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Teaching worksheets

Getting ThroughUnit one

Intercultural Exchangesp.14 – p.45

Level: 1AS

Stream(s): ScientificLiterary

Planning: Unit 1/4: Science and TechnologyUnit 1/5: Literature

By: MERDJI Amira Secondary School Teacher of English

ProgressUnit: Getting Through Pages: 14-45

Timing Volume: 24 Hours Stream: Scientific

Mon

th

Wee

k

Sess

ion

Lessons % Observation

Sequence ONE: Listening and Speaking

1 Listen to, respond to, and give instructions using sequencers. (p.16 – p.17) (p.168/1) 1.14%

2 Express and justify a point of view. (p.17) / express preferences and purpose. (p.17) (168/2)

2.28%

3 Make requests with appropriate intonation. (p.18) / pronounce two-syllable words. (p.18)

3.42%

4 Describing a process (p.19) 4.56%

5 Writing a short speech (p.19) 5.7%

Sequence TWO: Reading and writing

6 Reading and interpreting an e-mail message (pp. 20 -21) 6.84%

7 Frequency adverbs (p.22) 7.98%

8 Describing people’s regular activities (p.22) 9.12%

9 Degree adverbs (p.23) 10.26%

10 Reply to an email (p.23) 11.4%

Sequence THREE: Developing Skills

11 Listening and responding to telephone messages. (pp.24 – 25) 12.54%

12 Reading and responding to short written messages. (pp.26 – 27) Inviting / Accepting and Refusing invitation

Apologising

13.68%

13 Writing a letter of enquiry (p.28) 14.82%

14 Link words: to/ in order to… (p.29) 15.96%

15 Reflexive pronouns: myself … (p.30) 17.1%

16 Expressing obligation (p.31) 18.24%

17 Definite and indefinite articles. (p.32) 19.38%

18 from … to / until… (p.33) 20.52%

19 Neither… nor / either … or (p.34) 21.66%

Sequence FOUR: stop and consider

20 Reading and responding to an advert (p.35) 22.8%

21 Filling a form and writing a letter of application (p.36) 23.94%

22 Dealing with telephone conversation problems (p.37) 25%

23Project (p.39)

24

ProgressUnit: Getting Through Pages: 14-45

Timing Volume:

20

Hours Stream: Literary

Lessons % Observations

Sequence ONE: Listening and speaking (pp.15-19)1. Listening to instructions and confirming understanding

(pp.16-17)2. Stating point of view and justifying it (p.17)3. Intonation in formal and informal requests (p.18) /

Stress in two-syllable words (p.18)4. Describing a process (p.19)5. Expressing purpose (p.19)

Sequence Two: Reading and writing (pp.20-23)6. Reading and interpreting an e-mail message (pp.20-21)7. Describing people’s regular activities(frequency

adverbs) (pp.22-23)8. Adverbs of degree/ Writing an e-mail message (p.23)

Sequence THREE: Developing skills (pp.24-28)9. Listening and responding to telephone messages

(pp.24-25)10. Reading and responding to short written messages

(pp.26-27)11. Writing a letter of enquiry (p.28)12. Expressing purpose (p.29)13. Reflexive pronouns (p.30)14. Expressing obligation (p.31)15. Definite and indefinite articles (p.32)16. from … to / until… (p.33)17. Link words (p.34)

Sequence FOUR: Consolidation and extension (pp.35-37)

18. Filling a form and writing a letter of application (pp.35-36

19. Dealing 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 Through

Scientific Stream | Literary StreamBy: MERDJI Amira

Pages 14 – 45

General 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 competencies

Subsidiary Competencies Main skills Subsidiary skills

produce Interpret – Interact Speaking – Writing

Listening - Reading

Project 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 competencies Subsidiary Competencies Main skills Subsidiary skills

Interact Interpret – Produce

Listening – Reading

Speaking - Writing

Functions Language forms Phonology- Instructing- Comparing- Expressing

preferences- Describing a

process- Expressing

purpose

- The imperative- Sequencers: first, next, etc.- Comparatives of adjectives and

adverbs- prefer something to something

else, etc.- in order to/ so as to, etc.

- Intonation in formal and informal requests

- Stress in two-syllable words

Step / 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 instructions


Interpret Interact – Produce

Reading – Listening

Speaking – Writing

Functions Language forms Phonology- Describing people’s - Frequency adverbs: rarely/ /

regular activities- Describing a place

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

Competencies Main skills Subsidiary skills

Interpret Interact – Produce Reading - Writing

Listening – Speaking

Functions Language forms Phonology

- Expressing obligation

- Inviting / Accepting and Refusing invitation

- Apologising

- Modals: Have to/ had to- Prepositions of time and place: in/

in the north…/ on/ at- Link words: to/ in order to…- Neither… nor / either … or- Definite and indefinite articles- have 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 advert❑ Fill a form and write a letter of application ❑ Deal with telephone conversation problems

Target competencies

Subsidiary Competencies

Main skills Subsidiary skills

Produce Interact – Interpret Writing Reading - Listening - Speaking

Functions Language forms Phonology- Expressing

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 speaking

Scientific | 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.




Speaking - Writing

Functions Language forms Phonology- Instructing- Comparing- Expressing

preferences- Describing a

process- Expressing

purpose

- The imperative- Sequencers: first, next, etc.- Comparatives of adjectives and

adverbs- prefer something to something

else, etc.- in order to/ so as to, etc.



SEQUENCE / RUBRIC / STEPS: LESSONSLesson 1. Listen to, respond to, and give instructions using sequencers. (p.16 – p.17)

(p.168/1) Lesson 2. Express and justify a point of view. (p.17) / express preferences and purpose.

(p.17) (168/2)Lesson 3. Make requests with appropriate intonation. (p.18) / pronounce two-syllable

words. (p.18)Lesson 4. Describing a process (p.19)Lesson 5. Writing a short speech (p.19)

> DESCRIPTION:LESSON 1. 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



Interact Interpret - Produce Listening – Speaking

Reading – Writing

Functions Language forms Phonology- Instructing- Describing a

process- Expressing

purpose

- Sequencers: first, next, etc.- in order to/ so as to, etc.- The imperative /

LESSON 2. 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 point❑ Express what they prefer regarding a certain matter.

Target competencies Subsidiary Competencies Main skills Subsidiary

skills

Interact Interpret – Produce Listening – Speaking

Reading – Writing


- Comparing- Expressing

preferences

- Comparatives of adjectives and adverbs

- prefer something to something else, etc.

/

LESSON 3. 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 request❑ Pronounce stress in two-syllable words.Target



Interact Interpret - Produce

Listening – Speaking Reading – Writing


/ /- Intonation in formal and

informal requests- Stress in two-syllable

words

LESSON 4. Describing 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



Interpret Interact - Produce Listening – Speaking

Reading – Writing

Functions Language forms Phonology- Describing a

process / /

LESSON 5. 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



Produce Interact – Interpret Reading – Writing


Functions Language forms Phonology/ / /

Lesson PlanLesson 1. Listen to, respond to, and give instructions using sequencers. (p.16 – p.17)

(p.168/1)By MERDJI AmiraScientific | Literary

Unit 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 competencies

Subsidiary Competencies Main skills Subsidiary

skills


Reading – Writing

Functions Language forms Phonology- Instructing- Describing a

process- Expressing

purpose

- Sequencers: first, next, etc.- in order to/ so as to, etc.- The imperative /

LESSON STEPS:1. Warm-up2. Presentation3. Practice4. Production

DESCRIPTION:1. WARM-UP: Intermediate objectives: by the end of this step, my learners will be able to:

❑ Familiarize themselves with the text they hear afterwardsTarget



Interact Interpret - Produce Listening - Speaking

Instructions: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 – coherent

ASK LEARNERS TO GENERATE THEIR OWN SENTENCES REGARDING THESE WORDS.

ANSWERS/KEY: 1 2 3 4 5 6 7 8

Printer

Central Unit (Console)

Monitor Screen Speaker Mouse Keyboard Floppy Disk

Task 2, textbook p.16:Ask learners to brainstorm ideas from their own related to the matter

Task 3, textbook p.16:With focus on the pronunciation of the sign: @ (/æt/)

2. 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




Instructions: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.

3. 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

competencies Subsidiary Competencies Main skills Subsidiary skills

Interpret Interact - 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:

1 2 3 4 5 6 7B A C F D G E

4. PRODUCING :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




Listening - Speaking

Instructions: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 PlanLesson 2. Justify and express a point of view, preferences, and purpose. (p.17)

By MERDJI AmiraScientific | Literary

Unit 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 point❑ Express what they prefer regarding a certain matter.


skills


Reading – Writing

Functions Language forms Phonology- Comparing- Expressing

preferences


- comparatives /



❑ Define e-mail and snail mailTarget




Instructions:Definition of email and snail mail


❑ Compare e-mail with snail mail Target



Interact Interpret - Produce Listening -

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:


❑Target


Interpret Interact - ProduceInstructions:Task 4, textbook p.17: (done orally) Correcting the table

The teacher explains how we express our opinion

4. PRODUCING :

Intermediate objectives: by the end of this step, my learners will be able to:❑ Express their preferences using “ I prefer …….to……etc”

Target competencies




Lesson PlanLesson 3. Make requests with appropriate intonation. (p.18) / pronounce two-syllable

words. (p.18)By: MERDJI Amira Scientific | Literary

Unit 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 request❑ Pronounce stress in two-syllable words.Target




Listening – Speaking Reading – Writing


/ Comparatives adj+er/more,less+ than





❑ Define intonationTarget




Instructions:Definition of intonation


❑ Improve their listening comprehension regarding the intonation in formal/informal requests.

Target competencies


skills


Instructions: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 intonation.

Informal: 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”.


❑ Practise intonation to confirm the set of instructions they have learnt in the previous task.


Interpret Interact - Produce Speaking 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 ?


❑ Highlight the stressed syllable in two-syllabic words (verbs, nouns)Target



Produce Interact – Interpret Speaking – Listening

Writing – Reading


ANSWERS/KEY:

The hidden message: / jƆ: ‘flɒpІ dІsk k∂n’teІnz ∂ ‘vaІr∂s . rІ’mυ:v Іt fr∂m maІ k∂m’pjυ:t∂/Key : “ Your floppy disk contains a virus. Remove it from my computer”

Nouns Verbs Browser Windows Modem Cursor Pointer FloppyIcon Keyboard

Erase RemoveEscape Display Protect Connect

Lesson PlanLesson 4. Describing a process (p.19)

By: MERDJI Amira Scientific | Literary

Unit 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 account

Target competencies


skills

Interpret Interact - Produce Listening – Speaking

Reading – Writing

Functions Language forms Phonology- Describing a

process Using have to, must, need to…tc /



❑ Define a processTarget




Instructions:Definition of a process


❑ Write a short speech about the usefulness of the internet Target




Instructions: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.


❑ Express and justify their opinions/point of view towards internet.

Target competencies


skills

Interpret Interact - Produce Speaking/listening Writing

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

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 PlanLesson 5. Justify and express a point of view, preferences, and purpose. (p.17)


Unit 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 point❑ Express what they prefer regarding a certain matter.


skills


Reading – Writing

Functions Language forms Phonology- Comparing- Expressing

preferences


- comparatives /

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.




Speaking - Writing

Functions Language forms Phonology- Describing

people’s regular activities

- Describing a place

- Frequency adverbs: rarely/ seldom …

- Degree adverbs: very, quite, etc.

- Reflexive pronouns: myself …

/

SEQUENCE / RUBRIC / STEPS: LESSONSLesson 6. Reading and interpreting an e-mail message (pp. 20 -21)Lesson 7. Frequency adverbs/ Describing people’s regular activities (p.22)Lesson 8. Degree adverbs (p.23)Lesson 10. Reply to an email (p.23)

> DESCRIPTION:LESSON 6. 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 message❑ Read icons in a computer screenshot


skills


Reading – Writing


Functions Language forms Phonology- Interpreting an image- Reading and

interpreting an e-mail (p21)

/ /

LESSON 7. 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.


skills

Interpret Interact - Produce Reading – Writing


Functions Language forms Phonology- Describing

regular activities Frequency adverbs; always, sometimes, never, rarely….etc. /

LESSON 8. 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





Functions Language forms Phonology/ Degree adverbs; very, quite…etc. /

LESSON 9. 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






Describing a place

- Frequency adverbs- Degree adverbs- Reflexive pronouns

/

Lesson PlanLesson 6. Reading and interpreting an e-mail message (pp. 20 -21)


Unit 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 message


skills


Reading – Writing


Functions Language forms Phonology- Interpreting an image- Reading and

interpreting an e-mail (p21)

/ /

LESSON STEPS:1.Warm-up2.Presentation3.Practice

4.Production

DESCRIPTION:1.WARM-UP:Intermediate objectives: by the end of this step, my learners will be able to:

❑ read icons in a computer screenshotTarget



Interact Interpret - Produce Reading-Writing

Instructions: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 – 2

Task 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 capacities❑ Check the predictions they have made in task three of the Anticipate rubric.


Interact Interpret - Produce Reading-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


Interpret Interact - 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 steam

4.PRODUCING:Intermediate objectives: by the end of this step, my learners will be able to:

❑ Answer comprehensive questions related to the text

Target competencies




Instructions:Task 4, textbook p.21:ANSWERS/KEY:

What is the e-mail about?The e-mail is about correspondence

How 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 PlanLesson 7. Reading and interpreting an e-mail message (pp. 20 -21)


Unit 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 adverbs❑ Describe someone’s regular activities


Interact Interpret - Produce Reading – Writing


Functions Language forms Phonology- Describe regular

activitiesFrequency adverbs: rarely, seldom, always…etc. /


4.Production


❑ Familiarize with frequency adverbs and their correct pronunciation.❑ Be aware of the difference in degree among the frequency adverbs included in the

chart.Target



Interact Interpret - Produce Reading-Writing

Instructions: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.


❑ observe/study the sentences in order to identify the position of the adverbs of frequency in the sentences.


Interact Interpret - Produce Reading-writing


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


Interpret Interact - 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.


❑ Conduct an interview about regular activities.❑ Write a report to describe their partners’ regular acitivities.

Target competencies





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.

T ask 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 PlanLesson 8. Adverbs of degree (p.23)


Unit 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 competencies





Degree adverbs; very, quite…etc. /


4.Production


❑ Be aware of the notion “adverbs of degree”Target


Interact Interpret Listening Speaking Procedure

Teacher starts by explaining the use of adverbs, how they describe/modify parts of speech other than nouns.

Degree is synonym to amount or level.


❑ Recognize the utility of adverbs of degree.Target Subsidiary Competencies Main skills Subsidiary skills

competenciesInteract Interpret 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


Interpret Interact - Produce Writing 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 competencies




Instruction: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 PlanLesson 9. Reply to an e-mail


Unit One: Getting ThroughSequence ONE: reading and WritingLesson: Reply to an e-mail

General aims: by the end of this lesson, my learners will be able to:❑ Re-invest what they have learned previously (in the sequence).

Target competencies





Describing a place

- Frequency adverbs- Degree adverbs- Reflexive pronouns


4.Production


❑ Collect about Algeria.Target



Interact Interpret Listening – speaking Writing

Instructions:Teacher asks learners about their previous knowledge about their country and answers their questions.


❑ Introduce the topic and the steps to write the paragraph.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interact Interpret 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


Interpret Interact - Produce Writing 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.


❑ Describe their regular activities, introduce their families and their country.Target





Instructions: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 PlanLesson 10.Listening and responding to telephone messages. (pp.24 – 25)


Unit 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 numbers

Target competencies



Reading – Writing

Functions Language forms Phonology- - /



❑ Recognize the most appropriate response in the context of telephoning.Target




Instructions: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).


❑ Improve their listening comprehension regarding telephoning Target




Instructions: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).

c) 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).


❑ Exercise what they have learnt in the previous task.Target


Interpret Interact - 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.

8. PRODUCING :

Intermediate objectives: by the end of this step, my learners will be able to:❑ Employ tactics summary p.25 to write a telephone conversation❑ Act out the conversation

Target competencies


skills

Produce Interact – Interpret

Writing -Listening - Speaking Reading


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 7213599.Company 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:.Bye

U1|1SE|S|L

Lesson PlanLesson 11.Reading and responding to short written messages. (pp.26 – 27) Inviting / Accepting and Refusing

invitation/Apologising


Unit One: Getting ThroughSequence ONE: Developing skillsLesson: Reading and responding to short written messages. (pp.26 – 27) Inviting / Accepting and Refusing invitation/Apologising

General aims: by the end of this lesson, my learners will be able to:❑ Read and respond to invitations


skills



Reading – Writing

Functions Language forms Phonology2. Inviting/ accepting and refusing

invitation.3. Apologizing.

/ /



❑ Be aware the difference between formal and informal language


Interact Interpret Listening - Speaking

Instructions:“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...


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U1|1SE|S|L❑ Make the difference between formal/informal invitations ❑ To deduce meanings of words from context



Instructions: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: 4

Task 2, textbook p.26:ANSWERS/KEY: D. Reponse s’il Vous Plait.

Task 3, textbook p.26:follow the same instructions as in task1


❑ Write/accept or refuse an invitation


Interpret Interact - Produce Reading-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).


❑ Write a letter of apology Target Subsidiary Competencies Main skills Subsidiary skills

41

U1|1SE|S|Lcompetencies

Produce Interact – Interpret Writing -Listening - Speaking Reading


42

U1|1SE|S|L

Lesson PlanLesson 15: Expressing obligation (p.31)


Unit 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



Reading – Writing

Functions Language forms Phonology- Expressing

obligation - Must, have to, need to - Mustn’t, don’t have to, needn’t to… /



❑ Define “ strong and weak obligation, prohibition”Target



Instructions:Definition of strong and weak obligation (illustrate using examples)

Definition of “prohibition”


❑ Familiarize with the appropriate expressions to express obligation and prohibition Target



Instructions:“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

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U1|1SE|S|L7. PRACTICE :Intermediate objectives: by the end of this step, my learners will be able to:

❑Target


Interpret Interact - ProduceInstructions:Task : fill the gaps using “have to” “must” and their negative forms:

1. If you want to lose weight, you ………….. practise sport regularly.2. In school days, you …………… oversleep in order not to arrive late.3. The doctor told my father that he …………… quit smoking.4. It is warm outside, you ……………….. wear heavy clothes.

Key:1. Have to/need to2. Mustn’t 3. Must4. Don’t have to/needn’t to

8. 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.




Instructions:Task1, textbook p.31:Key :

Many possible answers set by learners

44

U1|1SE|S|L

Lesson PlanLesson 15: Definite and Indefinite articles


Unit 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 competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Functions Language forms Phonology- Definite articles- Indefinite

articles

- The, a, an /



❑ Define “ countable/uncountable nouns”Target



Instructions:Teacher explains the two notions and the difference between them. 10. PRESENTATION :Intermediate objectives: by the end of this step, my learners will be able to:

❑ Learn how/when to use articles Target



Instructions:“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.3211. PRACTICE :Intermediate objectives: by the end of this step, my learners will be able to:

❑ Exercise what they have learnt in the previous step45

U1|1SE|S|LTarget


Interpret Interact - ProduceInstructions:Task1:

1. I’d like ….apple and ….. orange please!2. They’ve got …. Very big house.3. Do you like ……. Fast cars.4. We watched …….. movies all night.

Key: 1. An /an2. A 3. Ø4. Ø

Task2:1) She is …..journalist 2) ……..moon moves slowly round …….earth 3) I’d like ……. Cup of coffee please!4) Are you drinking…… milk ?5) There was……. doctor and ……nurse in the room, but …….nurse was sleeping.

Key:1) a 2) the/the 3) a 4) Ø 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




Instructions:Task1, textbook p.32:Key :

1 the 2 Ø 3 Ø 4 Ø 5 a 6 the 7 Ø 8 Ø 9 Ø 10 Ø 11 the 12 Ø 13 Ø 14 Ø 15 Ø 16 an 17 a 18 a 19 an 20 Ø

46

U1|1SE|S|L

Lesson PlanLesson 15: Time prepositions


Unit 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 competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Functions Language forms Phonology- Definite articles- Indefinite

articles

- The, a, an /

LESSON STEPS:13.Warm-up14. Presentation15. Practice16. Production


❑ Consolidate the use of time prepositions Target



Instructions:Teacher asks learners about their previous knowledge regarding time prepositions .


❑ Learn how/when to use time prepositions Target



Instructions: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


❑ Exercise what they have learnt in the previous step47

U1|1SE|S|LTarget


Interpret Interact - ProduceInstructions:Task1:

1. Let’s wait………the rain stops.2. Algeria was colonized ……1830.3. Algeria was colonized…………1962.4. I have a doctor appointment ……. Monday.

Key: 1. Until 2. In3. Until 4. 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




Instructions: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

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U1|1SE|S|L

Lesson PlanLesson 12.Reflexive pronouns


Unit One: Getting ThroughSequence ONE: stop and consider Lesson: Reflexive pronouns

General aims: by the end of this lesson, my learners will be able to:❑ Learn how/when to use reflexive pronouns



Reading – Writing

Functions Language forms PhonologyUse reflexive pronouns

Myself, yourself, ourselves …etc /



❑ Be aware the notion “reflex”



Instructions:“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.


❑ Familiarize with “reflexive pronouns”Target



Instructions:“T” refers to the table below and asks learners to read it, then explains when to use these pronouns.

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U1|1SE|S|LReflexive 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).


❑ Use the appropriate reflexive pronoun according to personal pronouns



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


❑ Use and practise reflexive pronouns Target


Produce Interact – Interpret Listening - Speaking Writing

Instructions:Learners make sentences to exemplify what they have learnt

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U1|1SE|S|L

Lesson PlanLesson 13.Neither.. nor/either…or


Unit 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 competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Functions Language forms PhonologyBoth…andNeither…nor Either…or

/



❑ Be aware of the function of such conjunctions



Instructions:“T” asks learners what they:

Like to do in their free time Dislike 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


❑ Explore the function of each conjunctionTarget



Instructions:“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

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U1|1SE|S|LIts 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 19. PRACTICE :Intermediate objectives: by the end of this step, my learners will be able to:

❑ Function what they have learnt in the previous steps



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 holidays We can leave tonight. Or we can leave tomorrow at dusk.

ANSWERS/KEY: Both Tom and Leila are late He like neither fish nor meat I have neither time nor money to go on holidays We can leave either tonight or tomorrow at dusk


❑ Use and practise conjunctions Target


Produce Interact – Interpret Listening - Speaking Writing

Instructions:Task2 textbook p.34 :

Key/answers :

Neither hichem nor fatima is late for class

Both fouad and farid like learning languages

We can leave either now or tomorrow

Our classroom is both clean and beautiful

I neither smoke nor play cards

52

U1|1SE|S|L

Lesson PlanLesson20/21. Reading and responding to an advert (p.35)

By MERDJI AmiraScientific/literary Streams

Unit 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


Produce-Interpret Interact Listening-Speaking Reading-Writing

Functions Language forms PhonologyExpressing obligation / - /

LESSON STEPS:1. Warm-up2. Presentation3. Practice4. Producing

DESCRIPTION:1. WARM UP: Intermediate objectives: by the end of this step, my learners will be able to:

❑ Recognize a job advert on newspapers/ online Target


Interact Interpret 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

2. 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 competencies Subsidiary Competencies Main skills Subsidiary skills

Interact Interpret – Produce Listening – Reading


Instructions: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.

3. PRACTICE:

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U1|1SE|S|LIntermediate objectives: by the end of this step, my learners will be able to:

❑ Be aware of what a letter of application should contain Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interpret Interact – Produce Listening – Reading


Instructions: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.

4. 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 competencies Subsidiary Competencies Main skills Subsidiary skills

Produce Interact - Interpret Reading – Writing


Instructions: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.35

Key/Answers:

Résumé

Name: Parfit J. 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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