
d-joy e-colour f-doubt a-hope b-beauty c-respect
g-grace h-use i-shame d-joy e-colour f-doubt
j-help k-defence l-voice g-grace h-use i-shame
B/ Write the nouns that can take only the j-help k-defence l-voice
suffix “-ful” and not the suffix “-less”: B/ Write the nouns that can take only the
.............................................................................................. suffix “-ful” and not the suffix “-less”:
.............................................................................................. ..............................................................................................
C/ Write the nouns that can take only the ..............................................................................................
suffix “-less” and not the suffix “-ful”: C/ Write the nouns that can take only the
.............................................................................................. suffix “-less” and not the suffix “-ful”:
.............................................................................................. ..............................................................................................
...................................................... ..............................................................................................
......................................................

My 4MS Worksheets-Mrs AyadiPage 92

Task 4: A/ Use your dictionary and tick the ...................... ........................... ......................
nouns to which you can add both suffixes: “- . .
ful”, “-less”: ...................... ........................... ......................
a-hope b-beauty c-respect . .
d-joy e-colour f-doubt ...................... ........................... ......................
g-grace h-use i-shame . .
j-help k-defence l-voice ...................... ........................... ......................
B/ Write the nouns that can take only the . .
suffix “-ful” and not the suffix “-less”: ...................... ........................... ......................
.............................................................................................. . .
.............................................................................................. ...................... ........................... ......................
C/ Write the nouns that can take only the . .
suffix “-less” and not the suffix “-ful”: ...................... ........................... ......................
.............................................................................................. . .
.............................................................................................. ...................... ........................... ......................
. .
Task 5: Complete the table below with the root
......................................................
and affixes (prefix and/or suffix) of each of
Task 5: Complete the table below with the root
the following words: unsuccessful- voiceless-
and affixes (prefix and/or suffix) of each of
disorganised- illicit- incorrect- irregardless-
the following words: unsuccessful- voiceless-
impressed- unfriendly- unfaithful.
disorganised- illicit- incorrect- irregardless-
PREFIX ROOT SUFFIX
impressed- unfriendly- unfaithful.
...................... ........................... ......................
PREFIX ROOT SUFFIX
. .
...................... ........................... ......................
...................... ........................... ......................
. .
. .
...................... ........................... ......................
...................... ........................... ......................
. .
. .
...................... ........................... ......................
...................... ........................... ......................
. .
. .
...................... ........................... ......................
...................... ........................... ......................
. .
. .
...................... ........................... ......................
...................... ........................... ......................
. .
. .
...................... ........................... ......................
...................... ........................... ......................
. .
. .
...................... ........................... ......................
...................... ........................... ......................
. .
. .
...................... ........................... ......................
...................... ........................... ......................
. .
. .
...................... ........................... ......................
......................................................
. .
Task 5: Complete the table below with the root
......................................................
and affixes (prefix and/or suffix) of each of
Task 5: Complete the table below with the root
the following words: unsuccessful- voiceless-
and affixes (prefix and/or suffix) of each of
disorganised- illicit- incorrect- irregardless-
the following words: unsuccessful- voiceless-
impressed- unfriendly- unfaithful.
disorganised- illicit- incorrect- irregardless-
PREFIX ROOT SUFFIX
impressed- unfriendly- unfaithful.
...................... ........................... ......................
PREFIX ROOT SUFFIX
. .

My 4MS Worksheets-Mrs AyadiPage 93

...................... ........................... ...................... disorganised- illicit- incorrect- irregardless-
. . impressed- unfriendly- unfaithful.
...................... ........................... ...................... PREFIX ROOT SUFFIX
. . ...................... ........................... ......................
...................... ........................... ...................... . .
. . ...................... ........................... ......................
...................... ........................... ...................... . .
. . ...................... ........................... ......................
...................... ........................... ...................... . .
. . ...................... ........................... ......................
...................... ........................... ...................... . .
. . ...................... ........................... ......................
...................... ........................... ...................... . .
. . ...................... ........................... ......................
...................... ........................... ...................... . .
. . ...................... ........................... ......................
...................... ........................... ...................... . .
. . ...................... ........................... ......................
...................................................... . .
Task 5: Complete the table below with the root ...................... ........................... ......................
and affixes (prefix and/or suffix) of each of . .
the following words: unsuccessful- voiceless- ......................................................
disorganised- illicit- incorrect- irregardless- Task 6: Task 17 page 79: Use your dictionary
impressed- unfriendly- unfaithful. and add one of the following prefixes ( dis, un,
PREFIX ROOT SUFFIX in im, il, ir) to each adjective in brackets to
...................... ........................... ......................
find out more about the personality features of
. .
my “ideal friend”:
...................... ........................... ......................
. . My ideal friend is someone who shouldn’t be
...................... ........................... ...................... (kind), (friendly), (caring), (helpful), (responsible),
. . (tolerant), (mature), (loyal), (sincere), (disciplined)
...................... ........................... ...................... or (honest). He or she has to obey the law and not
. . do anything (legal). My ideal friend should also be
...................... ........................... ...................... an (selfish) person who thinks about what is good
. .
for others, not just about his or her own
...................... ........................... ......................
advantage and profits.
. .
...................... ........................... ...................... ......................................................
. . Task 6: Task 17 page 79: Use your dictionary
...................... ........................... ...................... and add one of the following prefixes ( dis, un,
. . in im, il, ir) to each adjective in brackets to
...................... ........................... ...................... find out more about the personality features of
. . my “ideal friend”:
......................................................
My ideal friend is someone who shouldn’t be
Task 5: Complete the table below with the root
(kind), (friendly), (caring), (helpful), (responsible),
and affixes (prefix and/or suffix) of each of
the following words: unsuccessful- voiceless- (tolerant), (mature), (loyal), (sincere), (disciplined)
or (honest). He or she has to obey the law and not

My 4MS Worksheets-Mrs AyadiPage 94

do anything (legal). My ideal friend should also be do anything (legal). My ideal friend should also be
an (selfish) person who thinks about what is good an (selfish) person who thinks about what is good
for others, not just about his or her own for others, not just about his or her own
advantage and profits. advantage and profits.
...................................................... ......................................................
Task 6: Task 17 page 79: Use your dictionary Task 6: Task 17 page 79: Use your dictionary
and add one of the following prefixes ( dis, un, and add one of the following prefixes ( dis, un,
in im, il, ir) to each adjective in brackets to in im, il, ir) to each adjective in brackets to
find out more about the personality features of find out more about the personality features of
my “ideal friend”: my “ideal friend”:
My ideal friend is someone who shouldn’t be My ideal friend is someone who shouldn’t be
(kind), (friendly), (caring), (helpful), (responsible), (kind), (friendly), (caring), (helpful), (responsible),
(tolerant), (mature), (loyal), (sincere), (disciplined) (tolerant), (mature), (loyal), (sincere), (disciplined)
or (honest). He or she has to obey the law and not or (honest). He or she has to obey the law and not
do anything (legal). My ideal friend should also be do anything (legal). My ideal friend should also be
an (selfish) person who thinks about what is good an (selfish) person who thinks about what is good
for others, not just about his or her own for others, not just about his or her own
advantage and profits. advantage and profits.
...................................................... ......................................................

Task 6: Task 17 page 79: Use your dictionary Text:

and add one of the following prefixes ( dis, un, Jane, Sabrina and Linda are sisters. They
in im, il, ir) to each adjective in brackets to live in small village with their parents. Jane is 34
find out more about the personality features of years old. She is a doctor at the hospital. She
my “ideal friend”: works hard every day to cure sick people. She is
My ideal friend is someone who shouldn’t be 1m60 tall and weighs 58 kilos. She is beautiful and
(kind), (friendly), (caring), (helpful), (responsible), elegant. When she was young, she was very
(tolerant), (mature), (loyal), (sincere), (disciplined) ambitious and hardworking like her parents.
or (honest). He or she has to obey the law and not Sabrina is 30 years old. She is of medium-
do anything (legal). My ideal friend should also be height; she is 1m64 tall. She weighs 66 kilos. She
an (selfish) person who thinks about what is good is very beautiful. She is perseverant. She had a
for others, not just about his or her own dream to be a teacher and worked so hard on it to
advantage and profits. be true.
...................................................... Linda is 25 years old. She is pretty but not
Task 6: Task 17 page 79: Use your dictionary
like her elder sisters. She is 1m55 tall and weighs
and add one of the following prefixes ( dis, un,
60 kilos. She hasn’t finished her studies. She
in im, il, ir) to each adjective in brackets to
prefers to stay at home. She is a lazy girl. She
find out more about the personality features of
likes watching TV and chatting on Facebook. She
my “ideal friend”:
was very naughty and noisy girl at school.
My ideal friend is someone who shouldn’t be
(kind), (friendly), (caring), (helpful), (responsible),
(tolerant), (mature), (loyal), (sincere), (disciplined)
or (honest). He or she has to obey the law and not Text:

My 4MS Worksheets-Mrs AyadiPage 95

Jane, Sabrina and Linda are sisters. They Jane, Sabrina and Linda are sisters. They
live in small village with their parents. Jane is 34 live in small village with their parents. Jane is 34
years old. She is a doctor at the hospital. She years old. She is a doctor at the hospital. She
works hard every day to cure sick people. She is works hard every day to cure sick people. She is
1m60 tall and weighs 58 kilos. She is beautiful and 1m60 tall and weighs 58 kilos. She is beautiful and
elegant. When she was young, she was very elegant. When she was young, she was very
ambitious and hardworking like her parents. ambitious and hardworking like her parents.
Sabrina is 30 years old. She is of medium- Sabrina is 30 years old. She is of medium-
height; she is 1m64 tall. She weighs 66 kilos. She height; she is 1m64 tall. She weighs 66 kilos. She
is very beautiful. She is perseverant. She had a is very beautiful. She is perseverant. She had a
dream to be a teacher and worked so hard on it to dream to be a teacher and worked so hard on it to
be true. be true.
Linda is 25 years old. She is pretty but not Linda is 25 years old. She is pretty but not
like her elder sisters. She is 1m55 tall and weighs like her elder sisters. She is 1m55 tall and weighs
60 kilos. She hasn’t finished her studies. She 60 kilos. She hasn’t finished her studies. She
prefers to stay at home. She is a lazy girl. She prefers to stay at home. She is a lazy girl. She
likes watching TV and chatting on Facebook. She likes watching TV and chatting on Facebook. She
was very naughty and noisy girl at school. was very naughty and noisy girl at school.

Text:
Task 1: Read the text and sort out all the
Jane, Sabrina and Linda are sisters. They
adjectives of the text and complete the table:
live in small village with their parents. Jane is 34
Short Adjectives Long Adjectives
years old. She is a doctor at the hospital. She
........................................ ..............................................
works hard every day to cure sick people. She is
........................................ .
1m60 tall and weighs 58 kilos. She is beautiful and . ..............................................
elegant. When she was young, she was very ........................................ ..............................................
ambitious and hardworking like her parents. . ..............................................
Sabrina is 30 years old. She is of medium- ........................................ ..............................................
height; she is 1m64 tall. She weighs 66 kilos. She . ..............................................
........................................
is very beautiful. She is perseverant. She had a
........................................
dream to be a teacher and worked so hard on it to
......................................................
be true.
Linda is 25 years old. She is pretty but not Task 1: Read the text and sort out all the
like her elder sisters. She is 1m55 tall and weighs adjectives of the text and complete the table:
60 kilos. She hasn’t finished her studies. She Short Adjectives Long Adjectives
prefers to stay at home. She is a lazy girl. She ........................................ ..............................................
likes watching TV and chatting on Facebook. She ........................................ .
was very naughty and noisy girl at school. . ..............................................
........................................ ..............................................
. ..............................................
........................................ ..............................................
Text: . ..............................................

My 4MS Worksheets-Mrs AyadiPage 96

........................................ Short Adjectives Long Adjectives
........................................ ........................................ ..............................................
...................................................... ........................................ .
. ..............................................
Task 1: Read the text and sort out all the ........................................ ..............................................
adjectives of the text and complete the table: . ..............................................
Short Adjectives Long Adjectives ........................................ ..............................................
. ..............................................
........................................ ..............................................
........................................
........................................ .
........................................
. ..............................................
........................................ .............................................. ......................................................
. ..............................................
........................................ .............................................. Task 1: Read the text and sort out all the
. .............................................. adjectives of the text and complete the table:
........................................ Short Adjectives Long Adjectives
........................................ ........................................ ..............................................
...................................................... ........................................ .
. ..............................................
Task 1: Read the text and sort out all the ........................................ ..............................................
. ..............................................
adjectives of the text and complete the table:
........................................ ..............................................
Short Adjectives Long Adjectives
. ..............................................
........................................ .............................................. ........................................
........................................ . ........................................
. ..............................................
......................................................
........................................ ..............................................
. ..............................................
Task 1: Read the text and sort out all the
........................................ ..............................................
adjectives of the text and complete the table:
. ..............................................
........................................ Short Adjectives Long Adjectives
........................................ ........................................ ..............................................
...................................................... ........................................ .
Task 1: Read the text and sort out all the . ..............................................
........................................ ..............................................
adjectives of the text and complete the table:
. ..............................................
Short Adjectives Long Adjectives
........................................ ..............................................
........................................ .............................................. . ..............................................
........................................ . ........................................
. .............................................. ........................................
........................................ ..............................................
......................................................
. ..............................................
........................................ ..............................................
. ..............................................
RULE: The Superlative of Superiority
........................................
To compare a person or thing with the whole group
........................................
of which that person or thing is a member, I use
......................................................
the superlative of superiority.
-When I use short adjectives, I write the
Task 1: Read the text and sort out all the
superlative adjective like this:
adjectives of the text and complete the table: “the+ (adjective+’est’)

My 4MS Worksheets-Mrs AyadiPage 97

e.g. Ahmed is the tallest boy in our class. e.g. Ahmed is the tallest boy in our class.
-When I use long adjectives, I write the -When I use long adjectives, I write the
superlative adjective like this: superlative adjective like this:
“the+ most+adjevctive” “the+ most+adjevctive”
e.g. Karima is the most disciplined girl in our e.g. Karima is the most disciplined girl in our
class. class.
NOTE: Some short adjectives have irregular NOTE: Some short adjectives have irregular
superlative forms: superlative forms:
Adjective Irregular Superlative Form Adjective Irregular Superlative Form
Good The best Good The best
Bad The worst Bad The worst
Many/much The most Many/much The most
Little The least Little The least
Far The farthest/furthest Far The farthest/furthest
Old The oldest/eldest Old The oldest/eldest
...................................................... ......................................................

RULE: The Superlative of Superiority RULE: The Superlative of Superiority

To compare a person or thing with the whole group To compare a person or thing with the whole group
of which that person or thing is a member, I use of which that person or thing is a member, I use
the superlative of superiority. the superlative of superiority.
-When I use short adjectives, I write the -When I use short adjectives, I write the
superlative adjective like this: superlative adjective like this:
“the+ (adjective+’est’) “the+ (adjective+’est’)
e.g. Ahmed is the tallest boy in our class. e.g. Ahmed is the tallest boy in our class.
-When I use long adjectives, I write the -When I use long adjectives, I write the
superlative adjective like this: superlative adjective like this:
“the+ most+adjevctive” “the+ most+adjevctive”
e.g. Karima is the most disciplined girl in our e.g. Karima is the most disciplined girl in our
class. class.
NOTE: Some short adjectives have irregular NOTE: Some short adjectives have irregular
superlative forms: superlative forms:
Adjective Irregular Superlative Form Adjective Irregular Superlative Form
Good The best Good The best
Bad The worst Bad The worst
Many/much The most Many/much The most
Little The least Little The least
Far The farthest/furthest Far The farthest/furthest
Old The oldest/eldest Old The oldest/eldest
...................................................... ......................................................
Task 2: Write the comparative and/or the
superlative form of each adjective:
RULE: The Superlative of Superiority Adjective Comparative Superlative
To compare a person or thing with the whole group Old ............................ ................................
of which that person or thing is a member, I use . .
the superlative of superiority. Young ............................ ................................
-When I use short adjectives, I write the . .
superlative adjective like this: Pretty ............................ ................................
“the+ (adjective+’est’) . .

My 4MS Worksheets-Mrs AyadiPage 98

Slim ............................ ................................ good ............................ ................................
. . . .
Ambitious ............................ ................................ ......................................................
. . Task 2: Write the comparative and/or the
Hardworkin ............................ ................................ superlative form of each adjective:
g . . Adjective Comparative Superlative
Lazy ............................ ................................ Old ............................ ................................
. . . .
good ............................ ................................ Young ............................ ................................
. . . .
...................................................... Pretty ............................ ................................
Task 2: Write the comparative and/or the . .
superlative form of each adjective: Slim ............................ ................................
Adjective Comparative Superlative . .
Old ............................ ................................ Ambitious ............................ ................................
. . . .
Young ............................ ................................ Hardworkin ............................ ................................
. . g . .
Pretty ............................ ................................ Lazy ............................ ................................
. . . .
Slim ............................ ................................ good ............................ ................................
. . . .
Ambitious ............................ ................................ Task 2: Write the comparative and/or the
. . superlative form of each adjective:
Hardworkin ............................ ................................ Adjective Comparative Superlative
g . . Old ............................ ................................
Lazy ............................ ................................ . .
. . Young ............................ ................................
good ............................ ................................ . .
. . Pretty ............................ ................................
...................................................... . .
Task 2: Write the comparative and/or the Slim ............................ ................................
superlative form of each adjective: . .
Adjective Comparative Superlative Ambitious ............................ ................................
Old ............................ ................................ . .
. . Hardworkin ............................ ................................
Young ............................ ................................ g . .
. . Lazy ............................ ................................
Pretty ............................ ................................ . .
. . good ............................ ................................
Slim ............................ ................................ . .
. . ......................................................
Ambitious ............................ ................................ Task 2: Write the comparative and/or the
. . superlative form of each adjective:
Hardworkin ............................ ................................ Adjective Comparative Superlative
g . . Old ............................ ................................
Lazy ............................ ................................ . .
. . Young ............................ ................................

My 4MS Worksheets-Mrs AyadiPage 99

. . g . .
Pretty ............................ ................................ Lazy ............................ ................................
. . . .
Slim ............................ ................................ good ............................ ................................
. . . .
Ambitious ............................ ................................ Task 3: Look at the table below and use the
. . right form of the adjectives between brackets
Hardworkin ............................ ................................ to complete the sentences:
g . . Jane Sabrina Linda
Lazy ............................ ................................ Old + + + + + +
. . Short + + + + + +
good ............................ ................................ Slim + + + + + +
. . Beautiful + + + + + +
...................................................... Noisy + + + + + +
Task 2: Write the comparative and/or the 1-Jane is..................................... (old) member of her
superlative form of each adjective: family.
Adjective Comparative Superlative 2-Linda is................................................. (young) Jane.
Old ............................ ................................ 3-Sabrina is............................................. (pretty)
. . Jane.
Young ............................ ................................ 4-Linda is................................................ (slim) Sabrina.
. . 5-Jane is.................................................. (beautiful)
Pretty ............................ ................................ doctor in the hospital.
. . 6-Sabrina is........................................... (beautiful)
Slim ............................ ................................ Linda.
. . 7-Linda is................................................ (lazy) member
in her family.
Ambitious ............................ ................................
8-Jane was.............................................. (good) at
. .
school.
Hardworkin ............................ ................................
......................................................
g . .
Lazy ............................ ................................
Task 3: Look at the table below and use the
. .
right form of the adjectives between brackets
good ............................ ................................
to complete the sentences:
. .
Jane Sabrina Linda
......................................................
Old + + + + + +
Task 2: Write the comparative and/or the
Short + + + + + +
superlative form of each adjective:
Slim + + + + + +
Adjective Comparative Superlative
Beautiful + + + + + +
Old ............................ ................................ Noisy + + + + + +
. .
1-Jane is..................................... (old) member of her
Young ............................ ................................ family.
. . 2-Linda is................................................. (young) Jane.
Pretty ............................ ................................ 3-Sabrina is............................................. (pretty)
. . Jane.
Slim ............................ ................................ 4-Linda is................................................ (slim) Sabrina.
. . 5-Jane is.................................................. (beautiful)
Ambitious ............................ ................................ doctor in the hospital.
. . 6-Sabrina is........................................... (beautiful)
Hardworkin ............................ ................................ Linda.

My 4MS Worksheets-Mrs AyadiPage 100

7-Linda is................................................ (lazy) member 7-Linda is................................................ (lazy) member
in her family. in her family.
8-Jane was.............................................. (good) at 8-Jane was.............................................. (good) at
school. school.
...................................................... ......................................................
Task 3: Look at the table below and use the Task 4: Write the superlative form of the
right form of the adjectives between brackets underlined adjectives and use the clues between
to complete the sentences: brackets to complete the sentences about
Jane Sabrina Linda yourself:
Old + + + + + + e.g. –(title of a film)/ interesting/ I’ve ever seen
Short + + + + + + “The Battle of Algiers” is the most interesting
Slim + + + + + + film I’ve ever seen.
Beautiful + + + + + + a.(title of a film)/ good/ I’ve ever
Noisy + + + + + + seen. ....................................................................................
1-Jane is..................................... (old) member of her ..........
family. ..............................................................................................
2-Linda is................................................. (young) Jane. b.(title of a book)/ bad/ I’ve ever
3-Sabrina is............................................. (pretty) read. ....................................................................................
Jane. ..........
4-Linda is................................................ (slim) Sabrina.
..............................................................................................
5-Jane is.................................................. (beautiful)
doctor in the hospital. c.(title of a song)/ beautiful/ I’ve ever
6-Sabrina is........................................... (beautiful) heard. .................................................................................
Linda. .............
7-Linda is................................................ (lazy) member d.(name of a dish)/ delicious/ I’ve ever
in her family. eaten. ..................................................................................
8-Jane was.............................................. (good) at
............
school.
..............................................................................................
......................................................
e.(name of a friend)/ close/ I’ve ever
Task 3: Look at the table below and use the had. .....................................................................................
right form of the adjectives between brackets .........
to complete the sentences: ..............................................................................................
Jane Sabrina Linda ......................................................
Old + + + + + +
Task 4: Write the superlative form of the
Short + + + + + +
underlined adjectives and use the clues between
Slim + + + + + +
brackets to complete the sentences about
Beautiful + + + + + +
yourself:
Noisy + + + + + +
e.g. –(title of a film)/ interesting/ I’ve ever seen
1-Jane is..................................... (old) member of her “The Battle of Algiers” is the most interesting
family. film I’ve ever seen.
2-Linda is................................................. (young) Jane. a.(title of a film)/ good/ I’ve ever
3-Sabrina is............................................. (pretty) seen. ....................................................................................
Jane. ..........
4-Linda is................................................ (slim) Sabrina. ..............................................................................................
5-Jane is.................................................. (beautiful)
b.(title of a book)/ bad/ I’ve ever
doctor in the hospital.
6-Sabrina is........................................... (beautiful) read. ....................................................................................
Linda. ..........

My 4MS Worksheets-Mrs AyadiPage 101

.............................................................................................. brackets to complete the sentences about
c.(title of a song)/ beautiful/ I’ve ever yourself:
heard. ................................................................................. e.g. –(title of a film)/ interesting/ I’ve ever seen
“The Battle of Algiers” is the most interesting
.............
film I’ve ever seen.
..............................................................................................
a.(title of a film)/ good/ I’ve ever
d.(name of a dish)/ delicious/ I’ve ever seen. ....................................................................................
eaten. . ................................................................................ ..........
.............. ..............................................................................................
.............................................................................................. b.(title of a book)/ bad/ I’ve ever
e.(name of a friend)/ close/ I’ve ever read. ....................................................................................
had. ..................................................................................... ..........
......... ..............................................................................................
.............................................................................................. c.(title of a song)/ beautiful/ I’ve ever
...................................................... heard. .................................................................................
Task 4: Write the superlative form of the .............
underlined adjectives and use the clues between ..............................................................................................
brackets to complete the sentences about d.(name of a dish)/ delicious/ I’ve ever
yourself:
eaten. . ................................................................................
e.g. –(title of a film)/ interesting/ I’ve ever seen
..............
“The Battle of Algiers” is the most interesting
film I’ve ever seen. ..............................................................................................
a.(title of a film)/ good/ I’ve ever e.(name of a friend)/ close/ I’ve ever
seen. .................................................................................... had. .....................................................................................
.......... .........
.............................................................................................. ..............................................................................................
b.(title of a book)/ bad/ I’ve ever ......................................................
read. ....................................................................................
..........
.............................................................................................. RULE: Expressing Similirities and Differences
c.(title of a song)/ beautiful/ I’ve ever -To express similarities between people or things, I
heard. ................................................................................. can use:
............. *the preposition: “like”(=in the same way as...)
d.(name of a dish)/ delicious/ I’ve ever (like≠unlike)
eaten. .................................................................................. e.g. Like my friend Sarah, my dream job is to be a

............ flight attendant.

I want to be a flight attendant like my friend Sarah.
..............................................................................................
-To express differences between people or things, I
e.(name of a friend)/ close/ I’ve ever
can use:
had. .....................................................................................
*the preposition: “unlike”(=in contrast to...)
......... *the conjunction: “whereas”(=in contrast/comparison
.............................................................................................. with the fact that...)
...................................................... e.g.1 Unlike my father, I like tennis.
Task 4: Write the superlative form of the e.g.2 My mother is a doctor whereas my father is a
underlined adjectives and use the clues between teacher.

My 4MS Worksheets-Mrs AyadiPage 102

NOTE: 1. I can use “like/unlike” at the beginning or in NOTE: 1. I can use “like/unlike” at the beginning or in
tne middle of the sentence. tne middle of the sentence.
2. I use “whereas” in the middle of the sentence. 2. I use “whereas” in the middle of the sentence.

RULE: Expressing Similirities and Differences RULE: Expressing Similirities and Differences
-To express similarities between people or things, I -To express similarities between people or things, I
can use: can use:
*the preposition: “like”(=in the same way as...) *the preposition: “like”(=in the same way as...)
(like≠unlike) (like≠unlike)
e.g. Like my friend Sarah, my dream job is to be a e.g. Like my friend Sarah, my dream job is to be a
flight attendant. flight attendant.
I want to be a flight attendant like my friend Sarah. I want to be a flight attendant like my friend Sarah.
-To express differences between people or things, I -To express differences between people or things, I
can use: can use:
*the preposition: “unlike”(=in contrast to...) *the preposition: “unlike”(=in contrast to...)
*the conjunction: “whereas”(=in contrast/comparison *the conjunction: “whereas”(=in contrast/comparison
with the fact that...) with the fact that...)
e.g.1 Unlike my father, I like tennis. e.g.1 Unlike my father, I like tennis.
e.g.2 My mother is a doctor whereas my father is a e.g.2 My mother is a doctor whereas my father is a
teacher. teacher.
NOTE: 1. I can use “like/unlike” at the beginning or in NOTE: 1. I can use “like/unlike” at the beginning or in
tne middle of the sentence. tne middle of the sentence.
2. I use “whereas” in the middle of the sentence. 2. I use “whereas” in the middle of the sentence.

Task 1 (15 p.78): Choose the correct word in

brackets:
RULE: Expressing Similirities and Differences a.(Whereas- Unlike- Like) the 350 passengers who
died in the crash, Brenda Chow Lin has miraculously
-To express similarities between people or things, I
survived.
can use:
b.Jim Hartley was the pilot of the Airbus A380,
*the preposition: “like”(=in the same way as...) (whereas- unlike- like) Andrew Boyle was the
(like≠unlike) co-pilot.
e.g. Like my friend Sarah, my dream job is to be a c.All the passengers were adults, (whereas- unlike-
flight attendant. like) Brenda who was the only child on board.
I want to be a flight attendant like my friend Sarah. d.Brenda’s mother died in the crash (whereas-
-To express differences between people or things, I unlike- like) her father.
can use: e.All the passengers relaxed, (whereas- unlike-
*the preposition: “unlike”(=in contrast to...) like) the flight attedants were busy serving dinner.
*the conjunction: “whereas”(=in contrast/comparison
......................................................
with the fact that...)
Task 1 (15 p.78): Choose the correct word in
e.g.1 Unlike my father, I like tennis.
brackets:
e.g.2 My mother is a doctor whereas my father is a
teacher.

My 4MS Worksheets-Mrs AyadiPage 103

a.(Whereas- Unlike- Like) the 350 passengers who a.(Whereas- Unlike- Like) the 350 passengers who
died in the crash, Brenda Chow Lin has miraculously died in the crash, Brenda Chow Lin has miraculously
survived. survived.
b.Jim Hartley was the pilot of the Airbus A380, b.Jim Hartley was the pilot of the Airbus A380,
(whereas- unlike- like) Andrew Boyle was the (whereas- unlike- like) Andrew Boyle was the
co-pilot. co-pilot.
c.All the passengers were adults, (whereas- unlike- c.All the passengers were adults, (whereas- unlike-
like) Brenda who was the only child on board. like) Brenda who was the only child on board.
d.Brenda’s mother died in the crash (whereas- d.Brenda’s mother died in the crash (whereas-
unlike- like) her father. unlike- like) her father.
e.All the passengers relaxed, (whereas- unlike- e.All the passengers relaxed, (whereas- unlike-
like) the flight attedants were busy serving dinner. like) the flight attedants were busy serving dinner.
...................................................... ......................................................

Task 1 (15 p.78): Choose the correct word in Task 1 (15 p.78): Choose the correct word in
brackets: brackets:
a.(Whereas- Unlike- Like) the 350 passengers who a.(Whereas- Unlike- Like) the 350 passengers who
died in the crash, Brenda Chow Lin has miraculously died in the crash, Brenda Chow Lin has miraculously
survived. survived.
b.Jim Hartley was the pilot of the Airbus A380, b.Jim Hartley was the pilot of the Airbus A380,
(whereas- unlike- like) Andrew Boyle was the (whereas- unlike- like) Andrew Boyle was the
co-pilot. co-pilot.
c.All the passengers were adults, (whereas- unlike- c.All the passengers were adults, (whereas- unlike-
like) Brenda who was the only child on board. like) Brenda who was the only child on board.
d.Brenda’s mother died in the crash (whereas- d.Brenda’s mother died in the crash (whereas-
unlike- like) her father. unlike- like) her father.
e.All the passengers relaxed, (whereas- unlike- e.All the passengers relaxed, (whereas- unlike-
like) the flight attedants were busy serving dinner. like) the flight attedants were busy serving dinner.
...................................................... ......................................................

Task 1 (15 p.78): Choose the correct word in

brackets: Task 2: Write a short paragraph to compare
a.(Whereas- Unlike- Like) the 350 passengers who between Linda and Jane using: “unlike” and
died in the crash, Brenda Chow Lin has miraculously “whereas”:
survived.
b.Jim Hartley was the pilot of the Airbus A380, .....................................................
(whereas- unlike- like) Andrew Boyle was the
.....................................................
co-pilot.
c.All the passengers were adults, (whereas- unlike- .....................................................
like) Brenda who was the only child on board. .....................................................
d.Brenda’s mother died in the crash (whereas- .....................................................
unlike- like) her father. .....................................................
e.All the passengers relaxed, (whereas- unlike-
.....................................................
like) the flight attedants were busy serving dinner.
...................................................... .....................................................
.....................................................
Task 1 (15 p.78): Choose the correct word in
brackets: ......................................................

My 4MS Worksheets-Mrs AyadiPage 104

Task 2: Write a short paragraph to compare Task 2: Write a short paragraph to compare
between Linda and Jane using: “unlike” and between Linda and Jane using: “unlike” and
“whereas”: “whereas”:

..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................

...................................................... ......................................................
Task 2: Write a short paragraph to compare Task 2: Write a short paragraph to compare
between Linda and Jane using: “unlike” and between Linda and Jane using: “unlike” and
“whereas”: “whereas”:

..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................
..................................................... .....................................................

Task 2: Write a short paragraph to compare Task 1: Listen and choose the correct answer:
between Linda and Jane using: “unlike” and a. J.K.Rowling is talking about her memories
“whereas”: as a child.
b. J.K.Rowling is talking about her memories
.....................................................
as an adult.
.....................................................
c. J.K.Rowling is talking about her memories
.....................................................
of her school friends.
.....................................................
.....................................................
.....................................................
Task 1: Listen and choose the correct answer:
.....................................................
a. J.K.Rowling is talking about her memories
.....................................................
as a child.
.....................................................
b. J.K.Rowling is talking about her memories
.....................................................
as an adult.
c. J.K.Rowling is talking about her memories
......................................................
of her school friends.

My 4MS Worksheets-Mrs AyadiPage 105

..................................................... .....................................................
Task 1: Listen and choose the correct answer: Task 1: Listen and choose the correct answer:
a. J.K.Rowling is talking about her memories a. J.K.Rowling is talking about her memories
as a child. as a child.
b. J.K.Rowling is talking about her memories b. J.K.Rowling is talking about her memories
as an adult. as an adult.
c. J.K.Rowling is talking about her memories c. J.K.Rowling is talking about her memories
of her school friends. of her school friends.
..................................................... .....................................................
Task 1: Listen and choose the correct answer: Task 1: Listen and choose the correct answer:
a. J.K.Rowling is talking about her memories a. J.K.Rowling is talking about her memories
as a child. as a child.
b. J.K.Rowling is talking about her memories b. J.K.Rowling is talking about her memories
as an adult. as an adult.
c. J.K.Rowling is talking about her memories c. J.K.Rowling is talking about her memories
of her school friends. of her school friends.
..................................................... .....................................................
Task 1: Listen and choose the correct answer: Task 1: Listen and choose the correct answer:
a. J.K.Rowling is talking about her memories a. J.K.Rowling is talking about her memories
as a child. as a child.
b. J.K.Rowling is talking about her memories b. J.K.Rowling is talking about her memories
as an adult. as an adult.
c. J.K.Rowling is talking about her memories c. J.K.Rowling is talking about her memories
of her school friends. of her school friends.
..................................................... .....................................................

Task 1: Listen and choose the correct answer: Task 2: Listen again and complete Rowling’s ID
a. J.K.Rowling is talking about her memories card:
as a child. Age: ....................................................
b. J.K.Rowling is talking about her memories Nationality: ......................................
as an adult. Former occupation: ..................................
c. J.K.Rowling is talking about her memories Current occupation: .................................
of her school friends. Best-seller title: ...................................................
..................................................... Childhood dream career: .....................................
Task 1: Listen and choose the correct answer: Ideal teacher: ........................................................
a. J.K.Rowling is talking about her memories
as a child. ......................................................
b. J.K.Rowling is talking about her memories Task 2: Listen again and complete Rowling’s ID
as an adult. card:
c. J.K.Rowling is talking about her memories Age: ....................................................
of her school friends. Nationality: ......................................

My 4MS Worksheets-Mrs AyadiPage 106

Former occupation: .................................. Former occupation: ..................................
Current occupation: ................................. Current occupation: .................................
Best-seller title: ................................................... Best-seller title: ...................................................
Childhood dream career: ..................................... Childhood dream career: .....................................
Ideal teacher: ........................................................ Ideal teacher: ........................................................

...................................................... ......................................................
Task 2: Listen again and complete Rowling’s ID Task 2: Listen again and complete Rowling’s ID
card: card:
Age: .................................................... Age: ....................................................
Nationality: ...................................... Nationality: ......................................
Former occupation: .................................. Former occupation: ..................................
Current occupation: ................................. Current occupation: .................................
Best-seller title: ................................................... Best-seller title: ...................................................
Childhood dream career: ..................................... Childhood dream career: .....................................
Ideal teacher: ........................................................ Ideal teacher: ........................................................

Task 2: Listen again and complete Rowling’s ID Task 3:

card: J.K. Rowling’s success story and life, in
Age: .................................................... general, are really inspiring. Her life tells a lot of
Nationality: ...................................... stories and has been a source of major inspiration
Former occupation: .................................. to many people struggling to make it in their
Current occupation: ................................. different fields of interest.
Best-seller title: ................................................... Write a short paragraph about this great author
Childhood dream career: ..................................... and share it with your friends on your school blog
Ideal teacher: ........................................................ using her ID card.

......................................................
Task 2: Listen again and complete Rowling’s ID Task 3:
card: J.K. Rowling’s success story and life, in
Age: .................................................... general, are really inspiring. Her life tells a lot of
Nationality: ...................................... stories and has been a source of major inspiration

My 4MS Worksheets-Mrs AyadiPage 107

to many people struggling to make it in their to many people struggling to make it in their
different fields of interest. different fields of interest.
Write a short paragraph about this great author Write a short paragraph about this great author
and share it with your friends on your school blog and share it with your friends on your school blog
using her ID card. using her ID card.

Task 3: Task 3:
J.K. Rowling’s success story and life, in J.K. Rowling’s success story and life, in
general, are really inspiring. Her life tells a lot of general, are really inspiring. Her life tells a lot of
stories and has been a source of major inspiration stories and has been a source of major inspiration
to many people struggling to make it in their to many people struggling to make it in their
different fields of interest. different fields of interest.
Write a short paragraph about this great author Write a short paragraph about this great author
and share it with your friends on your school blog and share it with your friends on your school blog
using her ID card. using her ID card.

Task 3:
J.K. Rowling’s success story and life, in
general, are really inspiring. Her life tells a lot of
stories and has been a source of major inspiration
to many people struggling to make it in their ..............
different fields of interest. ......................................................
......................................................
Write a short paragraph about this great author
......................................................
and share it with your friends on your school blog
......................................................
using her ID card. ......................................................
......................................................
......................................................
Task 3: ......................................................
......................................................
J.K. Rowling’s success story and life, in
......................................................
general, are really inspiring. Her life tells a lot of
......................................................
stories and has been a source of major inspiration

My 4MS Worksheets-Mrs AyadiPage 108

...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................

.............. ..............
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................

RULE: The Present Perfect Tense

Review: I use the present perfect tense to refer to events in
the past but which connect to the present.
-In the affirmative form, I write the verb like this:
.............. “have/has+past participle of the verb”
...................................................... e.g. Nadia has done well in her English exam.
...................................................... -In the negative form, I write the verb like this (have
not/haven’t or has not/hasn’t+past participle of the veb”
......................................................
e.g. Omar hasn’t been to school for two days because he is
...................................................... ill.
...................................................... -In the interrogative form, I write the verb like this:
...................................................... “have/has+subject+past participle of the verb...?”
...................................................... e.g. I’m looking for Samia. Have you seen her around?
-I use the present perfect tense to talk about experiences
...................................................... up to now. The time of the experiences is not important, so I
...................................................... don’t give a specific time but I can use general time markers
...................................................... like “ever” and “never”
...................................................... e.g. Have you ever read a better story than “Harry Potter?

My 4MS Worksheets-Mrs AyadiPage 109

No,it’s the best story I have ever read. No,it’s the best story I have ever read.
No, I’ve never read a better story than “Harry Potter”. No, I’ve never read a better story than “Harry Potter”.
-I use the present perfect tense to talk about a finished -I use the present perfect tense to talk about a finished
ecent or state in the very recent past without giving a ecent or state in the very recent past without giving a
specific time. I can use the time marker “just” for events specific time. I can use the time marker “just” for events
taking place a very short time before now. taking place a very short time before now.
e.g. I’ve just finished my revision for the exam. e.g. I’ve just finished my revision for the exam.
NOTE: I write the time markers (ever, never, just) between NOTE: I write the time markers (ever, never, just) between
the auxiliary “have/has” and the past participle the auxiliary “have/has” and the past participle

RULE: The Present Perfect Tense RULE: The Present Perfect Tense
Review: I use the present perfect tense to refer to events in Review: I use the present perfect tense to refer to events in
the past but which connect to the present. the past but which connect to the present.
-In the affirmative form, I write the verb like this: -In the affirmative form, I write the verb like this:
“have/has+past participle of the verb” “have/has+past participle of the verb”
e.g. Nadia has done well in her English exam. e.g. Nadia has done well in her English exam.
-In the negative form, I write the verb like this (have -In the negative form, I write the verb like this (have
not/haven’t or has not/hasn’t+past participle of the veb” not/haven’t or has not/hasn’t+past participle of the veb”
e.g. Omar hasn’t been to school for two days because he is e.g. Omar hasn’t been to school for two days because he is
ill. ill.
-In the interrogative form, I write the verb like this: -In the interrogative form, I write the verb like this:
“have/has+subject+past participle of the verb...?” “have/has+subject+past participle of the verb...?”
e.g. I’m looking for Samia. Have you seen her around? e.g. I’m looking for Samia. Have you seen her around?
-I use the present perfect tense to talk about experiences -I use the present perfect tense to talk about experiences
up to now. The time of the experiences is not important, so I up to now. The time of the experiences is not important, so I
don’t give a specific time but I can use general time markers don’t give a specific time but I can use general time markers
like “ever” and “never” like “ever” and “never”
e.g. Have you ever read a better story than “Harry Potter? e.g. Have you ever read a better story than “Harry Potter?
No,it’s the best story I have ever read. No,it’s the best story I have ever read.
No, I’ve never read a better story than “Harry Potter”. No, I’ve never read a better story than “Harry Potter”.
-I use the present perfect tense to talk about a finished -I use the present perfect tense to talk about a finished
ecent or state in the very recent past without giving a ecent or state in the very recent past without giving a
specific time. I can use the time marker “just” for events specific time. I can use the time marker “just” for events
taking place a very short time before now. taking place a very short time before now.
e.g. I’ve just finished my revision for the exam. e.g. I’ve just finished my revision for the exam.
NOTE: I write the time markers (ever, never, just) between NOTE: I write the time markers (ever, never, just) between
the auxiliary “have/has” and the past participle the auxiliary “have/has” and the past participle

RULE: The Present Perfect Tense RULE: I PRONOUNCE

Review: I use the present perfect tense to refer to events in -“have” and “has” are pronounced respectively /hэv/
the past but which connect to the present.
and /hэz/ in questions. /hэv/ and /hэz/ are weak forms
-In the affirmative form, I write the verb like this:
“have/has+past participle of the verb” of “have” and “has”.
e.g. Nadia has done well in her English exam. -“have” and “has” are pronounced respectively /hæv/
-In the negative form, I write the verb like this (have and /hæz/ at the end of a shoet answer to a yes/no
not/haven’t or has not/hasn’t+past participle of the veb”
question. /hæv/ and /hæz/ are strong forms of “have”
e.g. Omar hasn’t been to school for two days because he is
ill. and “has”.
-In the interrogative form, I write the verb like this: -(‘ve) is the short (or: contracted) form of “have” and
“have/has+subject+past participle of the verb...?”
(‘s) is the short form of “has”.
e.g. I’m looking for Samia. Have you seen her around?
-I use the present perfect tense to talk about experiences *(‘ve) is pronounced /v/ after the personal pronouns
up to now. The time of the experiences is not important, so I subjects (I, you, we, they).
don’t give a specific time but I can use general time markers *(‘s) is pronounced /z/ after the personal prnouns
like “ever” and “never”
subjects (he, she).
e.g. Have you ever read a better story than “Harry Potter?

My 4MS Worksheets-Mrs AyadiPage 110

*(‘s) is pronounced /s/ after the personal prnouns *(‘s) is pronounced /s/ after the personal prnouns
subject (it). subject (it).
/v/ is a weak form of “have”. /z/ and /s/ are weak /v/ is a weak form of “have”. /z/ and /s/ are weak
forms of “has”. forms of “has”.
-/hævnt/ and /hæznt/ are strong forms. ”haven’t” and -/hævnt/ and /hæznt/ are strong forms. ”haven’t” and
“hasn’t” have no weak forms. “hasn’t” have no weak forms.

RULE: I PRONOUNCE RULE: I PRONOUNCE

-“have” and “has” are pronounced respectively /hэv/ -“have” and “has” are pronounced respectively /hэv/
and /hэz/ in questions. /hэv/ and /hэz/ are weak forms and /hэz/ in questions. /hэv/ and /hэz/ are weak forms
of “have” and “has”. of “have” and “has”.
-“have” and “has” are pronounced respectively /hæv/ -“have” and “has” are pronounced respectively /hæv/
and /hæz/ at the end of a shoet answer to a yes/no and /hæz/ at the end of a shoet answer to a yes/no
question. /hæv/ and /hæz/ are strong forms of “have” question. /hæv/ and /hæz/ are strong forms of “have”
and “has”. and “has”.
-(‘ve) is the short (or: contracted) form of “have” and -(‘ve) is the short (or: contracted) form of “have” and
(‘s) is the short form of “has”. (‘s) is the short form of “has”.
*(‘ve) is pronounced /v/ after the personal pronouns *(‘ve) is pronounced /v/ after the personal pronouns
subjects (I, you, we, they). subjects (I, you, we, they).
*(‘s) is pronounced /z/ after the personal prnouns *(‘s) is pronounced /z/ after the personal prnouns
subjects (he, she). subjects (he, she).
*(‘s) is pronounced /s/ after the personal prnouns *(‘s) is pronounced /s/ after the personal prnouns
subject (it). subject (it).
/v/ is a weak form of “have”. /z/ and /s/ are weak /v/ is a weak form of “have”. /z/ and /s/ are weak
forms of “has”. forms of “has”.
-/hævnt/ and /hæznt/ are strong forms. ”haven’t” and -/hævnt/ and /hæznt/ are strong forms. ”haven’t” and
“hasn’t” have no weak forms. “hasn’t” have no weak forms.

Task 8 page 77: Fill in the gaps with the past

RULE: I PRONOUNCE participle form of the following verbs: know,
-“have” and “has” are pronounced respectively /hэv/ reach, tell, say, recover, endure.
and /hэz/ in questions. /hэv/ and /hэz/ are weak forms I have never known that my maternal
of “have” and “has”.
grandfather was a freedom fighter-a Mujahid-
during the Algerian Revolution. He has
-“have” and “has” are pronounced respectively /hæv/
never ...................... a word about it. This is the
and /hæz/ at the end of a shoet answer to a yes/no
first time he has ever.......................... me about his
question. /hæv/ and /hæz/ are strong forms of “have”
painful experience of the war against the French
and “has”.
army. He thinks that I have just........................ the
-(‘ve) is the short (or: contracted) form of “have” and
age to understand all the human misery and
(‘s) is the short form of “has”.
suffering that he has..................... I think that my
*(‘ve) is pronounced /v/ after the personal pronouns
grandfather is still suffering today and that he
subjects (I, you, we, they). has never................ from that terrible war
*(‘s) is pronounced /z/ after the personal prnouns experience.
subjects (he, she). ......................................................

My 4MS Worksheets-Mrs AyadiPage 111

Task 8 page 77: Fill in the gaps with the past Task 8 page 77: Fill in the gaps with the past
participle form of the following verbs: know, participle form of the following verbs: know,
reach, tell, say, recover, endure. reach, tell, say, recover, endure.
I have never known that my maternal I have never known that my maternal
grandfather was a freedom fighter-a Mujahid- grandfather was a freedom fighter-a Mujahid-
during the Algerian Revolution. He has during the Algerian Revolution. He has
never ...................... a word about it. This is the never ...................... a word about it. This is the
first time he has ever.......................... me about his first time he has ever.......................... me about his
painful experience of the war against the French painful experience of the war against the French
army. He thinks that I have just........................ the army. He thinks that I have just........................ the
age to understand all the human misery and age to understand all the human misery and
suffering that he has..................... I think that my suffering that he has..................... I think that my
grandfather is still suffering today and that he grandfather is still suffering today and that he
has never................ from that terrible war has never................ from that terrible war
experience. experience.
...................................................... ......................................................
Task 8 page 77: Fill in the gaps with the past Task 8 page 77: Fill in the gaps with the past
participle form of the following verbs: know, participle form of the following verbs: know,
reach, tell, say, recover, endure. reach, tell, say, recover, endure.
I have never known that my maternal I have never known that my maternal
grandfather was a freedom fighter-a Mujahid- grandfather was a freedom fighter-a Mujahid-
during the Algerian Revolution. He has during the Algerian Revolution. He has
never ...................... a word about it. This is the never ...................... a word about it. This is the
first time he has ever.......................... me about his first time he has ever.......................... me about his
painful experience of the war against the French painful experience of the war against the French
army. He thinks that I have just........................ the army. He thinks that I have just........................ the
age to understand all the human misery and age to understand all the human misery and
suffering that he has..................... I think that my suffering that he has..................... I think that my
grandfather is still suffering today and that he grandfather is still suffering today and that he
has never................ from that terrible war has never................ from that terrible war
experience. experience.
...................................................... ......................................................

Task 8 page 77: Fill in the gaps with the past Task 3: Choose the appropriate time marker
participle form of the following verbs: know, between brackets and rewrite each sentence.
reach, tell, say, recover, endure. 1-Samir is so kind and thoughtful! He’s the best
I have never known that my maternal friend I have had. (ever-never-just)
grandfather was a freedom fighter-a Mujahid- 2-Have you been disappointed with a friend?
during the Algerian Revolution. He has (ever-never-just)
never ...................... a word about it. This is the 3-I’ve thought that my best friend can cheat in
first time he has ever.......................... me about his the English test by copying from my paper.
painful experience of the war against the French (ever-never-just)
army. He thinks that I have just........................ the 4-I can’t really say we are friends. We’ve met!
age to understand all the human misery and (ever-never-just)
suffering that he has..................... I think that my 5-My parents and I have finished our term
grandfather is still suffering today and that he project about ‘’the ideal friend’’. We’ll present it
has never................ from that terrible war tomorrow morning to our class. (ever-never-just)
experience. ......................................................
......................................................

My 4MS Worksheets-Mrs AyadiPage 112

Task 3: Choose the appropriate time marker Task 3: Choose the appropriate time marker
between brackets and rewrite each sentence. between brackets and rewrite each sentence.
1-Samir is so kind and thoughtful! He’s the best 1-Samir is so kind and thoughtful! He’s the best
friend I have had. (ever-never-just) friend I have had. (ever-never-just)
2-Have you been disappointed with a friend? 2-Have you been disappointed with a friend?
(ever-never-just) (ever-never-just)
3-I’ve thought that my best friend can cheat in 3-I’ve thought that my best friend can cheat in
the English test by copying from my paper. the English test by copying from my paper.
(ever-never-just) (ever-never-just)
4-I can’t really say we are friends. We’ve met! 4-I can’t really say we are friends. We’ve met!
(ever-never-just) (ever-never-just)
5-My parents and I have finished our term 5-My parents and I have finished our term
project about ‘’the ideal friend’’. We’ll present it project about ‘’the ideal friend’’. We’ll present it
tomorrow morning to our class. (ever-never-just) tomorrow morning to our class. (ever-never-just)
...................................................... ......................................................

Task 3: Choose the appropriate time marker

between brackets and rewrite each sentence. Task 10 page 71: Role Play:
1-Samir is so kind and thoughtful! He’s the best Journalist: Have you ever dreamt of a different
friend I have had. (ever-never-just) career, Professor Nobel? ..............
2-Have you been disappointed with a friend? Alfred Nobel: As a matter of fact, I have. When
(ever-never-just) I was young, my dream was to become a writer. I
3-I’ve thought that my best friend can cheat in was interested in literature and poetry.
the English test by copying from my paper. Journalist: Your father is an engineer, and he
(ever-never-just) probably wanted you to be interested in science,
4-I can’t really say we are friends. We’ve met! like him. Has he influenced your career
(ever-never-just) aspirations? ..............
5-My parents and I have finished our term Alfred Noble: Of course he has. He’s obliged me
project about ‘’the ideal friend’’. We’ll present it to become a scientist. ............
tomorrow morning to our class. (ever-never-just) Journalist: How do you feel about it today?
...................................................... Alfred Noble: Well, it’s been hard but I’ve never
given up writing! ........ ...........
......................................................

My 4MS Worksheets-Mrs AyadiPage 113

Task 10 page 71: Role Play: Task 10 page 71: Role Play:
Journalist: Have you ever dreamt of a different Journalist: Have you ever dreamt of a different
career, Professor Nobel? .............. career, Professor Nobel? ..............
Alfred Nobel: As a matter of fact, I have. When Alfred Nobel: As a matter of fact, I have. When
I was young, my dream was to become a writer. I I was young, my dream was to become a writer. I
was interested in literature and poetry. was interested in literature and poetry.
Journalist: Your father is an engineer, and he Journalist: Your father is an engineer, and he
probably wanted you to be interested in science, probably wanted you to be interested in science,
like him. Has he influenced your career like him. Has he influenced your career
aspirations? .............. aspirations? ..............
Alfred Noble: Of course he has. He’s obliged me Alfred Noble: Of course he has. He’s obliged me
to become a scientist. ............ to become a scientist. ............
Journalist: How do you feel about it today? Journalist: How do you feel about it today?
Alfred Noble: Well, it’s been hard but I’ve never Alfred Noble: Well, it’s been hard but I’ve never
given up writing! ........ ........... given up writing! ........ ...........
...................................................... ......................................................
Task 10 page 71: Role Play: Task 10 page 71: Role Play:
Journalist: Have you ever dreamt of a different Journalist: Have you ever dreamt of a different
career, Professor Nobel? .............. career, Professor Nobel? ..............
Alfred Nobel: As a matter of fact, I have. When Alfred Nobel: As a matter of fact, I have. When
I was young, my dream was to become a writer. I I was young, my dream was to become a writer. I
was interested in literature and poetry. was interested in literature and poetry.
Journalist: Your father is an engineer, and he Journalist: Your father is an engineer, and he
probably wanted you to be interested in science, probably wanted you to be interested in science,
like him. Has he influenced your career like him. Has he influenced your career
aspirations? .............. aspirations? ..............
Alfred Noble: Of course he has. He’s obliged me Alfred Noble: Of course he has. He’s obliged me
to become a scientist. ............ to become a scientist. ............
Journalist: How do you feel about it today? Journalist: How do you feel about it today?
Alfred Noble: Well, it’s been hard but I’ve never Alfred Noble: Well, it’s been hard but I’ve never
given up writing! ........ ........... given up writing! ........ ...........
...................................................... ......................................................

Task 10 page 71: Role Play: Task 3: Write three sentences using the time
Journalist: Have you ever dreamt of a different markers: ever; never; just.
career, Professor Nobel? ..............
1............................................................................................
Alfred Nobel: As a matter of fact, I have. When
..............................................................................................
I was young, my dream was to become a writer. I
was interested in literature and poetry. 2............................................................................................
Journalist: Your father is an engineer, and he ..............................................................................................
probably wanted you to be interested in science, 3............................................................................................
like him. Has he influenced your career ..............................................................................................
aspirations? .............. ......................................................
Alfred Noble: Of course he has. He’s obliged me
to become a scientist. ............ Task 3: Write three sentences using the time
Journalist: How do you feel about it today?
markers: ever; never; just.
Alfred Noble: Well, it’s been hard but I’ve never
1............................................................................................
given up writing! ........ ...........
...................................................... ..............................................................................................

My 4MS Worksheets-Mrs AyadiPage 114

2............................................................................................ 2............................................................................................
.............................................................................................. ..............................................................................................
3............................................................................................ 3............................................................................................
.............................................................................................. ..............................................................................................
...................................................... ......................................................

Task 3: Write three sentences using the time Task 3: Write three sentences using the time

markers: ever; never; just. markers: ever; never; just.

1............................................................................................ 1............................................................................................

.............................................................................................. ..............................................................................................

2............................................................................................ 2............................................................................................

.............................................................................................. ..............................................................................................

3............................................................................................ 3............................................................................................

.............................................................................................. ..............................................................................................

...................................................... ......................................................

Task 3: Write three sentences using the time

Task 3: Write three sentences using the time
markers: ever; never; just.
markers: ever; never; just.
1............................................................................................
1............................................................................................
..............................................................................................
..............................................................................................
2............................................................................................
2............................................................................................
..............................................................................................
..............................................................................................
3............................................................................................
3............................................................................................
..............................................................................................
..............................................................................................
......................................................
......................................................

Task 3: Write three sentences using the time

markers: ever; never; just.
1............................................................................................
..............................................................................................
2............................................................................................
..............................................................................................
3............................................................................................
..............................................................................................
......................................................

Task 3: Write three sentences using the time

My 4MS Worksheets-Mrs AyadiPage 115

My 4MS Worksheets-Mrs AyadiPage 116
Match each picture with its corresponding job: Match each picture with its corresponding job:

teacher, director, cook, architect, policeman, air- teacher, director, cook, architect, policeman, air-
hostess, artist, librarian hostess, artist, librarian

1................. 2................ 3................. 4.............. 1................. 2................ 3................. 4..............

5.................. 6................ 7................. 8.................. 5.................. 6................ 7................. 8..................

Match each picture with its corresponding job: Match each picture with its corresponding job:

teacher, director, cook, architect, policeman, air- teacher, director, cook, architect, policeman, air-
hostess, artist, librarian hostess, artist, librarian

1................. 2................ 3................. 4.............. 1................. 2................ 3................. 4..............

5.................. 6................ 7................. 8.................. 5.................. 6................ 7................. 8..................

Match each picture with its corresponding job: Match each picture with its corresponding job:

teacher, director, cook, architect, policeman, air- teacher, director, cook, architect, policeman, air-
hostess, artist, librarian hostess, artist, librarian

1................. 2................ 3................. 4.............. 1................. 2................ 3................. 4..............

5.................. 6................ 7................. 8.................. 5.................. 6................ 7................. 8..................

My 4MS Worksheets-Mrs AyadiPage 117

Rule Rule

*Suffixes are affixes that attach to the ends of *Suffixes are affixes that attach to the ends of
words to create new words. words to create new words.
*We use the suffixes –er, -or, -ian and –ist to *We use the suffixes –er, -or, -ian and –ist to
form names of occupations and trades. form names of occupations and trades.

...................................................... ......................................................
Rule Rule

...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 118

My 4MS Worksheets-Mrs AyadiPage 119
Task 1: Listen and answer the following 2-Where is he
questions: from? ..................................................................................
1-Who is the sender of the .........
email? ................................................................................. 3-What is his dream
.......... job? .....................................................................................
2-Where is he ......
from? .................................................................................. 4-Which team does he want to play
......... for? .....................................................................................
3-What is his dream .......
job? ..................................................................................... 5-How long does his father work a
...... day? .....................................................................................
4-Which team does he want to play .......
for? ..................................................................................... ......................................................
.......
5-How long does his father work a
day? ..................................................................................... Task 1: Listen and answer the following
....... questions:
...................................................... 1-Who is the sender of the
email? .................................................................................
Task 1: Listen and answer the following ..........
questions: 2-Where is he
1-Who is the sender of the from? ..................................................................................
email? ................................................................................. .........
.......... 3-What is his dream
2-Where is he job? .....................................................................................
from? .................................................................................. ......
......... 4-Which team does he want to play
3-What is his dream for? .....................................................................................
job? ..................................................................................... .......
...... 5-How long does his father work a
4-Which team does he want to play day? .....................................................................................
for? ..................................................................................... .......
....... ......................................................
5-How long does his father work a
day? ..................................................................................... Task 1: Listen and answer the following
....... questions:
...................................................... 1-Who is the sender of the
email? .................................................................................
Task 1: Listen and answer the following ..........
questions: 2-Where is he
1-Who is the sender of the from? ..................................................................................
email? ................................................................................. .........
..........

My 4MS Worksheets-Mrs AyadiPage 120

3-What is his dream  aU + ə = auə : hour
job? .....................................................................................
......
4-Which team does he want to play ‘’A triphthong is a glide from one vowel to another
and then to a third, all produced rapidly and
for? .....................................................................................
without interruptions’’ (Roach 1991:23)
.......
Triphthongs always appear to end in schwa /ə/.
5-How long does his father work a For example, a careful pronunciation of the word
day? ..................................................................................... ‘hour’ begins with a vowel quality similar to ‘a:’,
....... goes on to ‘u’ then ends in ‘ə’. It says /auə/
...................................................... Triphthongs = Diphthongs + schwa /ə/
 eI + ə = eIə : player
Task 1: Listen and answer the following  aI + ə = aIə : science
questions:  ƆI + ə = ƆIə : royal
1-Who is the sender of the  əu + ə = əuə : Noah
 aU + ə = auə : hour
email? .................................................................................
..........
2-Where is he
from? ..................................................................................
‘’A triphthong is a glide from one vowel to another
......... and then to a third, all produced rapidly and
3-What is his dream without interruptions’’ (Roach 1991:23)
job? ..................................................................................... Triphthongs always appear to end in schwa /ə/.
...... For example, a careful pronunciation of the word
4-Which team does he want to play ‘hour’ begins with a vowel quality similar to ‘a:’,
for? ..................................................................................... goes on to ‘u’ then ends in ‘ə’. It says /auə/
....... Triphthongs = Diphthongs + schwa /ə/
5-How long does his father work a  eI + ə = eIə : player
 aI + ə = aIə : science
day? .....................................................................................
 ƆI + ə = ƆIə : royal
.......
 əu + ə = əuə : Noah
......................................................  aU + ə = auə : hour

‘’A triphthong is a glide from one vowel to another

and then to a third, all produced rapidly and ‘’A triphthong is a glide from one vowel to another
without interruptions’’ (Roach 1991:23) and then to a third, all produced rapidly and
Triphthongs always appear to end in schwa /ə/. without interruptions’’ (Roach 1991:23)
For example, a careful pronunciation of the word Triphthongs always appear to end in schwa /ə/.
‘hour’ begins with a vowel quality similar to ‘a:’, For example, a careful pronunciation of the word
goes on to ‘u’ then ends in ‘ə’. It says /auə/ ‘hour’ begins with a vowel quality similar to ‘a:’,
Triphthongs = Diphthongs + schwa /ə/ goes on to ‘u’ then ends in ‘ə’. It says /auə/
 eI + ə = eIə : player Triphthongs = Diphthongs + schwa /ə/
 aI + ə = aIə : science  eI + ə = eIə : player
 ƆI + ə = ƆIə : royal  aI + ə = aIə : science
 əu + ə = əuə : Noah  ƆI + ə = ƆIə : royal

My 4MS Worksheets-Mrs AyadiPage 121

 əu + ə = əuə : Noah Pharmacy ....................... Guard ......................
 aU + ə = auə : hour Direct
......................................................

‘’A triphthong is a glide from one vowel to another Task 2: Use the suffixes (er, or, ian, ist) to
and then to a third, all produced rapidly and form names of occupations and trades:
without interruptions’’ (Roach 1991:23)
Words Occupations Words Occupations
Triphthongs always appear to end in schwa /ə/. and and Trades
For example, a careful pronunciation of the word Trades
‘hour’ begins with a vowel quality similar to ‘a:’,
Guitar .......................
Piano ......................
goes on to ‘u’ then ends in ‘ə’. It says /auə/ Journal .......................
Surgery ......................
Triphthongs = Diphthongs + schwa /ə/ Comedy .......................
Library ......................
 eI + ə = eIə : player Translate .......................
Science ......................
 aI + ə = aIə : science Astronom .......................
Jewelry ......................
 ƆI + ə = ƆIə : royal y .......................
Paint ......................
 əu + ə = əuə : Noah Pharmacy .......................
Guard ......................
 aU + ə = auə : hour Direct
......................................................

Task 2: Use the suffixes (er, or, ian, ist) to

‘’A triphthong is a glide from one vowel to another form names of occupations and trades:
and then to a third, all produced rapidly and Words Occupations Words Occupations
without interruptions’’ (Roach 1991:23) and and Trades
Triphthongs always appear to end in schwa /ə/. Trades
For example, a careful pronunciation of the word Guitar .......................
Piano ......................
‘hour’ begins with a vowel quality similar to ‘a:’, Journal .......................
Surgery ......................
goes on to ‘u’ then ends in ‘ə’. It says /auə/ Comedy .......................
Library ......................
Triphthongs = Diphthongs + schwa /ə/ Translate .......................
Science ......................
 eI + ə = eIə : player Astronom .......................
Jewelry ......................
 aI + ə = aIə : science y .......................
Paint ......................
 ƆI + ə = ƆIə : royal Pharmacy .......................
Guard ......................
 əu + ə = əuə : Noah Direct
 aU + ə = auə : hour ......................................................

Task 2: Use the suffixes (er, or, ian, ist) to Task 2: Use the suffixes (er, or, ian, ist) to
form names of occupations and trades: form names of occupations and trades:
Words Occupations Words Occupations Words Occupations Words Occupations
and and Trades and and Trades
Trades Trades
Guitar ....................... Piano ...................... Guitar ....................... Piano ......................
Journal ....................... Surgery ...................... Journal ....................... Surgery ......................
Comedy ....................... Library ...................... Comedy ....................... Library ......................
Translate ....................... Science ...................... Translate ....................... Science ......................
Astronom ....................... Jewelry ...................... Astronom ....................... Jewelry ......................
y ....................... Paint ...................... y ....................... Paint ......................

My 4MS Worksheets-Mrs AyadiPage 122

Pharmacy ....................... Guard ...................... 4-You won’t have to wait for an hour if you cook
Direct chips in a fryer.
...................................................... 5-Fruit-growers have lost money because the
climate is getter drier.
Task 2: Use the suffixes (er, or, ian, ist) to ......................................................
form names of occupations and trades: Task 4 page 70: Listen and choose the correct
Words Occupations Words Occupations pronunciation of the triphthong (eIə, aIə, ƆIə,
and and Trades əuə, auə) in each underlined word in the
Trades
following sentences:
Guitar .......................
Piano ......................
1-London’s clock tower is higher than the Learning
Journal .......................
Surgery ......................
Comedy .......................
Library ...................... Tower in Pisa.
Translate .......................
Science ...................... 2-The lawyer claimed that his client was always
Astronom .......................
Jewelry ...................... loyal to his employer.
y .......................
Paint ...................... 3-He felt very tired after changing his flat tyre.
Pharmacy .......................
Guard ......................
4-You won’t have to wait for an hour if you cook
Direct
chips in a fryer.
......................................................
5-Fruit-growers have lost money because the
climate is getter drier.
Task 2: Use the suffixes (er, or, ian, ist) to
......................................................
form names of occupations and trades:
Task 4 page 70: Listen and choose the correct
Words Occupations Words Occupations
pronunciation of the triphthong (eIə, aIə, ƆIə,
and and Trades
Trades əuə, auə) in each underlined word in the
Guitar .......................
Piano ...................... following sentences:
Journal .......................
Surgery ...................... 1-London’s clock tower is higher than the Learning
Comedy .......................
Library ...................... Tower in Pisa.
Translate .......................
Science ...................... 2-The lawyer claimed that his client was always
Astronom .......................
Jewelry ......................
loyal to his employer.
y .......................
Paint ......................
3-He felt very tired after changing his flat tyre.
Pharmacy .......................
Guard ......................
Direct 4-You won’t have to wait for an hour if you cook
...................................................... chips in a fryer.
5-Fruit-growers have lost money because the
climate is getter drier.
......................................................
Task 4 page 70: Listen and choose the correct
pronunciation of the triphthong (eIə, aIə, ƆIə, Task 4 page 70: Listen and choose the correct
əuə, auə) in each underlined word in the pronunciation of the triphthong (eIə, aIə, ƆIə,

following sentences: əuə, auə) in each underlined word in the

1-London’s clock tower is higher than the Learning following sentences:
Tower in Pisa. 1-London’s clock tower is higher than the Learning
2-The lawyer claimed that his client was always Tower in Pisa.
loyal to his employer. 2-The lawyer claimed that his client was always
3-He felt very tired after changing his flat tyre. loyal to his employer.
3-He felt very tired after changing his flat tyre.

My 4MS Worksheets-Mrs AyadiPage 123

4-You won’t have to wait for an hour if you cook Task 5: Situation of Integration:
chips in a fryer.
5-Fruit-growers have lost money because the “Dreams play a vital role in shaping our future. It
climate is getter drier. is rightly said, “If you can imagine it, you can
...................................................... achieve it; if you can dream it, you can become it”
Task 4 page 70: Listen and choose the correct What is your dream career? Tell your friends on
pronunciation of the triphthong (eIə, aIə, ƆIə, your school blog about your dreams.
əuə, auə) in each underlined word in the
following sentences:
1-London’s clock tower is higher than the Learning Task 5: Situation of Integration:
Tower in Pisa.
2-The lawyer claimed that his client was always “Dreams play a vital role in shaping our future. It
loyal to his employer. is rightly said, “If you can imagine it, you can
3-He felt very tired after changing his flat tyre. achieve it; if you can dream it, you can become it”
4-You won’t have to wait for an hour if you cook What is your dream career? Tell your friends on
chips in a fryer. your school blog about your dreams.
5-Fruit-growers have lost money because the
climate is getter drier.
...................................................... Task 5: Situation of Integration:
Task 4 page 70: Listen and choose the correct
pronunciation of the triphthong (eIə, aIə, ƆIə, “Dreams play a vital role in shaping our future. It
əuə, auə) in each underlined word in the is rightly said, “If you can imagine it, you can
following sentences: achieve it; if you can dream it, you can become it”
1-London’s clock tower is higher than the Learning What is your dream career? Tell your friends on
Tower in Pisa. your school blog about your dreams.
2-The lawyer claimed that his client was always
loyal to his employer.
3-He felt very tired after changing his flat tyre. Task 5: Situation of Integration:
4-You won’t have to wait for an hour if you cook
chips in a fryer. “Dreams play a vital role in shaping our future. It
5-Fruit-growers have lost money because the is rightly said, “If you can imagine it, you can
climate is getter drier. achieve it; if you can dream it, you can become it”
...................................................... What is your dream career? Tell your friends on
your school blog about your dreams.
Task 5: Situation of Integration: Task 5: Situation of Integration:

“Dreams play a vital role in shaping our future. It “Dreams play a vital role in shaping our future. It
is rightly said, “If you can imagine it, you can is rightly said, “If you can imagine it, you can
achieve it; if you can dream it, you can become it” achieve it; if you can dream it, you can become it”
What is your dream career? Tell your friends on What is your dream career? Tell your friends on
your school blog about your dreams. your school blog about your dreams.

My 4MS Worksheets-Mrs AyadiPage 124

Task 5: Situation of Integration: ......................................................
......................................................
“Dreams play a vital role in shaping our future. It ......................................................
......................................................
is rightly said, “If you can imagine it, you can
......................................................
achieve it; if you can dream it, you can become it”
What is your dream career? Tell your friends on
your school blog about your dreams.

Task 5: Situation of Integration: ..............

......................................................
“Dreams play a vital role in shaping our future. It ......................................................
is rightly said, “If you can imagine it, you can ......................................................
......................................................
achieve it; if you can dream it, you can become it”
......................................................
What is your dream career? Tell your friends on
......................................................
your school blog about your dreams. ......................................................
......................................................
......................................................
Task 5: Situation of Integration: ......................................................

“Dreams play a vital role in shaping our future. It

is rightly said, “If you can imagine it, you can
achieve it; if you can dream it, you can become it”
What is your dream career? Tell your friends on
..............
your school blog about your dreams. ......................................................
......................................................
......................................................
Task 5: Situation of Integration: ......................................................
......................................................
......................................................
“Dreams play a vital role in shaping our future. It
......................................................
is rightly said, “If you can imagine it, you can
......................................................
achieve it; if you can dream it, you can become it” ......................................................
What is your dream career? Tell your friends on ......................................................
your school blog about your dreams.

.............. ..............
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 125

...................................................... ...................... Studied
......................................................
......................................................
......................................................
Task 1: Complete the table:
......................................................
Infinitives Simple Past
To be .................................
To see .
...................... .................................
. Went
.............. ...................... Fell
...................................................... To watch .................................
...................................................... To wait .................................
...................................................... ...................... Studied
......................................................
......................................................
......................................................
...................................................... Task 1: Complete the table:
...................................................... Infinitives Simple Past
...................................................... To be .................................
...................................................... To see .
...................... .................................
. Went
...................... Fell
To watch .................................
To wait .................................
..............
...................... Studied
......................................................
......................................................
......................................................
...................................................... Task 1: Complete the table:
...................................................... Infinitives Simple Past
...................................................... To be .................................
......................................................
To see .
......................................................
...................... .................................
......................................................
...................................................... . Went
...................... Fell
Task 1: Complete the table: To watch .................................
Infinitives Simple Past To wait .................................
To be ................................. ...................... Studied
To see .
...................... ................................. Task 1: Complete the table:
. Went Infinitives Simple Past
...................... Fell To be .................................
To watch ................................. To see .
To wait ................................. ...................... .................................

My 4MS Worksheets-Mrs AyadiPage 126

. Went *ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless
...................... Fell sounds)
To watch ................................. *ed= /d/: voiced sounds + vowel sounds
To wait ................................. *ed= /id/: /t,d/
...................... Studied
.
*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless
Task 1: Complete the table: sounds)
Infinitives Simple Past *ed= /d/: voiced sounds + vowel sounds
To be ................................. *ed= /id/: /t,d/
To see .
...................... ................................. .
. Went *ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless
...................... Fell sounds)
To watch ................................. *ed= /d/: voiced sounds + vowel sounds
To wait ................................. *ed= /id/: /t,d/
...................... Studied
.
*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless
Task 1: Complete the table: sounds)
Infinitives Simple Past *ed= /d/: voiced sounds + vowel sounds
To be ................................. *ed= /id/: /t,d/
To see .
...................... ................................. .
. Went *ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless
...................... Fell sounds)
To watch ................................. *ed= /d/: voiced sounds + vowel sounds
To wait ................................. *ed= /id/: /t,d/
...................... Studied
.
*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless
Task 1: Complete the table: sounds)
Infinitives Simple Past *ed= /d/: voiced sounds + vowel sounds
To be ................................. *ed= /id/: /t,d/
To see .
...................... ................................. .
. Went *ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless
...................... Fell sounds)
To watch ................................. *ed= /d/: voiced sounds + vowel sounds
To wait ................................. *ed= /id/: /t,d/
...................... Studied

. .

My 4MS Worksheets-Mrs AyadiPage 127

*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless Task 1: Liz is telling about her unlucky day. Help
sounds) her put the verbs in the right form: simple past or
past continuous:
*ed= /d/: voiced sounds + vowel sounds Last Monday........... (to be) a very bad day. I.............
*ed= /id/: /t,d/ (wake up) too late and...................... (miss) my school bus.
Mum had to take me to school. While we...........
(be) on the way to school, we............ (see) a terrible car
. accident. There.............. (be) a traffic jam.
*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless Everybody ........................... (wait) in a long queue.
sounds) Therefore, I................ (get) to school very late. Then
I..............(have) a Maths test. While I........................ (do)
*ed= /d/: voiced sounds + vowel sounds the questions, my classmate ................. (ask) me a question.
*ed= /id/: /t,d/ The teacher thought we............................ (cheat). After
class we had to stay and explain everything. Things went
even worse. While I...................... (wait) for the bus home,
. I....................... (realize) that I had lost my money so I had
*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless to walk home. When I............ (get) home, my
sounds) parents............................ (wait) for me and they....................
(be) very worried. I had to stay home alone because my
*ed= /d/: voiced sounds + vowel sounds parents went out for dinner with their friends. I..................
*ed= /id/: /t,d/ (put) my dinner in the oven and................. (go) to watch TV.
While I........................... (watch) a film, I................... (fall)
asleep. When I...................... (wake up) an hour later, there
. was a terrible smoke and smell coming from the kitchen.
*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless My chicken.............. (be) all burnt and black! I......................
sounds) (not/want) to eat anymore, so I..................... (go) to bed to
sleep.
*ed= /d/: voiced sounds + vowel sounds
......................................................
*ed= /id/: /t,d/ Task 1: Liz is telling about her unlucky day. Help
her put the verbs in the right form: simple past or
. past continuous:
Last Monday........... (to be) a very bad day. I.............
*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless (wake up) too late and...................... (miss) my school bus.
sounds) Mum had to take me to school. While we...........
*ed= /d/: voiced sounds + vowel sounds (be) on the way to school, we............ (see) a terrible car
accident. There.............. (be) a traffic jam.
*ed= /id/: /t,d/ Everybody ........................... (wait) in a long queue.
Therefore, I................ (get) to school very late. Then
. I..............(have) a Maths test. While I........................ (do)
the questions, my classmate ................. (ask) me a question.
*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless The teacher thought we............................ (cheat). After
sounds) class we had to stay and explain everything. Things went
*ed= /d/: voiced sounds + vowel sounds even worse. While I...................... (wait) for the bus home,
I....................... (realize) that I had lost my money so I had
*ed= /id/: /t,d/ to walk home. When I............ (get) home, my
parents............................ (wait) for me and they....................
. (be) very worried. I had to stay home alone because my
parents went out for dinner with their friends. I..................
*ed= /t/: /p, k, f, s, ∫, t∫, θ/ (voiceless (put) my dinner in the oven and................. (go) to watch TV.
sounds) While I........................... (watch) a film, I................... (fall)
*ed= /d/: voiced sounds + vowel sounds asleep. When I...................... (wake up) an hour later, there
was a terrible smoke and smell coming from the kitchen.
*ed= /id/: /t,d/ My chicken.............. (be) all burnt and black! I......................
(not/want) to eat anymore, so I..................... (go) to bed to
sleep.
......................................................

My 4MS Worksheets-Mrs AyadiPage 128

Task 1: Liz is telling about her unlucky day. Help
her put the verbs in the right form: simple past or
past continuous: RULE:
Last Monday........... (to be) a very bad day. I............. When one event, which is in progress in the past,
(wake up) too late and...................... (miss) my school bus.
is interrupted by another one, I use the past
Mum had to take me to school. While we...........
(be) on the way to school, we............ (see) a terrible car simple for the event that caused interruption and
accident. There.............. (be) a traffic jam. the past continuous for the one in progress.
Everybody ........................... (wait) in a long queue. e.g. 1.While I was watching TV, I fell asleep.
Therefore, I................ (get) to school very late. Then 2. Nadia was doing her homework when her
I..............(have) a Maths test. While I........................ (do) friend Lina phoned.
the questions, my classmate ................. (ask) me a question.
NOTE: 1. was watching (event in progress)- fell
The teacher thought we............................ (cheat). After
class we had to stay and explain everything. Things went
(event that caused intteruption)
even worse. While I...................... (wait) for the bus home, 2. was doing (event in progress)- phoned (event
I....................... (realize) that I had lost my money so I had caused interruption)
to walk home. When I............ (get) home, my .....................................................
parents............................ (wait) for me and they....................
(be) very worried. I had to stay home alone because my
parents went out for dinner with their friends. I.................. RULE:
(put) my dinner in the oven and................. (go) to watch TV.
While I........................... (watch) a film, I................... (fall)
When one event, which is in progress in the past,
asleep. When I...................... (wake up) an hour later, there is interrupted by another one, I use the past
was a terrible smoke and smell coming from the kitchen. simple for the event that caused interruption and
My chicken.............. (be) all burnt and black! I......................
(not/want) to eat anymore, so I..................... (go) to bed to
the past continuous for the one in progress.
sleep. e.g. 1.While I was watching TV, I fell asleep.
...................................................... 2. Nadia was doing her homework when her
Task 1: Liz is telling about her unlucky day. Help
friend Lina phoned.
her put the verbs in the right form: simple past or
past continuous: NOTE: 1. was watching (event in progress)- fell
Last Monday........... (to be) a very bad day. I............. (event that caused intteruption)
(wake up) too late and...................... (miss) my school bus. 2. was doing (event in progress)- phoned (event
Mum had to take me to school. While we...........
(be) on the way to school, we............ (see) a terrible car
caused interruption)
accident. There.............. (be) a traffic jam.
Everybody ........................... (wait) in a long queue. .....................................................
Therefore, I................ (get) to school very late. Then
I..............(have) a Maths test. While I........................ (do) RULE:
the questions, my classmate ................. (ask) me a question.
When one event, which is in progress in the past,
The teacher thought we............................ (cheat). After
class we had to stay and explain everything. Things went is interrupted by another one, I use the past
even worse. While I...................... (wait) for the bus home, simple for the event that caused interruption and
I....................... (realize) that I had lost my money so I had
the past continuous for the one in progress.
to walk home. When I............ (get) home, my
parents............................ (wait) for me and they.................... e.g. 1.While I was watching TV, I fell asleep.
(be) very worried. I had to stay home alone because my 2. Nadia was doing her homework when her
parents went out for dinner with their friends. I..................
friend Lina phoned.
(put) my dinner in the oven and................. (go) to watch TV.
While I........................... (watch) a film, I................... (fall) NOTE: 1. was watching (event in progress)- fell
asleep. When I...................... (wake up) an hour later, there (event that caused intteruption)
was a terrible smoke and smell coming from the kitchen. 2. was doing (event in progress)- phoned (event
My chicken.............. (be) all burnt and black! I......................
(not/want) to eat anymore, so I..................... (go) to bed to caused interruption)
sleep.
...................................................... .....................................................

My 4MS Worksheets-Mrs AyadiPage 129

RULE: RULE: I PRONOUNCE
When one event, which is in progress in the past, .
is interrupted by another one, I use the past “was” Weak Form /wəz/*at the beginning
simple for the event that caused interruption and *in the middle
the past continuous for the one in progress. Strong Form /wаz/*at the end
e.g. 1.While I was watching TV, I fell asleep. “were” Weak Form /wə/*at the end
2. Nadia was doing her homework when her
*in the middle
friend Lina phoned.
/wər/*before vowel sounds
NOTE: 1. was watching (event in progress)- fell
(event that caused intteruption) Strong Form /wз:/*at the end
2. was doing (event in progress)- phoned (event *In the negative form, we usually use the Strong
caused interruption) Form wasn’t /wаznt/, weren’t /wз:nt/
.....................................................
......................................................
RULE:
When one event, which is in progress in the past, RULE: I PRONOUNCE
is interrupted by another one, I use the past .
simple for the event that caused interruption and “was” Weak Form /wəz/*at the beginning
the past continuous for the one in progress. *in the middle
e.g. 1.While I was watching TV, I fell asleep. Strong Form /wаz/*at the end
2. Nadia was doing her homework when her “were” Weak Form /wə/*at the end
friend Lina phoned. *in the middle
NOTE: 1. was watching (event in progress)- fell /wər/*before vowel sounds
(event that caused intteruption) Strong Form /wз:/*at the end
2. was doing (event in progress)- phoned (event *In the negative form, we usually use the Strong
caused interruption) Form wasn’t /wаznt/, weren’t /wз:nt/

..................................................... ......................................................
RULE:
When one event, which is in progress in the past, RULE: I PRONOUNCE
is interrupted by another one, I use the past .
simple for the event that caused interruption and “was” Weak Form /wəz/*at the beginning
the past continuous for the one in progress. *in the middle
e.g. 1.While I was watching TV, I fell asleep. Strong Form /wаz/*at the end
2. Nadia was doing her homework when her “were” Weak Form /wə/*at the end
friend Lina phoned. *in the middle
NOTE: 1. was watching (event in progress)- fell /wər/*before vowel sounds
(event that caused intteruption) Strong Form /wз:/*at the end
2. was doing (event in progress)- phoned (event *In the negative form, we usually use the Strong
caused interruption) Form wasn’t /wаznt/, weren’t /wз:nt/

.....................................................

My 4MS Worksheets-Mrs AyadiPage 130

Task 2 (5 p.76) : Choose the appropriate
connector (‘’while‘’ or ‘’when‘’) and combine the
RULE: I PRONOUNCE
sentences (a) and (b), using the correct form
.
of the verbs in brackets:
“was” Weak Form /wəz/*at the beginning 1/a.J.K.Rowling had the idea of writing “Harry
*in the middle Potter” while she was travelling on the train from
Strong Form /wаz/*at the end Manchester to London one day in 1980.
“were” Weak Form /wə/*at the end b.While J.K.Rowling was travelling on the train
from Manchester to London one day in 1980, she
*in the middle
had the idea of writing “Harry Potter”.
/wər/*before vowel sounds
c. J.K.Rowling was travelling on the train from
Strong Form /wз:/*at the end Manchester to London one day in 1980 when she
*In the negative form, we usually use the Strong had the idea of writing “Harry Potter”.
Form wasn’t /wаznt/, weren’t /wз:nt/ d.When J.K.Rowling had the idea of writing
“Harry Potter”, she was travelling on the train
...................................................... from Manchester to London one day in 1980.
2/..........................................................................................
..............................................................................................
RULE: I PRONOUNCE
..............................................................................................
.
3/..........................................................................................
“was” Weak Form /wəz/*at the beginning
..............................................................................................
*in the middle
..............................................................................................
Strong Form /wаz/*at the end
......................................................
“were” Weak Form /wə/*at the end
*in the middle Task 2 (5 p.76) : Choose the appropriate
/wər/*before vowel sounds connector (‘’while‘’ or ‘’when‘’) and combine the
Strong Form /wз:/*at the end sentences (a) and (b), using the correct form
*In the negative form, we usually use the Strong of the verbs in brackets:
Form wasn’t /wаznt/, weren’t /wз:nt/ 1/a.J.K.Rowling had the idea of writing “Harry
Potter” while she was travelling on the train from
Manchester to London one day in 1980.
......................................................
b.While J.K.Rowling was travelling on the train
from Manchester to London one day in 1980, she
RULE: I PRONOUNCE had the idea of writing “Harry Potter”.
c. J.K.Rowling was travelling on the train from
.
Manchester to London one day in 1980 when she
“was” Weak Form /wəz/*at the beginning
had the idea of writing “Harry Potter”.
*in the middle d.When J.K.Rowling had the idea of writing
Strong Form /wаz/*at the end “Harry Potter”, she was travelling on the train
“were” Weak Form /wə/*at the end from Manchester to London one day in 1980.
*in the middle 2/..........................................................................................
/wər/*before vowel sounds ..............................................................................................
Strong Form /wз:/*at the end ..............................................................................................
*In the negative form, we usually use the Strong 3/..........................................................................................
Form wasn’t /wаznt/, weren’t /wз:nt/ ..............................................................................................
..............................................................................................
......................................................

My 4MS Worksheets-Mrs AyadiPage 131

Task 2 (5 p.76) : Choose the appropriate Task 3: While Liz was doing her homework, she
connector (‘’while‘’ or ‘’when‘’) and combine the mispronounced the words ‘’was’’ and ‘’were”:
sentences (a) and (b), using the correct form 1) Peter and john /wər/ doing their homework.
of the verbs in brackets:
2) /wDz/ the girl writing on her notebook?
1/a.J.K.Rowling had the idea of writing “Harry
-Yes, she /wəz/.
Potter” while she was travelling on the train from
Manchester to London one day in 1980. 3) Mike and Robin /wə/ attending a
b.While J.K.Rowling was travelling on the train conference.
from Manchester to London one day in 1980, she 4) Who /wDz/ running in the garden?
had the idea of writing “Harry Potter”. -The girls /wər/
c. J.K.Rowling was travelling on the train from ......................................................
Manchester to London one day in 1980 when she
had the idea of writing “Harry Potter”.
d.When J.K.Rowling had the idea of writing Task 3: While Liz was doing her homework, she
“Harry Potter”, she was travelling on the train mispronounced the words ‘’was’’ and ‘’were”:
from Manchester to London one day in 1980. 1) Peter and john /wər/ doing their homework.
2/.......................................................................................... 2) /wDz/ the girl writing on her notebook?
.............................................................................................. -Yes, she /wəz/.
.............................................................................................. 3) Mike and Robin /wə/ attending a
3/.......................................................................................... conference.
.............................................................................................. 4) Who /wDz/ running in the garden?
.............................................................................................. -The girls /wər/
...................................................... ......................................................

Task 2 (5 p.76) : Choose the appropriate Task 3: While Liz was doing her homework, she
connector (‘’while‘’ or ‘’when‘’) and combine the mispronounced the words ‘’was’’ and ‘’were”:
sentences (a) and (b), using the correct form
1) Peter and john /wər/ doing their homework.
of the verbs in brackets:
2) /wDz/ the girl writing on her notebook?
1/a.J.K.Rowling had the idea of writing “Harry
Potter” while she was travelling on the train from -Yes, she /wəz/.
Manchester to London one day in 1980. 3) Mike and Robin /wə/ attending a
b.While J.K.Rowling was travelling on the train conference.
from Manchester to London one day in 1980, she 4) Who /wDz/ running in the garden?
had the idea of writing “Harry Potter”. -The girls /wər/
c. J.K.Rowling was travelling on the train from
......................................................
Manchester to London one day in 1980 when she
had the idea of writing “Harry Potter”.
d.When J.K.Rowling had the idea of writing Task 3: While Liz was doing her homework, she
“Harry Potter”, she was travelling on the train mispronounced the words ‘’was’’ and ‘’were”:
from Manchester to London one day in 1980. 1) Peter and john /wər/ doing their homework.
2/.......................................................................................... 2) /wDz/ the girl writing on her notebook?
.............................................................................................. -Yes, she /wəz/.
.............................................................................................. 3) Mike and Robin /wə/ attending a
3/.......................................................................................... conference.
.............................................................................................. 4) Who /wDz/ running in the garden?
.............................................................................................. -The girls /wər/
...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 132

Task 3: While Liz was doing her homework, she Task 4 (18 page 72): Listen and classify the
mispronounced the words ‘’was’’ and ‘’were”: verbs in the table below according to the
1) Peter and john /wər/ doing their homework. pronunciation of its “ed” ending:
watched- washed- resisted- interviewed-
2) /wDz/ the girl writing on her notebook?
replaced- reminded- remembered- insisted-
-Yes, she /wəz/.
oppressed- travelled- occupied- cared- invaded-
3) Mike and Robin /wə/ attending a kicked- avoided- invented
conference. / id / / t / / d /
4) Who /wDz/ running in the garden? .......................... .......................... ..........................
-The girls /wər/ . . .
...................................................... .......................... .......................... ..........................
. . .
.......................... .......................... ..........................
Task 3: While Liz was doing her homework, she
. . .
mispronounced the words ‘’was’’ and ‘’were”: .......................... .......................... ..........................
1) Peter and john /wər/ doing their homework. .......................... .......................... ..........................
2) /wDz/ the girl writing on her notebook? .......................... .......................... ..........................
-Yes, she /wəz/.
3) Mike and Robin /wə/ attending a ......................................................

conference. Task 4 (18 page 72): Listen and classify the

verbs in the table below according to the
4) Who /wDz/ running in the garden?
pronunciation of its “ed” ending:
-The girls /wər/
watched- washed- resisted- interviewed-
...................................................... replaced- reminded- remembered- insisted-
oppressed- travelled- occupied- cared- invaded-
Task 3: While Liz was doing her homework, she kicked- avoided- invented
mispronounced the words ‘’was’’ and ‘’were”: / id / / t / / d /
1) Peter and john /wər/ doing their homework. .......................... .......................... ..........................
. . .
2) /wDz/ the girl writing on her notebook?
.......................... .......................... ..........................
-Yes, she /wəz/.
. . .
3) Mike and Robin /wə/ attending a .......................... .......................... ..........................
conference. . . .
4) Who /wDz/ running in the garden? .......................... .......................... ..........................
-The girls /wər/ .......................... .......................... ..........................
...................................................... .......................... .......................... ..........................

......................................................
Task 3: While Liz was doing her homework, she
Task 4 (18 page 72): Listen and classify the
mispronounced the words ‘’was’’ and ‘’were”:
verbs in the table below according to the
1) Peter and john /wər/ doing their homework. pronunciation of its “ed” ending:
2) /wDz/ the girl writing on her notebook? watched- washed- resisted- interviewed-
-Yes, she /wəz/. replaced- reminded- remembered- insisted-
3) Mike and Robin /wə/ attending a oppressed- travelled- occupied- cared- invaded-
conference. kicked- avoided- invented
/ id / / t / / d /
4) Who /wDz/ running in the garden?
.......................... .......................... ..........................
-The girls /wər/
. . .
...................................................... .......................... .......................... ..........................

My 4MS Worksheets-Mrs AyadiPage 133

. . . Task 4 (18 page 72): Listen and classify the
.......................... .......................... .......................... verbs in the table below according to the
. . . pronunciation of its “ed” ending:
.......................... .......................... .......................... watched- washed- resisted- interviewed-
.......................... .......................... .......................... replaced- reminded- remembered- insisted-
.......................... .......................... .......................... oppressed- travelled- occupied- cared- invaded-
kicked- avoided- invented
...................................................... / id / / t / / d /
Task 4 (18 page 72): Listen and classify the .......................... .......................... ..........................
verbs in the table below according to the . . .
pronunciation of its “ed” ending: .......................... .......................... ..........................
watched- washed- resisted- interviewed- . . .
replaced- reminded- remembered- insisted- .......................... .......................... ..........................
oppressed- travelled- occupied- cared- invaded- . . .
kicked- avoided- invented .......................... .......................... ..........................
/ id / / t / / d / .......................... .......................... ..........................
.......................... .......................... .......................... .......................... .......................... ..........................
. . .
.......................... .......................... .......................... ......................................................
. . . Task 6 page 77: Imagine the events that
.......................... .......................... .......................... caused interruption in each situation and
. . . complete the sentences:
.......................... .......................... .......................... a-I was watching an interesting film on Friday
.......................... .......................... .......................... night when......................................................................
.......................... .......................... .......................... ..........................................................................................
..........................................................................................
......................................................
b-While we were reading a text by Kateb Yacine
Task 4 (18 page 72): Listen and classify the
in class, ...............................................................................
verbs in the table below according to the
pronunciation of its “ed” ending: ...........................................................................................
watched- washed- resisted- interviewed- ..........................................................................................
replaced- reminded- remembered- insisted- c-While the teacher was calling the roll to make
oppressed- travelled- occupied- cared- invaded- sure every pupil was present, ....................................
kicked- avoided- invented ............................................................................................
/ id / / t / / d /
..........................................................................................
.......................... .......................... ..........................
d-I was riding my bike to school when .....................
. . .
.......................... .......................... .......................... ............................................................................................
. . . ..........................................................................................
.......................... .......................... ..........................
. . .
.......................... .......................... ..........................
.......................... .......................... ..........................
Task 6 page 77: Imagine the events that
.......................... .......................... ..........................
caused interruption in each situation and
complete the sentences:
......................................................
a-I was watching an interesting film on Friday
night when......................................................................
..........................................................................................

My 4MS Worksheets-Mrs AyadiPage 134

.......................................................................................... ..........................................................................................
b-While we were reading a text by Kateb Yacine b-While we were reading a text by Kateb Yacine
in class, ............................................................................... in class, ...............................................................................
........................................................................................... ...........................................................................................
.......................................................................................... ..........................................................................................
c-While the teacher was calling the roll to make c-While the teacher was calling the roll to make
sure every pupil was present, .................................... sure every pupil was present, ....................................
............................................................................................ ............................................................................................
.......................................................................................... ..........................................................................................
d-I was riding my bike to school when ..................... d-I was riding my bike to school when .....................
............................................................................................ ............................................................................................
.......................................................................................... ..........................................................................................

Task 6 page 77: Imagine the events that Task 1: Match each word from column A with
caused interruption in each situation and its definition in column B:
complete the sentences: A B
a-I was watching an interesting film on Friday
1-humanitarian a-a state of being very poor.
night when...................................................................... 2-poverty b-to allow something to pass
.......................................................................................... down the throat.
.......................................................................................... 3-mocking c-a person who seeks to
b-While we were reading a text by Kateb Yacine promote human welfare.
4-to swallow d-making fun of someone or
in class, ...............................................................................
something in a cruel way.
...........................................................................................
......................................................
..........................................................................................
c-While the teacher was calling the roll to make
Task 1: Match each word from column A with
sure every pupil was present, ....................................
its definition in column B:
............................................................................................
A B
..........................................................................................
1-humanitarian a-a state of being very poor.
d-I was riding my bike to school when ..................... 2-poverty b-to allow something to pass
............................................................................................ down the throat.
.......................................................................................... 3-mocking c-a person who seeks to
promote human welfare.
4-to swallow d-making fun of someone or
something in a cruel way.
......................................................
Task 6 page 77: Imagine the events that
caused interruption in each situation and
complete the sentences: Task 1: Match each word from column A with
a-I was watching an interesting film on Friday its definition in column B:
night when...................................................................... A B
.......................................................................................... 1-humanitarian a-a state of being very poor.

My 4MS Worksheets-Mrs AyadiPage 135

2-poverty b-to allow something to pass 1-humanitarian a-a state of being very poor.
down the throat. 2-poverty b-to allow something to pass
3-mocking c-a person who seeks to down the throat.
promote human welfare. 3-mocking c-a person who seeks to
4-to swallow d-making fun of someone or promote human welfare.
something in a cruel way. 4-to swallow d-making fun of someone or
...................................................... something in a cruel way.
......................................................
Task 1: Match each word from column A with
its definition in column B: Task 1: Match each word from column A with
A B its definition in column B:
1-humanitarian a-a state of being very poor. A B
2-poverty b-to allow something to pass 1-humanitarian a-a state of being very poor.
down the throat. 2-poverty b-to allow something to pass
3-mocking c-a person who seeks to down the throat.
promote human welfare. 3-mocking c-a person who seeks to
4-to swallow d-making fun of someone or promote human welfare.
something in a cruel way. 4-to swallow d-making fun of someone or
...................................................... something in a cruel way.
Task 1: Match each word from column A with ......................................................
its definition in column B: Task 2: Listen and write “True”, “False” or
A B “Not mentioned”:
1-humanitarian a-a state of being very poor. 1-Oprah grew up under the shadow of poverty and
2-poverty b-to allow something to pass misery. ........................
down the throat. 2-Oprah could overcome the embarrassment
3-mocking c-a person who seeks to
easily. ........................
promote human welfare.
3-Oprah founded another academy for girls in
4-to swallow d-making fun of someone or
something in a cruel way. Nigeria. ........................
...................................................... 4-Oprah wished the earth would open up and
swallow her. ........................
Task 1: Match each word from column A with .....................................................
its definition in column B: Task 2: Listen and write “True”, “False” or
A B “Not mentioned”:
1-humanitarian a-a state of being very poor. 1-Oprah grew up under the shadow of poverty and
2-poverty b-to allow something to pass misery. ........................
down the throat. 2-Oprah could overcome the embarrassment
3-mocking c-a person who seeks to easily. ........................
promote human welfare.
3-Oprah founded another academy for girls in
4-to swallow d-making fun of someone or
Nigeria. ........................
something in a cruel way.
...................................................... 4-Oprah wished the earth would open up and
swallow her. ........................
Task 1: Match each word from column A with .....................................................
its definition in column B: Task 2: Listen and write “True”, “False” or

A B “Not mentioned”:

My 4MS Worksheets-Mrs AyadiPage 136

1-Oprah grew up under the shadow of poverty and 1-Oprah grew up under the shadow of poverty and
misery. ........................ misery. ........................
2-Oprah could overcome the embarrassment 2-Oprah could overcome the embarrassment
easily. ........................ easily. ........................
3-Oprah founded another academy for girls in 3-Oprah founded another academy for girls in
Nigeria. ........................ Nigeria. ........................
4-Oprah wished the earth would open up and 4-Oprah wished the earth would open up and
swallow her. ........................ swallow her. ........................
..................................................... .....................................................
Task 2: Listen and write “True”, “False” or Task 2: Listen and write “True”, “False” or
“Not mentioned”: “Not mentioned”:
1-Oprah grew up under the shadow of poverty and 1-Oprah grew up under the shadow of poverty and
misery. ........................ misery. ........................
2-Oprah could overcome the embarrassment 2-Oprah could overcome the embarrassment
easily. ........................ easily. ........................
3-Oprah founded another academy for girls in 3-Oprah founded another academy for girls in
Nigeria. ........................ Nigeria. ........................
4-Oprah wished the earth would open up and 4-Oprah wished the earth would open up and
swallow her. ........................ swallow her. ........................
Task 2: Listen and write “True”, “False” or
“Not mentioned”:
RULE: PHRASAL VERBS
1-Oprah grew up under the shadow of poverty and
-Phrasal verbs have two parts:
misery. ........................
a main verb+ an adverb.
2-Oprah could overcome the embarrassment
e.g. sit down; stand up; get up.
easily. ........................
Other examples: -Never give up your dream.
3-Oprah founded another academy for girls in -Sarah’s dream is to become a teacher whe she
Nigeria. ........................ grows up.
4-Oprah wished the earth would open up and -He didn’t figure out things clearly at the time as
swallow her. ........................ he was very young.
.....................................................
Task 2: Listen and write “True”, “False” or
“Not mentioned”: RULE: PHRASAL VERBS
1-Oprah grew up under the shadow of poverty and -Phrasal verbs have two parts:
misery. ........................ a main verb+ an adverb.
2-Oprah could overcome the embarrassment e.g. sit down; stand up; get up.
easily. ........................ Other examples: -Never give up your dream.
3-Oprah founded another academy for girls in -Sarah’s dream is to become a teacher whe she
Nigeria. ........................ grows up.
4-Oprah wished the earth would open up and -He didn’t figure out things clearly at the time as
he was very young.
swallow her. ........................
.....................................................
Task 2: Listen and write “True”, “False” or
“Not mentioned”: RULE: PHRASAL VERBS

My 4MS Worksheets-Mrs AyadiPage 137

-Phrasal verbs have two parts: -Phrasal verbs have two parts:
a main verb+ an adverb. a main verb+ an adverb.
e.g. sit down; stand up; get up. e.g. sit down; stand up; get up.
Other examples: -Never give up your dream. Other examples: -Never give up your dream.
-Sarah’s dream is to become a teacher whe she -Sarah’s dream is to become a teacher whe she
grows up. grows up.
-He didn’t figure out things clearly at the time as -He didn’t figure out things clearly at the time as
he was very young. he was very young.

RULE: PHRASAL VERBS RULE: PHRASAL VERBS

Task 12 page 78: Use your dictionary and

match each phrasal verb with its corresponding
RULE: PHRASAL VERBS meaning
-Phrasal verbs have two parts: Phrasal Verb Meaning
a main verb+ an adverb. 1.to go off a.to examine or check again.
e.g. sit down; stand up; get up. 2.to go in b.to fall to the ground.
Other examples: -Never give up your dream. 3.to go through c.to stop working.
-Sarah’s dream is to become a teacher whe she 4.to go over d.to rise.
grows up. 5.to go away e.to enter.
-He didn’t figure out things clearly at the time as 6.to go down f.to have a difficult experience;
he was very young. 7.to go up to endure; to suffer.
g.to go on holiday.
.....................................................
Task 12 page 78: Use your dictionary and
RULE: PHRASAL VERBS match each phrasal verb with its corresponding
-Phrasal verbs have two parts: meaning
Phrasal Verb Meaning
a main verb+ an adverb.
1.to go off a.to examine or check again.
e.g. sit down; stand up; get up.
2.to go in b.to fall to the ground.
Other examples: -Never give up your dream.
3.to go through c.to stop working.
-Sarah’s dream is to become a teacher whe she
4.to go over d.to rise.
grows up.
5.to go away e.to enter.
-He didn’t figure out things clearly at the time as
6.to go down f.to have a difficult experience;
he was very young.
7.to go up to endure; to suffer.
g.to go on holiday.

RULE: PHRASAL VERBS

My 4MS Worksheets-Mrs AyadiPage 138

..................................................... .....................................................
Task 12 page 78: Use your dictionary and match Task 12 page 78: Use your dictionary and match
each phrasal verb with its corresponding meaning each phrasal verb with its corresponding meaning
Phrasal Verb Meaning Phrasal Verb Meaning
1.to go off a.to examine or check again. 1.to go off a.to examine or check again.
2.to go in b.to fall to the ground. 2.to go in b.to fall to the ground.
3.to go through c.to stop working. 3.to go through c.to stop working.
4.to go over d.to rise. 4.to go over d.to rise.
5.to go away e.to enter. 5.to go away e.to enter.
6.to go down f.to have a difficult experience; 6.to go down f.to have a difficult experience;
7.to go up to endure; to suffer. 7.to go up to endure; to suffer.
g.to go on holiday. g.to go on holiday.
..................................................... .....................................................
Task 12 page 78: Use your dictionary and match Task 12 page 78: Use your dictionary and match
each phrasal verb with its corresponding meaning each phrasal verb with its corresponding meaning
Phrasal Verb Meaning Phrasal Verb Meaning
1.to go off a.to examine or check again. 1.to go off a.to examine or check again.
2.to go in b.to fall to the ground. 2.to go in b.to fall to the ground.
3.to go through c.to stop working. 3.to go through c.to stop working.
4.to go over d.to rise. 4.to go over d.to rise.
5.to go away e.to enter. 5.to go away e.to enter.
6.to go down f.to have a difficult experience; 6.to go down f.to have a difficult experience;
7.to go up to endure; to suffer. 7.to go up to endure; to suffer.
g.to go on holiday. g.to go on holiday.
Task 12 page 78: Use your dictionary and Oprah’s ID card
match each phrasal verb with its corresponding
meaning
Phrasal Verb Meaning
1.to go off a.to examine or check again.
2.to go in b.to fall to the ground.
3.to go through c.to stop working.
4.to go over d.to rise.
5.to go away e.to enter.
6.to go down f.to have a difficult experience;
7.to go up to endure; to suffer.
g.to go on holiday.
.....................................................
Task 12 page 78: Use your dictionary and
match each phrasal verb with its corresponding
meaning
Oprah’s ID card
Phrasal Verb Meaning
1.to go off a.to examine or check again.
2.to go in b.to fall to the ground.
3.to go through c.to stop working.
4.to go over d.to rise.
5.to go away e.to enter.
6.to go down f.to have a difficult experience;
7.to go up to endure; to suffer.
g.to go on holiday.

My 4MS Worksheets-Mrs AyadiPage 139

Oprah’s ID card Oprah’s ID card

Oprah’s ID card MY BLOG

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Oprah’s ID card ............................................................................................

My 4MS Worksheets-Mrs AyadiPage 140

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MY BLOG
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Us
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MY BLOG
Task 1: Match the following photos with their
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Zohra Drif- Hassiba BenBouali- Djamila Bouhired-
.........................
Lala N’Soumer
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................ 1.................. 2................... 3.................. 4..................
............................................................................................ ......................................................
............................................................................................
............................................................................................
............................................................................................

My 4MS Worksheets-Mrs AyadiPage 141

Task 1: Match the following photos with their Task 1: Match the following photos with their
corresponding names: corresponding names:
Zohra Drif- Hassiba BenBouali- Djamila Bouhired- Zohra Drif- Hassiba BenBouali- Djamila Bouhired-
Lala N’Soumer Lala N’Soumer

1.................. 2................... 3.................. 4.................. 1.................. 2................... 3.................. 4..................

...................................................... ......................................................

1.................. 2................... 3.................. 4.................. 1.................. 2................... 3.................. 4..................

...................................................... ......................................................

1.................. 2................... 3.................. 4.................. 1.................. 2................... 3.................. 4..................

...................................................... ......................................................

Task 1: Match the following photos with their Task 1: Complete the bibliographical notes:
corresponding names:
Zohra Drif- Hassiba BenBouali- Djamila Bouhired- Bibliographical Notes
Lala N’Soumer Title: ......................................................................
Author: ..................................................................
Source: ..................................................................
Date of Publication: ...........................................
Type of Document: a-excerpt from a play
1.................. 2................... 3.................. 4..................
b-excerpt from a novel
......................................................
c-excerpt from a memoir

My 4MS Worksheets-Mrs AyadiPage 142

..................................................... .....................................................
Task 1: Complete the bibliographical notes: Task 1: Complete the bibliographical notes:

Bibliographical Notes Bibliographical Notes

Title: ...................................................................... Title: ......................................................................
Author: .................................................................. Author: ..................................................................
Source: .................................................................. Source: ..................................................................
Date of Publication: ........................................... Date of Publication: ...........................................
Type of Document: a-excerpt from a play Type of Document: a-excerpt from a play
b-excerpt from a novel b-excerpt from a novel
c-excerpt from a memoir c-excerpt from a memoir
Task 1: Complete the bibliographical notes: Task 2: Read and write “True” or “False”:
1-Zohra and Roselyn were best friends before the
Bibliographical Notes exam. ......................
Title: ...................................................................... 2-The French and Arab students were equal. ........
Author: .................................................................. 3-Zohra was proud of being an Arab. ......................
Source: .................................................................. .....................................................
Date of Publication: ........................................... Task 2: Read and write “True” or “False”:
Type of Document: a-excerpt from a play 1-Zohra and Roselyn were best friends before the
b-excerpt from a novel exam. ......................
c-excerpt from a memoir 2-The French and Arab students were equal. ........

My 4MS Worksheets-Mrs AyadiPage 143

3-Zohra was proud of being an Arab. ...................... 3-Zohra was proud of being an Arab. ......................
..................................................... .....................................................
Task 2: Read and write “True” or “False”: Task 2: Read and write “True” or “False”:
1-Zohra and Roselyn were best friends before the 1-Zohra and Roselyn were best friends before the
exam. ...................... exam. ......................
2-The French and Arab students were equal. ........ 2-The French and Arab students were equal. ........
3-Zohra was proud of being an Arab. ...................... 3-Zohra was proud of being an Arab. ......................
..................................................... .....................................................
Task 2: Read and write “True” or “False”: Task 2: Read and write “True” or “False”:
1-Zohra and Roselyn were best friends before the 1-Zohra and Roselyn were best friends before the
exam. ...................... exam. ......................
2-The French and Arab students were equal. ........ 2-The French and Arab students were equal. ........
3-Zohra was proud of being an Arab. ...................... 3-Zohra was proud of being an Arab. ......................
..................................................... .....................................................
Task 2: Read and write “True” or “False”: Task 2: Read and write “True” or “False”:
1-Zohra and Roselyn were best friends before the 1-Zohra and Roselyn were best friends before the
exam. ...................... exam. ......................
2-The French and Arab students were equal. ........ 2-The French and Arab students were equal. ........
3-Zohra was proud of being an Arab. ...................... 3-Zohra was proud of being an Arab. ......................
..................................................... .....................................................
Task 2: Read and write “True” or “False”: Task 2: Read and write “True” or “False”:
1-Zohra and Roselyn were best friends before the 1-Zohra and Roselyn were best friends before the
exam. ...................... exam. ......................
2-The French and Arab students were equal. ........ 2-The French and Arab students were equal. ........
3-Zohra was proud of being an Arab. ...................... 3-Zohra was proud of being an Arab. ......................
..................................................... .....................................................
Task 2: Read and write “True” or “False”: Task 2: Read and write “True” or “False”:
1-Zohra and Roselyn were best friends before the 1-Zohra and Roselyn were best friends before the
exam. ...................... exam. ......................
2-The French and Arab students were equal. ........ 2-The French and Arab students were equal. ........
3-Zohra was proud of being an Arab. ...................... 3-Zohra was proud of being an Arab. ......................
..................................................... .....................................................

Task 2: Read and write “True” or “False”: Task 3: Answer the following questions:
1-Zohra and Roselyn were best friends before the 1-Is the first introductory paragraph (“Zohra
Drif...her book”) part of the text? Was it written by
exam. ......................
Zohra Drif? Why is it written in Italics?
2-The French and Arab students were equal. ........ 2-Who or what do the words in bold type in the text
3-Zohra was proud of being an Arab. ...................... refer to?
..................................................... 3-When the Algerian Revolution broke out, Zohra was:
a.19?, b.barely 19?, c.less than 19?, d.more than 19?
Task 2: Read and write “True” or “False”:
1.....................................................
1-Zohra and Roselyn were best friends before the
......................................................
exam. ......................
2-The French and Arab students were equal. ........

My 4MS Worksheets-Mrs AyadiPage 144

...................................................... ......................................................
...................................................... ......................................................
2*me ....................................... 2*me .......................................
we ....................................... we .......................................
they ....................................... they .......................................
*we ....................................... *we .......................................
*we ....................................... *we .......................................
her ....................................... her .......................................
you ....................................... you .......................................
she ....................................... she .......................................
*she ....................................... *she .......................................
me ....................................... me .......................................
3..................................................... 3.....................................................
...................................................... ......................................................

Task 3: Answer the following questions: Task 3: Answer the following questions:
1-Is the first introductory paragraph (“Zohra 1-Is the first introductory paragraph (“Zohra
Drif...her book”) part of the text? Was it written by Drif...her book”) part of the text? Was it written by
Zohra Drif? Why is it written in Italics? Zohra Drif? Why is it written in Italics?
2-Who or what do the words in bold type in the text 2-Who or what do the words in bold type in the text
refer to? refer to?
3-When the Algerian Revolution broke out, Zohra was: 3-When the Algerian Revolution broke out, Zohra was:
a.19?, b.barely 19?, c.less than 19?, d.more than 19? a.19?, b.barely 19?, c.less than 19?, d.more than 19?
1..................................................... 1.....................................................
...................................................... ......................................................
...................................................... ......................................................
...................................................... ......................................................
2*me ....................................... 2*me .......................................
we ....................................... we .......................................
they ....................................... they .......................................
*we ....................................... *we .......................................
*we ....................................... *we .......................................
her ....................................... her .......................................
you ....................................... you .......................................
she ....................................... she .......................................
*she ....................................... *she .......................................
me ....................................... me .......................................
3..................................................... 3.....................................................
...................................................... ......................................................
Task 3: Answer the following questions: Task 4: Match each paragraph with statement
1-Is the first introductory paragraph (“Zohra
(a, b, c or d) that summarises it:
Drif...her book”) part of the text? Was it written by
Paragrap Statements
Zohra Drif? Why is it written in Italics?
h
2-Who or what do the words in bold type in the text
refer to? §1 a-Zohra tries to cheer up her friend
3-When the Algerian Revolution broke out, Zohra was: Roselyn after her failure in the sixth-
a.19?, b.barely 19?, c.less than 19?, d.more than 19? grade entrance exam.
1..................................................... §2 b-Zohra realises that the French can
...................................................... never accept an “Arab” as their equal.

My 4MS Worksheets-Mrs AyadiPage 145

§3 c-Zohra notices for the first time her grade entrance exam.
difference with her European §2 b-Zohra realises that the French can
schoolmates. never accept an “Arab” as their equal.
§4 d-Zohra passes her 6th-grade entrance §3 c-Zohra notices for the first time her
exam, whereas her friend Roselyn fails difference with her European
...................................................... schoolmates.
§4 d-Zohra passes her 6th-grade entrance
Task 4: Match each paragraph with statement exam, whereas her friend Roselyn fails
......................................................
(a, b, c or d) that summarises it:
Paragrap Statements
h Task 4: Match each paragraph with statement
§1 a-Zohra tries to cheer up her friend (a, b, c or d) that summarises it:
Roselyn after her failure in the sixth- Paragrap Statements
grade entrance exam. h
§2 b-Zohra realises that the French can §1 a-Zohra tries to cheer up her friend
never accept an “Arab” as their equal. Roselyn after her failure in the sixth-
§3 c-Zohra notices for the first time her grade entrance exam.
difference with her European §2 b-Zohra realises that the French can
schoolmates. never accept an “Arab” as their equal.
§4 d-Zohra passes her 6th-grade entrance §3 c-Zohra notices for the first time her
exam, whereas her friend Roselyn fails difference with her European
...................................................... schoolmates.
§4 d-Zohra passes her 6th-grade entrance
Task 4: Match each paragraph with statement exam, whereas her friend Roselyn fails
......................................................
(a, b, c or d) that summarises it:
Paragrap Statements
h Task 4: Match each paragraph with statement
§1 a-Zohra tries to cheer up her friend (a, b, c or d) that summarises it:
Roselyn after her failure in the sixth- Paragrap Statements
grade entrance exam. h
§2 b-Zohra realises that the French can §1 a-Zohra tries to cheer up her friend
never accept an “Arab” as their equal. Roselyn after her failure in the sixth-
§3 c-Zohra notices for the first time her grade entrance exam.
difference with her European §2 b-Zohra realises that the French can
schoolmates. never accept an “Arab” as their equal.
§4 d-Zohra passes her 6th-grade entrance §3 c-Zohra notices for the first time her
exam, whereas her friend Roselyn fails difference with her European
...................................................... schoolmates.
§4 d-Zohra passes her 6th-grade entrance
exam, whereas her friend Roselyn fails
......................................................

Task 4: Match each paragraph with statement

(a, b, c or d) that summarises it:
Paragrap Statements
h Task 5: Lexis:
§1 a-Zohra tries to cheer up her friend a/ Find in the text words that are closest in
Roselyn after her failure in the sixth- meaning to the following:

My 4MS Worksheets-Mrs AyadiPage 146

*almost (§1)=............................ *almost (§1)=............................
*approximately (§1)=......................... *approximately (§1)=.........................
*important (§2)=............................ *important (§2)=............................
*weeping (§3)=............................... *weeping (§3)=...............................
*became aware (§4)=.................................. *became aware (§4)=..................................
b/ Match each word from the text with its b/ Match each word from the text with its
corresponding antonym (opposite): corresponding antonym (opposite):
1.arrested (§intro) a.passed, succeeded 1.arrested (§intro) a.passed, succeeded
2.long (§1) b.released 2.long (§1) b.released
3.failed (§3) c.short 3.failed (§3) c.short
...................................................... ......................................................
Task 5: Lexis: Task 5: Lexis:
a/ Find in the text words that are closest in a/ Find in the text words that are closest in
meaning to the following: meaning to the following:
*almost (§1)=............................ *almost (§1)=............................
*approximately (§1)=......................... *approximately (§1)=.........................
*important (§2)=............................ *important (§2)=............................
*weeping (§3)=............................... *weeping (§3)=...............................
*became aware (§4)=.................................. *became aware (§4)=..................................
b/ Match each word from the text with its b/ Match each word from the text with its
corresponding antonym (opposite): corresponding antonym (opposite):
1.arrested (§intro) a.passed, succeeded 1.arrested (§intro) a.passed, succeeded
2.long (§1) b.released 2.long (§1) b.released
3.failed (§3) c.short 3.failed (§3) c.short
...................................................... ......................................................
Task 5: Lexis: Task 5: Lexis:
a/ Find in the text words that are closest in a/ Find in the text words that are closest in
meaning to the following: meaning to the following:
*almost (§1)=............................ *almost (§1)=............................
*approximately (§1)=......................... *approximately (§1)=.........................
*important (§2)=............................ *important (§2)=............................
*weeping (§3)=............................... *weeping (§3)=...............................
*became aware (§4)=.................................. *became aware (§4)=..................................
b/ Match each word from the text with its b/ Match each word from the text with its
corresponding antonym (opposite): corresponding antonym (opposite):
1.arrested (§intro) a.passed, succeeded 1.arrested (§intro) a.passed, succeeded
2.long (§1) b.released 2.long (§1) b.released
3.failed (§3) c.short 3.failed (§3) c.short
...................................................... ......................................................

Task 5: Lexis: Task 6: Situation of Integration:

a/ Find in the text words that are closest in Use the following information to write a
meaning to the following: short paragraph about the legendary freedom

My 4MS Worksheets-Mrs AyadiPage 147

fighter “Zohra Drif”, her childhood experience fighter “Zohra Drif”, her childhood experience
and its impact on her life and personality. and its impact on her life and personality.
Zohra Drif Zohra Drif
Date and place of birth: 28 December Date and place of birth: 28 December
1934/Tiaret 1934/Tiaret

Job: a retired lawyer- Moudjahida (freedom Job: a retired lawyer- Moudjahida (freedom
fighter)- a heroine in the Algerian war of fighter)- a heroine in the Algerian war of
Independence against French colonization Independence against French colonization

Famous for: *She joined FLN in 1954 with Famous for: *She joined FLN in 1954 with
Hassiba Ben Bouali and Djamila Bouhired. Hassiba Ben Bouali and Djamila Bouhired.

*She set a bomb in the Milk Bar Café in 1956 *She set a bomb in the Milk Bar Café in 1956

Task 6: Situation of Integration: Task 6: Situation of Integration:

Use the following information to write a Use the following information to write a
short paragraph about the legendary freedom short paragraph about the legendary freedom
fighter “Zohra Drif”, her childhood experience fighter “Zohra Drif”, her childhood experience
and its impact on her life and personality. and its impact on her life and personality.
Zohra Drif Zohra Drif
Date and place of birth: 28 December Date and place of birth: 28 December
1934/Tiaret 1934/Tiaret

Famous for: *She joined FLN in 1954 with Famous for: *She joined FLN in 1954 with
Hassiba Ben Bouali and Djamila Bouhired. Hassiba Ben Bouali and Djamila Bouhired.

*She set a bomb in the Milk Bar Café in 1956 *She set a bomb in the Milk Bar Café in 1956

Task 6: Situation of Integration: Situation of Integration

Use the following information to write a Your family celebrates a family event
short paragraph about the legendary freedom (wedding, anniversary...). You are looking at photos and
watching some videos, everybody talks about intense

My 4MS Worksheets-Mrs AyadiPage 148

moments and emotional past events as well as experiences warmly kept in your heart. You come
experiences warmly kept in your heart. You come across some pictures or scenes that remind you of one
across some pictures or scenes that remind you of one of your family members who missed the event.
of your family members who missed the event. Write about one of your past emotional events and
Write about one of your past emotional events and experiences that remind you of one of your family
experiences that remind you of one of your family members who missed the event and share it on your
members who missed the event and share it on your blog.
blog.

Situation of Integration
Situation of Integration Your family celebrates a family event
Your family celebrates a family event (wedding, anniversary...). You are looking at photos and
(wedding, anniversary...). You are looking at photos and watching some videos, everybody talks about intense
watching some videos, everybody talks about intense moments and emotional past events as well as
moments and emotional past events as well as experiences warmly kept in your heart. You come
experiences warmly kept in your heart. You come across some pictures or scenes that remind you of one
across some pictures or scenes that remind you of one of your family members who missed the event.
of your family members who missed the event. Write about one of your past emotional events and
Write about one of your past emotional events and experiences that remind you of one of your family
experiences that remind you of one of your family members who missed the event and share it on your
members who missed the event and share it on your blog.
blog.

Situation of Integration Knowledge Skills Attitudes

*Lexis related to the *Reporting on *Valuing
Your family celebrates a family event
description of personality significant human
(wedding, anniversary...). You are looking at photos and (adjectives and their historical experience
watching some videos, everybody talks about intense antonyms) ........................................ events. and its role
moments and emotional past events as well as

My 4MS Worksheets-Mrs AyadiPage 149

................... in shaping
............................................................ *Narrating character,
Knowledge Skills Attitudes
............................................................ significant personality
*Lexis related to the *Reporting on *Valuing
............................................................ childhood and
description of personality significant human
and school dreams.
(adjectives and their historical experience
*Lexis related to the memories and *Valuing a
antonyms) ........................................ events. and its role
description of great historical experiences. common
................... in shaping
figures............................................... historical
............................................................ *Narrating character,
............................................................ heritage
*Describing ............................................................ significant personality
............................................................ and a
personality in ............................................................ childhood and
............................................................ national
relation and school dreams.
collective
to the *Lexis related to the memories and *Valuing a
memory of
*Lexis related to personal influence of description of great historical experiences. common
suffering
experiences emotions and other persons figures............................................... historical
and
feelings............................................. and/or the ............................................................ heritage
struggling *Describing
............................................................ impact of ............................................................ and a
against personality in
historical ............................................................ national
colonialism. relation
*Phrasal verbs................................ events, collective
*Valuing to the
............................................................ childhood memory of
the role *Lexis related to personal influence of
............................................................ memories and suffering
played by experiences emotions and other persons
............................................................ experiences. and
national feelings............................................. and/or the
............................................................ struggling
historical ............................................................ impact of
*Expressing against
figures in historical
personal colonialism.
*Superlative of the fight *Phrasal verbs................................ events,
feelings and *Valuing
superiority ....................................... against ............................................................ childhood
emotions. the role
..................... colonialism. ............................................................ memories and
played by
............................................................ *Raising ............................................................ experiences.
national
............................................................ *Expressing awareness ............................................................ historical
............................................................ similarities of the *Expressing figures in
............................................................ and influence personal
*Superlative of the fight
differences of other feelings and
superiority ....................................... against
*Comparison and (comparison people on emotions.
..................... colonialism.
contrast ........................................... and one’s ............................................................ *Raising
................. contrast) character, ............................................................ *Expressing awareness
............................................................ personality ............................................................ similarities of the
............................................................ *Seeking and ............................................................ and influence
............................................................ biographical dreams. differences of other
............................................................ and *Raising (comparison
*Comparison and people on
historical awareness and
contrast ........................................... one’s
information of the contrast)
................. character,
on the web importance
............................................................ personality
using relevant of memory
............................................................ *Seeking and
keywords. in shaping
............................................................ biographical dreams.
identity of
............................................................ and *Raising
*Use of the past tenses in a *Analysing a nation.
historical awareness
narrative web *Raising
information of the
............................................................ information awareness
on the web importance
............................................................ and of the
using relevant of memory
............................................................ selecting importance
keywords. in shaping
............................................................ reliable of
identity of
............................................................ sources and safeguardi
*Use of the past tenses in a *Analysing a nation.
documents. ng national
narrative web *Raising
identity.
*The present perfect tense ............................................................ information awareness
with time ............................................................ and of the
markers ............................................ ............................................................ selecting importance
............................................................ ............................................................ reliable of
............................................................ ............................................................ sources and safeguardi
............................................................ documents. ng national
................ identity.

My 4MS Worksheets-Mrs AyadiPage 150

*The present perfect tense (O.5pt)
with time Excellence Creativity and originality (bright ideas, varied
markers ............................................ (01 point) vocabulary items, good paper presentation,
Legible hand writing...
............................................................
............................................................
............................................................
................
Assessment Grid
INDICATORS
Criteria GOOD FAIR POOR
-all the ideas are -some ideas -very little
related to are related to reference to
the topic (1pt) the topic the topic
Relevance -format: correct: (0.5pt) -format:
(02 pts) Assessment Grid
a paragraph (1pt) -format: partly incorrect
correct INDICATORS
(0.5pt) Criteria GOOD FAIR POOR
(2pts) (0.5pt)
(1pt) -all the ideas are -some ideas -very little
-ideas are well -some ideas -ideas are not related to are related to reference to
organized are organized organized/ the topic (1pt) the topic the topic
-introduction/ -introduction/ difficult to Relevance -format: correct: (0.5pt) -format:
topic sentence topic sentence follow (02 pts) a paragraph (1pt) -format: partly incorrect
-four or more -two or three -no topic correct
supporting supporting sentence/ no (0.5pt)
Coherence (2pts) (0.5pt)
sentences sentences conclusion (1pt)
(01.5 pts)
-conclusion/closing -no closing sentences are -ideas are well -some ideas -ideas are not
sentence sentence/no not linked organized are organized organized/
-all sentences are conclusion correctly -introduction/ -introduction/ difficult to
linked -some topic sentence topic sentence follow
correctly sentences are -four or more -two or three -no topic
linked supporting supporting sentence/ no
correctly Coherence
sentences sentences conclusion
(1pt) (01.5 pts)
-conclusion/closing -no closing sentences are
(1.5pts)
(O.5pt) sentence sentence/no not linked
-correct use of -only some -incorrect -all sentences are conclusion correctly
tense: the past verbs are use of tense linked -some
simple tense, the correctly -incorrect correctly sentences are
present conjugated use of linked
perfect tense, the -use of some grammatical correctly
past grammatical items (1pt)
(1.5pts)
continuous tense, items -no linking (O.5pt)
the present -use of few words -correct use of -only some -incorrect
Correct simple tense linking words -very limited tense: the past verbs are use of tense
use of -different -inappropriate vocabulary simple tense, the correctly -incorrect
Language grammatical items vocabulary present conjugated use of
(01.5 pts) necessary to perfect tense, the -use of some grammatical
develop the past grammatical items
topic: superlative continuous tense, items -no linking
of superiority, the present -use of few words
-correct use of simple tense linking words -very limited
Correct
linking words: -different -inappropriate vocabulary
use of
like, unlike, grammatical items vocabulary
Language
whereas, because necessary to
(01.5 pts)
-appropriate develop the
vocabulary: topic: superlative
adjectives of of superiority,
personality and -correct use of
of feelings, phrasal linking words:
verbs... like, unlike,
(1.5pts) whereas, because
-appropriate
vocabulary:
adjectives of
personality and
(1pt) of feelings, phrasal

My 4MS Worksheets-Mrs AyadiPage 151

verbs... ............................................................................................
(1.5pts)
............................................................................................
............................................................................................
............................................................................................
............................................................................................
(1pt) (O.5pt) ............................................................................................
Excellence Creativity and originality (bright ideas, varied
(01 point) vocabulary items, good paper presentation,
............................................................................................
Legible hand writing... ............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................

My 4MS Worksheets-Mrs AyadiPage 152

.........................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................
............................................................................................

My 4MS Worksheets-Mrs AyadiPage 153

Task 1: Match each picture with its
corresponding name:
letter, email, SMS, article

1........ 2........ 3........ 4..........

......................................................

Task 1: Match each picture with its

corresponding name:
letter, email, SMS, article

1........ 2........ 3........ 4..........

......................................................

Task 1: Match each picture with its Task 1: Match each picture with its
corresponding name: corresponding name:
letter, email, SMS, article letter, email, SMS, article

1........ 2........ 3........ 4.......... 1........ 2........ 3........ 4..........

...................................................... ......................................................

Task 1: Match each picture with its Task 1: Match each picture with its
corresponding name: corresponding name:
letter, email, SMS, article letter, email, SMS, article

1........ 2........ 3........ 4.......... 1........ 2........ 3........ 4..........

...................................................... ......................................................

My 4MS Worksheets-Mrs AyadiPage 154

Task 1: Match each picture with its adolescence memories, dreams and experiences
corresponding name: during the French occupation.
letter, email, SMS, article

1........ 2........ 3........ 4..........

...................................................... I Think and Write 1
After reading the extract from Mrs.
Task 1: Match each picture with its Drif’s book in class and searching the internet
for more information about her life, I still have a
corresponding name:
lot of questions to ask this legendary woman. So, I
letter, email, SMS, article have decided to write her a letter and ask her
those questions about her childhood and
adolescence memories, dreams and experiences
during the French occupation.

1........ 2........ 3........ 4..........

......................................................

I Think and Write 1 I Think and Write 1

After reading the extract from Mrs.
After reading the extract from Mrs.
Drif’s book in class and searching the internet Drif’s book in class and searching the internet
for more information about her life, I still have a
for more information about her life, I still have a
lot of questions to ask this legendary woman. So, I
lot of questions to ask this legendary woman. So, I
have decided to write her a letter and ask her
have decided to write her a letter and ask her
those questions about her childhood and those questions about her childhood and
adolescence memories, dreams and experiences adolescence memories, dreams and experiences
during the French occupation. during the French occupation.

I Think and Write 1 I Think and Write 1

After reading the extract from Mrs. After reading the extract from Mrs.
Drif’s book in class and searching the internet Drif’s book in class and searching the internet
for more information about her life, I still have a for more information about her life, I still have a
lot of questions to ask this legendary woman. So, I lot of questions to ask this legendary woman. So, I
have decided to write her a letter and ask her have decided to write her a letter and ask her
those questions about her childhood and those questions about her childhood and

My 4MS Worksheets-Mrs AyadiPage 155

adolescence memories, dreams and experiences
during the French occupation.

I Think and Write 1

After reading the extract from Mrs.
Drif’s book in class and searching the internet
for more information about her life, I still have a
lot of questions to ask this legendary woman. So, I
have decided to write her a letter and ask her
those questions about her childhood and
adolescence memories, dreams and experiences
during the French occupation.

My 4MS Worksheets-Mrs AyadiPage 156

My 4MS Worksheets-Mrs AyadiPage 157
A Formal Letter

..............................................
.............................................
..............................................

..............................................
..............................................
...............................................

................. ............................,

..............................................................................................
..............................................................................................
..............................................................................................

..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................

..............................................................................................
..............................................................................................
..............................................................................................

..............................................................................................
..............................................................................................

..........................................,

..........................................
..........................................

My 4MS Worksheets-Mrs AyadiPage 158

A Formal Letter Sequence 3:
Me, My Community
..............................................
............................................. And Citizenship
..............................................

..............................................
..............................................
...............................................

................. ............................,

Sequence 3:
..............................................................................................
.............................................................................................. Me, My Community
..............................................................................................
And Citizenship
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
.............................................................................................. Sequence 3:
..............................................................................................
.............................................................................................. Me, My Community
And Citizenship
..............................................................................................
..............................................................................................
..............................................................................................

..............................................................................................
..............................................................................................

..........................................,
Sequence 3:
..........................................
..........................................
Me, My Community
And Citizenship

My 4MS Worksheets-Mrs AyadiPage 159

Sequence 3: Initial Situation
Me, My Community As the holy month of Ramadhan is
approaching, you noticed that the number of poor
And Citizenship
people is increasing. With the help of your
schoolmates, you decided to get involved in
charity work.
You used the social media to sensitise
people about donation. Your role is to give
arguments about these good deeds.
Write some recommendations about an
Sequence 3: ideal citizen and how she/he can change people’s
lives.
Me, My Community
And Citizenship

Initial Situation
Sequence 3:
As the holy month of Ramadhan is
Me, My Community approaching, you noticed that the number of poor
And Citizenship people is increasing. With the help of your
schoolmates, you decided to get involved in
charity work.
You used the social media to sensitise
people about donation. Your role is to give
arguments about these good deeds.
Write some recommendations about an
ideal citizen and how she/he can change people’s
Sequence 3: lives.
Me, My Community
And Citizenship

My 4MS Worksheets-Mrs AyadiPage 160

Initial Situation
Charity: 1/ an organization set up to provide help
As the holy month of Ramadhan is
and raise money for those in need.
approaching, you noticed that the number of poor
2/ the voluntary giving of help, typically in the
people is increasing. With the help of your
form of money, to those in need.
schoolmates, you decided to get involved in
Citizenship: the position or status of being a
charity work.
citizen of a particular country.
You used the social media to sensitise
people about donation. Your role is to give
arguments about these good deeds.
Charity: 1/ an organization set up to provide help
Write some recommendations about an
and raise money for those in need.
ideal citizen and how she/he can change people’s
2/ the voluntary giving of help, typically in the
lives.
form of money, to those in need.
Citizenship: the position or status of being a
citizen of a particular country.

Charity: 1/ an organization set up to provide help

and raise money for those in need.
2/ the voluntary giving of help, typically in the
form of money, to those in need.
Initial Situation
Citizenship: the position or status of being a
As the holy month of Ramadhan is
citizen of a particular country.
approaching, you noticed that the number of poor
people is increasing. With the help of your
schoolmates, you decided to get involved in
Charity: 1/ an organization set up to provide help
charity work.
and raise money for those in need.
You used the social media to sensitise
2/ the voluntary giving of help, typically in the
people about donation. Your role is to give
form of money, to those in need.
arguments about these good deeds.
Citizenship: the position or status of being a
Write some recommendations about an
citizen of a particular country.
ideal citizen and how she/he can change people’s
lives.

Charity: 1/ an organization set up to provide help

and raise money for those in need.
2/ the voluntary giving of help, typically in the
form of money, to those in need.
Citizenship: the position or status of being a
citizen of a particular country.

My 4MS Worksheets-Mrs AyadiPage 161

Activity: Complete the sentences by dragging
Charity: 1/ an organization set up to provide help and dropping the following verbs:
and raise money for those in need. Read- Follow- Be- Learn- Respect- Protect- Do- Be
1................... some volunteer work in your
2/ the voluntary giving of help, typically in the
community.
form of money, to those in need.
2.................. the rules and laws.
Citizenship: the position or status of being a
3.................. a good neighbour.
citizen of a particular country.
4.................. the environment.
5.................. sympathetic to other people’s
problems.
Charity: 1/ an organization set up to provide help
6.................. about the world around you.
and raise money for those in need.
7.................. about and respect other people’s
2/ the voluntary giving of help, typically in the
beliefs and cultures.
form of money, to those in need.
8................. other people’s property.
Citizenship: the position or status of being a
.............................................................................................
citizen of a particular country.
Activity: Complete the sentences by dragging
and dropping the following verbs:
Read- Follow- Be- Learn- Respect- Protect- Do- Be
Charity: 1/ an organization set up to provide help 1................... some volunteer work in your
and raise money for those in need. community.
2/ the voluntary giving of help, typically in the 2.................. the rules and laws.
form of money, to those in need. 3.................. a good neighbour.
Citizenship: the position or status of being a 4.................. the environment.
citizen of a particular country. 5.................. sympathetic to other people’s
problems.
6.................. about the world around you.
Charity: 1/ an organization set up to provide help 7.................. about and respect other people’s
and raise money for those in need. beliefs and cultures.
2/ the voluntary giving of help, typically in the 8................. other people’s property.
form of money, to those in need. .............................................................................................
Citizenship: the position or status of being a Activity: Complete the sentences by dragging
citizen of a particular country. and dropping the following verbs:
Read- Follow- Be- Learn- Respect- Protect- Do- Be
1................... some volunteer work in your
community.
Charity: 1/ an organization set up to provide help
2.................. the rules and laws.
and raise money for those in need.
3.................. a good neighbour.
2/ the voluntary giving of help, typically in the
4.................. the environment.
form of money, to those in need.
5.................. sympathetic to other people’s
Citizenship: the position or status of being a
problems.
citizen of a particular country.
6.................. about the world around you.
7.................. about and respect other people’s
beliefs and cultures.
8................. other people’s property.

My 4MS Worksheets-Mrs AyadiPage 162

Activity: Complete the sentences by dragging Learning Situation To Install Resources
and dropping the following verbs: Nowadays, food is part of your local
Read- Follow- Be- Learn- Respect- Protect- Do- Be
culture. It can be a symbol of hospitality and
1................... some volunteer work in your
solidarity, mainly in Islamic countries. It can also
community.
cure some illnesses.
2.................. the rules and laws.
Think of the food your mother used to
3.................. a good neighbour.
prepare for you as a remedy for a cold, flu, fever,
4.................. the environment.
etc. Write its recipe.
5.................. sympathetic to other people’s
problems.
6.................. about the world around you.
7.................. about and respect other people’s
beliefs and cultures.
8................. other people’s property. ...........................................................................................
.............................................................................................
Activity: Complete the sentences by dragging Learning Situation To Install Resources
and dropping the following verbs: Nowadays, food is part of your local
Read- Follow- Be- Learn- Respect- Protect- Do- Be
culture. It can be a symbol of hospitality and
1................... some volunteer work in your
solidarity, mainly in Islamic countries. It can also
community.
cure some illnesses.
2.................. the rules and laws.
Think of the food your mother used to
3.................. a good neighbour.
prepare for you as a remedy for a cold, flu, fever,
4.................. the environment.
etc. Write its recipe.
5.................. sympathetic to other people’s
problems.
6.................. about the world around you.
7.................. about and respect other people’s
beliefs and cultures.
8................. other people’s property. ...........................................................................................
.............................................................................................
Activity: Complete the sentences by dragging Learning Situation To Install Resources
and dropping the following verbs: Nowadays, food is part of your local
Read- Follow- Be- Learn- Respect- Protect- Do- Be
culture. It can be a symbol of hospitality and
1................... some volunteer work in your
solidarity, mainly in Islamic countries. It can also
community.
cure some illnesses.
2.................. the rules and laws.
Think of the food your mother used to
3.................. a good neighbour.
prepare for you as a remedy for a cold, flu, fever,
4.................. the environment.
etc. Write its recipe.
5.................. sympathetic to other people’s
problems.
6.................. about the world around you.
7.................. about and respect other people’s
beliefs and cultures.
8................. other people’s property. ...........................................................................................

My 4MS Worksheets-Mrs AyadiPage 163

Learning Situation To Install Resources Activity 1: Match each word with its
Nowadays, food is part of your local appropriate definition/meaning:
culture. It can be a symbol of hospitality and hungry- vegetarian- healthy- delicious
solidarity, mainly in Islamic countries. It can also 1-.......................= well and strong.
cure some illnesses. 2-......................=wanting or needing something to
Think of the food your mother used to eat
prepare for you as a remedy for a cold, flu, fever, 3-......................= tasting very good
etc. Write its recipe. 4-......................= a person who eats only fruit,
vegetables, bread, eggs, but doesn’t eat meat.
..............................................................................................

Activity 1: Match each word with its

appropriate definition/meaning:
...........................................................................................
hungry- vegetarian- healthy- delicious
1-.......................= well and strong.
Learning Situation To Install Resources
2-......................=wanting or needing something to
Nowadays, food is part of your local
eat
culture. It can be a symbol of hospitality and
3-......................= tasting very good
solidarity, mainly in Islamic countries. It can also
4-......................= a person who eats only fruit,
cure some illnesses.
vegetables, bread, eggs, but doesn’t eat meat.
Think of the food your mother used to
..............................................................................................
prepare for you as a remedy for a cold, flu, fever,
etc. Write its recipe.
Activity 1: Match each word with its
appropriate definition/meaning:
hungry- vegetarian- healthy- delicious
1-.......................= well and strong.
2-......................=wanting or needing something to
........................................................................................... eat
3-......................= tasting very good
Learning Situation To Install Resources 4-......................= a person who eats only fruit,
Nowadays, food is part of your local vegetables, bread, eggs, but doesn’t eat meat.
culture. It can be a symbol of hospitality and ..............................................................................................
solidarity, mainly in Islamic countries. It can also Activity 1: Match each word with its
cure some illnesses. appropriate definition/meaning:
Think of the food your mother used to hungry- vegetarian- healthy- delicious
prepare for you as a remedy for a cold, flu, fever, 1-.......................= well and strong.
etc. Write its recipe. 2-......................=wanting or needing something to
eat
3-......................= tasting very good
4-......................= a person who eats only fruit,
vegetables, bread, eggs, but doesn’t eat meat.
........................................................................................... ..............................................................................................

My 4MS Worksheets-Mrs AyadiPage 164

Activity 1: Match each word with its Activity 2: Listen again to the conversation and
appropriate definition/meaning: answer the questions:
hungry- vegetarian- healthy- delicious 1.Who’s hungry?
1-.......................= well and strong. .............................................................................................
2-......................=wanting or needing something to 2.Who’s vegetarian?
eat .............................................................................................
3-......................= tasting very good 3.Does Paul love mushrooms?
4-......................= a person who eats only fruit, .............................................................................................
vegetables, bread, eggs, but doesn’t eat meat. 4.Do Mary and Paul always eat pizzas?
.............................................................................................. .............................................................................................
5.Who hates having olives?
Activity 1: Match each word with its .............................................................................................
appropriate definition/meaning: .....................................................
hungry- vegetarian- healthy- delicious
1-.......................= well and strong. Activity 2: Listen again to the conversation and
2-......................=wanting or needing something to answer the questions:
eat 1.Who’s hungry?
3-......................= tasting very good .............................................................................................
4-......................= a person who eats only fruit, 2.Who’s vegetarian?
vegetables, bread, eggs, but doesn’t eat meat. .............................................................................................
.............................................................................................. 3.Does Paul love mushrooms?
.............................................................................................
Activity 1: Match each word with its 4.Do Mary and Paul always eat pizzas?
appropriate definition/meaning: .............................................................................................
hungry- vegetarian- healthy- delicious 5.Who hates having olives?
1-.......................= well and strong. .............................................................................................
2-......................=wanting or needing something to .....................................................
eat
3-......................= tasting very good Activity 2: Listen again to the conversation and
4-......................= a person who eats only fruit, answer the questions:
vegetables, bread, eggs, but doesn’t eat meat. 1.Who’s hungry?
.............................................................................................. .............................................................................................
Activity 1: Match each word with its 2.Who’s vegetarian?
appropriate definition/meaning: .............................................................................................
hungry- vegetarian- healthy- delicious 3.Does Paul love mushrooms?
1-.......................= well and strong. .............................................................................................
2-......................=wanting or needing something to 4.Do Mary and Paul always eat pizzas?
eat .............................................................................................
3-......................= tasting very good 5.Who hates having olives?
4-......................= a person who eats only fruit, .............................................................................................
vegetables, bread, eggs, but doesn’t eat meat. .....................................................
..............................................................................................

My 4MS Worksheets-Mrs AyadiPage 165

Activity 2: Listen again to the conversation and Task 3: Listen again and pick out:
answer the questions:  a fruit= .........................................................
1.Who’s hungry?  a vegetable= ................................................
.............................................................................................  a drink= ........................................................
2.Who’s vegetarian?  a dairy product= ........................................
............................................................................................. .....................................................
3.Does Paul love mushrooms? Task 3: Listen again and pick out:
.............................................................................................  a fruit= .........................................................
4.Do Mary and Paul always eat pizzas?  a vegetable= ................................................
.............................................................................................  a drink= ........................................................
5.Who hates having olives?  a dairy product= ........................................
............................................................................................. .....................................................
..................................................... Task 3: Listen again and pick out:
 a fruit= .........................................................
Activity 2: Listen again to the conversation and  a vegetable= ................................................
answer the questions:  a drink= ........................................................
1.Who’s hungry?  a dairy product= ........................................
............................................................................................. .....................................................
2.Who’s vegetarian? Task 3: Listen again and pick out:
.............................................................................................  a fruit= .........................................................
3.Does Paul love mushrooms?  a vegetable= ................................................
.............................................................................................  a drink= ........................................................
4.Do Mary and Paul always eat pizzas?  a dairy product= ........................................
............................................................................................. .....................................................
5.Who hates having olives? Task 3: Listen again and pick out:
.............................................................................................  a fruit= .........................................................
.....................................................  a vegetable= ................................................
 a drink= ........................................................
Activity 2: Listen again to the conversation and  a dairy product= ........................................
answer the questions: .....................................................
1.Who’s hungry? Task 3: Listen again and pick out:
.............................................................................................  a fruit= .........................................................
2.Who’s vegetarian?  a vegetable= ................................................
.............................................................................................  a drink= ........................................................
3.Does Paul love mushrooms?  a dairy product= ........................................
............................................................................................. .....................................................
4.Do Mary and Paul always eat pizzas? Task 3: Listen again and pick out:
.............................................................................................  a fruit= .........................................................
5.Who hates having olives?  a vegetable= ................................................
.............................................................................................  a drink= ........................................................
.....................................................  a dairy product= ........................................
.....................................................

My 4MS Worksheets-Mrs AyadiPage 166

Task 3: Listen again and pick out: *To express likes and dislikes, I can use:
 a fruit= ......................................................... the verbs (like; dislike; love; hate; enjoy; prefer) +
 a vegetable= ................................................ “V-ing”
 a drink= ........................................................ e.g. She likes cooking.
 a dairy product= ........................................ They enjoy working as volunteers in a charity.
..................................................... I hate listening to people who love talking
Task 3: Listen again and pick out: about themselves.
 a fruit= .........................................................
 a vegetable= ................................................
*To express likes and dislikes, I can use:
 a drink= ........................................................
the verbs (like; dislike; love; hate; enjoy; prefer) +
 a dairy product= ........................................
“V-ing”
.....................................................
e.g. She likes cooking.
Task 3: Listen again and pick out:
They enjoy working as volunteers in a charity.
 a fruit= .........................................................
I hate listening to people who love talking
 a vegetable= ................................................
about themselves.
 a drink= ........................................................
 a dairy product= ........................................
..................................................... *To express likes and dislikes, I can use:
Task 3: Listen again and pick out: the verbs (like; dislike; love; hate; enjoy; prefer) +
 a fruit= ......................................................... “V-ing”
 a vegetable= ................................................ e.g. She likes cooking.
 a drink= ........................................................ They enjoy working as volunteers in a charity.
 a dairy product= ........................................ I hate listening to people who love talking
..................................................... about themselves.
Task 3: Listen again and pick out:
 a fruit= ......................................................... *To express likes and dislikes, I can use:
 a vegetable= ................................................ the verbs (like; dislike; love; hate; enjoy; prefer) +
 a drink= ........................................................ “V-ing”
 a dairy product= ........................................ e.g. She likes cooking.
..................................................... They enjoy working as volunteers in a charity.
Task 3: Listen again and pick out: I hate listening to people who love talking
 a fruit= ......................................................... about themselves.
 a vegetable= ................................................
 a drink= ........................................................ *To express likes and dislikes, I can use:
 a dairy product= ........................................
the verbs (like; dislike; love; hate; enjoy; prefer) +
.....................................................
“V-ing”
Task 3: Listen again and pick out:
e.g. She likes cooking.
 a fruit= .........................................................
They enjoy working as volunteers in a charity.
 a vegetable= ................................................
I hate listening to people who love talking
 a drink= ........................................................
about themselves.
 a dairy product= ........................................
.....................................................

My 4MS Worksheets-Mrs AyadiPage 167

*To express likes and dislikes, I can use: Task 4: Complete the following sentences about

the verbs (like; dislike; love; hate; enjoy; prefer) + you:

“V-ing” 1.I

e.g. She likes cooking. love................................................................................

They enjoy working as volunteers in a charity.
2.I enjoy............................................................................
I hate listening to people who love talking
3.I hate..............................................................................
about themselves.
4.I don’t like......................................................................

*To express likes and dislikes, I can use: .....................................................

the verbs (like; dislike; love; hate; enjoy; prefer) + Task 4: Complete the following sentences about
“V-ing” you:
e.g. She likes cooking. 1.I
They enjoy working as volunteers in a charity. love................................................................................
I hate listening to people who love talking
2.I enjoy............................................................................
about themselves.
3.I hate..............................................................................

*To express likes and dislikes, I can use: 4.I don’t like......................................................................
the verbs (like; dislike; love; hate; enjoy; prefer) + .....................................................
“V-ing” Task 4: Complete the following sentences about
e.g. She likes cooking. you:
They enjoy working as volunteers in a charity. 1.I
I hate listening to people who love talking
love................................................................................
about themselves.
2.I enjoy............................................................................

*To express likes and dislikes, I can use: 3.I hate..............................................................................

the verbs (like; dislike; love; hate; enjoy; prefer) + 4.I don’t like......................................................................
“V-ing”
.....................................................
e.g. She likes cooking.
Task 4: Complete the following sentences about
They enjoy working as volunteers in a charity.
you:
I hate listening to people who love talking
1.I
about themselves.
love................................................................................

*To express likes and dislikes, I can use: 2.I enjoy............................................................................

the verbs (like; dislike; love; hate; enjoy; prefer) + 3.I hate..............................................................................
“V-ing”
4.I don’t like......................................................................
e.g. She likes cooking.
They enjoy working as volunteers in a charity. .....................................................

I hate listening to people who love talking Task 4: Complete the following sentences about

about themselves. you:

1.I

love................................................................................

My 4MS Worksheets-Mrs AyadiPage 168

2.I enjoy............................................................................ 4.I don’t like......................................................................

3.I hate.............................................................................. .....................................................

4.I don’t like...................................................................... Task 4: Complete the following sentences about

you:
.....................................................
1.I

love................................................................................

Task 4: Complete the following sentences about 2.I enjoy............................................................................

you: 3.I hate..............................................................................
1.I
4.I don’t like......................................................................
love................................................................................
.....................................................
2.I enjoy............................................................................

3.I hate..............................................................................

4.I don’t like...................................................................... Activity 0: Match the statements in A with

their corresponding meanings in B:
.....................................................
A: Statements B: Meanings
Task 4: Complete the following sentences about
1-Let’s go in a trip.
you: 2-Eat an apple- it’s much better
1.I for you than a biscuit! a-Order
3-Come to the party. We’ll have b-
love................................................................................
too much fun. Instruction
2.I enjoy............................................................................ 4-Take two tablets every day. c-Offer
5-Do not park. d-Warning
3.I hate..............................................................................
6-Sit down, now. e-Advice
4.I don’t like...................................................................... 7-Watch out! Don’t touch the iron. f-Direction
It’s too hot. g-Invitation
.....................................................
8-Go down in this street, then turn h-
Task 4: Complete the following sentences about
into the first turning on your left. Suggestion
you: 9-Please, take a seat. i-Notice/
1.I sign
love................................................................................ ..............................................................................................

2.I enjoy............................................................................

3.I hate..............................................................................

4.I don’t like...................................................................... Activity 0: Match the statements in A with

My 4MS Worksheets-Mrs AyadiPage 169

7-Watch out! Don’t touch the iron. f-Direction 6-Sit down, now. e-Advice
It’s too hot. g-Invitation 7-Watch out! Don’t touch the iron. f-Direction
8-Go down in this street, then turn h- It’s too hot. g-Invitation
into the first turning on your left. Suggestion 8-Go down in this street, then turn h-
9-Please, take a seat. i-Notice/ into the first turning on your left. Suggestion
sign 9-Please, take a seat. i-Notice/
.............................................................................................. sign
..............................................................................................

Activity 0: Match the statements in A with *To make recommendations or give advice to
their corresponding meanings in B: someone, I can use the imperative: V(stem)
e.g.1. Decide to fight. Have courage and clear
A: Statements B: Meanings
goals.
1-Let’s go in a trip.
2. Don’t go on a road which is wrong and
2-Eat an apple- it’s much better
dishonest.
for you than a biscuit! a-Order
*I can also use the imperative to give instructions
3-Come to the party. We’ll have b-
(as in cooking recipes, for example)
too much fun. Instruction
e.g. 1. Add sugar and milk, and then mix for 5
4-Take two tablets every day. c-Offer
minutes.
5-Do not park. d-Warning
2. Don’t use cold water.
6-Sit down, now. e-Advice
NOTE: To form the negative, I use
7-Watch out! Don’t touch the iron. f-Direction
“Do not/Don’t + V (stem)
It’s too hot. g-Invitation
8-Go down in this street, then turn h-
into the first turning on your left. Suggestion
9-Please, take a seat. i-Notice/
sign *To make recommendations or give advice to
.............................................................................................. someone, I can use the imperative: V(stem)
e.g.1. Decide to fight. Have courage and clear
goals.
2. Don’t go on a road which is wrong and
dishonest.
Activity 0: Match the statements in A with *I can also use the imperative to give instructions
their corresponding meanings in B: (as in cooking recipes, for example)
A: Statements B: Meanings e.g. 1. Add sugar and milk, and then mix for 5
1-Let’s go in a trip. minutes.
2-Eat an apple- it’s much better 2. Don’t use cold water.
for you than a biscuit! a-Order NOTE: To form the negative, I use
3-Come to the party. We’ll have b- “Do not/Don’t + V (stem)
too much fun. Instruction
4-Take two tablets every day. c-Offer
5-Do not park. d-Warning

My 4MS Worksheets-Mrs AyadiPage 170

*To make recommendations or give advice to *To make recommendations or give advice to
someone, I can use the imperative: V(stem) someone, I can use the imperative: V(stem)
e.g.1. Decide to fight. Have courage and clear e.g.1. Decide to fight. Have courage and clear
goals. goals.
2. Don’t go on a road which is wrong and 2. Don’t go on a road which is wrong and
dishonest. dishonest.
*I can also use the imperative to give instructions *I can also use the imperative to give instructions
(as in cooking recipes, for example) (as in cooking recipes, for example)
e.g. 1. Add sugar and milk, and then mix for 5 e.g. 1. Add sugar and milk, and then mix for 5
minutes. minutes.
2. Don’t use cold water. 2. Don’t use cold water.
NOTE: To form the negative, I use NOTE: To form the negative, I use
“Do not/Don’t + V (stem) “Do not/Don’t + V (stem)

*To make recommendations or give advice to Task 1: Match each word with its adequate
someone, I can use the imperative: V(stem) definition:
e.g.1. Decide to fight. Have courage and clear cookery book, recipe, taste, ingredients
goals.
1..........................= instructions for cooking food.
2. Don’t go on a road which is wrong and
2.........................= different foods that we use in
dishonest.
*I can also use the imperative to give instructions the preparation of a particular dish.
(as in cooking recipes, for example) 3........................= the flavour of food when you put
e.g. 1. Add sugar and milk, and then mix for 5 in your mouth.
minutes. 4.......................= a book containing recipes which tell
2. Don’t use cold water. you how to prepare and cook dishes.
NOTE: To form the negative, I use
.....................................................
“Do not/Don’t + V (stem)
Task 1: Match each word with its adequate
definition:
cookery book, recipe, taste, ingredients
*To make recommendations or give advice to 1..........................= instructions for cooking food.
someone, I can use the imperative: V(stem) 2.........................= different foods that we use in
e.g.1. Decide to fight. Have courage and clear the preparation of a particular dish.
goals. 3........................= the flavour of food when you put
2. Don’t go on a road which is wrong and
in your mouth.
dishonest.
4.......................= a book containing recipes which tell
*I can also use the imperative to give instructions
(as in cooking recipes, for example) you how to prepare and cook dishes.
e.g. 1. Add sugar and milk, and then mix for 5 .....................................................
minutes. Task 1: Match each word with its adequate
2. Don’t use cold water. definition:
NOTE: To form the negative, I use cookery book, recipe, taste, ingredients
“Do not/Don’t + V (stem)
1..........................= instructions for cooking food.
2.........................= different foods that we use in
the preparation of a particular dish.

My 4MS Worksheets-Mrs AyadiPage 171

3........................= the flavour of food when you put 3........................= the flavour of food when you put
in your mouth. in your mouth.
4.......................= a book containing recipes which tell 4.......................= a book containing recipes which tell
you how to prepare and cook dishes. you how to prepare and cook dishes.
..................................................... .....................................................
Task 1: Match each word with its adequate Task 1: Match each word with its adequate
definition: definition:
cookery book, recipe, taste, ingredients cookery book, recipe, taste, ingredients
1..........................= instructions for cooking food. 1..........................= instructions for cooking food.
2.........................= different foods that we use in 2.........................= different foods that we use in
the preparation of a particular dish. the preparation of a particular dish.
3........................= the flavour of food when you put 3........................= the flavour of food when you put
in your mouth. in your mouth.
4.......................= a book containing recipes which tell 4.......................= a book containing recipes which tell
you how to prepare and cook dishes. you how to prepare and cook dishes.
Task 1: Match each word with its adequate Task 2: Listen and sort out the ingredients of
definition: the recipe:
cookery book, recipe, taste, ingredients ..............................................................................................
1..........................= instructions for cooking food. .............................................................................................
2.........................= different foods that we use in ..............................................................................................
the preparation of a particular dish. ......................................................
3........................= the flavour of food when you put Task 2: Listen and sort out the ingredients of
in your mouth. the recipe:
4.......................= a book containing recipes which tell ..............................................................................................
you how to prepare and cook dishes. .............................................................................................
..................................................... ..............................................................................................
Task 1: Match each word with its adequate ......................................................
definition: Task 2: Listen and sort out the ingredients of
cookery book, recipe, taste, ingredients the recipe:
1..........................= instructions for cooking food. ..............................................................................................
2.........................= different foods that we use in .............................................................................................
the preparation of a particular dish. ..............................................................................................
3........................= the flavour of food when you put ......................................................
in your mouth. Task 2: Listen and sort out the ingredients of
4.......................= a book containing recipes which tell the recipe:
you how to prepare and cook dishes. ..............................................................................................
..................................................... .............................................................................................
Task 1: Match each word with its adequate ..............................................................................................
definition: ......................................................
cookery book, recipe, taste, ingredients Task 2: Listen and sort out the ingredients of
1..........................= instructions for cooking food. the recipe:
2.........................= different foods that we use in ..............................................................................................
the preparation of a particular dish. .............................................................................................

My 4MS Worksheets-Mrs AyadiPage 172

.............................................................................................. ..............................................................................................
...................................................... ......................................................
Task 2: Listen and sort out the ingredients of Task 2: Listen and sort out the ingredients of
the recipe: the recipe:
.............................................................................................. ..............................................................................................
............................................................................................. .............................................................................................
.............................................................................................. ..............................................................................................
...................................................... ......................................................
Task 2: Listen and sort out the ingredients of Task 2: Listen and sort out the ingredients of
the recipe: the recipe:
.............................................................................................. ..............................................................................................
............................................................................................. .............................................................................................
.............................................................................................. ..............................................................................................
...................................................... ......................................................

Task 2: Listen and sort out the ingredients of Task 3: Listen again to the conversation and
the recipe: reorder the instructions as they appear in the
.............................................................................................. script:
............................................................................................. a-Beat the eggs with the milk and the cream
.............................................................................................. cheese.
...................................................... b-Chill it in refrigerator until serving.
Task 2: Listen and sort out the ingredients of c-Mix the flour with butter and sugar to make
the recipe: the paste.
.............................................................................................. Instructions 1 2 3
............................................................................................. Letters
.............................................................................................. ......................................................
...................................................... Task 3: Listen again to the conversation and
Task 2: Listen and sort out the ingredients of reorder the instructions as they appear in the
the recipe: script:
.............................................................................................. a-Beat the eggs with the milk and the cream
............................................................................................. cheese.
.............................................................................................. b-Chill it in refrigerator until serving.
...................................................... c-Mix the flour with butter and sugar to make
Task 2: Listen and sort out the ingredients of the paste.
the recipe: Instructions 1 2 3
.............................................................................................. Letters
......................................................
.............................................................................................
Task 3: Listen again to the conversation and
..............................................................................................
reorder the instructions as they appear in the
......................................................
script:
Task 2: Listen and sort out the ingredients of
a-Beat the eggs with the milk and the cream
the recipe:
cheese.
..............................................................................................
b-Chill it in refrigerator until serving.
.............................................................................................

My 4MS Worksheets-Mrs AyadiPage 173

c-Mix the flour with butter and sugar to make b-Chill it in refrigerator until serving.
the paste. c-Mix the flour with butter and sugar to make
Instructions 1 2 3 the paste.
Letters Instructions 1 2 3
...................................................... Letters
Task 3: Listen again to the conversation and ......................................................
reorder the instructions as they appear in the Task 3: Listen again to the conversation and
script: reorder the instructions as they appear in the
a-Beat the eggs with the milk and the cream script:
cheese. a-Beat the eggs with the milk and the cream
b-Chill it in refrigerator until serving. cheese.
c-Mix the flour with butter and sugar to make b-Chill it in refrigerator until serving.
the paste. c-Mix the flour with butter and sugar to make
Instructions 1 2 3 the paste.
Letters Instructions 1 2 3
...................................................... Letters
Task 3: Listen again to the conversation and ......................................................
reorder the instructions as they appear in the
script: Situation of Integration
a-Beat the eggs with the milk and the cream Pat has prepared another dish “Potato
cheese. omelette” for her friends who liked it so much.
b-Chill it in refrigerator until serving. Do the following activities and help her write its
c-Mix the flour with butter and sugar to make recipe to share it on her blog.
the paste.
Instructions 1 2 3
Letters
......................................................
Task 3: Listen again to the conversation and
reorder the instructions as they appear in the
script:
Situation of Integration
a-Beat the eggs with the milk and the cream Pat has prepared another dish “Potato

cheese. omelette” for her friends who liked it so much.

b-Chill it in refrigerator until serving. Do the following activities and help her write its

c-Mix the flour with butter and sugar to make recipe to share it on her blog.

the paste.
Instructions 1 2 3
Letters
......................................................
Task 3: Listen again to the conversation and
reorder the instructions as they appear in the Situation of Integration
script: Pat has prepared another dish “Potato
a-Beat the eggs with the milk and the cream omelette” for her friends who liked it so much.
cheese.

My 4MS Worksheets-Mrs AyadiPage 174

Do the following activities and help her write its Do the following activities and help her write its
recipe to share it on her blog. recipe to share it on her blog.

Situation of Integration Situation of Integration

Pat has prepared another dish “Potato Pat has prepared another dish “Potato
omelette” for her friends who liked it so much. omelette” for her friends who liked it so much.
Do the following activities and help her write its Do the following activities and help her write its
recipe to share it on her blog. recipe to share it on her blog.

Task 4: Match a cooking verb and a photo:

Situation of Integration boil- chop- fry- peel- pour- stir- wash- heat

Pat has prepared another dish “Potato

omelette” for her friends who liked it so much.
Do the following activities and help her write its
.................. .................. ................... .....................
recipe to share it on her blog.

.................. .................. ................... ......................

..............................................................................................
Task 4: Match a cooking verb and a photo:
Situation of Integration boil- chop- fry- peel- pour- stir- wash- heat
Pat has prepared another dish “Potato
omelette” for her friends who liked it so much.
Do the following activities and help her write its
recipe to share it on her blog. .................. .................. ................... .....................

.................. .................. ................... ......................

..............................................................................................
Situation of Integration Task 4: Match a cooking verb and a photo:
Pat has prepared another dish “Potato boil- chop- fry- peel- pour- stir- wash- heat
omelette” for her friends who liked it so much.

My 4MS Worksheets-Mrs AyadiPage 175

.................. .................. ................... ..................... .................. .................. ................... .....................

.................. .................. ................... ...................... .................. .................. ................... ......................

.............................................................................................. ..............................................................................................
Task 4: Match a cooking verb and a photo: Task 4: Match a cooking verb and a photo:
boil- chop- fry- peel- pour- stir- wash- heat boil- chop- fry- peel- pour- stir- wash- heat

.................. .................. ................... ..................... .................. .................. ................... .....................

.................. .................. ................... ...................... .................. .................. ................... ......................

Task 4: Match a cooking verb and a photo: Task 5: Find the ingredients that you need to
boil- chop- fry- peel- pour- stir- wash- heat make “Potato omelette”:
......................................................
......................................................
......................................................
.................. .................. ................... ..................... ......................................................

Task 5: Find the ingredients that you need to

make “Potato omelette”:
.................. .................. ................... ...................... ......................................................
.............................................................................................. ......................................................
Task 4: Match a cooking verb and a photo: ......................................................
boil- chop- fry- peel- pour- stir- wash- heat ......................................................

Task 5: Find the ingredients that you need to

make “Potato omelette”:
.................. .................. ................... ..................... ......................................................
......................................................
......................................................
......................................................
.................. .................. ................... ......................
.............................................................................................. Task 5: Find the ingredients that you need to
Task 4: Match a cooking verb and a photo: make “Potato omelette”:
boil- chop- fry- peel- pour- stir- wash- heat

My 4MS Worksheets-Mrs AyadiPage 176

...................................................... ......................................................
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Task 5: Find the ingredients that you need to Task 5: Find the ingredients that you need to
make “Potato omelette”: make “Potato omelette”:
...................................................... ......................................................
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Task 5: Find the ingredients that you need to Task 6: Complete the instructions with these
make “Potato omelette”: verbs and reorder them in the table below:
boil- chop- serve- fry- peel- pour- stir- wash
......................................................
a-Cut the omelette into six pieces and ....................
......................................................
with mayonnaise and ketchup.
...................................................... b-Peel the potatoes and ........................... them in
...................................................... cold water.
c-Now, put some oil into a frying pan and ...............
Task 5: Find the ingredients that you need to everything until cooked.
make “Potato omelette”: d-.....................out the water.
e-................. them into small pieces and ...................
......................................................
them in water until they are soft.
......................................................
f-Add the eggs, salt and pepper to the potatoes
...................................................... and ........................
...................................................... 1 2 3 4 5 6
B
Task 5: Find the ingredients that you need to .............................................................................................
Task 6: Complete the instructions with these
make “Potato omelette”:
verbs and reorder them in the table below:
......................................................
boil- chop- serve- fry- peel- pour- stir- wash
...................................................... a-Cut the omelette into six pieces and ....................
...................................................... with mayonnaise and ketchup.
...................................................... b-Peel the potatoes and ........................... them in
cold water.
c-Now, put some oil into a frying pan and ...............
Task 5: Find the ingredients that you need to
everything until cooked.
make “Potato omelette”:

My 4MS Worksheets-Mrs AyadiPage 177

d-.....................out the water. c-Now, put some oil into a frying pan and ...............
e-................. them into small pieces and ................... everything until cooked.
them in water until they are soft. d-.....................out the water.
f-Add the eggs, salt and pepper to the potatoes e-................. them into small pieces and ...................
and ........................ them in water until they are soft.
1 2 3 4 5 6 f-Add the eggs, salt and pepper to the potatoes
B and ........................
............................................................................................. 1 2 3 4 5 6
Task 6: Complete the instructions with these B
verbs and reorder them in the table below: .............................................................................................
boil- chop- serve- fry- peel- pour- stir- wash Task 6: Complete the instructions with these
a-Cut the omelette into six pieces and .................... verbs and reorder them in the table below:
with mayonnaise and ketchup. boil- chop- serve- fry- peel- pour- stir- wash
b-Peel the potatoes and ........................... them in a-Cut the omelette into six pieces and ....................
cold water. with mayonnaise and ketchup.
c-Now, put some oil into a frying pan and ............... b-Peel the potatoes and ........................... them in
everything until cooked. cold water.
d-.....................out the water. c-Now, put some oil into a frying pan and ...............
e-................. them into small pieces and ................... everything until cooked.
them in water until they are soft. d-.....................out the water.
f-Add the eggs, salt and pepper to the potatoes e-................. them into small pieces and ...................
and ........................ them in water until they are soft.
1 2 3 4 5 6 f-Add the eggs, salt and pepper to the potatoes
B and ........................
Task 6: Complete the instructions with these 1 2 3 4 5 6
verbs and reorder them in the table below: B
boil- chop- serve- fry- peel- pour- stir- wash Task 7: Add the following words (first, then,
a-Cut the omelette into six pieces and .................... next, after that, finally) to sequence the
with mayonnaise and ketchup. instructions in your paragraph:
b-Peel the potatoes and ........................... them in
cold water.
c-Now, put some oil into a frying pan and ...............
everything until cooked. How to Make Potato Omelette
d-.....................out the water.
First,
e-................. them into small pieces and ...................
them in water until they are soft.
f-Add the eggs, salt and pepper to the potatoes
and ........................
1 2 3 4 5 6
B
.............................................................................................
Task 6: Complete the instructions with these
verbs and reorder them in the table below:
boil- chop- serve- fry- peel- pour- stir- wash
a-Cut the omelette into six pieces and ....................
with mayonnaise and ketchup.
b-Peel the potatoes and ........................... them in
cold water.

My 4MS Worksheets-Mrs AyadiPage 178

Task 7: Add the following words (first, then, Task 7: Add the following words (first, then,
next, after that, finally) to sequence the next, after that, finally) to sequence the
instructions in your paragraph: instructions in your paragraph:

How to Make Potato Omelette How to Make Potato Omelette

First, First,

Task 7: Add the following words (first, then, *To sequence (put in order) the various steps in
next, after that, finally) to sequence the
a cooking recipe, I can use the following
instructions in your paragraph:
sequencers: first (for the 1st step); next/then;
after that; finally (for the last step)

How to Make Potato Omelette *To sequence (put in order) the various steps in
First, a cooking recipe, I can use the following
sequencers: first (for the 1st step); next/then;
after that; finally (for the last step)