Unit 1

Lesson 1

• Welcoming Speech

This year the class will be divided into four houses: England, Wales, Scotland and N. Ireland.

• Sorting Ceremony

When I call your name, you will discover to which house you will belong to for the rest of the year. 

Here is the repartition for the 4ABCD.

Here is the repartition for the 4E.

• House organisation

In your house, you will have :

-     a prefect (oversees what everybody does, in charge of examples and checking that everybody is doing their job, says "hello" at the beginning of the lessons)

-  someone calling roll (calls out the names and takes care of the computer)

-  someone in charge of paper (deals the worksheet, goes to print them, picks up any homework and checks for the signature if needed)

- a board master (checks that the classroom is clean, cleans the board and writes the date)

- the time master (checks the time and alerts the teacher at the end of an activity)

On your table, there are two papers: one with the calendar of what house is in charge when, and the other where you need to put your names in for the rest of the year.

• Have a look at the irregular verbs and the test date.

Lesson 2

Listen to the audiotour below and determine the different topics.

• How many topics are there? What is he speaking about?
• Why are they important?
• Why has he chosen those specific topics?

Once you have defined the different topics to broach, let's discuss what makes a lesson, a lesson.

• How do we start a lesson?
• What to do? What not to do?

=> Once a month, you will be the teachers. In small groups (no more than 3), you will give a lesson on one country. This is NOT a presentation. You will have to find documents on the country and create activities around them. Your classmates need to be ACTIVE. At the end of the lesson, you will give them a quiz which will be graded. 

• Here are the dates and the countries

1. England; October 16th
2. Scotland; November 20th
3. Northern Ireland; December 11th
4. Wales; January 15th
5. Australia; February 26th
6. Canada;March 19th
7. Ireland; April 9th
8. New Zealand; May 7th
9. South Africa; May 28th

Lesson 3

• In your house, read the text below and try to figure out the title of the unit: 16 letters, 3 words (MY SUMMER HOLIDAYS)

Harry Potter and the Order of the Phoenix, JK Rowling, ch1, Dudley Demented, pp. 1-3

The hottest day of the summer so far was drawing to a close and a drowsy silence lay over the large, square houses of Privet Drive. Cars that were usually gleaming stood dusty in their drives and lawns that were once emerald green lay parched and yellowing; the use of hosepipes had been banned due to drought. Deprived of their usual car-washing and lawn-mowing pursuits, the inhabitants of Privet Drive had retreated into the shade of their cool houses, windows thrown wide in the hope of tempting in a non-existent breeze. The only person left outdoors was a teenage boy who was lying flat on his back in a flower bed outside number four.

He was a skinny, black-haired, bespectacled boy who had the pinched, slightly unhealthy look of someone who has grown a lot in a short space of time. His jeans were torn and dirty, his T-shirt baggy and faded, and the soles of his trainers were peeling away from the uppers. Harry Potter’s appearance did not endear him to the neighbours, who were the sort of people who thought scruffiness ought to be punishable by law, but as he had hidden himself behind a large hydrangea bush this evening he was quite invisible to passers-by. In fact, the only way he would be spotted was if his Uncle Vernon or Aunt Petunia stuck their heads out of the living room window and looked straight down into the flower bed below.

On the whole, Harry thought he was to be congratulated on his idea of hiding here. He was not, perhaps, very comfortable lying on the hot, hard earth, but on the other hand, nobody was glaring at him, grinding their teeth so loudly that he could not hear the news, or shooting nasty questions at him, as had happened every time he had tried sitting down in the living room and watching television with his aunt and uncle. […]

Harry repressed a snort with difficulty. The Dursleys really were astonishingly stupid about their son, Dudley; they had swallowed all his dim-witted lies about having tea with a different member of his gang every night of the summer holidays. Harry knew perfectly well that Dudley had not been to tea anywhere; he and his gang spent every evening vandalizing the play park, smoking on street corners, and throwing stones at passing cars and children. Harry had seen them at it during his evening walks around Little Whinging; he had spent most of the holidays wandering the streets, scavenging newspapers from bins along the way. […]

Every day this summer had been the same: the tension, the expectation, the temporary relief, and then mounting tension again . . . and always, growing more insistent all the time, the question of why nothing had happened yet. . . .[…]

Harry Potter and the Order of the Phoenix, JK Rowling, ch1, Dudley Demented, pp. 7-10

He walked on, hardly aware of the route he was taking, for he had pounded these streets so often lately that his feet carried him to his favourite haunts automatically. Every few steps he glanced back over his shoulder. […]

Harry felt a dull, sinking sensation in his stomach and, before he knew it, the feeling of hopelessness that had plagued him all summer rolled over him once again. . . .

Tomorrow morning he would be awoken by the alarm at five o’clock so that he could pay the owl that delivered the Daily Prophet […] If he was lucky, there would also be owls carrying letters from his best friends, Ron and Hermione, though any expectation he had had that their letters would bring him news had long since been dashed.[…]

But when were they going to see him? Nobody seemed too bothered with a precise date. Hermione had scribbled, “I expect we’ll be seeing you quite soon” inside his birthday card, but how soon was soon? As far as Harry could tell from the vague hints in their letters, Hermione and Ron were in the same place, presumably at Ron’s parents’ house. He could hardly bear to think of the pair of them having fun at the Burrow when he was stuck in Privet Drive. In fact, he was so angry at them that he had thrown both their birthday presents of Honeydukes chocolates away unopened, though he had regretted this after eating the wilting salad Aunt Petunia had provided for dinner that night.

And what were Ron and Hermione busy with? Why wasn’t he, Harry, busy? Hadn’t he proved himself capable of handling much more than they? Had they all forgotten what he had done? Hadn’t it been he who had entered that graveyard and watched Cedric being murdered and been tied to that tombstone and nearly killed . . . ? Don’t think about that, Harry told himself sternly for the hundredth time that summer. It was bad enough that he kept revisiting the grave- yard in his nightmares, without dwelling on it in his waking moments too. […]

Harry vaulted over the locked park gate and set off across the parched grass. The park was as empty as the surrounding streets. When he reached the swings he sank onto the only one that Dudley and his friends had not yet managed to break, coiled one arm around the chain, and stared moodily at the ground. He would not be able to hide in the Dursleys’ flower bed again. Tomorrow he would have to think of some fresh way of listening to the news. In the meantime, he had nothing to look forward to but another restless, disturbed night, because even when he escaped nightmares about Cedric he had unsettling dreams about long dark corridors, all finishing in dead ends and locked doors, which he supposed had something to do with the trapped feeling he had when he was awake. 

The injustice of it all welled up inside him so that he wanted to yell with fury. If it hadn’t been for him, nobody would even have known Voldemort was back! And his reward was to be stuck in Little Whinging for four solid weeks, completely cut off from the magical world, reduced to squatting among dying begonias so that he could hear about water-skiing budgerigars! How could Dumbledore have forgotten him so easily? Why had Ron and Hermione got together without inviting him along too? How much longer was he supposed to endure Sirius telling him to sit tight and be a good boy; or resist the temptation to write to the stupid Daily Prophet and point out that Voldemort had returned? These furious thoughts whirled around in Harry’s head, and his insides writhed with anger as a sultry, velvety night fell around him, the air full of the smell of warm, dry grass and the only sound that of the low grumble of traffic on the road beyond the park railings.

Harry Potter and the Order of the Phoenix, JK Rowling, ch4, Number Twelve, Grimmauld Place, pp. 65-6

“[Dumbledore] could still’ve kept me informed if he’d wanted to,” Harry said shortly. “You’re not telling me he doesn’t know ways to send messages without owls."
Hermione glanced at Ron and then said, “I thought that too. But he didn’t want you to know anything.”
“Maybe he thinks I can’t be trusted,” said Harry, watching their expressions.
“Don’t be thick,” said Ron, looking highly disconcerted.

“Or that I can’t take care of myself —”

“Of course he doesn’t think that!” said Hermione anxiously.

“So how come I have to stay at the Dursleys’ while you two get to join in everything that’s going on here?” said Harry, the words tumbling over one another in a rush, his voice growing louder with every word. “How come you two are allowed to know everything that’s going on — ?”
“We’re not!” Ron interrupted. “Mum won’t let us near the meetings, she says we’re too young —”
But before he knew it, Harry was shouting.
“SO YOU HAVEN’T BEEN IN THE MEETINGS, BIG DEAL! YOU’VE STILL BEEN HERE, HAVEN’T YOU? YOU’VE STILL BEEN TOGETHER! ME, I’VE BEEN STUCK AT THE DURSLEYS’ FOR A MONTH! AND I’VE HANDLED MORE THAN YOU TWO’VE EVER MANAGED AND DUMBLEDORE KNOWS IT — WHO SAVED THE SORCERER’S STONE? WHO GOT RID OF RIDDLE? WHO SAVED BOTH YOUR SKINS FROM THE DEMENTORS?”
Every bitter and resentful thought that Harry had had in the past month was pouring out of him; his frustration at the lack of news, the hurt that they had all been together without him, his fury at being followed and not told about it: All the feelings he was half-ashamed of finally burst their boundaries. […]
“WHO HAD TO GET PAST DRAGONS AND SPHINXES AND EVERY OTHER FOUL THING LAST YEAR? WHO SAW HIM COME BACK? WHO HAD TO ESCAPE FROM HIM? ME!”
Ron was standing there with his mouth half-open, clearly stunned and at a loss for anything to say, while Hermione looked on the verge of tears.

“BUT WHY SHOULD I KNOW WHAT’S GOING ON? WHY SHOULD ANYONE BOTHER TO TELL ME WHAT’S BEEN HAPPENING?”
“Harry, we wanted to tell you, we really did —” Hermione began.
“CAN’T’VE WANTED TO THAT MUCH, CAN YOU, OR YOU’D HAVE SENT ME AN OWL, BUT DUMBLEDORE MADE YOU SWEAR —”
“Well, he did —”
“FOUR WEEKS I’VE BEEN STUCK IN PRIVET DRIVE, NICKING PAPERS OUT OF BINS TO TRY AND FIND OUT WHAT’S BEEN GOING ON —”
“We wanted to —”
“I SUPPOSE YOU’VE BEEN HAVING A REAL LAUGH, HAVEN’T YOU, ALL HOLED UP HERE TOGETHER —”[…]
“Harry, we’re really sorry!” said Hermione desperately, her eyes now sparkling with tears. “You’re absolutely right, Harry — I’d be furious if it was me!”

How are Harry's holidays described?

• What is he feeling?

Vocabulary Treasure Hunt:

• England is going to look for adjectives describing that feeling
• Wales is going to look for verbs describing that feeling
• N. Ireland is going to look for phrases describing that feeling 
• Scotland is going to look for nouns describing that feeling

You have 7 minutes. 

• Now pick 5 from your list that you think are the best.
• You have 3 minutes to decide
• Now, the prefect from each house is going to come to the board and give their words and the other houses will have to find out their meaning.

• Do the worksheets on your summer holidays and on the preterit (+ lesson [Grammar: 18-25])

Lesson 4

• In your house, take 4 pieces of paper: using CAPITAL LETTERS: on one, write your name, on the second write one thing you did this summer. Now give all your papers to the teacher. 
• Arrange the table in a line. 2 houses (A and B) will stand on one side the other two against the wall (as far as they can get). Members of A and B will take turn and say what is on their paper. When they are done, house C and D will turn 5 times on themselves and try to find out who did what. Once one house is done, you raise your hands and house A and B check. The house with the most correct answers wins 50 points, the second, 40, the third 30 and the last 20. Then it's round 2!

Lesson 5

• Let's have a look at the worksheet from Lesson 3

Now, these are the answers to the questions. Let's figure out the questions:

• Explain the grammar rule [Bescherelle:128-9] + lesson
  
• Do the worksheets and exercices below

Lesson 6

• Let's create a mind map around the summer holidays and its activities and the feelings associated with them. Below, you will find two presentations with synonyms for "happy" and "sad". Choose 5 synonyms and use them in your mind map.

• Once you have finished your mind maps, walk around the room to look at what others are doing and get some ideas. 

Once you're done, do the assignment while the others are finishing:

=> Assignment: Recount your summer holidays focusing on your feelings. Describe at least 3 events with different feelings. Try to use as many different adjectives as you can to express those feelings. 150 words minimum.

Before you start writing, think about: 

• setting the scene: who was there, where you were, what you did and why you were there
• the events that occurred in the order they happened
• a comment giving your thoughts about your activities

Be sure to:

• use the planner below to plan your writing
• give your recount a title
• write in the past tense
• start a new paragraph for each part or event
• use a logical sequence with your paragraphs 
• use time connectives such as "first", "next", "then", "lastly" and "finally"
• write in the first person
• conclude with an ending comment which reflects the whole recount

Lesson 7

Have a look at the different faces below.

• Quickly describe them [Vocab: 169-176 / 182-189]

• Who are they? Why are they sad?

Who else could we add to this list?

• Put your ideas on the board 

Each house chooses 2 characters and tries to draw them in the same manner.

• Once done, put all the cards together and use them as flashcards : who? how do you know? what are they feeling? why?

Lesson 8

Watch the video below without the sound on

• Choose a word depicting something you saw and write it on the board

Now watch the video with the sound on

• Pick another word and write it on the board

Have a look at the document "How to introduce a document"

Colour code the words on the board in the right order and write the introduction of the document

Lesson 9

In pairs, discuss the best way to skip school.

• Join your house and put all your ideas together and try to build a sequence of events that could justify your absence.

=> Assignment: You don't want to go back to school. In order for your parents or your guardians to let you stay home, you need to come up with the best excuse. Create a poster of everything you have put in place in order to convince your parents or your guardians. You can have 2 posters per house.

Lesson 10

• Present your posters to the class. 
• Vote for the best one.