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Teaching worksheetsGetting ThroughUnit one Intercultural Exchangesp.14 – p.45Level:1ASStream(s):ScientificLiteraryPlanning:Unit 1/4: Science and TechnologyUnit 1/5: Literature By:MERDJI Amira Secondary School Teacher of EnglishProgressUnit: Getting ThroughPages: 14-45Timing Volume:24HoursStream:Scientific MonthWeekSessionLessons%ObservationSequence ONE: Listening and Speaking1Listen to, respond to, and give instructions using sequencers. (p.16 – p.17) (p.168/1) 1.14%2Express and justify a point of view. (p.17) / express preferences and purpose. (p.17) (168/2)2.28%3Make requests with appropriate intonation. (p.18) / pronounce two-syllable words. (p.18)3.42%4Describing a process (p.19)4.56%5Writing a short speech (p.19)5.7%Sequence TWO: Reading and writing6Reading and interpreting an e-mail message (pp. 20 -21)6.84%7Frequency adverbs (p.22)7.98%8Describing people’s regular activities (p.22)9.12%9Degree adverbs (p.23)10.26%10Reply to an email (p.23)11.4%Sequence THREE: Developing Skills11Listening and responding to telephone messages. (pp.24 – 25)12.54%12Reading and responding to short written messages. (pp.26 – 27) Inviting / Accepting and Refusing invitationApologising13.68%13Writing a letter of enquiry (p.28)14.82%14Link words: to/ in order to… (p.29)15.96%15Reflexive pronouns: myself … (p.30)17.1%16Expressing obligation (p.31)18.24%17Definite and indefinite articles. (p.32)19.38%18from … to / until… (p.33)20.52%19Neither… nor / either … or (p.34)21.66%Sequence FOUR: stop and consider 20Reading and responding to an advert (p.35)22.8%21Filling a form and writing a letter of application (p.36)23.94%22Dealing with telephone conversation problems (p.37)25%23Project (p.39)24ProgressUnit: Getting ThroughPages: 14-45Timing Volume:20HoursStream:LiteraryLessons%ObservationsSequence ONE: Listening and speaking (pp.15-19)Listening to instructions and confirming understanding (pp.16-17)Stating point of view and justifying it (p.17)Intonation in formal and informal requests (p.18) / Stress in two-syllable words (p.18)Describing a process (p.19)Expressing purpose (p.19)Sequence Two: Reading and writing (pp.20-23)Reading and interpreting an e-mail message (pp.20-21)Describing people’s regular activities(frequency adverbs) (pp.22-23)Adverbs of degree/ Writing an e-mail message (p.23)Sequence THREE: Developing skills (pp.24-28)Listening and responding to telephone messages (pp.24-25)Reading and responding to short written messages (pp.26-27)Writing a letter of enquiry (p.28)Expressing purpose (p.29)Reflexive pronouns (p.30)Expressing obligation (p.31)Definite and indefinite articles (p.32)from … to / until… (p.33)Link words (p.34)Sequence FOUR: Consolidation and extension (pp.35-37)Filling a form and writing a letter of application (pp.35-36Dealing with telephone conversation problems (pp.37)Project: Making a job application booklet (p.39)Project: Making an Internet user’s guide for beginners (p.39)Assessment (p.43)Unit planUnit I: Getting ThroughScientific Stream | Literary StreamBy: MERDJI Amira Pages 14 – 45General aims: by the end of this unit, my learners will be able to:Make a job application booklet .Make an internet user’s guide for beginners.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsproduceInterpret – InteractSpeaking – WritingListening - ReadingProject Workshop:Making a job application booklet (p.39)Making an Internet user’s guide for beginners (p.39)Step / Sequence / Rubric ONE: Listening and speaking (16 – 19)Intermediate objectives: by the end of this sequence, my learners will be able to:Write a short speech about the usefulness of the Internet and its hidden dangers.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret – ProduceListening – ReadingSpeaking - WritingFunctionsLanguage formsPhonologyInstructingComparingExpressing preferencesDescribing a processExpressing purposeThe imperativeSequencers: first, next, paratives of adjectives and adverbsprefer something to something else, etc.in order to/ so as to, etc.Intonation in formal and informal requestsStress in two-syllable wordsStep / Sequence / Rubric TWO: Reading and writing (20 – 23)Intermediate objectives: by the end of this sequence, my learners will be able to:Write a reply to an email while following a specific set of instructionsTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract – ProduceReading – ListeningSpeaking – WritingFunctionsLanguage formsPhonologyDescribing people’s regular activitiesDescribing a placeFrequency adverbs: rarely/ seldom …Degree adverbs: very, quite, etc.Reflexive pronouns: myself …/Step / Sequence / Rubric THREE: Developing skills (24 – 28)Intermediate objectives: by the end of this sequence, my learners will be able to:Reply to a letter of enquiryTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract – ProduceReading - WritingListening – SpeakingFunctionsLanguage formsPhonologyExpressing obligationInviting / Accepting and Refusing invitationApologisingModals: Have to/ had toPrepositions of time and place: in/ in the north…/ on/ atLink words: to/ in order to…Neither… nor / either … orDefinite and indefinite articleshave to/ had to…from … to / until…/Step / Sequence / Rubric FOUR: Consolidation and extension (35 – 37)Intermediate objectives: by the end of this sequence, my learners will be able to:Read and respond to an advertFill a form and write a letter of application Deal with telephone conversation problemsTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – Interpret WritingReading - Listening - SpeakingFunctionsLanguage formsPhonologyExpressing obligation//Project:Second year are searching for learners, who can fill posts in SE, TM, GE, and LG, HWith the following descriptions (for each class)Write…. (the elements of the project, in accordance to that)Sequence PlanSequence ONE: Listening and speakingScientific | LiteraryBy: MERDJI Amira Unit I: Getting ThroughStep / Sequence / Rubric ONE: LISTEning AND speaking (p.16 – p.19)General aims: by the end of this sequence, my learners will be able to: Write a short speech about the usefulness of the Internet and its hidden dangers.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret – ProduceListening – ReadingSpeaking - WritingFunctionsLanguage formsPhonologyInstructingComparingExpressing preferencesDescribing a processExpressing purposeThe imperativeSequencers: first, next, paratives of adjectives and adverbsprefer something to something else, etc.in order to/ so as to, etc.Intonation in formal and informal requestsStress in two-syllable wordsSEQUENCE / RUBRIC / STEPS: LESSONSListen to, respond to, and give instructions using sequencers. (p.16 – p.17) (p.168/1) Express and justify a point of view. (p.17) / express preferences and purpose. (p.17) (168/2)Make requests with appropriate intonation. (p.18) / pronounce two-syllable words. (p.18)Describing a process (p.19)Writing a short speech (p.19)> DESCRIPTION:Listen to, respond to, and give instructions using sequencers. (p.16 – p.17) (p.168/1) Intermediate objectives: by the end of this lesson, my learners will be able to:Write a set of instructions using sequencers.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyInstructingDescribing a processExpressing purposeSequencers: first, next, etc.in order to/ so as to, etc.The imperative/Express and justify a point of view. (p.17) / express preferences and purpose. (p.17) (168/2)Intermediate objectives: by the end of this lesson, my learners will be able to:Use comparison to take a side and argue their pointExpress what they prefer regarding a certain matter.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteract Interpret – ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyComparingExpressing preferencesComparatives of adjectives and adverbsprefer something to something else, etc./Make requests with appropriate intonation. (p.18) / pronounce two-syllable words. (p.18) Intermediate objectives: by the end of this lesson, my learners will be able to:Produce the appropriate intonation to a requestPronounce stress in two-syllable words.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteract Interpret - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonology//Intonation in formal and informal requestsStress in two-syllable wordsDescribing a process (p.19) Intermediate objectives: by the end of this lesson, my learners will be able to:Write coherent instructions for creating an e-mail accountTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyDescribing a process//Writing a short speech (p.19)Intermediate objectives: by the end of this lesson, my learners will be able to:Write a set of instructions using sequencers.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening – SpeakingFunctionsLanguage formsPhonology///Lesson PlanListen to, respond to, and give instructions using sequencers. (p.16 – p.17) (p.168/1)By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: Listening and speakingLesson: Listen to, respond to, and give instructions using sequencers. (p.16 – p.17) (p.168/1)General aims: by the end of this lesson, my learners will be able to:Write a set of instructions using sequencers.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyInstructingDescribing a processExpressing purposeSequencers: first, next, etc.in order to/ so as to, etc.The imperative/Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Familiarize themselves with the text they hear afterwardsTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Anticipate, textbook p.16:Task 1, textbook p.16:The teacher asks learners to look at the pictures and say what comes to their mindNext, explains (with mentioning of parts of speech) to learners keywords related to the unit and their understanding in general of the lesson and upcoming lessons. Such as:Match – many – parts – below – find – take turns – invent – email account – reorder – coherentAsk learners to generate their own sentences regarding these words.Answers/Key:12345678PrinterCentral Unit (Console)MonitorScreenSpeakerMouseKeyboardFloppy DiskTask 2, textbook p.16:Ask learners to brainstorm ideas from their own related to the matterTask 3, textbook p.16:With focus on the pronunciation of the sign: @ (/?t/)presentation:Intermediate objectives: by the end of this step, my learners will be able to:Improve their listening comprehension regarding a set of instructions for accessing an email.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Listen and check: textbook-p.17Task 1, textbook p.17:The teacher asks learners to jot down their own ideas on how sequences of instructions are generated, and what are they concerning the accessing of an email, once done, they confirm by reading the sentences, understanding related vocabulary, and organizing them into what they think is the most suitable order.Practice:Intermediate objectives: by the end of this step, my learners will be able to:Confirm the set of instructions they have ordered in the previous task.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceInstructions:Task 1, textbook p.17:The teacher reads Listening script, textbook p.168 and ask learners to check their answers.Next, the teacher corrects the task on the boardAnswers/Key:1234567BACFDGEproducing:Intermediate objectives: by the end of this step, my learners will be able to:Employ sequencers to generate a set of instructions (accessing an email)Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening - SpeakingInstructions:Task 2, textbook p.17:The teacher explains how sequencers are organized among themselves, and how they are put in the sentence, then ask learners to do the task.Answers/Key:In order to access email, you need to do the following. First, switch on the computer. Then, select an ISP (Internet Service Provider) from the menu. Next, click on email. After that, Enter you ID and password. After that, Sign in. After that, wait for the connection to your email (in-box). Finally, click on “read” or “send” to check or write your messages.The teacher puts a reminder for the imperative form of the verb:Base form of the verb = imperativeDo not (don’t) + base form of the verb = negative imperativeVocabulary:Match (v) (imperative): meaning to find somebody / something that goes together with or is connected with another person or thing. E.g.: Match the words from list A with their opposites from list B.Many: (det.) to mean ‘a large number of’. E.g. many sentences, many guests, many devices.Parts: (n) (pl.) part of something = some but not all of a thing. E.g.: parts of a computer, parts of a car.Below (prep): at a lower level or position than somebody/something. E.g.: do the exercise below.Take turns (v) (imperative): to do something one after another. E.g.: take turns to tell your email address.Invent (v) (imperative): to produce or design something that has not existed before. E.g. invent an email address.Email (n): electronic mailAccount (n): “use ARABIC”Reorder (v) (imperative): reorder something = to change the order in which something is arranged. E.g. reorder the following sentences to get a coherent instructions.Coherent (adj): logical and well organized; easy to understand and clear. E.g.: a coherent paragraph. Essay of Mustafa is coherent.Instruction (n): detailed information on how to do or use something.Lesson PlanJustify and express a point of view, preferences, and purpose. (p.17)By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: Listening and speakingLesson: Justify and express a point of view, preferences, and purpose. (p.17)General aims: by the end of this lesson, my learners will be able to:Use comparison to take a side and argue their pointExpress what they prefer regarding a certain matter.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteract Interpret – ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyComparingExpressing preferencesprefer something to something else, paratives /Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Define e-mail and snail mailTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Definition of email and snail mailpresentation:Intermediate objectives: by the end of this step, my learners will be able to:Compare e-mail with snail mail Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:The teacher explains the table, and what do we mean by listening to detailsListen to script 2, textbook pp.168-169:Ask learners what they have understoodTask 3, textbook p.17:Practice:Intermediate objectives: by the end of this step, my learners will be able to:Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceInstructions:Task 4, textbook p.17: (done orally) Correcting the table The teacher explains how we express our opinionproducing:Intermediate objectives: by the end of this step, my learners will be able to:Express their preferences using “ I prefer …….to……etc”Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening - SpeakingLesson PlanMake requests with appropriate intonation. (p.18) / pronounce two-syllable words. (p.18)By: MERDJI Amira Scientific | LiteraryUnit One: Getting ThroughSequence ONE: Listening and speakingLesson: Make requests with appropriate intonation. (p.18)General aims: by the end of this lesson, my learners will be able to:Produce the appropriate intonation to a requestPronounce stress in two-syllable words.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteract Interpret - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonology/Comparatives adj+er/more,less+ than Intonation in formal and informal requestsStress in two-syllable wordsLesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Define intonationTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Definition of intonationpresentation:Intermediate objectives: by the end of this step, my learners will be able to:Improve their listening comprehension regarding the intonation in formal/informal requests.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Say it clear, textbook p.18:Task 1, textbook p.18:The teacher explains how to make formal and informal requests and the relation of that with rmal: Can you speak louder please ? ↑↑↑ Can you say that more clearly please ? ↑↑↑Formal: Could you go less quickly, please ? ↑↑↑ Could you speak more slowly, please ? ↑↑↑“Intonation goes up in requests”.Practice:Intermediate objectives: by the end of this step, my learners will be able to:Practise intonation to confirm the set of instructions they have learnt in the previous task.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceSpeaking Writing Instructions:Task 2, textbook p.18: Answers/Key:Informal Formal Can you type more quickly please ?Can you press the key less smoothly please ?Can you use the computer less frequently ?Could you type more quickly please ?Could you press the key less smoothly please ?Could you use the computer less frequently please ?producing:Intermediate objectives: by the end of this step, my learners will be able to:Highlight the stressed syllable in two-syllabic words (verbs, nouns)Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretSpeaking – ListeningWriting – Reading Instructions:Task 3, textbook p.18:Answers/Key:Nouns Verbs Browser Windows Modem Cursor Pointer FloppyIcon Keyboard Erase RemoveEscape Display Protect Connect The hidden message: / j?: ‘fl?p? d?sk k?n’te?nz ? ‘va?r?s . r?’mυ:v ?t fr?m ma? k?m’pjυ:t?/Key : “ Your floppy disk contains a virus. Remove it from my computer”Lesson PlanDescribing a process (p.19)By: MERDJI Amira Scientific | LiteraryUnit One: Getting ThroughSequence ONE: Listening and speakingLesson: Describing a process (p.19)General aims: by the end of this lesson, my learners will be able to:Write coherent instructions for creating an e-mail accountTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyDescribing a processUsing have to, must, need to…tc /Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Define a processTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Definition of a processpresentation:Intermediate objectives: by the end of this step, my learners will be able to:Write a short speech about the usefulness of the internet Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:IT’S YOUR TURN, textbook p.19:Task 1, textbook p.19:Key: done orally according to learners answers Possible answers: in order to create an e-mail account.,First, you need to switch on the computer. Then you have to choose a site to open the e-mail page. Next, you must click on sign up. After that, you need to enter your personal details. Then click on accept to finilize your registration.Practice:Intermediate objectives: by the end of this step, my learners will be able to:Express and justify their opinions/point of view towards internet.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceSpeaking/listeningWriting Instructions:SAY IT IN WRITING, textbook p.19:Task 1, textbook p.19:Write a short § to give your opinion about the Internet. Use appropriate sequencers. You may start as follows:I think / I don’t think that the Internet is a very useful invention. Firstly, … Topic sentence Connectors Statements I think that the Internet is a very useful invention because of several reasons. Firstly, I use the Internet to surf on the Web Secondly, I surf on the Web in order to search for information Thirdly, I use the World Wide Web so as to correspond with key pals. Finally, I surf on the Network to send and receive messages. Task 2, textbook p.19:Learners correct eachother’s mistakes.Lesson PlanJustify and express a point of view, preferences, and purpose. (p.17)By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: Listening and speakingLesson: Justify and express a point of view, preferences, and purpose. (p.17)General aims: by the end of this lesson, my learners will be able to:Use comparison to take a side and argue their pointExpress what they prefer regarding a certain matter.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteract Interpret – ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyComparingExpressing preferencesprefer something to something else, paratives /Sequence PlanSequence TWO: Reading and Writing Scientific | LiteraryBy: MERDJI Amira Unit I: Getting ThroughStep / Sequence / Rubric ONE: READING AND WRITING (p.20 – p.23)General aims: by the end of this sequence, my learners will be able to: Write a reply to an email while following a specific set of instructions.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret – ProduceListening – ReadingSpeaking - WritingFunctionsLanguage formsPhonologyDescribing people’s regular activitiesDescribing a placeFrequency adverbs: rarely/ seldom …Degree adverbs: very, quite, etc.Reflexive pronouns: myself …/SEQUENCE / RUBRIC / STEPS: LESSONSReading and interpreting an e-mail message (pp. 20 -21)Frequency adverbs/ Describing people’s regular activities (p.22)Degree adverbs (p.23)Lesson 10. Reply to an email (p.23)> DESCRIPTION:Reading and interpreting an e-mail message (pp. 20 -21)Intermediate objectives: by the end of this lesson, my learners will be able to:Read and interpret an e-mail messageRead icons in a computer screenshotTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceReading – WritingListening – Speaking FunctionsLanguage formsPhonology Interpreting an imageReading and interpreting an e-mail (p21) //Frequency adverbs and describing people’s regular activities (p.22) Intermediate objectives: by the end of this lesson, my learners will be able to:familiarize with frequency adverbs and their pronunciation.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceReading – WritingListening – Speaking FunctionsLanguage formsPhonologyDescribing regular activities Frequency adverbs; always, sometimes, never, rarely….etc./Degree adverbs (p.23)Intermediate objectives: by the end of this lesson, my learners will be able to:Familiarize with/ learn how to pronounce/use adverbs of degree correctly.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceReading – WritingListening – Speaking FunctionsLanguage formsPhonology/Degree adverbs; very, quite…etc./Reply to an e-mail (p.23)Intermediate objectives: by the end of this lesson, my learners will be able to:Re-invest what they have learned previously. Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceReading – WritingListening – Speaking FunctionsLanguage formsPhonologyDescribing a place Frequency adverbsDegree adverbsReflexive pronouns /Lesson PlanReading and interpreting an e-mail message (pp. 20 -21)By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: reading and WritingLesson: Reading and interpreting an e-mail message (pp. 20 -21)General aims: by the end of this lesson, my learners will be able to:Read icons in a computer screenshot.Read and interpret an e-mail messageTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceReading – Writing Listening – SpeakingFunctionsLanguage formsPhonologyInterpreting an imageReading and interpreting an e-mail (p21) //Lesson steps:1.Warm-up2.Presentation3.Practice 4.ProductionDESCRIPTION:1.Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:read icons in a computer screenshotTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceReading-WritingInstructions:Anticipate, textbook p.20Task 1, textbook p.20:The teacher directs learners’ attention to the first screenshot and have them identify/ interpet the different icons and information on the screenshot. Illustrate the difficult vocabulary items, then set the learners to task.Answers/Key:a - 3 / b – 1 /c – 6 /d - 4 /e - 5 /f – 2Task 3, textbook p.20:In this task, learners will learn to make predictions about what will come next in an e-mail message on the basis of information contained in an e-mail box screenshot.ProcedureDirect the learners’ attention to the second screenshot and interact with them in order to elicit an interpretation of the information contained on the screenshot.2.presentation:Intermediate objectives: by the end of this step, my learners will be able to:Develope their reading capacitiesCheck the predictions they have made in task three of the Anticipate rubric.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceReading-writing Instructions:Read and check: textbook p.21:Task 1, textbook p.21:The teacher asks learners to read the e-mail in-order to get the main ideas and answer a set of comprehension questions.3. Practice:Intermediate objectives: by the end of this step, my learners will be able to:Interpret the text and highlight/guess keywordsTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceInstructions: teacher asks students to highlight difficult words and try to guess their meaning ANWSERS/KEY:Training: to teach someone or an animal how to do a particular activityRelax: to rest from work or to be less tenseHousewife: woman doesn’t work, or stay at home.Belongs: to be part of or connected to somethingPets: an animal kept in the homeSaunas: bath taken by sitting in a room filled with very hot steam4.producing:Intermediate objectives: by the end of this step, my learners will be able to:Answer comprehensive questions related to the textTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening - SpeakingInstructions:Task 4, textbook p.21:Answers/Key:What is the e-mail about?The e-mail is about correspondenceHow many paragraphs are there in the text?There are six paragraphs in the text.Is there any difficult word?Kirsi is Finnish.She wants to know more about her and her country.Hammam.She lives in acountryside because she said: “We live in central Finland in a little village…”She rarely goes out on weekends.Lesson PlanReading and interpreting an e-mail message (pp. 20 -21)By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: reading and WritingLesson: Describing people’s regular activities using Frequency adverbs (p.22)General aims: by the end of this lesson, my learners will be able to:Familiarize with frequency adverbsDescribe someone’s regular activities Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceReading – Writing Listening – SpeakingFunctionsLanguage formsPhonologyDescribe regular activitiesFrequency adverbs: rarely, seldom, always…etc./Lesson steps:1.Warm-up2.Presentation3.Practice 4.ProductionDESCRIPTION:1.Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Familiarize with frequency adverbs and their correct pronunciation.Be aware of the difference in degree among the frequency adverbs included in the chart.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceReading-WritingInstructions:Discover the language. Textbook .22Task 1, textbook p.22:Teacher read the frequency adverbs and ask students to pronounce them:Answers/Key:100% Always → usually→ often →sometimes →rarely →hardly ever →never 0%Task 2, textbook p.22/Teacher asks students to pick sentences with frequency adverbs out of the text - I rarely go out on weekends.- I always go there by bus.- I generally get up early.2.presentation:Intermediate objectives: by the end of this step, my learners will be able to:observe/study the sentences in order to identify the position of the adverbs of frequency in the sentences.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceReading-writing Instructions:Task 3, textbook p.22:The teacher asks learners to Spot the position of the frequency adverb.3. Practice:Intermediate objectives: by the end of this step, my learners will be able to:draw the rule Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceInstructions: teacher asks students to define the function of each word and spot the frequency adverb’s positionThe rule : frequency adverbs usually occur between the subject and the verb in full affirmative/negative sentences.4.producing:Intermediate objectives: by the end of this step, my learners will be able to:Conduct an interview about regular activities.Write a report to describe their partners’ regular acitivities.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening - SpeakingInstructions:Task 4, textbook p.22:Teacher directs the learners’ attention to the questionnaire and ask them to identify what it is about. Once they have identified it, T interacts with them (in open class). T shows the learners how to make notes by jotting down the responses of your informants/learners on board. The learners will make notes on rough pieces of paper when it is their turn to do the task in pairs.Task 5, textbook p.22:Teacher asks learners to use the notes they have made about their partners’ regular activities to write/produce a short report.Write one of the students’ reports as an example.ANSWERS/KEY: Hamid generally gets up around 7 in the morning. He always goes to school by bus and he studies from 8.30 to 12 in the morning. …Lesson PlanAdverbs of degree (p.23)By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: reading and WritingLesson: adverbs of degree (p.23)General aims: by the end of this lesson, my learners will be able to:Familiarize with/ learn how to pronounce/use adverbs of degree correctly.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceReading – Writing Listening – SpeakingFunctionsLanguage formsPhonologyDegree adverbs; very, quite…etc./Lesson steps:1.Warm-up2.Presentation3.Practice 4.ProductionDESCRIPTION:1.Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Be aware of the notion “adverbs of degree”Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret Listening Speaking ProcedureTeacher starts by explaining the use of adverbs, how they describe/modify parts of speech other than nouns.Degree is synonym to amount or level. 2.presentation:Intermediate objectives: by the end of this step, my learners will be able to:Recognize the utility of adverbs of degree.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret Listening Speaking:Procedure:Teacher explains that degree adverbs generally add meaning to gradable adjectives (then explains the difference between gradable and non-gradable adjectives).The teacher interacts orally with pupils to order adverbs of degree from the lowest to the highest degree.Key: Not at all → not very→ a bit →fairly →quite→ really→ very →extremely 3. Practice:Intermediate objectives: by the end of this step, my learners will be able to:Recognize adverbs of degree in the text through scanning.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceWriting Speaking Instructions: Task 6. Textbook p.23:.ANWSERS/KEY:Furious, tiny, horrible, freezing.Task 8. Textbook p.23:Quite common, very early, little bit far, rather small, very nice, not very big, very famous, fairly, cool.4.producing:Intermediate objectives: by the end of this step, my learners will be able to:Identify ordinary adjectives and their extreme adjectives. Use the adjectives to form sentences of their own.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening - SpeakingInstruction:Task 9. Textbook p.23:Answers/Key:good= excellent hot = boiling tired= exhausted interesting=fascinatinglarge= huge sad= tragic funny=hilarious clever= brilliant Students make sentences of their own using gradable adjectives and adverbs of degree.Then teacher writes hem on the board.Lesson PlanReply to an e-mailBy MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: reading and WritingLesson: Reply to an e-mailGeneral aims: by the end of this lesson, my learners will be able to:Re-invest what they have learned previously (in the sequence). Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceReading – Writing Listening – SpeakingFunctionsLanguage formsPhonologyDescribing a place-Frequency adverbs-Degree adverbs-Reflexive pronounsLesson steps:1.Warm-up2.Presentation3.Practice 4.ProductionDESCRIPTION:1.Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Collect about Algeria.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret Listening – speaking Writing Instructions:Teacher asks learners about their previous knowledge about their country and answers their questions. 2.presentation:Intermediate objectives: by the end of this step, my learners will be able to:Introduce the topic and the steps to write the paragraph.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret Reading-writing Instructions:Read and check: textbook p.23:The teacher asks learners to re-read the e-mail in-order to scan it briefly, then discuss the table p.23 and use it as a plan.3. Practice:Intermediate objectives: by the end of this step, my learners will be able to:Form sentences to concretize their main ideas about the topic as a starting point.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceWriting Speaking Instructions: Teacher asks students to write coherent sentences using different language forms learnt during the actual sequence. ANWSERS/KEY:Students are free to express their ideas.4.producing:Intermediate objectives: by the end of this step, my learners will be able to:Describe their regular activities, introduce their families and their country.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening - SpeakingInstructions:Teacher asks learners to collect their sentences in the form of a paragraph investing all language forms acquired; frequency adverbs, adverbs of degree, purpose…etc.Teachers takes correct and coherent sentences formed by students to form a paragraph and write it on the board.Lesson PlanListening and responding to telephone messages. (pp.24 – 25)By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: Developing skillsLesson: Listening and responding to telephone messages. (p.24 – 25)/Listening script (p.169)General aims: by the end of this lesson, my learners will be able to:Be aware of appropriate language usage according to contexts consolidate their pronunciation of phone numbersTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonology/Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Recognize the most appropriate response in the context of telephoning.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Teacher explains that the purpose of the task is to guess what would each of the interlocutor to say in every situation Task 1, textbook p.24:Answers/Key:1. B metion each figure on it’s own 1.Who’s calling please ?2.Could you hold on, please?3. I’m afraid that he/she isn’t here at the moment .Task 2, textbook p.16:The learners check their answers as you simulate the telephone conversations in the script on pages (169) and (170). presentation:Intermediate objectives: by the end of this step, my learners will be able to:Improve their listening comprehension regarding telephoning Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:The teacher explains that :a)We say each figure separately (e.g., 875754 , eight-seven-five-seven-five-four). b) We say 0 as Oh (Br. English) or Zero (Am. English). (e.g., 405 four-oh-five or four-zero-five).624480088409990876479963210008764799632100030480003048003048000304800884099962448000c) When two numbers are the same and are together, we can say double or we say the figures separately.( e.g., 6554 , six-double five/five five-four)d) When we say phone numbers the intonation goes up in the end of the first stretches of numbers and goes down at the end of the phone number.Task 2, textbook p.16:The learners check their answers as you simulate the telephone conversations in the script on pages (169) and (170).Practice:Intermediate objectives: by the end of this step, my learners will be able to:Exercise what they have learnt in the previous task.Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceInstructions:Task 3, textbook p.24:The teacher reads Listening script, textbook p.168/169 then asks learners to exchange their phone numbers using the appropriate language Answers/Key:Invent a phone number for the task Teacher stimulates the spoken interaction and make sure learners pronounce their phone numbers correctly.producing:Intermediate objectives: by the end of this step, my learners will be able to:Employ tactics summary p.25 to write a telephone conversationAct out the conversation Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretWriting -Listening - SpeakingReading Instructions:Task 4, textbook p.24:The teacher explains tactics summary p.25 and encourages learners to use them in their writing piece Answers/Key:Suggested answers:Situation 1:You: Hello, 54712200A friend of yours: Hello, I’m Farid. Can I speak to ……., please? You: Speaking.A friend of yours: Brahim and I are going out for a football match. Would you like to join us?You: I’m sorry I can’t. I have to go to the dentist.Situation 2:Company secretary: Hello, SEK company. Can I help you?Caller: Hello, my name’s Bob Karl. Could I speak to the manager, please? Company secretary: I’m afraid he’s out at the moment. Can I take amessage?Caller: Please tell him to call me. My number is pany secretary: So your phone number is 7213599 and your name is Bob KarlCaller: That’s right. Thank you. Goodbye Company secretary: Goodbye.Situation 3:A : Hello.B: Hello, this is Ali. Is Karim there?A : I’m sorry, Karim’s out at the moment.B: Please tell him I expect his call this evening at 6:30. A: Can you remind me of your name, please?B: Of course, it’s Ali, Ali Bachiche. A: I see.B: Thank you;Goodbye. A:.ByeLesson PlanReading and responding to short written messages. (pp.26 – 27) Inviting / Accepting and Refusing invitation/Apologising By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: Developing skillsLesson: Reading and responding to short written messages. (pp.26 – 27) Inviting / Accepting and Refusing invitation/ApologisingGeneral aims: by the end of this lesson, my learners will be able to:Read and respond to invitations Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyInviting/ accepting and refusing invitation.Apologizing. //Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Be aware the difference between formal and informal language Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret Listening - SpeakingInstructions:“T” explans the difference between formal and informal English;Formal English is the kind of English we use for serious public purposes whereas informal or colloquial Englishis the kind of English we use everywhere, everyday. The former is used especially in print: official reports, businessletters, serious books, public notices, important speeches, new programmes while the latter is used mainly in speech, private letters, converstation between friends, etc...presentation:Intermediate objectives: by the end of this step, my learners will be able to:Make the difference between formal/informal invitations To deduce meanings of words from contextTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:The first invitation is more formal than the second invitation;The second invitation starts with a salutation and the second is anonymous; The first invitation uses a formulaic language (e.g., would like) whereas the second one uses a colloquial language (e.g., contractions, imperative). The first invitation is public whereas the second one is private…Task 1, textbook p.26:Teacher explains that the purpose of the task and explains difficult wordsAnswers/Key:A: 2 B: 3 C: 1 D: 4Task 2, textbook p.26:Answers/Key:D. Reponse s’il Vous Plait.Task 3, textbook p.26:follow the same instructions as in task1Practice:Intermediate objectives: by the end of this step, my learners will be able to:Write/accept or refuse an invitation Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceReading-Writing Instructions:Task 3, textbook p.26:Procedures: “T” Refers again the students to texts 1, 2, 3, and 4 and ask them to choose one of them as a model for writing a parallel text.Answers/Key:Depends on pps Notes:Here is the format that personal letters usually take in English.1. The writer’s, i.e., the sender’s address, does not usually include the name, which is shown by the signature (see number 5 in the letter layout above). It is usually written on the top right-hand corner.2. The date should appear just below the address. There is also an American way of writing the date (e.g., March 14, 2005).producing:Intermediate objectives: by the end of this step, my learners will be able to:Write a letter of apology Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretWriting -Listening - SpeakingReading Instructions:Task 4, textbook p.26:Lesson PlanLesson 15: Expressing obligation (p.31)By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: developing skills Lesson: Expressing obligation (p.31)General aims: by the end of this lesson, my learners will be able to:Express obligation Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteract Interpret – ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyExpressing obligation Must, have to, need to Mustn’t, don’t have to, needn’t to… /Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Define “ strong and weak obligation, prohibition”Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Definition of strong and weak obligation (illustrate using examples)Definition of “prohibition” presentation:Intermediate objectives: by the end of this step, my learners will be able to:Familiarize with the appropriate expressions to express obligation and prohibition Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:“T” refers to reminder 3, textbook p.31We use :Must = to express strong obligation Mustn’t = to express prohibitionHave to/need to = to express weak obligation Needn’t t/don’t have to = to express lack/absence of obligation Practice:Intermediate objectives: by the end of this step, my learners will be able to:Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceInstructions:Task : fill the gaps using “have to” “must” and their negative forms:If you want to lose weight, you ………….. practise sport regularly.In school days, you …………… oversleep in order not to arrive late.The doctor told my father that he …………… quit smoking.It is warm outside, you ……………….. wear heavy clothes.Key:Have to/need toMustn’t MustDon’t have to/needn’t to producing:Intermediate objectives: by the end of this step, my learners will be able to:Make sentences of their own to describe school regulation using the appropriate expressions. Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening - SpeakingInstructions:Task1, textbook p.31:Key?: Many possible answers set by learners Lesson PlanLesson 15: Definite and Indefinite articles By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: developing skills Lesson: definite and indefinite articles (p.32)General aims: by the end of this lesson, my learners will be able to:Learn the appropriate use of definite and indefinite articles Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteract Interpret – ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyDefinite articlesIndefinite articles The, a, an /Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Define “ countable/uncountable nouns”Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Teacher explains the two notions and the difference between them. presentation:Intermediate objectives: by the end of this step, my learners will be able to:Learn how/when to use articles Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:“a” and “an” are used with singular countable nouns We never use “a” and “an” with plural or uncountable nouns.“the” is used when; A word is used a second time.Only one object exists : the earth, the sun…etc.“T” refers to reminder 4 textbook p.32Practice:Intermediate objectives: by the end of this step, my learners will be able to:Exercise what they have learnt in the previous stepTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceInstructions:Task1:I’d like ….apple and ….. orange please!They’ve got …. Very big house.Do you like ……. Fast cars.We watched …….. movies all night.Key: An /anA ??Task2:She is …..journalist ……..moon moves slowly round …….earth I’d like ……. Cup of coffee please!Are you drinking…… milk ?There was……. doctor and ……nurse in the room, but …….nurse was sleeping.Key:1) a 2) the/the 3) a 4) ? 5) a/a/the 4. producing:Intermediate objectives: by the end of this step, my learners will be able to:Use the appropriate article according to the situation Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening - SpeakingInstructions:Task1, textbook p.32:Key?: 1 ?the2 ??3 ??4 ??5 ?a6 ?the 7 ??8 ???9 ??10 ??11 ?the 12 ?? 13 ?? 14 ?? 15 ?? 16 ??an 17 ??a 18 ??a 19 ??an 20 ???Lesson PlanLesson 15: Time prepositions By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: developing skills Lesson: Time prepositions (p.32)General aims: by the end of this lesson, my learners will be able to:Use time prepositions Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteract Interpret – ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyDefinite articlesIndefinite articles The, a, an /Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Consolidate the use of time prepositions Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:Teacher asks learners about their previous knowledge regarding time prepositions . presentation:Intermediate objectives: by the end of this step, my learners will be able to:Learn how/when to use time prepositions Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:On: for days e.g: on Monday, on september21st….etcAt: precise time e.g: at 9.00, at lunch time ….etcIn: for months, years, seasons, time of the day e.g: in summer, in January, in 2018, in the afternoon…etcFrom….to : to give periods of time e.g: from 3.00 to 5.00, from Sunday to Thursday …etcUntil: to give end points in time e.g: until 2020, until march….etc Practice:Intermediate objectives: by the end of this step, my learners will be able to:Exercise what they have learnt in the previous stepTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceInstructions:Task1:Let’s wait………the rain stops.Algeria was colonized ……1830.Algeria was colonized…………1962.I have a doctor appointment ……. Monday.Key: Until InUntil On 4. producing:Intermediate objectives: by the end of this step, my learners will be able to:Use the appropriate time preposition according to the situation Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretReading – WritingListening - SpeakingInstructions:Task2:The meal will be served ……lunch timeMy mother have been teaching ……..1988 ……..2012.Summer school starts ……..June 16th.They arrived to this town ………1990.Key:1) at 2) from…..to 3) on 4) in Lesson PlanReflexive pronouns By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: stop and consider Lesson: Reflexive pronounsGeneral aims: by the end of this lesson, my learners will be able to:Learn how/when to use reflexive pronouns Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyUse reflexive pronouns Myself, yourself, ourselves …etc /Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Be aware the notion “reflex” Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret Listening - SpeakingInstructions:“T” asks learners to interpret the image p.30 then asks how many parrots there arelearners answer; there is one parrot, the second one is a reflexion of the first one.presentation:Intermediate objectives: by the end of this step, my learners will be able to:Familiarize with “reflexive pronouns”Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:“T” refers to the table below and asks learners to read it, then explains when to use these pronouns.Reflexive pronouns usually refer back to the subject of the clause or sentence when the subject (doer of the action) is the same as the object. However, the self-particle can be used to give emphasis to the noun phrase or pronoun subject (e.g., I cooked it myself).Practice:Intermediate objectives: by the end of this step, my learners will be able to:Use the appropriate reflexive pronoun according to personal pronouns Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceReading-Writing Instructions:Task 3, textbook p.30:Answers/Key:You have to introduce yourself Farid admires himself Amel describes herself Farid and Karim have to clean themselvesMy friend and I enjoyed ourselves very much at the partyThe parrot is looking at itself in the mirror producing:Intermediate objectives: by the end of this step, my learners will be able to:Use and practise reflexive pronouns Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretListening - SpeakingWritingInstructions:Learners make sentences to exemplify what they have learnt Lesson PlanNeither.. nor/either…or By MERDJI AmiraScientific | LiteraryUnit One: Getting ThroughSequence ONE: stop and consider Lesson: Neither…nor/ Either…or.General aims: by the end of this lesson, my learners will be able to:Use conjunctions Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening – SpeakingReading – WritingFunctionsLanguage formsPhonologyBoth…andNeither…nor Either…or /Lesson steps:Warm-upPresentationPracticeProductionDESCRIPTION:Warm-up:Intermediate objectives: by the end of this step, my learners will be able to:Be aware of the function of such conjunctions Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret Listening - SpeakingInstructions:“T” asks learners what they: Like to do in their free timeDislike as school subjects Make a choice between a iPad or a personal computer “T” writes their examples on the board and try to use the conjunctions with pps’s help Examples: Y like football. X likes football = both X and Y like football X does not like watching TV. Y doesn’t like watching TV = Neither X nor Y like Watching TV My parents said: “you can have either a iPad or a personal computer presentation:Intermediate objectives: by the end of this step, my learners will be able to:Explore the function of each conjunctionTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret - ProduceListening - SpeakingInstructions:“T” refers to the examples written on the board and explains: When we want to talk about two thing or two people who share the same characteristics we use both…and Its negative form is neither …nor to refer to the absence of both of the characteristicsEither…or is used to make a choice Examples: Parents: Do you want a cell phone or a camera ?Kid: I want both a cell phone and a camera Parents: we are really sorry you can have either a cell phone or a camera Kid : ….. (whining) but…..I want them both!Parents: if you keep this attitude, you will have neither a cell phone nor a camera Practice:Intermediate objectives: by the end of this step, my learners will be able to:Function what they have learnt in the previous steps Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract - ProduceReading-Writing Instructions:Task 1: join the following sentences using “ both..and, neither…nor, either …or “Tom is late. Leila is late He doesn’t like fish. He doesn’t like meat I don’t have time to go holiday. I don’t have money to go on holidaysWe can leave tonight. Or we can leave tomorrow at dusk.Answers/Key:Both Tom and Leila are lateHe like neither fish nor meat I have neither time nor money to go on holidays We can leave either tonight or tomorrow at dusk producing:Intermediate objectives: by the end of this step, my learners will be able to:Use and practise conjunctions Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract – InterpretListening - SpeakingWritingInstructions:Task2 textbook p.34?:Key/answers?:Neither hichem nor fatima is late for classBoth fouad and farid like learning languagesWe can leave either now or tomorrow Our classroom is both clean and beautiful I neither smoke nor play cards Lesson PlanLesson20/21. Reading and responding to an advert (p.35) By MERDJI AmiraScientific/literary StreamsUnit one: intercultural exchanges Sequence FOUR: consolidation and extension Lesson: Reading and responding to an advert (p.35)General aims: by the end of this lesson, my learners will be able to: Read and respond to an advert Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduce-InterpretInteractListening-SpeakingReading-WritingFunctionsLanguage formsPhonologyExpressing obligation / /Lesson steps:Warm-upPresentationPracticeProducingDESCRIPTION:warm up:Intermediate objectives: by the end of this step, my learners will be able to:Recognize a job advert on newspapers/ online Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret Speaking ListeningInstructions:“T” shows learners a job advertisement on a newspaper for a company looking for applicant and interacts with learners about what are the characteristics asked for in the advert Presentation:Intermediate objectives: by the end of this step, my learners will be able to:Interpret the text in order to have an overall idea about its contextTarget competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInteractInterpret – ProduceListening – ReadingSpeaking – WritingInstructions:Write it out, textbook p.35:Learners interpret the text ad make the difference between duties using “must”, and tasks using “have to” “need to” Key/Answers:The key is as follows : In case the applicant gets a job, h/she has/will have to deal with children, organize and participate in daily activities such as swimming, singing, dancing, cooking, drama, telling stories, and sports.practice:Intermediate objectives: by the end of this step, my learners will be able to:Be aware of what a letter of application should contain Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsInterpretInteract – ProduceListening – ReadingSpeaking – WritingInstructions:Learners read the letter of application, textbook p.34 and assume if the alicant has a chance to get the job( if the potential candidate will be useful to the camp according to the experiences she has)Answers/Key:The important pieces of information that the applicant has included in her letter to show that she is suitable for the job are: a) I often volunteer to work in infant hospital wards; b) I often look after my brothers and sisters when my mother and father are at work.producing:Intermediate objectives: by the end of this step, my learners will be able to:Make a curriculum vitae and make their own one Target competenciesSubsidiary CompetenciesMain skillsSubsidiary skillsProduceInteract - InterpretReading – WritingListening – SpeakingInstructions:Task3 textbook p.36?:The learners complete a résumé (Am. English) or curriculum vitae (Br. English ) with information from the letter of application textbook p.35Key/Answers: left146050RésuméName: ParfitJ.Joy Last middle firstAddress: 46 Regent Street, Madison 15026, Wisconsin. Place of birth: ColumbusEducation: Junior at Thomas Jefferson High School Languages: English Previous work experience: Working in infant hospital wards Interests: Meeting people, photography and music.References: Letters of reference from two teachers, Mr. John Clarke and Miss Emma Smithson. ................
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