UNIT 1   : GETTING TO KNOW YOU

Topics: Introductions/greetings and gestures/likes and dislikes/routines/my place/ character/emotions/making someone’s acquaintance/comparing lives/life as a teenager/

Greetings/ gestures

Speaking activities (treasure chest/ character/likes- dislikes/unfinished sentences/My place/questions/emotions/ introducing a partner + How to present a talk

It isn’t easy being a teenager (R.C.E.)

I hope you don’t mind my asking-you and me (L.C.E.)

Writing/ Speaking: introducing a partner + similarity/ difference with my life

Auditions at home

Functions: preference, likes and dislikes/ similarities and differences /agreement and disagreement/opinion/wishes (in "unfinished sentences") / criticism in exclamations/requests (in "the roommate") Vocabulary : everyday activities/spare time activities/ character and moods/ locating/ .... of the texts

Grammar: similarity and contrast expressed by means of So, Too, As well, Neither, Either, But …/-ing forms after preference verbs/ want-would like/

Revision of Past and Present

Formation of continuous/ passive/ perfect tenses

Questions

Wish + Simple Past/ Past PerfectCompetences-ask smb some questions to make this person’s acquaintance-answer such questions

(meeting a foreigner/ a job interview/ arriving in a family)-sum up the information gathered about another person/introduce this person or yourself-describe someone’s/your character or moods in different situations-express your likes and dislikes in life/ambitions/usual activities/.....

(arriving in a school/family/new company abroad)(a job interview)(filling in forms to apply for …)

-express opinions/reactions (agreement/disagreement) to what was said about life at 16. Describe your life at 16: how difficult/easy is it?-react appropriately to express contrast to or similarity with another person-understand material in relation to the themes

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UNIT 1   : GETTING TO KNOW YOU

Meeting/Leaving someone (greetings/gestures)

Words https://www.youtube.com/watch?v=VCb5qfNgNro

... and gestures: saying hello/ goodbyeformal informal

Handshakes/hugs/kisses/waves/winks... SpeakingA une soirée dans la maison de qqn ...groupe A: vous êtes collègues de celui qui vous reçoit/ groupe B: vous êtes de la famille de l’hôte. Vous vous connaissez entre vous à l’intérieur des groupes mais vous ne connaissez pas du tout les personnes de l’autre groupe.

Vous vous ennuyez, rien n’est à votre goût ...ni la nourriture, ni les boissons, la musique et les gens.

Activité: vous rencontrez les gens au hasard de la soirée; vous vous présentez brièvement (si nécessaire) ...puis vous parlez de la réception...vous n’avez pas peur de critiquer quand vous parlez à qqn de votre groupe mais vous êtes hypocrites et prudents avec ceux que vous ne connaissez pas. Changez de partenaires au signal.

Utilisez des formules de (première) rencontre et de critique (+/-) .... (criticism in exclamations)

What a ........................./ ..................../................./..................... night!

How .................. /............................./............................./................. this all is!

Had I known, ..........

The food (music, .....) here is so ..................../..............................

This is such a ...................... party./ We are having such a good/ ......... time!!

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Getting to know a classmate: Speaking/ Listening/ Writing

Different speaking activities will be organized so that you can talk to someone you don’t know and gather some information.So one student speaks; the partner writes down some information…objective: write your partner’s profile/talk about yourself and your partner

Vous allez participer à une émission de TV réalité dans laquelle vous devrez vivre 1 mois avec votre partenaire. Vous allez vous rencontrer et parler ensemble afin de savoir si cela sera possible. En effet, il faut éviter des clashes entre personnes trop différentes!How similar/different are you?/ Is your partner your match? Can you get on well? Provide useful information about your partner (see the final speaking activity without interaction)

1/My treasure chest https://www.youtube.com/watch?v=UR_wO5s1kbE

L.C.:-the teacher’s treasure chestWhat do these things say about his life? What about their symbolic meanings?

L.C./Speaking-the student’s treasure chestBring 5 things into class; what do they tell? Symbolic meaning ?(your feelings/philosophy of life). Listen to your partner (make notes)

2/Liking/disliking https://www.youtube.com/watch?v=FwkUU4EhkNA LC: the teacher talks about his life and introduces new vocabulary. Students do ex. p40

+ Ing forms/ would like to-want/ I 'd rather

SP/LC: Students select new voc + explain their likes-dislikes

3/My character https://www.youtube.com/watch?v=CX-6deYlOToLC/Voc : possible activities -dictation… find the antonyms

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-Teacher explains 15 adj/or cards handed out ... shake hands and exchange cards/ try to remember as many as possible= memory games

SP/LC-Voc: see the sheet: describe some features of character and make your partner guess the word.

SP/LC : your character : explain+ what sort of people do you fancy?

4/Unfinished sentences

SP/LC: finish some sentences and explain /make notes

5/Questions Making up questionsWhat questions can you ask someone you don't know (well) to try to get to know this person a bit better?Vous rencontrez un jeune de votre âge à un stage international de sport à Londres. Vous lui posez des questions pour faire sa connaissance, sur sa présence là, sur son sport, son expérience ....

...................... ..................................................... ....................................................... ....................................................... .................................How oftenHow farHow ....Have you everWhoWhy do you think they.....

SP/LC: “You and me”; select questions that you find interesting + see some of the possibilities here above. Ask them to your partner/Make notes.

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6/ Your place. Its location.

SP: Imagine you are in Australia; you want to explain and describe to an Australian "where you live ".What will you say? Imagine the questions the Australian could ask.

SP: Say what you like/ dislike about your place(s). Would you like to live in the same sort of accomodation / area later?

Voc : in Europe/ in the south of Belgium/ in the French-speaking part of Belgium/ (to the) south of Brussels/ to border/ to have borders with/ in the country/ in a town-village-hamlet/a flat-a detached/semi-detached/terraced house- a bungalow-a cottage - a frontyard-a backyard-a garden-a lawn- .....

mention some rooms: ......................

What do these adjectives/ nouns relate to??: well furnished/ fully-fitted/ rural/ modern/ the outskirts/ renovated/ insulated/ polluted/ quiet/ quaint/ lovely/ blinds/ 90 sqm/ bright/ made of brick/ veranda/ different floors( or storeys) / noisy/ attic room/ wooden floor/ remote/ lively/ luxurious/ old-fashioned/ decorated/ wardrobe/ cupboard/ hilly/ sleepy / tiled floor/ slate roof/ urban/ 4mx3m/ curtains/ central heating/ double- glazed windows/ armchair/ mirror/ frame/ suburbs

the area

your place (house)

your room

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7/ What makes you feel ....? When do you feel .....? Under what circumstances are you ...........? Your emotions! (group activity?)

Voc:-Have a look at the emoticons on the next page (http://www.adoptionhealing.com/HowFeel.html) : which ones don't answer the above-mentioned questions properly? Find another adjective to replace them.

Possible activities:-Find at least 10 synonyms for some of these adjectives.(those you don't know?)

-Draw some emoticons on a sheet of a paper and make your partner guess the emotions.

-Make faces to help your partner guess some of the emotions.

-Explain some situations in order to make your partner guess some emotions.

-Hi, Mark. You look ....... What's the matter? -Oh! It's terrible. I ..........

-Try to remember as many emotions (76 altogether) as possible within a minute.

SP :- When do you feel .....? What makes you.......? Why do you sometimes get some of these emotions? Mention some contexts, explain the circumstances. (Make notes!)

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- Writing a report: use similarity/differenceWrite your partner’s profile for the teacher so that he knows each of you a bit better. Use the different activities we did in class to provide interesting information; compare with your own profile; use at least 8 comparisons (similarity/difference). Underline them. Write a short introduction and a short conclusion to your text. At least 250 words

Similarity/DifferenceSo/neither/too/neither/either Both../ Neither…nor/ Nor …nor …

Same as/ different from/ we differ on that point/ I differ from …on …

https://www.youtube.com/watch?v=esml6XQVjEohttps://www.youtube.com/watch?v=jOh9Fo8tH_U

A says .... B answers (similarity) B answers (difference)

I live in a village. So do I ! But I don't !

I can play the piano. So can I ! But I can't !

I will stay at home!

I would like to live in the States

I have just bought a new PC

I didn't go on holiday Neither/ Nor did I ! But I did!

I don't enjoy going to the cinemaI have never been to Spain.

I wouldn't do that in case of emergency.

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Both Nathan and I hate the rain and neither of us has been to South America.Both of us would like to travel more.Neither (Nor) Nathan nor I can speak good English.I have the same hobbies as Nathan/ as he does.I am different from Nathan.He is keen on swimming. We differ on that point.I differ from Nathan on many points.

-Speaking: Introduce your partner/ yourself to someone else.

Vous allez participer à une émission de TV réalité dans laquelle vous devrez vivre 1 mois avec votre partenaire. Vous venez de vous rencontrer et de parler ensemble afin de savoir si cela sera possible. En effet il faut éviter des clashes entre personnes trop différentes!Vous tirez les conclusions après les différentes activités:

How similar/different are you? Is your partner your match? Can you get on well?You can use your writing as a reference but you will have to structure your presentation and give it the right tone.

LC/Speaking: “ You and me” (Ideas-Longman)

Audition: 1/ what are the different questions asked by the journalist?2/ the answers

Questions A B C

Speaking: do the interview with the same questions or Speed dating activity

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RC: It isn’t easy being a teenager these days

Pre-reading: speaking

Imagine some reasons given in the article

Reading

Complete the chart according to the text.

Speaking (+ Vocabulary) : express your viewshow to express agreement/disagreement opinion

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Vocabulary tasks: see the document on page 12

Speaking

-Deux voisins discutent et se plaignent de leurs ados , chacun pour différentes raisons; ils en rajoutent...ils en ont marre!useful vocabulary:

-Deux voisins discutent et tentent de se prouver l’un à l’autre que leur ado est parfait, qu’il ne pose pas le moindre problème....useful vocabulary:

5LM1/6LM2: audition task 1 "What are you like ?"http://www.elllo.org/english/0701/T738-Matt-Traits.htm

Hide the text during the first auditions!! Use the script only to check your answers!!

Listening TaskIs Matt : - normally late or always punctual ?

- generous or stingy ?- outgoing or shy ?- lazy or hard-working ?

Make notes to justify your answers, with your own words (in English).

Writing/Speaking tasksAnswer the same question about yourself and explain your answers like Matt. Compare, using the expressions of similarity, contrast and wish.

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5lm1/6LM2: audition task 2 "Good qualities"http://www.elllo.org/Audio/A0701/739-Matt-Qualities.mp3

Listening Task (try to answer in English)According to Matt, what is : - a good student (personality and behaviour) ?

- a good boss ?

- a good friend ?

- a good parent ?

Speaking taskHow would you answer the same questions ? Prepare some key ideas.Present your ideas orally in a short talk.

5lm1/6LM2: audition task 3 "weekly activities and arrangements" http://www.esl-lab.com/week/weekrd1.htmAudition and vocabulary-Follow the instructions on the screen (pre-listening/ listening (at least 3 times!)/post-listening)

-In the final post-listening activity: at least 15 verbs/expressions relating to your life. Be precise!

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5lm1/ 6LM2: audition task 4 "the roommate"http://www.elllo.org/english/0551/564-Jeff-Roommate.htmlAudition and speaking-Do the comprehension quiz online.-Draw up a list of the problems mentioned by Jeff.

SpeakingImagine you are Jeff, and you're having a discussion with your roommate. What would you tell him? Start from the recording, then use your imagination to make extra requests (separate the 2 parts of the exercise, what comes from the listening and what you've imagined.)

5lm1/ 6LM2: audition task 5 dapanglais on weebly: your secret personalityLC -What is this text about?

-Structure the text in English. make sure you can explain it.SP: What do you think of this? How true is this information?

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It Isn’t Easy Being A Teenager These Days

November7th,2006 http://johnsadventures.com/archives/2006/11/it_isnt_easy_being_a_teenager_these_days/

It isn't easy being a teenager these days. For starters, your body hasn't finished developing yet. You're probably suffering from acne and no matter what products you see advertised on TV, none of them work. Your weak and puny body probably makes you feel inferior compared to Hollywood hunks like Brad Pitt (but you'd never admit it to your mates). If you're a girl you probably hate what you see in the mirror and wish you looked like the girls in glossy magazines. Oh and you think you're fat even though you are literally skin and bones (the bad news is you most likely won't ever grow out of the negative self-delusion).

Worse than the physical aspects is the fact that your brain hasn't finished developing either. This means you have no empathy – you are incapable of appreciating other people's points of view. It's not a deliberate thing, it's just the part of your brain that figures these things out doesn't work yet. This is why your parents keep telling you you're "selfish and don't think of anybody but yourself" when you don't think you are. Hint: they're right, you just don't have the capacity to see it (and some people sadly never do). You're also barely in control of your emotions, that's why you have mood swings and temper tantrums. These emotions are all new to you and you haven't had much chance to understand and come to terms with them.

You hate school, you hate the teachers and you feel like everybody is telling you what to do and what to think. And worst of all, you think you know it all and it should all be up to you. Your only respite is being out with your mates. Perhaps there's a comfy bench on the corner of your high street you like to hang around on. Maybe you'll down the odd bottle of cider or do something harder so your mates think you're tough. It's all just a laugh really and there's no harm in it, you're just letting off steam.

Except when you're hanging around with your mates, everybody you see looks at you like you're a criminal. Just because you're wearing a hooded top (so you can hide your embarrassing acne from the world) doesn't mean you're about to rob someone. But people don't give you a chance, they treat you with no respect, like you're scum, like the real trouble makers who wear hooded tops. And after a while you start to act that way, if they're going to treat you like dirt, you might as well treat them the same way.

You see, what bugs me is that I used to be a teenager. When I see a bunch of them hanging around making a bit of noise, I remember doing exactly the same thing. But apparently Britain is in danger of becoming a nation fearful of its young people. Since adults spend so little time with teenagers in the UK (as opposed to countries like Germany and Italy) they see them as a threat and are unlikely to intervene if they cross the line instead of remembering that teenagers are in fact still just children pushing their boundaries (as children do), instinctively trying to find their identity by breaking out of their parents mould. The thing is, if you just let children do what they want as they grow up, never giving them limits, then they'll really turn into everything you fear.

Sort of a vicious circle really. I guess life doesn't get any easier once you've grown out of the acne and stopped being a teenager! 

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It isn’t easy being a teenager

-Speaking activity: -mind map the text in order to prepare a talk-what are the criteria for a successful talk?

-use your map to present your talk

-VocabularyFill in-A lot of teenagers-especially girls- wish they ……………. like stars out of glossy mags.

-………………… they won’t admit it, teenagers feel ill-at-ease, physically and psychologically.

-Teenagers have to ……………….. to terms with their emotions: …………. swings and temper ……………… are new phenomena.

-Teenagers enjoy ………………..around/out with their mates. They pretend to be …………… guys.As a consequence, adults treat them as if they were …………….. or ………………….. or …………….. in their …………..tops. They see young people as a ………………….. to society.

-But they just want to …………………… their boundaries and ……………… out of their parents’ ………………… -Sometimes their liking for partying is just a way of …………………… steam.

-If adults let teenagers do what they like, they will …………… them …………. monsters.

Push/ hanging/ even though/ looked/ letting off/ tough/ turn into /break / hooded/ threat/ dirt/ mould/ come/ tantrums/ scum/ trouble makers/ mood

I can hardly/barely …….

I am not likely to ……

What bugs me is ……

It’s not up to me …..

I am about to …

I will never grow out of...

______________________________________________________________________

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Britain is in danger of becoming a nation fearful of its young people, a report has claimed. It says British adults are less likely than those in Europe to intervene when teenagers commit anti-social behaviour. The Institute for Public Policy Research blamed changes in the family, communities and the economy for the "increased risk of youth crime". Children's charity Barnardo's echoed the claims, saying youngsters have been "demonised" by the media. The report says 65% of Germans, 52% of Spanish and 50% of Italians would be willing to intervene if they saw a group of 14-year-old boys vandalising a bus shelter, compared with just 34% of Britons. The IPPR also said teenagers needed structured activities like drama and sports clubs. Julia Margot, from the IPPR, told the BBC Radio Five Live: "In Britain, as opposed to countries like Spain and Italy, adults are less likely to socialise with children in the evenings. "So we don't have this culture of children hanging out and playing out in the town square where adults are also socialising and drinking. "We don't have a culture where adults go out to pubs and bars and bring children with them, and so there is a problem about adults being less used to having children around." Youth concerns The 200-page report says that last year more than 1.5 million Britons thought about moving away from their local area due to young people hanging around. About 1.7 million admitted to avoiding going out after dark as a direct result of youths gathering. Britons were also three times more likely to cite young people "hanging around" as a problem than they were to complain about noisy neighbours. Pam Hibbert, principle policy officer for Barnardo's, said public perceptions created by the media and politicians had bred fear amongst the nation's adults. She said: "We have become fearful of all children. "We know, for example, young crime in itself has remained fairly static in the last 10 years - it is a minority that cause problems and retaliate. "The demonisation of children and young people in some sections of the media and when politicians refer to youngsters as yobs - that breeds the actual fear." 'Turning a blind eye' British adults were more likely than their other European counterparts to say that young people were predominantly responsible for anti-social behaviour, and cite "lack of discipline as the root cause of anti-social behaviour".

The Britons who were unwilling to get involved claimed they feared being physically attacked or verbally abused - or that they would be the victim of subsequent reprisals. Nick Pearce, IPPR director, said: "The debate about childhood in Britain is polarised between false opposites: that either children or adults are to blame. "In closer knit communities, adults supervised their neighbours' children. "These days, adults tend to turn a blind eye or cross over on the other side of the road rather than intervene in the discipline of another person's child, often because they fear they might be attacked." A spokeswoman for YouthNet - an online charity which provides information, advice and guidance for people aged 16 to 24 through two websites - said young people's achievements were often overlooked. She said: "While young people acknowledge that a minority of their peers can be anti-social,

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We don't have a culture where adults go out to pubs and bars and bring children with them

Julia Margot, from the IPPR

Send us your comments

they'd like to point out that not all young people are the same and the majority, who contribute to society, work hard and have fun without being destructive, are often overlooked because the good things they do don't make news." The report "Freedom's Orphans: Raising Youth in a Changing World" will be published next month. ___________________________________________________________________________________________

http://www.radicalparenting.com/2011/12/10/challenges-facing-the-twenty-first-century-teen/Challenges Facing the Twenty-First Century Teen

Most of the times when teens complain to their parents saying “You just don’t get it!” parents think they are being dramatic. Truth is a lot of the time we are right because the world today is entirely different from when they were growing up. Yeah, the essentials have not changed, peer pressure, and bullying but they have been taken to a whole new level. It seems like every time you turn on the news another controversy has arisen that has the potential to affect our lives, especially regarding the economy.

According to the U.S. department of Labor 48 percent of people between the ages of 16 and 24 are unemployed, which is absolutely frightening. This hurdle however, is the least acknowledged by teens because until we start looking for a job ourselves it does not affect us, which has both positive and negative consequences. On the bright side ignorance really is bliss – until reality catches up, with a bombshell or two. This is something parents need to be prepared to handle.

While most teens are busy ignoring the economy we are consumed with our social lives because thanks to cyber-bullying it takes a lot of time to prevent ugly rumors from spreading. People are more courageous when they do not have to directly face a person and words hurt whether they are spoken aloud or written out. The best way for parents to help deal with the stress of bullying is to simply listen. Don’t automatically reach for the phone to contact the school or other ways to resolve the situation because that completely disregards their opinion.  Sometimes all teens want is to rant for a while and by not overeating it shows you can be trusted.

As you already know, teenage years are a journey of life in which you discover yourself. Today, it is harder to do than ever because there are so many opinions all claiming to be the truth. Media influences what we wear, listen to, and should look like. Peer pressure challenges anyone who comes out and decides to be different, calling them wrong for expressing themselves. Parents are responsible for combating this pressure by encouraging their kids to be original and to accept “unusual” behavior as long as it is not harmful. For example, weird hair is not going to hurt anyone and it can always be changed; make up can be removed, and writing creepy poetry doesn’t mean they are depressed.

The best thing parents can do for their teens is to be there. Let them rant away and only offer advice when asked. Society has changed so much and so I hate to say it but parental advice is not always valid since parents may not always feel what their kids are going through.  Twenty-first- century challenges are like no other and this generation is the first that has to enter adulthood sentenced to these struggles. Many teens will be the first ones in their families to fight these battles and so they need the support now more than ever.

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