Yellowdaffodil66@gmail.

com

Month
&
File
weeks

Learningobjectives

Interact

Interpret

Produce

Predicting

Speculating

Planningfuture
activities

Expressing
satisfaction

Making
suggestions,
requests,offers

N.B:
Testn1:from

Moduleofintegration(BEMproposed
themes)

Resources

Typeoftask
Grammar

"

Expectations
"Great

januar
Week
1

januar
Week
2

januar
Week
3

januar
Week
4

File Three "3"

Second

Term

competence

Term

(oraland
written)

Timeclauses:

"whenbefore

till"

(oral

Conditional

"type1"

(oral)

Thesimple

present

Thefuture

tensewith"will"
(oraland

written)

Lexis

Pronunciation

Vocabulary
relatedto
hopesand
expectations

Vocabulary
relatedto
U.S.educational
system

Learningtointegrate

Exercises and BEM samples

Assessintegration

Write a touristy planning visit .

Your school is planning an

excursion to one of the historic
wilayas .
Wheredowestand
Your teacher asked you to chose
now?(p86to87)
the Wilaya you wish to visit; but

asked you to convince him about

your choice.

Select the place you wish to visit

Progresscheck.
Provide illustrations , maps ,
(activities123
plans , pictures of monuments
p86/87)
Convince your teacher and your

friends about the place you have

chosen and it's importance .

Make a programme of your visit

Freeexercises
showing time, places to stop at ,

have lunch .
BEMsamples:
Gather your information and

Textas:
illustrations and write an article .
Present your article to your
'Transport
teacher and friends ,discuss the
schedule'
subject , take remarks and pay

attention to your friends articles.

WORDS&SOUNDS

suffixes:

"er,or,ian&ist"

Toneinif
clauses
Tone&function

Wordscontaining
vowels/

/ -/

/ /-/ /-/
-/ /

Consonant
clusters

/-/

/-

SWBAT:
ShowinteresttotheNational
touristyplaces

Textas:
"Report"

ByMr.samirBounab
(Yellowdaffodil66@gmail.com
)

File three: Great Expectations

Listen and consider
Fourth Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Two-way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening (e.g.
interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message). 2)The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves
and their community ,and about their country and the world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.

Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening) and productive skills (
speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.

Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Predicting - Giving instructions
Grammar: Time clauses with when while-as soon as- before- after till & until

Vocabulary related to:hopes and expectations

Pronunciation: Suffixes ( er- or- ian- ist)

Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
Can interact orally start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others)..
Can listen and understand the gist and some important details of :Short monologs and dialogs
Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures ,writing or drawing modeling, demonstration).
Broken down step- by- step .
Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Predict &

Give instructions
2) Form nouns of occupations using the suffixes: er or ian ist

Required material and / or resources : The manuals flashcards (p66- 67 )

pictures showing American football-SanDiego-Spring Valley& Script p

167 & Listening Script page 169

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page 3

Time

Rationale

Greeting&
welcoming
Possible&
probable

Auspicious
[potential]

interactio

Teacher

students

Students
teacher

Teacher

students

Auspicious

[potential]
Students

teacher

Students

students

Conditions

&
characterist

ics

Teacher

students

Students

teacher

Students
Plans&

arrangeme
students
nts

Teacher

students

Students

teacher

Students

File Three

Swbat

D U R E

Listen and
guess
Warm-up: Theteachergreetshislearners,inquiresabouttheirdailylifeschool.
<interact>
Theteacherinteractswithhislearnersaboutthepreviousfileanditslearningobjectives{expressabilitypossibilityaskforpermission
Look at the
certaintyrequestagreement/useofthemodalsmaymightcancould/so&neither/beableto/useofprefixesiliminirun&dis}
photos
and
Food For Thought:
describe
StepOne:Thelearnersareaskedtoopentheirbooksonpage66.Theteachertriestowarmupthesituationbyintroducingthenew
them
"File",itscontents,itsthemesandfunctionsandthefinalproject.
<interp
Steptwo:Theteacherinvitesthelearnerstopayattentionatthephotosonpage66andtrytointerpretit.
ret>
Stepthree:Thepupilsareaskedtoformashortparagraphwhiledescribingthetwophotos.Theteachermayhelpthemby
Introduce
member
introducingthefamily"TheWoodwardFamily"{Mother,Father,BeckytheirdaughterandPaultheirson}theaimistointroducethe
s of
charactersattwodifferentstagesoftheirlives:"childhoodandadulthood"hemayalsoaskthemtoanswerthefollowingquestions:
family
1. Whatdoesthepicture/snapshotatthetopofthepagerepresent/show?
<Interpret>
2. Isitasmalloralargefamily?
Read ,
3. Whyhavetheytakenthepicture?
identify
4. Guesswhatthechildren'shopes/perspectivesare
the
5. Whatwilltheboy/girldowhens/hegrowsold?
question
6. Canyouidentifythesamepeopleinthetwopictures?
then
7. Inwhatwayshavetheychanged?
answer
Stepfour:Theteacherinvitesthelearnerstoworkinpairswhilehesupervisestheirworks.
<produ
Stepfive:Thepupilsarerequiredtogivetheiranswers"orally",theteacherreportsthebestoftheworksontheboard.
ce>
S
i Read and

d interact with
Prelistening:
i the teacher
Stepone:Thepupilsareinvitedtodescribethepicturesonpage67andgivetheirownopinionsaboutthem.Laterthey'reaskedtodo
about their
productions
'Activity1p67'
R
Exercise1p67:LookatthepicturesofBeckyandPaulandanswerthesequestions:
a
Whataretheylike? Beckyischeerful/sporty.Paulismeditative/sporty/dreamy
c
Whatdotheylike? Paullikes(American)footballwhereasBeckyisfondofsoccerandmusic.
Look at
h
Wheredotheylive? TheyliveintheUnitedStatesofAmerica,morespeciallyinCalifornia.
the pictures
e
Steptwo:Thepupilslookatthepicturesanddotheactivityontheirroughcopybooks.Thentheyareinvitedtogivetheiranswers
and identify
d them and
"orally"whiletheteacherreportsthemontheboard.
express
Duringlistening:
Stepthree:Theteacherinvitesthelearnerstoshuttheirbooks,listentohimwhileheread"script1"onpage169,thenthey'reaskedto themselves
about them
checktheirpredictionsin"activity1".
<interact>
Exercise1p67:Listentoscript1andcheckyouranswerstothequestionsin"Exercise1".
Look at
Stepfour:Theteacherinvitesthepupilstocorrecttheirpredictionsbyreportingthecorrectanswersontheboard.
the pictures
Stepfive:Thepupilsreadallthescriptonpage169.
and interpret
Stepsix:Theteacherasksthelearnerstotaketheirroughcopybooks,heremindsthem,first,abouttheWoodwardfamily(Beckyand
them by
Paul)andtheirfutureexpectations.
answering the
given
Steptwo:Theteacherexplainstheinstructionsof'Activity2p67'theninvitesthelearnerstolistenandtrytodotheactivityinpairs.
questions<int
Exercise2p67:ListenandmakenotesaboutwhatBeckyandPaulwilldoduringthesummervacations.
erpret>
Whenschoolfinishes, BeckywillgoandvisitGrandmaandGrandpaatSpringvalley. Beckywon'tdoanything.
Give their
BeckywillsimplystayinbedalldaylonglisteningtoherfavouriteCDs,watchTVandeatpopcorn. Paulwillkeeptrainingforthenextfootballseason predictions
PaulwillcampatMountPalomar. Paulwilldosomemotorbiking.
<produce>

Listen and
check their

answers .

page4Yellowdaffodil66@gmail.com

Great Expectations

Who are my learners?

Pupilscangreet
andwelcome
Cansumupthe
learning
objectivesofthe
previousfile
Express
agreement,
possibility,ask
forandgive
permission,
certainty,make
requests
Express
agreement
Describe
membersof
family
Compareand
contrast
Guessand
improvise
Describe
physical
appearance
Expresslike
sanddislikes
Identifyleisure
Nameand
locatecountries
Analyseandtry
topredict
accordingto
thegiven
situation
Listenand
interpret
listeningscript
toanswerthe
task

4AM

By Mr.S Bounab
Yellowdaffodil66@gma
il.com

Waysof
speaking

Gettingto
know
someone

Predicting
thingsand
intuition

Sentences
and
expressions

students
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students

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teacher

Teacher

students

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teacher

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students

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students

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teacher

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students

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students

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teacher

Stepthree:Theteacherinvitesthelearnerstoreadtheirworks,checkstheiranswerstheninvitesthemtoopentheirbooksonpage
169,readthescriptandcorrectthe'activity'
Stepfour:Theteacherexplainstheinstructionsof"Activity3p68"theninvitesthepupilstoperform"orally"
Exercise3p68:Listenandmarktheintonationattheendofeachquestion.
aWhatwillyoudowhenschoolfinishes?
bHowwillyouspendyourtimewhenyouareback?
cWillyoukeepontrainingafterthefootballseasonisover?
Stepfive:Theteacherinvitesthelearnerstoreadthequestionsrespectingtheintonation.
Stepsix:Theteacherexplainstheinstructionsof"Activity4p68"thenasksthelearnerstoworkinpairs.
Exercise4p68:Usetheinformationintheprevious'exercise'thenaskquestionsaboutBecky'sandPaul'splans
Willshedoanything?
Whatwillshedoexactly?
WhatwillPaulforthenextfootballseason?
WillhecampatMountChra?
Whatwillhedonext?

Stepseven:Theteachersupervisesthelearners'worktheninvitesthemtoreadtheirworks,whilehereportsthequestionsonthe
board.
Stepeight:Theteacherinvitesthepupilstomixquestionsandanswersinboth'exercises'andperforminpairsasanexchange.

PostListening:

Stepnine:Theteacherinvitesthepupilstoreadthescriptonpage169andlistthesentencescontainingthewordsinbold.

Presentation:Theteacherinvitesthelearnerstoremindhimaboutthewordsinboldwiththeirsentences.

aWhatwillyoudowhenschoolfinishes?
bI'llstaywiththemuntilthefirstweekofJulyisover.
cI'llgetupanddressasquicklyaspossibleassoonasIhearhimdrivingintothegarage.
dI'lldosomemotorbikingwhileI'mthere

Isolation:Theteacherisolatesoneofthelistedstatements.andinvitesthelearnerstoreadit

IwillstaywiththemuntilthefirstweekofJulyisover.

Analysis:
IwillstaywiththemuntilthefirstweekofJulyisover.

Subject

+Verb+object

subordinate
Subject +Verb+object
timeconjunction
MainClauseSubordinateTimeClause

StatingRule:TheTimeClausereferringtothefutureis
TheMainClauseis:Subject+Verb(future)+object

ThesubordinateTimeClauseis:SubordinateTimeconjunction+Subject+Verb(present)+Object

page5
Yellowdaffodil66@gmail.com

listentoan
oral
instructions
thenreport
theanswers
througha
writtenlist
<interpret>
listenthen
markoutthe
intonation
and
discriminate
betweena
fallinganda
rising
intonations<
Produce>

combinethe
twoexercises
andmakean
exchange
<Produce>
Listenand
identifya
verbina
clauseor
normal
sentence
<interpret>
recognizea
subordinate
clause
<interpret>
Discriminate
betweena
subordinate
andamain
clause
<interpret>
identifythe
tensesin
both
sentences

Readandexploit
writtenscripts

Identifythe
meaningof
intonation
discriminate
betweemrising
andfalling
intonationand
justifytheir
answers

usethe
informationin
previoustasksto
makethemuseful
andexploitablein
thenextone

Readthescript
andidentifythe
selectstatements

Readandanalyse
theselectedtask

identifythemain
constituentsofa
sentence

Identify
conjunctionandtry
todefinetheirrole
inthestatment

recognizea
complexsentence
(mainclause&
subordinateone)

Predicting
thingsand
intuitions

Sentences
and
expressions

Meaning
and
significance

Communica
tingand
keepingin
touch

Students

Teacher

students

Students
teacher

Teacher

students

Students
teacher

Students

students

Teacher

students

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teacher

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students

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students

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teacher

Practice

Identifyand
discriminate
1)Basedformtask: GrammarWindowpage68.

betweena

subordinate
Stepnine:TheteacherexplainstheinstructionsofGrammarWindowtheninvtesthelearnerstoanswerit
clauseanda
Stepten:Thepupilsreadallthewrittenworksontheboard,thenwritedownontheirclasscopybooks.
Usethewhathad
mainclause
beenstatedas
<interact> rulesandapply
theminsolvingthe

practicetasks.

1.Thelearnersareaskedtocopythesentencesontheircopybooksandunderlinetheverbsinclauses:
aWhatwillyoudo/whenschoolfinishes?
Dowritten

bI'llstaywiththem/untilthefirstweekofJulyisover.
exercise

cI'llgetupanddressasquicklyaspossible/assoonasIhearhimdrivingintothegarage.
performing
dI'lldosomemotorbiking/whileI'mthere.

2.Whichtensesaretheverbsoftheclauses: Theverbsinthecomplexsentencesareinthe'simplepresent'and'thefuture
whatthey
Identifythebased
simpletenses'
havelearnt formtaskforthe
3.Dotheverbsrefertothepresentortothefuture? Thoughtheverbsintheclausesareinthesimplepresenttenses,both
<Interpret> firstconditional
verbsinthecomplexsentencerefertothefuture
[if+present=
Theteacherinvitesthelearnerstogotopage182andpayattentiontothegrammarnoteabout'timeclauses'
future]
Interpret
Form:

themeaning

[whenassoonasuntil/tillafterbeforewhile]+present/ future
ofeach

SubordinatetimeclauseMainclause

statment
assoonaswhenbeforeafteruntiltillwhile are"subordinatingtimeconjunctions.(theyintroduce
Spotthemeaning
subordinatingtimeclauses theverbswhichcomesafterthemisinthe'presentsimpletense
discrimina ofsentencesusing
tebetweena thedifferentmodal
subordinate
2)Meaningbasedtask:Matchthepairs

andamain
Sentence
Meaning
clause
1]MayyousucceedinyourBEMexam.
A]Possibility
<interpret>
2]A:IhatecigarettesB:SodoI.
B]Predicting
identifythe
3]Itmightraintoday.
C]Expressingawish
usethenew
tensesin
4]YouwilltaketheBEMexamthisyear,wontyou?
D]Makingsupposition
learningobjectives
both
5]IwillnotstopworkingharduntilIpassmyBrevetExam
E]Expressingagreement
sentences<in
terpret
incommunicative
3]Communicativebasedtask: DialogueCompletion
situations
Activity1p69:Puttheverbsinbracketsinthecorrecttense.
Improvise
Maurine:Bye,sweetie.HaveasafetriptoSpringValley.

Becky:Thanks,Mom.I(tophone)willphoneassoonasI(toarrive)arrivethere.
Maurine:Fine.ButrememberthatIwon'tbehomeintheearlyevening.I(topickup)willpickupPaulafterhistrainingsession(to
be)isover.
Becky:That'sat6p.m,isn'tit?I(toring)willringyoubeforeyou(toleave)leavehome.Bytheway,Mom,(nottoforget)don't
forgettofeedmyhamsterwhileI(tobe)amaway.

Stepeleven:Theteacherinvitesthelearnerstowork,hemovesthroughtherowsandoffershishelponceneeded,thentheleanersare
askedtogivebacktheirwork.
StepTwelve:Theteacherreportsthecorrectionontheboard,laterthepupilsareinvitedtoreadthecorrectedtasks
Stepthirteen:TheteacherexplainstheinstructionofActivity3p69andinvitesthelearnerstodoitasahomework
Page 5

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theendof
the
sentences
<Produce>

Interact,
interpretand
produceusing
speculating
functionandfirst
conditional
structure

Communica
tingand
keepingin
touch

Predicting
thingsand
intuitions

Predicting
thingsand
intuitions

Students

Teacher

students

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teacher

Teacher

students

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teacher

Students

students

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students

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teacher

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students

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students

Students

Warm-up:

Theteachergreetshislearners,inquiresabouttheirdailylifeschool.
Theteacherinteractswithhislearnersaboutthepreviousfileanditslearningobjectives{predictingusingthetimeclausereferringtothe
future}
Theteacherinvitesthelearnerstocorrectexercise3p69,thehomeworkgivenintheprevioushour.

Exercise3p69:Completethefollowingsentencessothattheyaretrueforyou.
a. Iwon'tstopworkinguntilIfinishit.
b. WhenIfinishmystudiesinMiddleSchool,IwillcontinuethemintheSecondarySchool.
c. Assoonasthebellrings,wewillleaveschool.
d. Ihavedinnerwhilewaitingforthefilmtostart.
e. I'llbuymybooksbeforeIstartmyschoolyear.

Theteacherlistenstothelearnersanswersthenreportsthebestanswersontheboard.
Thepupilsareaskedtoperformthefollowingdrillusingtheinformationinthepreviousexercise.
TheteacherexplainstheinstructionsofActivity4p69,theninvitesthelearnerstoperformit.
Exercise4p69:Taketurnstoaskandanswerquestionsusingthesentencesin"exercise3".
You:WhatwillyoudowhenyoufinishyourstudiesinMiddleSchool?
Yourpartner:Iwillfinishtheminabigcity'sSecondarySchool.Whataboutyou?
You:IwillcontinuemystudiesinthenewestSecondarySchool.
Thelearnersareinvitedtoperformusingthepreviousinformationofexercise3.

Stepone:Thepupilsareaskedtopayattentionatthesetofinstructionswrittenontheboardandlistentotheteacherexplainingit.

YoureceivedanemailfromanEnglishfriend.Inhisemailyourfriendistalkingabouthisfuture

studiesatMiddleschool,lyceanduniversity
Yourfriendwantstoknowmoreaboutyourfuturestudiesandwhatdoyouexpecttobeinthefuture
usethehintsorcuesinTask3p69,thenreorderthesentencestoansweryourfriendsemail.

I/Exercise1p69:Putthewordsinthescrambledsentencesbelowintotherightorder.[don'tforgettogivetherighttenseoftheverbs]
I. AssoonasIpassmyexams,I'llgotothelyce.
II. I'llkeepontravelinguntilIfindagoodplacetolivein.
III. WhenIleavethelyce,I'lltravelaroundAlgeria.
IV. I'llworkforsometimebeforeIgotouniversitytotrainasanarchitect.
V. AfterIgetmydiploma,I'llbuildglasshouses.
Steptwo:Theteacherlistenstothelearners'answers,paysattentiontotheuseofthetenseinthecomplexsentencesandthenreports
theanswersontheboard.
Stepthree:Thelearnersareaskedtorereadthesentencesofthepreviousexercise,thentheteacherinvitesthemtousethemand
writeacoherentparagraph,heshouldaskthemtousesequencers,theyshouldbearinmindthatthosesequencersarealso
subordinatingtimeconjunctionsandatopicsentence:

Page 6

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doaquick
reviewabout
thelast
lesson<interact
>

Identifyand
discriminate
betweena
subordinate
clauseanda
main
clause<interact
>
Dowritten
exercise
performing
whattheyhave
learnt
<Interpret>
Recognizethe
differentparts
ofacomplex
sentencethen
completeit
Improvisethe
endofthe
sentences
<Produce>

Transformthe
sentencesinan
exchangeand
givetheirown
statements
<produce>

Rebuild
scrambled
wordstoform
correct
sentences
<produce>

Usethe
appropriate
tenseforeach
partofthe

Discussand
interactaboutthe
previoussances
learningobjectives
Usethelearnt
objectivestoadapt
ittotheirreallife
situation
Useeachothers
feedbacktocreate
aclimateof
discussionand
communication.

Understandthe
factofand
integrated
situationwhere
theycanusewhat
theyhavelearnt
beforeaslearning
objectivesand
integratethemin
theproblem
solvingsituation

Detectthe
problemexposed
andtrytoadaptit
totheirreallife
conceptusingthe
communicativeand
structural
objectivesalready
learntandaquired

Predictiong
thignsand
intuitions

Morpholog
yandparts
ofwords

Morpholog
yandparts
ofwords

teacher

Students

Teacher

students

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teacher

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teacher

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students

Exercise2p69:Rearrangethereorderedsentencesin"exercise1"totalkcoherentlyaboutyourexpectationsusing
'sequencers'{first,then,next,afterthat,finally}

To:Jacksmith@gmail.com
From:ahmedamine@yahoo.fr
Object:Myfutureexpectations
DearJack,
Thankyouverymuchforyouremailandfortheinformationconcerningyourfutureschoolexpectation;nowitsmy
turntoinformyouaboutmyfutureschoolexpectations.
Ihavegreatexpectationsforthefuture.AssoonasIpassmyexams,I'llgotothelyce.WhenIleavethelyce,I'll
travelaroundAlgeria.I'llkeeptravelinguntilIfindagoodplacetolivein.ThenI'llworkforsometimebeforeIgoto
universitytotrainasanarchitect.AfterIgetmydiploma,I'llbuildglasshouses.Finally,Iwill
Yourstruly,
Ahmed
Stepfour:Thelearnersworkinrough,pairwork,theteacherassiststheirworks,thenthey'reaskedtoreadwhattheyvedone
whiletheteacherreportsontheboardtheemail
Stepfive:Theteacherinvitesthepupilstoreadthecorrectedemail.

Step one :The teacher reminds the learners about what they have already as "prefixes and suffixes" then introduces
the new explains the new instructions of the "exercise "in order to lead the learners to do the 'exercise '

Exercise 1p73: Read the paragraph and change the nouns for occupation and trades by adding the following
suffixes:"er- or- ian- ist"[word formation]
I live in a family of (art) artist. My father is a landscape(paint) painter and my mother a (music) musician .My
brother is a (collect) collector of antiquities and my sister is training to be a (sculpt)sculptor .Each of them wants
me to train to be an(art) artist ,too. Mom wants me to be a (guitar) guitarist. dad a (cartoon) cartoonist , my sister
a (write) writer and my brother a film(direct) director .But I expect to have a different occupation. If I get a
scholarship , I will go to university and become a (physics) physicist , or a (library) librarian, or a
(chemistry)chemist , or why not a (teach) teacher .

ist

Art guitar cartoon physics chemistry

Collect sculpt direct
Paint write- teach
Music - library

or
er
ian

complex
sentences.

Read
respecting
Interact
aboutwhat
hasalready
seen
Identifythe
time
sequencers,th
eiruseand
theirmeaning
inaparagraph
Use
independent
sentencesand
makea
composition
<produce>
Guessand
improvisethe
endofastory
fromgiven
information
<Interact>
Usenotes
(pictures,script
s)andtryto
imagineand
expectwhat
willhappenin
thefuture
<interpret>
Fromgiven
information
theyexpand
notes
<produce>

Step two : The pupils work on their roughcopy books in collaboration with their colleagues , then they are invited to
give back their work , while the teacher reports the answers on the board.They should be able to summarize how
certain nouns are formed by
Step three : The learners are invited to copy down on there copy books
Page 7

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Usetheprevious
productionstore
investthemto
makenewones
Makelongerand
expanded
productions
combingprevious
andnewideasand
thoughts
Identify
vocabulary
recognizeaffixes

discriminate
betweenprefix&
suffixandtherole
ofeachone

identifyandlist
nounsof
occupations

summarizewhere
toputistorer
andiansuffixes

Predicting
thingsand
intuition

Predicting
thingsand
intuition

Students
teacher

Students

Teacher

students

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teacher

Teacher

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teacher

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teacher

Students

More practice on time clause referring to the future

adaptedfromOxfordPraticeGrammarp54&55

ExerciseA:Completethesentencesbyputtingwhenbeforeafterassoonasuntilintothegaps.Sometimes
morethanoneanswerispossible.
Iwillstayinthisjob.Ifindabetterone
IamgoingtokeepworkingIfinishthis.
Remembertobuysomestamps..youareinthepost.
.Ispeaktohimonthephonetonight,Iwillhim.
Illkeeplookingforit.Ifindit.
Iwillwaitforthem.itgetsdark,andthenIllleave.
.Ifindtheinformatiom,Iwillphoneyou.
Wewillwait.itstopsraining,andthewellgoout.
Bookatable.yougototherestaurant.Itsoftenfull.
ExerciseB:Completethedialogue,usingthePresentSimpleorthefuturewillformoftheverbsinbrackets
().Sometimesyoudonotneedtochangethewordinbrackets.

1]A:Couldyoupostthisletterformetoday,please?
B:Yes,I.(do)itwhenI(go)totheshops.
2]A:Imightbelatetomorrowmorning.
B:OK.I(wait)untilyou.(arrive).
3]A:Iamleavingnextweek.
B:I..(see)youbeforeyou.(go),wontI?
4]A:Haveyoudecidedwhatyouaregoingtodoattheweekendyet?
B:No,butI..(phone)youassoonasI.(know)whatIamgoingtodo.
5]A:Haveyoudonethathomeworkyet?
B:No,notyet.I(do)itwhenI.(have)enoughtime.
6]A:Idontwanttogotothatmatchtonight.
B:Well,Imsureyou(enjoy)itwhenyou.(get)there.
7]A:CouldyoutellTomtoringme,please?
B:Yes,I..(tell)himwhenI..(see)himtomorrow.
8]A:MrJacksonisntinatthemoment.
B:Isee.Well,I.(wait)untilhe.(come)back.
9]A:HaveyoubookedahotelinLondonyet?
B:No,butwe.(book)onebeforewe..(go)there.
10]A:DontforgettowritetoPeter.
B:OK.I(do)itassoonasI..(get)home.
11]A:.(you/see)Jackwhenyou..(be)inMadrid?
B:yes,IhopeIwill.I.(phone)himwhenI.(arrive)inSpain.
Page 8

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Interact

usetheprevious
learntknowledge
toapplyittosolve
newtasks

identifythe
meaningfeach
timeconjunction
anditsuse

Interpret

usethe
appropriatetense
incomplex
sentencesand
discriminate
betweenthem

Produce

Usethenew
learningobjectives
incommunicative
waysandinreal
lifesituation

Read and consider

File three: Great Expectations

Fourth Level

Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
3.Supportedandpurposefuldevelopment:Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeandskillsbuildlogicallytowardsachievinganddevelopingspecific
competences.A]Theteacherplanslessonsthathavecommunicativeobjectivesandwhosestepsbuildtowardmeetingthem.B]Theteacherbreaksdownfunctions,genresandskillsintosmallcomponents/skills/partsinorder
topresentrealistic"chunks"ofthelanguageforlearnerstoprocess.C]Theteacherstagesthelessonssothatwhatthelearnerlearns/practicesineachsteppreparesforthenextones.

4.MeaningfulActivities/Tasks.Classroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasandmeaninginandoutofclass
a)
b)
c)

Theteachersupplementsandadaptsthetextbooktoplanactivitiesrelatedtolearners'livesandinterests.
Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskillsforreading,writingspeakingandlistening.
Theteachercontextualizestheactivitiesandprovidesapurposeforthem.

Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:

Function : Speculating & Describing Educational systems

Grammar: First conditional if type 1
Vocabulary related to:VocabularyrelatedtoAlgerian&U.S.educationalsystems
Pronunciation: if tone ( meaning) & Vowel sounds

Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
Canreadandunderstandthemainpointsandsomeimportantdetails.Mediumlengthtexts(e.g.threeparagraphs)Onfamiliartopicsrelatedtoselfandcommunity(e.g.schoolinterest,health,
experienceandwellknowneventsorissues).
Canwriteshort,personallettersoremailOnfamiliartopicsofpersonalinterestThatfollowaconventionalformat

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Speculate (using if type 1)
2) Identify the meaning according to the tone of if type1 clauses

Required material and / or resources : The manuals flashcards (70-71 - 73 )

pictures showing American football-SanDiego-Spring Valley& Script p

167 & Listening Script page 169

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page 9

Time Rationale

Interaction

Teacher
MS4levelR E A D & C O N S ID E RFile3
students
Warmup:Theteachergreetshislearnersandwelcomesthem,hetriestoinquireabouttheirdailylifeschool.

Theteacherinvitesthelearnerstointeractaboutthelastsanceanditslearningobjectives.[predictingusingtimeclausereferringto

thefuture].
Students
Prereading:
teacher

Thelearnersareinvitedtogobacktopage67andlookatthephotosofPaulandBecky.

1]Whataretheirexpectations?2]Whoisthemostlikelytosucceed?
Teacher
ThelearnersareinvitedtolookatthephotosanddiscussPaulandBeckysachievements.
students
Thepupilsworkinpairsor'groupsoffour'andtrytwriteashortcoherentparagraph,theteachermayhelpthemwiththetopic

sentence.

Theteacherlistenstopupilsanswers

Suggestedanswer:

Students
teacher
Theparagraph:

PaulisaratherdreamycharacterwhereasBeckylooksmoredetermined.Beckyisthereforemorelikelyto
Students
succeed.Paulisfondofplayingfootballandhedoesnottakemuchcareabouthisstudies.Beckyisagood
students
pupil,sheisalwaystopofherclass,shemaywellbesomethinginthefuture.

Thepupilsareinvitedtogivetheirexpectations,theteacherlistensandchecksthebestones,reportsthemontheboard,thenasksthe

learnerstoread.

Postreading:

Thelearnersareinvitedtoreadthetextsilentlyagainandtrytodothefollowingexercise.

Exercise:ReadthetextthencompletethetablewiththeappropriateinformationaboutPaulandBecky.

Paulsexpectations
Beckysexpectations
Teacher
IfPaulpasseshisfinalyearexam,hewillgotLincolnSeniorHigh
Beckywillnotgotojuniorhighifshefinishesprimaryschool
students
School.
withhighgrades.

Ifhegetshishighschooldiploma,hewillworkinadriveinrestaurant.
Ifshegetsherhighschooldiplomawithdistinction,shewillgoto

Hewillstartworkfulltimerightawayifhefailstogethishighschool
GrossMontCollege.
Students
diploma.
Shewillkeeponplayingsoccerifshehasanysparetime.
teacher

Students
Theteachersupervisestheworkofthepupilstheninvitesthemtoreadandcorrecttogetherwhilehereportsthenanswersontheboard.
students
TheteacherreadsthetextandinvitesthelearnerstounderlineoneifsentenceinPaulsparagraph&anotheroneinBeckysonetoo

Presentation:Thelearnersareinvitedtoreadthefollowingsentences.
Teacher
students
IfPaulpasseshisfinalyearexam,hewillgotoLincolnSeniorHighSchool.Beckywillnotgotojuniorhighifshefinishesprimaryschoolwithhighgrades

Isolation:Theteacherisolatestheoneofthesentences,makesthelearnersreaditagain.

IfPaulpasseshisfinalyearexam,hewillgotLincolnSeniorHighSchool.
Students Analysis:Theteacherleadsthelearnerstoanalysetheisolatedsentence.
teacher
IfPaulpasseshisfinalyearexam,hewillgotoLincolnSeniorHighSchool.

conjunction Subject
verb
object
comma Subject
verb
object
Students
of condition
S.present
future

ifclause=conditionclause

ResultClause

Predicting
thingsand
intuition

Hoping
and
hopefulness

Predicting
thingsand
intuition

Guessing,
Supposing
and
suspecting

Guessing,
Supposing
and
suspecting

PROCEDURE

Swbat

Interact

Interpret

Produce

interpret

Interpret

Whoaremy
learners?
Greetand
welcome
Talkaboutthe
lstsances
learning
objectives
Usetime
clause
statementsto
predictfuture
activities.
Lookatphotos
anddecodethe
message
Make
composition
fromthephotos
interpretation
Contrastand
comparetwo
texts
information
Listenand
underlinethe
selected
statements
Isolatethe
previously
underlined
sentencesto
analysethem.
Identifythe
formofcomplex
sentencesand
trytocompare
tothetime
clauseone
alreadyseen


Guessing,
Supposing
and
Suspecting

Guessing,
Supposing
and
suspecting

Guessing,
Supposing
and
suspecting

page 10
Teacher
StatingRule:
students

If+Subj+Verb(present)+Object+(,)+Subj+Verb(future)+object
FirstConditional=If

TypeOne
Students
Subj+verb(future)+object+If+subject+verb(present)+object
teacher

Practice
:Thelearnersareinvitedtoperfomthefollowingtasks.
Teacher
students
1]BasedFormtask:

Exercise1:Completethesesentenceswithif+PresentSimple+will/willnotthewordsinbrackets().Smetimesyoudontneedto

changethewordsinbrackets.<adapted from Oxford Practice Grammarp213>

1. If(it/rain),(we/not/go)out

Students 2. If..(theweather/be)nicetomorrow,..(we/drive)tothecoast.
3. If(she/post)theletternow,..(they/recieve)ittomorrow.
teacher
4. (Fiona/be)angryif(John/arrive)late.

Students 5. ..(I/go)totheirpartyif(I/have)enougtime.
students
6. If.(she/not/pass)thisexam,(she/not/get)thejobthatshewants.

7. If..(you/learn)alotif.(you/take)thiscourse.

8. If(I/get)aticket(I/go)totheatadium.

9. (I/buy)thatcameraif(it/not/cost)toomuch.

10.
(you/run)veryfast,(you/catch)thebus.

Thelearnersworkinrough,theteachersupervisestheirworkstheninvitesthemtogivebacktheiranswer.Theteacherreportsthe

answersontheboardandthenasksthepupilstoreadthecorrectedtask.

2]MeaningBasedtask:

Teacher
Activity2p73:(Wordsandsounds)Payattentionattheteacherstoneass/hereadsthesentencesbelowandmatcheachsentencein
students
columnAwiththefunctionincolumnB.<TheteacherhastoexplainthemeaningofthewordsincolumnB>

ColumnA
ColumnB

1. Ifwedontgonow,wellmissthebus.
a.threat
Students
2. Ifyoudontstopscreaming,Illspankyou.
b.warning
teacher
3. Ifyoudontlikeit,wellgiveyouanewone.
c.prediction

4. Mum,Illdothedishesifyouwant.
d.promise
Students
5. Becareful.Youllgetanelectricshockifyoutouchthatwire.
e.suggestion
students
6. Shewillunderstandifyouexplainwhyyoudidit,Imsure.
f.offer

1
2
3
4
5
6
Teacher
C
a
d
f
b
e
students

Thelearnersareinvitedtousetheirpencilsandcorrectonthebook,theteacherasksthelearnerstoreadthecorrectedtask.

3]CommunicativeBasedtask:TheteacherexplainstheinstructionsofActivity1p72theninvitesthelearnerstoworkinrough.
Students Activity1p72:Makesentencesusingif.willbyjoiningaclausefromcolumnAwithaclausefromcolumnB.
teacher
ColumnA
ColumnB
Answer

o IpassmyBrevetexam
o Istudylitetature
IfIpassmyBrevetexam,Iwill(orI'll)beadmittedtoSecondarySchool.

o Workhardforthreeyears
o Befamous
Iwill(I'll)beadmittedtoSecondarySchoolifIpassmyBrevetexam.
Students
IfIworkhardforthreeyears,IwillpasstheBaccalaureateexam.
o Gotouniversity
o PasstheBaccalauratexam

IfIgotouniversity,Iwillstudyliterature.
o Becomeawriter
o BeadmittedtoSecondarySchool

IfIbecomeawriter,I'llbeveryfamous.

Thelearnersworkinrough,theteachersuperviseseachpupilsworktheninvitethemtogivebacktheiranswers.Theteacherreports

ontheboardthecorrectiontheninvitesthelearnerstoreadthecorrectedtask.andthencopydownontheircopybooks.

Interpret

Interpret

Produce

Interpret

Produce

Produce

previously
Deducethe
meaningof
ifanditsuse

Staterulefrom
theanalysed
statements
Recognizethe
punctuationina
complexclause
Discriminatine
betweenthe
punctuation
whenthe
conjucntionisat
thebeginning
andwhenitsiin
themiddle.
Usethestated
ruletoperform
thethreetype
oftasks
Usethenew
learntlanguage
inreallife
situation
Discriminate
betweenthe
meaningofif
clause
dependingon
theused(tone)
Performthe
tasksinpair

Collaborate
theirworkin
pairorgroup
works

Adaptthenew
learntlanguage

Guessing,
Supposing
and
suspecting

Guessing,
Supposing
and
suspecting

Guessing,
Supposing
and
Suspecting

Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

Page11yellowdaffodil66@gmail.com
MS4PRACTICE
File3
Warmup:Theteachergreatshislearnersandwelcomesthem,hetriestoinquireabouttheirdailylifeschoolandtheir
moodbeforestartingtheseance.
Theteacherinteractswithhislearnersaboutthelastseanceslearningobjectives{speculatingfirstcondtional}
TheteacherexplainstheinstructionsGrammarWindowandusingtheirpencilsthepupilsanswerthequestions.

Thepupilsareaskedtoopentheirbooksonpage71andpayattentionatthegrammarwindow.
Theteacherasksthelearnerstoreadthesentences,thentrytoanswerthequestions.
1Considerthefollowingsentences.
IfPaulmakesenoughmoney,hewillmarryJenny.
BeckywillgotoGrossMontCollegeifshewinsascholarship.
2Whichtenseistheverbofthe"ifclause?Thetenseoftheverbofthe"ifclause"isthepresentsimple.
3Whichtenseistheverbofthe"resultclause"?Thetenseoftheverbofthe"resultclause"isthe"futuresimple".
4Isthereadifferenceinpunctuationbetweenthetwosentences?Yes,weaddacommajustafterthe"ifclause"whenthe
sentencestartswiththeconjunctionif
5Nowfillinthefollowingdiagram:
If+subject+verbinthepresentsimple,subject+verbinthefuturesimple
subject+verbinthefuturesimple+"if"+subject+verbinthepresentsimple
Thepupilsareinvitedtogivetheiranswers,whiletheteacherreportsandexplainsthemontheboard.
Theteacherasksthelearnerstogotopage183andpayattentionatthe"grammarLesson"<FirstandSecondconditional>
Thepupilsshouldkeepinmind:
FirstConditional:"if+.PresentSimple,+future(willorwillnot)
Example:IfIseeAEK,Iwillinvitehimtotheparty
Weusethe"firstconditional"totalkaboutthingsthatare"possibleinthefuture"

Example:Wewillgotothebeachtomorrowifitissunny.
Resultfuturepossibility
Wedonotusewillinthe"ifclause,eventhoughitreferstothefuture

Example:IfIwillpassmyBrevet,I'llcelebrate.

Theteacherasksthelearnerstoopentheirbooksonpage72anspayattentionattheinstructionsofActivity2p72thentryto
answerandinteractaboutitorally
Exercise2p72:Usetheinformationinthetabletobuildupadialogue.
A:I'mgoingtocampintheforest.
B:Whatwillyoudoifyoudon'tfindwheretosleep?
A:I'llpitchatent.
B:Whatifyoudon'thaveaclearedupspacewheretopitchyourtent?
A:Don'tworry.I'llsleepunderatree.
B:Butwhatifajackalattacksyou?
A:Well,I'llclimbupthetreeandshoutoutforhelp.
B:Whatifyoufallfromthetreeandyoubreakyourleg?
A:Don'tworry.I'llcallyouup.Ialwayscarrymymobilewithme.

Theteachermayaskthepupilstouseothersituations,hesupervisestheirworktheninvitesthemtoperformandreadtheirworks.

Interact

Interpret

Interpret

Produce

Interpret

Produce

Interact
Interpret
Produce

intheirreallife
situation

Interact,
interpretand
produceto
speculate

Greetand
welcome
Interactand
discussthe
previoushours
learningobjectives
Practicemore
usingthefirst
conditional
Analysethe
statements,their
form,tense
Recognizethe
punctuationinfirst
conditionalclause
Discriminate
betweenthetenses
inthecondition
clauseandinthe
resultone
Improvise
solutionsaccording
tothegiven
problemsolving
situations
Locateplaces
Nameanimals
andthings
Nameaction
verbs
Interact,
interpretand
producewritten
worksusingfirst


Guessing,
Supposing
and
Suspecting

Guessing,
Supposing
and
Suspecting

Guessing,
Supposing
and
Suspecting

Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

Page12yellowdaffodil66@gmail.com

Stepone:Theteacherintroducestheintroductionoftheproblemsolvingsituationtheninvitesthepupilstoworkbyindividually
andtrytoproduceaparagraphinwhichtheytrytotalkabouttheirfutureexpectations,theymayusetheonesof'PaulandBecky's'as
models.

Yourecievedaletterfromyourfriendtalkingabouther/hisfutureexpectations.
YourfriendwantstoknowwhatwillyoudoifyoupassyouMiddleSchoolBrevet?
Writeashortlettertoyourfriendtotellheraboutwhatyourfutureexpectations(usethefirst
conditional)
Steptwo:Theteachershowstothepupilshowtoelicittheirnotesandtrytoorganizetheirideasaboutthethemeproposed
1-Eliciting information constituents from the learners:
Sender

Zohra

Receiver

The
pupil

Topic

School

streams

Exams

university

Job

wishes

Future
expectations

MiddleSchool
Secondaryy
School
Vocational
trainingSchool

foreign
languages
literature
Scientific
vocational
schoolsjobs

Middle
School
Brevet
Exam

BAC
exam

literature
- medicine
- languages
- computing

writer
teacher
doctor
engineer

get
married
travel
buycar

2- Selecting and fleshing out the information: Theteacheradvisesthelearnerstoselectfromthetableabovewhat

goeswiththeirpreferencesandthentrytowritetheletter.

SuggestedAnswer:

DearZohra,
ThankyouforaskingmeaboutwhatI''lldoaftertakingtheBrevetexam.Well,ifIsucceed,I'llgotosecondaryschool.I'lloptfor
theForeignLanguagesstream.IfIpassmyBaccalaureate,I'llgotouniversity.Iwilltraintobecomeatranslator.IfIgetmy
diploma,I''lltravelaroundtheworldtoseotherpeopleandmakefriends.
However,Iknowthatlifeisfullofsurprises.SoIfIfail,I'llgotoavocationalschool.I'lltriantobeacomputertechnician.IfI
managetogetmydiploma,I'llopenacybercafandworkonmyown.OfcourseifImakealotofmoney,I'llbuildahouse.I''llget
marriedandstartafamily.

Yours,

Amina

Stepthree:Theteachersupervisesthelearnersworks,offershishelpifneeded,theninvitesthemtoreadtheirproductions
Stepfour:Theteacherinvitesthelearnerstogivetheirproductionstotheircolleaguesforanautocorrection.
Stepfive:Theteacherinvitesthelearnerstowritedowntheirproductionsontheircopybooksandthecorrectedtasksontheboard.

Interact

Interpret

Interpret

Produce

Produce

condtional
Discussand
interactabout
improvised
situations

Recognizethe
conceptofan
integratedsituation
Spotthe
problemexposedin
thestatedsituation
Identifythe
differentformsof
messages
Abilitytotalk
aboutoneslifeand
expectations
Elicittheiridea
andorganizethem
intotables,lists
Identifythelay
outofaletter
Nameand
locateplaces
Identifyjobs
andoccupations
Namenational
officialexams
Listthe
differentsteams
andspecialitiesin
highschool
education
Talkabout
futurelife
opportunities
Selectthe
appropriate
informationto
fleshthemout
Makewritten
production

Religious
beliefsand
Atheistic
Beliefs

Country

And

Nation

exposingsolutions
Page12yellowdaffodil66@gmail.com
Teacher
tothegiven

students
problemintheset

warmup:Theteachergreetshislearnersandwelcomesthem.theninteractswiththemaboutthelastseance.

Interact ofinstructions
Stepone:Theteacherdiscusseswithhislearnersabouttheinterpretationofthecartoonpictureonpage75,theyaskthemtotryto

Readand
interpretit.Theteachermayacceptallthelearners'interpretations,buttheyareaskedtojustifytheiranswers.
Students

discussonesidea
teacher
Steptwo:Theteacherdiscusseswiththepupilsaboutwhatiscalled'superstitions',thenexplainstheinstructionsof'exercise1p75'to

andopinions

leadsthelearnerstodoitontheirroughcopybooks.

Greetand
Exercise1p75:Matcheachofthe'ifclauses'incolumnAwithitsresultincolumnBUsingtheexpressioninthebox.
Teacher

welcome

Ifyouwalkunderaladder,youwillhavebadluck.
students

Interpret

Ifyoubreakamirror,youwillhavesevenyears'badluck.

Interpret
picturesand

Ifyouscratchyourlefthand,youwillgetalotofmoney.

decodetheir

Ifyouhearanowlatnight,afriendofyouyourswilldie

messages

Ifablackcatcrossesyourpath,youwillhaveagoodluck.

Stepthree:Theteacherreadsthesentencestheninvitesthelearnerstoreadthem,finallytheyareaskedtocopydownontheirclass.
Interactabout
Students
Produce
teacher
thedescribed

pictures
Students

Recognizethe

students

meaningof
theteacherinvitesthepupilstoopentheirbooksonpage76andlookat"Exercise1p76",heexplainstheinstructionsandinteracts

superstitions
withthemaboutthetheme.

Exercisen1p76:FindinformationaboutCaliforniaandcompletethefactfilebelow.
Statesomeof

thelocal

areas
Fact. File
California

superstitions
Full name : State of California
TheUnitedStateshas50states.Themostfamousstateisthatof

Namethings
California.Itsaresis411.100sq/km158.685sqmi.Itscapitalis
Capital city: Sacramento

Interact
andanimals
Sacremento.Itissituatedinthewest,borderingthestateof
Teacher
Other important cities: Los Angeles,San Diego , San

relatedto
Oregontothenorth,thoseofNevadaandArizonatotheeast,
students

Francisco ,San Jos , Fresno and Santa Barbara..

superstitions
Mexicotothesouth,andthePacificOceantothewest.Arnold

Governor: Arnold Schwarzenegger

Schwartzenegeriscurrentlyitsgovernor.
Improveand

Students
California bordering states: Oregon(north) , Nevada and
CaliforniaisthemostpopulousstateintheUnitedStateswitha
guessthe

teacher
Arizona(east)
populationof29.760.000.(censusof1990).Itsimportantcities
resultclauses

areLosAngeless,SanDiego,SanFrancisco,SanJos?Fresnoand
relatedtoif
Bordering ocean: Pacific Ocean (west)

Students
SantaBarbara.

onesstating
students
Bordering country :Mexico (south)
Interpret
Californiahasimprotantfeatures.YosemiteFalls(withits
superstitions

Population: 29.760.000 inhabitants

739m/2.425fit)isthehighestwaterfallinNorthAmerica.Ithas

Nameand
Teacher

thetallesttypeoftreeintheworld,thesequoia.Thesefeatures
Famous valley: Silicon Valley
students
locate

havemadeCaliforniafamous,butitisbestknownforitscinema
Famous Bridge: Golden Gate Bridge .

countries

cityHollywood,withUniversalStudios,SunsetStripand

Famous observatory: Mount Palomar Observatory

Describearea,

BeverleyHills.ComputerfansknowitfortheSiliconValley
Students

population,
Famous cinema city: Hollywood
Produce
wherechipsstartedtobemadethefirsttimeinthe1980s.The
teacher
years.

Famous
tree:
Sequoia
mostfamousbridgeistheGoldenGateBridgeinSanFrancisco

Namefamous

andCalifornia'sfamousobservatoryisituatedonMount

Students
placeslike
Palomar .

bridges,

trees.

Nameand

Page13yellowdaffodil66@gmail.com
describe

Country
andnation

Teaching
ingeneral

Teaching
ingeneral

Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

The teacher explains the instructions on "exercise 2p76" then work with the learners together .
Exercise 2p76: Draw the map of the United States and write the name of each of the sates .

The United States of America: The states (with abbreviations) and their capitals.

Alabama (Ala) Montgomery Alaska -Juneau- Arizona (Ariz) Phoenix- Arkansas (Ark) Little RockCalifornia (Cal) Sacramento- Colorado(Colo) Denver- Connecticut(Conn) Hartford Delaware (Del) DoverFlorida(Fla) Tallahassee Georgia (Ga) Atlanta- Hawaii Honolulu Idaho (Id) Boise
Illinois (Ill.) Springfield Indiana (Ind.) IndianapolisIowa (Ia.) Des Moines - Kansas (Kan.)-Topeka
Kentucky(Ky.)-Frankfort Louisiana (La.) Baton Rouge - Maine (Me) Auguata- Maryland (Md.)-AnnapolisMassachusetts(Mass)-Boston- Michigan (Mich.)Lansing Minnesota(Minn.)-St Paul- Mississippi(Miss.)JacksonMissouri(Mo.)Jefferson City- Montana (Mont.) Helena- Nebraska (Nebr.) Lincoln- Nevada(Nev.)Carson City)
New Hampshire (N.H.)-Concord- New Jersey(N.J.) Trenton- New Mexico(N.M.) Santa Fe- New York (N.Y.)-AlbanyNorth Carolina (N.C.)Raleigh- North Dakota(N.D.)=Bismarck- Ohio Columbus - Oklahoma ( Okla.)-Oklahoma cityOregon(Ore.)-Salem- Pennsylvania(Pa.)-Harrisburg- Rhode Island((R.I.)-Providence- South Carolina(S.C.)-Columbia
South Dakota(S.D.)-Pierre-Tennessee (Tenn.)-Nashville- Texas- Austin- Utah- Salt Lake City Vermont (Vt.)Montpellier-
Virginia(Va.) Richmond-Washington(Wash.)-Olympia West Virginia (W.Va.) Charleston-Wisconsin(Wisc.)Madison -Wyoming(Wyo.)
Cheyenne- District of Columbia (D.C.) Washington .

Step one: The learners are exposed to a transfer and completion exercise .The teacher explains the new words and interacts with the
learners about the educational system in Algeria and presents the new one which is about the American public educational system.{
institution degree- nursery school kindergarten(schools for children under 5) elementary (schools for children between 5 to 11)
freshman(freshmen US a student in the first year of a course at a US college, university, or high school (= school for students
aged 15 to 18) sophomore -. (a student studying in the second year of a course at a US university or high school (= school for
students aged 15 to 18 ) community college ( a two-year college where students can learn a skill or prepare to enter a university)

Exercise 1p77: Read the diagram then fill in the blanks in the letter.

DearHamida,
Thankyouforthephotosofyourschool.Theyarereallynice.I'vegotthebestmarkintheclassformyprojectonAlgeria.
It'smyturntogiveyouinformationabouthowpreuniversityeducationworksinAmerica.Americanboysandgirlsspendsix
years
InPrimarySchool(alsocalledelementaryorgrade)Afterfinishingsixthgrade,studentsgotoajuniorschool(alsocalled
middleschool)forthreemoreyears.Afterfinishingjuniorhigh,eachstudentchoosesaprogramofstudytofollowata
seniorhighschooloratcollegepreparationoratvocationaltraining.
Highschoolstudentsreceiveahighschooldiplomaatagraduationceremonyattheendofthe12thyear.Someofthem
continuetheirstudiesincommunitycollegeorinuniversityandsomestartworktoearnaliving.
I'mlookingforwardtohearingfromyou.
Yours,

Becky
Step two : The pupils work in pairs and try to do the exercise on their rough ,then correct together with the teacher .
Step three : The teacher invites the learners to correct while he reports the answers on the board then he asks the
learners to read the letter within the correction.
Page14
yellowdaffodil66@gmail.com

Interact

Interpret

Produce

famous
people.

NameUSA
statesand
theirlocation
Identify
abbreviations
Describeones
country
educational
system
Compareand
contrast
Algerianpre
university
educational
systemwith
USAone
Makewritten
production
answering
given
problem
solving
situation

Useordinal
numbers

Discussthe
educational
systems
between
Algeriaand
USAandgive
onesopinion
aboutthem

Comparing
and
contrasting

Teaching
ingeneral

Phonology
and
phonetics

Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

Step four : the teacher explains the instructions of "exercise 2p77" then invites the learners to work 'individually'
Exercise 2p77: Write a letter to an American friend talking about the Algerian pre-university educational system.
Possible answer:

Dear Becky,

I 'm happy to help you in your project on schools in other countries .The pre-university educational system in Algeria consists of

three important stages. First , pupils go to primary /elementary school at six .They study there for five years .At the age of
eleven , they take a final primary school exam .If they succeed, they move to middle school.The middle school goes for 4 years,

form MS1 to MS4.Students take the Brevet exam at the end of MS4.If they mange to get a pass, they will go to lyce.There

if they meet the required standards. Studies in the lyce run for three years .In the third year, they take the Baccalaureate

are many streams in the lyce. Students can choose at the end of the second year in the lyce the stream which they like best
exam .The baccalaureate is a diploma which allows its holder to register at university .
I hope this information will help you get a good score in your project .

Best wishes,
Meriem

Step five : The teacher supervises the learners' works ,then invites some of them to read their letters, while he reports on the board
the best letter.
Step six: The learners are invited to read the letter on the board ;

Step seven: The learners are asked to read all the written works on the board then write down on their class copy books .
Step eight : The teacher explains the instructions of "exercise4p74" ,then invites the pupils to work in pairs .
Exercise4p74: Listen then cross out the word which does not contain a vowel sound in column A

Column A: vowel sounds

hot

Column B : Words
Sock

lot

port /p

saw

Court

cot /k

her

Bird

serve

but /b

arm

Car
Pool
Book

large
boots
suit "/su:t/

half
goodgUd/
pull

too
put
cat

Glass /gl

s/ bat

t/

t/

caught

cat

pot
bought

t/

curl
cat/k
two
foot

t/

cap

Step nine : The teacher lets the learners work together then interferes in their work , he read loudly and asks the
learners to identify the words which do not contain the vowel sound in column
Page15yellowdaffodil66@gmail.com

Interact

describeAlgerian

preeducational

system.

Interpret

masterthelay

outofaletter

Produce

describethe

different

qualificationsgot

inAlgerianschools

Interact

identifythevowel

soundsand

discriminate

betweenthem
Interpret
discriminate

betweenshortand

longvowels

Produce Dsicriminate
between

diphtonguesand

vowelsounds


File three: Great Expectations

Listening and Speaking

Fourth Level

Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
5.Active,evolvingprocess:Learningalanguagerequiresopportunitiestousewhatoneknowsforcommunicativepurposes,makingmistakesandlearningfromthem.Theaimistoperformcompetently
,whilerecognizingthaterrorsmaystilloccur.

a) Theteacherprovidesabalanceofactivitiesthatfocusonaccuracyandfluency.B]Theteacherplansactivitieswithineachlessoninwhichlearnersusethelanguagefreelywithoutworryingabouterrors,sothattheycan
focusonfluencyandcommunication.C]Theteacherplansactivitiesinwhichlearnersusepreviouslylearnedlanguageandskillsandincorporatenewlanguageandskillsd]Theteachergiveslearnersopportunitiesto
recognizeerrorsandfigureouthowtocorrectthem.

6.OngoingassessmentofLearning.Ongoing,orregular,assessmentshouldtakevariousformsandaddressthecompetencesthathavebeenlearnedinclass,sothattheassessmentcanprovideuseful
informationonindividualprogressandachievement,whichteachersandlearnerscanreviewtoaidlearning.
a) Theteacherhasrealisticshortandlongtermlearningobjectivesforlearners.B]Regularlyassesseslearnerlearning.C]Theteacherplansandusesavarietyofassessmentactivitiestoassesslearning.D]Theteacherplans
andusesassessmentactivitiesthatassessnotonlywhatlearnersknow,butalsowhatlearnersareabletodoasspeakers,listeners,readersandwriters.E]Theteacherteacheslearnerstoassessthemselvesandtheirpeersso
thattheyareawareoftheirprogress.

Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Planning future activities [ excursions, journeys]
Grammar: Time clause referring to the future
Vocabulary related to:Vocabularyrelatedtotourism
Pronunciation: consonant clusters
E Willyouexplicitlyteachanaspectofcultureinthislesson?Ifso,describe.
YesIwillanaspectofculturerelatedtoAlgerianHistoricMonunents{RoylaMauritaninaMausoleum}andAreas[Tipaza]

Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
Canplanfor,useandevaluatetheeffectivenessofSpokenInteractionStrategiesused:Tofacilitatepairworkinclass.Toconveythemeaningofunknownwords,phrasesandstructures.
Togaintimetoplanandrecalllanguage.
Canlistentoandunderstandunfamiliarinstructionsandexplanationsthatare:Veryshortandstraightforwardaccompaniedbyvisuals(e.g;gestures,writingordrawingmodeling,demonstration).
Brokendownstepbystep.

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Plan Future Activities (using Time Clause)
2) Identify consonant clusters { initial & middle}

Required material and / or resources : The manuals flashcards (78 -79 -80 81 ) &
Yellowdaffodil66@gmail.com

page 16

Script p 167 & Listening Script page 170.

Time

Rationale

Greeting
and
welcoming

Tourism
and
holidays

Satisfied
and
complacent

Tourism
and
holidays

Interaction
Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

Procedure

SWBAT

Warmup:Theteachergreetshislearnersandwelcomesthem.Thenhetriestomakeaquickreviewaboutthelastseance.
Prelistening:
Step one: The learners are invited to look at the photo on page 79 and try to interpret it ; the teacher may help the pupils to
interpret the situation by asking them some questions .
Teacher's questions:
Where does the situation take place?
Who is the person in the photo?
What is holding is his hand?
What 's going on with this tourist guide ?
Step two: The teacher listens to the learners' interpretations, reports some of them on the board, and then invites them to
read the correction on the board.
Step three: The teacher explains the instructions of "exercise 1p79" then asks the pupils to guess the correct answer;
Step four: The teacher asks the learners to give back their answers and justify it as possible, they can.
During listening:
Step five: The teacher explains the instructions of 'Exercise2p79' then invites the pupils to listen then try to check their
answers in the first "Exercise".
Exercise2p79: Listen and check your answers in the first "Exercise".
A. A tourist guide wants to express his dissatisfaction because one of the tourists keeps arriving late .He will say He is late again.
B. The tourists guide expresses his satisfaction because the tourist has arrived at last .He will say: It is quite all right now.
Step six: The learners listen to the teacher's explanations of "Exercise3p79", and then try to do it on their rough copy books
.They must go back to the text on page 170.
Exercise 4p79: Read the text then answer the questions.
a) What is the first sight the tourists will visit? The Royal Mauritanian Mausoleum.
b) How long will it take them to get there? One hour and a half.
c) How far is it from the main road? It is some six kilometers off the main road.
d) Where is it situated exactly? It is situated on the top of a hill, some kilometers off the Algiers Tipaza main road just
after Ain Tougourait, on the left hand side, in the direction of Sid Rashed.
e) How many groups will they split into? They will split into two groups.
f) Where will they have lunch? They will have lunch in the local cafeteria.
g) Where will they stop next? They will stop in Tipaza.
Step seven : The learners are invited to open their books on page 79, read the script on page 170, use they answers of previous
"exercise " and try to do "Exercise4p79". The teacher explains the instructions of the exercise and the map on page 80, then
try to complete it (pair work ).

Page17yellowdaffodil66@gmail.com

Interact

Interpret

Produce

Interact

Interpret

Produce

Whoaremylearners?

Greetand
welcome

Makereviewabout
thelastsanceand
itsobjectives
Interpretpictures
anddecodethe
message
Talkaboutthe
picturesinthree
majorfacts:place,
thesubjectandthe
action
Identifythejobof
touristguide
Listentolistening
scriptandidentify
therequired
information
Identifynational
famoustouristyplace
Interactaboutwhat
thosefamousplaces
represent
Nameandlocate
places

Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

Tourism
and
holidays

Satisfied
and
complacent

Satisfied
and
complacent

Exercisep80:Drawaroadmapofthetourists'routefromAlgierstoTipaza"RoyalMauritanian".

Nameand
locatetouristy
placesonmaps

Interpret

Identifyways
ofexpressing
feelings

Produce
Stepeight:Thelearnersworktogether,drawthemapthencompleteit,theteacherhelpsthembyreadingthescriptandcompletingthemap
Stepnine:Thepupilscompletethemapusingtheirpencilsontheirbooks.

Discriminate
betweenways
Postlistening:
S
ofexpressing
Theteacherinvitesthelearnertoopentheirbooksonpage170,listentohimreadingthescriptandunderlinethefollowingi

satisfaction
sentences:1)Sheslateagain!2)Ah,theresheis.Itsquitealrightnow.
d
Theteacherinvitesthelearnerstoreadthescript,thenasksthemtoisolatewhenhadbeenunderlined.
and
i
Theteacherreportsontheboardtheselectedsentencesandinvitesthelearnerstoreadthem
dissatisfaction
Interact
ExpressingDisatisfactionExpressingSatisfaction
R

Identifyways
a Interpret

Ah,theresheis.Its
Sheslateagain!
c
and

quitealrightnow.
h
statements

showing

d
satisfaction

and
Theteachershowsthedifferencebetweenthewaytoexpresssatisfaction&disatisfactionusingfacialexpression
dissatisfaction

coping

Stepone:Theteacherattractsthelearners'attentionto(copying),heexplainstheidea,theninvitesthemtointeract
aboutitsincemostofthelanguagefunctionhavealreadybeenseen.
Steptwo:Theteacherinvitesthepupilstodiscussabout"thefunctionandthegrammar'ofthelanguage.Theyshouldbeableto
discriminateandjustifytheiranswers.
Stepthree:Theteacherpresentsthenewfunctionssuchas{inquiringexpressingstaisfactiondisatisfactionpleasure}
Enquiringaboutwhethersomeoneissatisfiedornot:[Isitallright/OkSir/Madam?Howdoyoulikeithere?/Isitwhatyouwanted
/needed/expected?
Expressing'pleasure'and'satisfaction':{Great/That'sallright,thankyou/ThisisjustwhatIexpected/wanted/neeeded.Oh,thisis
/verynice/fantastic!
Expressing"displeasure/dissatisfaction:[Sheislateagain.Shediditagain.Terrible!Horrible!.thisisnotwhatIexpected.
Enquiringaboutsomeone'swishes.[WouldyouliketovisittheMausoleum?]
Enquiringaboutsomeone'slikes:{Areyoukeenon/Areyoufondof..}
Expressinglikes:[Iloveit/I'mmad/crazyaboutit]
Expressingdislikes:No,Idon't.ActuallyIhateit.
Expressinghope(wantorexpectsomething:tohaveawishtohaveordosomethingorforsomethingtohappenorbetrue,especially
somethingthatseemspossibleorlikely):Ihopeyou'vespentagoodnight.
Expressingdisappointment(feelingofbeingletdown:afeelingofsadnessorfrustrationbecausesomethingwasnotas good,
attractive, or satisfactory as expected, or because something hoped for did not happen: {That's a great pity /What a pity! /I'm
sorry to hear.}
Expressing fear and worry : a : Im / afraid of / worried about ....

Interactabout
waysof
expressing
facial
expressions

Interact

Nameandtalk
aboutthe
previousways
ofexpressing
feeling
(likes,dislikes,
hope..

Interpret

Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

Phonology
and
phonetics

Phonology
and
phonetics

Tourism
and
holidays

Theteacherinvitesthelearnerstopayattentionatthefollowingexample.
Theteacherreadstheexamleandinsistsontheunderlinedwords.
Exampe:Brianboughtablacksmartphonelastspring.
Theteacherinvitesthelearnerstoreadtheexample.

Interpretthe
formof
sentences

Interact

Analysis:
Brianboughtablacksmartphonelastspring.

b+rb+ls+ms+p+r

cons+rcons+ls+conss+cons+cons

Listenandtry
todetectthe
required
information

Interpret

consonantcluster
E

Practice:Thelearnersareinvitedtodothefollowingexercisesrelatedtoconsonantclusters

Exercise1:Puteachwordinitsrightcolumn.

GlassBrushclubflagslimblackCrewproblemtraincrabsmallstreambreakfastgrappesbridgecriticprettybracketblur
cricketgroundsplendidprimarytruecleverflyglovesciencesneezestone

Consonant+r

Consonant+l

s+consonant

s+cons+conso

The teacher explains the instructions o f"exercise6p74" then invites the learners to work .
Exercise 6p74: Read the sentences below, underline the consonant clusters and note the position.

BradandTracystudyEnglishatahighschoolinFlorida.Whentheycompletetheirstudies;theywilltrainastranslatorsat
HoustonUniversityinTexas.Assoonastheyfinishtheirtraining,they'llsignacontractwithapetroleumfirmintheMiddle
East.

The teacher asks the learners to give back their answers while he reports them on the board .
The teacher invites the learners to read the correction on the board and should insist on the consonant cluster and their
positions, initial, middle or at the end , then copy down the corrected tasks on their copy books.

Pair work :

Thelearnersareinvitestoopentheirbooksonpage81andpayattentionatthepostcard,wheretheyareaskedtointerpret
it,theteacherhastolistentothelearnersinterpretations,hehastomakethemtalkasmuchaspossible
Theteacherpresentstheproblemsolvingsituationthroughthefollowingsetofinstructions.
Imagineyouareatouristguide.Tellthetouristswhattheywilldo,whattheywillseewhenthey

areinyourarea.
Illustratethesightseeingtourwithamap.

Discriminate
betweenthe
different
consonant
sounds

Produce

Discriminate
betweenvowel
soundsand
diphtongues

Interpret

Discriminate
between
consonant
clustersand
diphtongues

Produce

Detectthe
statedproblem
inthe
integrated
situation

Interact

Adaptthe
givenproblem
situationto
oneslocalreal
lifesituation

Interpret

The teacher invites the learners to work in pair , first they have to list their ideas according the following table , then select
and later flesh out their ideas into a paragraph.
Page 19
yellowdaffodil66@gmail.com

Tourism
and
holidays

Tourism
and
holidays

Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

1-Eliciting information constituents from the learners: (the House of Emir AEK as touristy place)

the teacher has to challenge the learners to talk about their local areas touristy objects and places.

Produce

Date

Place

Morning
/afternoon/
evening

Algeria/
Algiers
BlidaMedea
Houseof
AmirAEK

Whattodo?

Meanoftransport

Time

Organizetheir
ideasusing
tables,lists

Meals

Talkabout
oneslocal
touristyarea

ExcursiontoHouse
ofAmirAEK
Medea

Coach

8:00/10:00/12:00

Lunch
(mechoui)

Namedifferent
kindsofmeans
oftransport
usedtovisit
onesarea

2- Selecting and fleshing out the information: The teacher encourages the learners to select from the table they use
themselves, then try to expand the idea into a speech

Produce

Suggested Answer:
Good morning, ladies and gentlemen.I hope you will enjoy your excursion with a visit to Mda. Our trip will be to the House Of
Emir Abdelkader which is in the center of Mda .We will start from Algiers. On our way we will visit Blida which is between
Algiers and Mda .First we'll stop at the 'Citadel ' where you can admire the admire the beautiful Mountains of "Chiffa" and
their waterfalls .It's also famous for its 'monkeys " , they are very interesting animals to see.Then we will arrive to Mda
which is a mountainous city .It is very antique city .It was built during th e'Turks' .When we get into the middle of the city ,
you are going to see the city of Mda .Later we will get into the House of Emir Abdelkader.It's a very wonderful city which
still witnesses the History of Algeria.After that we will come back to Algiers , on our way we will stop at "Alhamdania" and
have some 'Mchoui" there.It a very famous place for its dish

Interactabout
onesarea
famous
traditionslike
food.

Produce
written
composition
tallikingand
advertising
oneslocal
area

The learners work in pair , the teacher supervises their answers , and then invites them to give back their answers .

Produce

While some of the learners present their works , the others listen and try to gather information in order to exchange ideas

on the suggested theme.

The teacher selects one the learners productions , copies it on the boars then invites the learners to read and copy down.

Page 20

yellowdaffodil66@gmail.com

File three: Great Expectations

Reading and Writing
Fourth Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
7.ActiveLearners:Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheirlearning:findingpersonalmeaning,learningcooperativelywith
peers,andmakingconnectionstolifeoutsideofclass
a) Theteachersupplementsandadaptsthetextbooktoplanactivitiesrelatedtolearners'interests,priorknowledgeandexperience."SARS"(S=Select/A=Adapt/R=Reject/S=Supplement)B]Theteachersetstasks
thatallowthelearnertodiscoverhowthelanguageworksinitsform,meaninganduse.C]Theteacherplanslessonssothatlearnershavetothinkandusetheirpreviousknowledgeandimaginationtoprepareforandcarryout
classroomactivities.D]Theteachersetstasksthatdevelopcooperativelearningandencouragespeerhelpandreadinesstoexchangewithothers.
Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelop"reallifecommunication"skillsforreading,writing,speakingandlistening.

8.FacilitatorTeacherssupportlearnerlearningbytakingaprimarilyfacilitativeroleintheclassroom:designingandstructuringlearningexperienceswithlearnerinterestsandneedsinmind;guidingandmonitoring
learnerlearning;assistinglearnersincontributingtotheirownlearninginalearnercenteredteaching a] Theteacherfindsouttheneeds,interests,languagedifficulties.B]Theteacherselectsandintroducesactivitiesand
materialsforlanguageworkthatmeetlearnerneeds.C]Theteacherfostersagroupfeeling(cooperation,respect,enjoyment,trust.D]Theteacherorganizeslearnerssothatinteractioncanbefacilitated(usingspace,classroom
furniture,time,etc)sothattheteacherisnotthefocusoftheclassroom.E]Theteachervariespatternsofinteraction(e.g.teacherelicitingfromclass,pairworklearnerspresentingtclass,learnersmingling)withinthelessonto
supporttheobjectivesoftheclassandthefeeling/energyofthegroup.F]Theteacherensuresthatthelearnersfindtheirinvolvementsufficientlychallenging.G]Theteacherteacheslearnershowtouselanguagestrategiestoaidin
theirlearningandcommunication.

Lesson Focus:

Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:

Function: Expressing happiness, grieve,sadness.. (poetry)

Grammar: First conditional if type one
Vocabulary related to:Vocabularyrelatedtodailyliferoutine
Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.

Canplanfor,useandevaluatetheeffectivenessofseveralreadingstrategiestodevelop:ReadingefficiencyandspeedGuessingskills.
Canlistentoandunderstandunfamiliarinstructionsandexplanationsthatare:Veryshortandstraightforwardaccompaniedbyvisuals(e.g;gestures,writingordrawingmodeling,demonstration).
Brokendownstepbystep.
Canplanfor,useandevaluatetheeffectivenessofseveralwritingstrategiestoGenerateideas,Createadraft.

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Express sadness,grieve ,anger through prose & poetry

Required material and / or resources : The manuals flashcards (82 )

Yellowdaffodil66@gmail.com

page 21


Time

Rationale

Greetand
welcome

Typesof
songs

Typesof
songs

Poetry

Poetry

Interaction
Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

Procedure

Swbat

Warm up : The teacher greets his learners and welcomes them . He tries to inquire about their daily life school .
The teacher tries to make a quick review on the last seance and its learning objectives.[planning future activities excursions-]
Pre-reading :
Theteacherinteractswiththepupilsaboutthepictureonpage82,theyareaskedtointerpretit.
Theteacherlistenstothelearners'interpretationofthephoto,thenheexplainstheinstructionsofthe"exercise"andnewwords
suchas{CDjacketcomposerlyrics.songwords:thewordsofasong,especiallyapopularsong(oftenusedintheplural).
Exercise1p82:LookattheCDjacketandfindinformationaboutthefollowingitems:Thesinger'sname,the
composer'sname,thetitleofthesong,thewriterofthelyrics.
Thesinger'snameis:JimmySpheens.
Thecomposer'sname:RobertCampbell
Thetitleofthesong:SongforaRainyDay
Thewriterofthelyrics:JonathanDykes
Stepthree:Thepupilsworkontheirroughthencorrectontheboard,readthecorrection.
Duringreading:
Theteacherexplainstheinstructionsofthefollowingexercise,theninvitesthelearnerstoreadthepoemand
answer.
Exercise:Readthepassagethenchoosethecorrectanswer.
1Thetextisa:a)aletterb)apoemc)anarticle.
2Thedaymentionedinthepassageis:a)Saturdayb)Tuesdayc)Sunday
3Accordingtothepassage,thewriteris:a)happyb)sadc)angry
Theteacherinvitesthelearnerstoreadthepassage,andthendotheexercise;theteachersupervisesthelearnersworksthen
invitesthemtogivebacktheiranswers.
Theteacherinteractswithhislearnersaboutthetext,theywaytheythinkaboutit,iftheyhavealreadyseensuchtextsasong
.
Postreading:
Theteacherinteractswiththelearnersaboutthewayasongisformulated[lyricsrhymeandthestanza]heexplainsthe
newwordsandexpressions.

Example :

[It's rainy Sunday and I don't know what to do]

If I stay in bed all day , I 'll only think about you
lyrics

stanza
Rhyme

lyrics/"liriks/noun[plural]thewordsofasong
Rhyme:alsospelledrimethecorrespondenceoftwoormorewordswithsimilarsoundingfinalsyllablesplacedsoastoechooneanother
rhyme[rm]:noun(pluralrhymes)similarityinsound:asimilarityinthesoundofwordendings,especiallyinpoetry
Stanza:adivisionofapoemconsistingoftwoormorelinesarrangedtogetherasaunit.Morespecifically,astanzausuallyisagroupoflines
arrangedtogetherinarecurringpatternofmetricallengthsandasequenceofrhymes.divisionofpoem:anumberoflinesofverseforminga
separateunitwithinapoem.Inmanypoems,eachstanzahasthesamenumberoflinesandthesamerhythmandrhymescheme.
verse:[vurss]noun(pluralverses)groupoflines:asectionofapoemorsongconsistingofanumberoflinesarrangedtogethertoforma
singleunit

Thelearnersareinvitedtolistentotheexplanationofexercise2p82,readthepoemthenanswer.
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Interact

Interpret

Whoaremy
learners?

greetand
welcome

talkaboutthe
lastsances
learning
objectives

interactabout
visualaids
decodemessage
fromgivenphoto

Readwritten
scriptandspot
theappropriate
answers

Identifyprose
form
Discriminate
betweenprose
andpoem

Poetry

Poetry

Poetry

Waysof
speaking

Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

Exercise2p82:Readthelyricsandunderlinethewordsthatrhyme.

It'sarainySundaymorningandIdon'knowwhattodo;

IfIstayinbed,Iwillthinkaboutyou.

IfItrytostudy,Iwillnotlearnanythingnew.

AndifIgoforawalkonmyowninthepark.(1)

Ijustdon'tknow(hedoesn'tknow)

Whattodo(whattodo)

Ijustdon'tknow(hedoesn'tknow)

Whattodo(whattodo)(2)

IfIstayinbedallday,I'llonlythinkaboutyou.

IfItrytostudy,Iwon'tlearnanythingnew.

I'llprobablycatchthefluatchoo!(3)

It'snearlySundaylunchandIdon'tknowwheretoeat.

IfIwalktothefishandchipsshop,I'llonlygetwetfeet.

IfIstayathomeforlunch,I'llhavetoeatlastweek'smeat.

AndifIgetinmycaranddrivetothepub,Iprobablywon'tgetaseat
Theteacherreadsthelyricswhilethelearnerslistentohimandunderlinethewordsthatrhymetogether.
Thepupilsareinvitedtoreadthelyricsrespectingstress,intonationandrhymes.
Theteacherexplainstheinstructionsof"exercise3p83"andthenewwordssuchas:(prose[prz]noun(pluralproses)
languagethatisnotpoetry:writingorspeechinitsnormalcontinuousform,withouttherhythmicorvisual line
structure of poetry.
Exercise 3p83: Find the words which rhyme , then transform the passage into song (by writing verses)
It's nearly Sunday lunch and I don't know where to eat .
If I walk to the fish and chips shop, I 'll only get wet feet .
If I stay at home for lunch , I'll have to eat last week's meat.

Rhyme

And if I get in my car and drive to the pub , I probably won't get a seat .

The learners work in rough with their partners , correct together with the teacher , read the corrected exercise on the board then write
down .
The teacher asks the pupils to read the whole song ( part 1 on page 82, then part 2 on page 170).
The teacher interacts with learners about the whole poem , the writers feeling and asks the learners to sum up the whole passage in order
to lead them to understand how the tone can express the speakers attitudes and feelings.
The teacher invites the learners to the coping section he may invite some of the pupils to read it while he explains it.

Copying
Tone of voice can tell you about a writer's or speaker's attitudes or feelings towards a particular thing or situation .If you are able to interpret
the words , the situation , the action in a passage , this will help you understand the speaker's or writer's attitudes or feelings.
Tone may indicate { anger irony sadness loneliness happiness , authority, confidence .}
Example : Consider statements A and B below .
A : Buy two and you'll get one free .
B : If you do it , you'll regret it .
We can deduce from the word " buy" that statement A is an advertissement .Its author is making th e following promise : If the customer
buys two items , s/he will get one free.
Statement B expresses a warning , we can understand this from th e word "regret"

Thepupilsreadthewrittenworksontheboard,thenwritedownontheirclass

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Interpret

Produce

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Produce

Interpret

Interact

identifythe
rhymeina
stanza

identifythe
stanzasina
poem

transform
prosepassages
intopoem
followingrhyme
andstanza

identifythe
meaningthrough
expressedtone

discriminate
between
differenttypesof

Waysof
speaking

Plansand
arrangements

Plansand
arrangements

Teacher
students

Students
teacher

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students
students

Teacher
students

Students
teacher

Students

Write it ou = Integrated Situation

warmup:Theteachergreetshislearnersandwelcomesthem.
Thelearnersareinvitedtmakeashortrevisionaboutthelastseanceabout[prosepoemtone]
Theteacherexplainstheinstructionsofexercise6p84inordertodealwiththetoneinifclausesandtheirmeaningin
ourdailyliferoutine.
Thelearnerslistentotheteacher'sexplanations,interactwithhimaboutthesubjectandthenreadthepassage.
Exercise6p84:ReadthesentencesincolumnAandguess"who"isspeaking/writingto"whom",whatdoesthe
sentenceexpress.CompleteascolumnB.
1.
2.
3.
4.

Column A
If I catch you driving fast , I'll suspend your driving license
If you're good , I'll buy you an ice cream
If you are not satisfied, we will refund you.
if you don't return the book , we'll suspend your membership .

1.
2.
3.
4.

Column B
A policeman is speaking to a driver. He is warning him.
A parent to his son .He's making a promise.
A salesman to a customer .He's trying to satisfy him .
A librarian to a member of a library .He's warning him .

Thelearnersareinvtiedtoworkinpair,theteachersupervisestheirworks,thentheyareaskedtogivebacktheiranswers.

Write it ou = Integrated Situation ( Making contingency plans)

Theteacherexplainstheinstructionsofthe'task'theninvitesthelearnerstoworkinpairs.Heexplainsthenewwordssuchas

[contingency: aneventorsituationthatmighthappeninthefuture.

thelearnersareaskedtosplitintogroupsoffour,organizetheirsittinginclassthentheyshouldfollowthefollowingprocedure:
1. Elicittheirideasandinformationusing[tablelists]
2. Discusstheselectthebestoftheideastoadaptthemwiththeirreallifesituation
3. Fleshouttheselectedideasandwriteandemail
4. Takecareofthelayoutofanemail.
5. Presenttheirworkstotheteacherforcheckup.
6. Presenttheirworkstotheclassroomandgetreadyforthediscussion

From:karimhamad@gmail.com
To:allmyclassmates
Object:Fridaysexcursion

Dear all,

I'mwritingtoinformyouabouttheplansfornextFriday'sexcursion.thedeparturepointwillbeourschool.Ifeverybodyis
punctual,we'llstartat7.TheweatherforecastannouncesadaywithshowersonFriday.Don'tworry,wehavemade
contingencyplanjustincaseitrainswhileweareonexcursion.Thus,ifitrainsinthemorning,wewon'tgotothezoo.We'll
visittheMartyr'sSanctuary.Itwillhelpalotinrevisingourhistorylessons.Wewillhavelunchat12.30.Ifitrainswewon't
havelunchout,wewillgetbackintothecoachandhaveoursandwichesinside.
IlookforwardtoseeingeverybodyonFridaymorning.
Karim

Thelearnersworkingroups,whiletheteachersupervisestheirworks,latertheyareaskedtopresenttheirworks.
Theteachertriestomakehislearnerscommunicateasmuchaspossiblethenchosesthebestoftheworks,reportsitontheboard,
askthelearnerstoreaditthencopydown.
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Produce

tone

greetand
welcome

conveythe
meaningoffirst
conditional
clauses

Identifythe
speakeroffrom
thegiventones
recognizethe
factofproblem
solvingsituation
introducedinan
integrated
situation
planfuture
plansusingfirst
conditionaland
improvising
contingency
plans