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Lesson plan

Book: At the crossroad


Unit one: Getting through. Level: 1st year
Sequence: Listening and speaking.
literary/scientific streams
Rubric: Anticipate Teacher: Sugar Almond

Intermediate objective : By the end of this lesson, learners will be able to :

- Labelling computer parts.


- Listen to, respond to, and give instructions using sequencers.

Time allowance:1 hour

Materials: whiteboard, markers, lrs’ textbook


Competency: interactiong orally, interpreting, producing
Function: instructing
Language form: Sequencers

Lesson steps
Rubric Procedures/correction Objectives Time
Warming up
Anticipate  Teacher greets learners. The aim of this 5mts
 Learners respond rubric is to
tune in the
 Teacher aAsks learners to open the book on page 16.
learners to
T/Lrs  What does the picture represent/show? It represents a PC what will come
(personal computer). next in the
listening and
 Have you got a PC at home? Yes and no
speaking
 In which other places do you find PCs? Schools, hospitals sequence. 10mts
and administrations
 What do PCs consist of? They consist of many parts.
Learners
Task one: p(16): should be
able to know
Match as many words and phrases as you can with the parts of
the English
the computers. name of some
Procedure: parts of the
computer. 10mts
 Teacher asks the learners to listen and identify the parts of
the computer, she reads the words in the box loudly, and
then she checks and corrects.
 Learners correct on the board.
Correction:
1 2 3 4 5 6 7 8
Prin Cent Mon Scre spea Mou keyb Flop
ter ral itor en ker se oard py
unit disk
Task two p (16):
Find other words related to computers and the internet and
write them in your copybook.
Learners
Procedure: should be
T/Lrs
 Teacher asks learners to find other words related to able to learn
other words
computer and writ them on the copybook.
related to the
 Teacher checks and corrects. computers
Correction: and the
Internet.
Modem/Headset/Email/CD Rom.
Task three p (16):
Saying aloud the email address.
Procedure:
Teacher asks learners to read aloud the emails.
Learners
Teacher directs the learners’ intention to the pronounciation of the should be
sign@ (/æt/). able toknow
learn how to
Teacher asks learners to invent and exchange email addresses. pronounce
Teacher guids, checks and corrects. email
addresses.
Correction:
You can read it in two ways: Sihem two thousand –and-eight at
Yahoo dot com (US) or Sihem two-thousand-and eight at Yahoo
dot com (UK).
Pupil 1: Excuse me, what’s your e-mail address? Learners
Pupil 2:Yes, my e-mail address is Sanaa314 @ hotmail.fr should be
able to learn
Pupil 1: Thank you, here is my e-mail: Amina.hadi@ gmail.com. how to inent a
Task one p(17): personal
email address.
Warming up
Listen and
 What does the picture represent/show? It represents
check
children.
 How many children are there? There are five children in
the picture. Who are they? They are pupils Learners
 What are they doing? They are using the computer. should be able
Lesson plan
The sentences below are not in order. Re-order them to get to recognize
and sequence
coherent instructions for accessing e-mail. Write letters 1-7 in
the main ideas
the blanks. in spoken
interaction.
Procedure:
 Teacher asks her learners to read the jumbled instructions
Lrs/ lrs on how to access email to sequence them correctly.
 Teacher asks learners to match letters with the correct
number.
 Teacher provides help when necessary; checks and
corrects.
Correction:
Number 1 2 3 4 5 6 7
Letter b a c f d g e

Task two p (17):


Listen and check your answer to exercise 1 above. Then rewrite
the instructions using these sequencers: first, then, next, after Learners
that and finally. should be able
to speak from
Procedure: notes or
 Teacher simulates the spoken interaction (the listening memory with
reference to
script) on page (i) at the end of the textbook. the function of
 Teacher aks learners to listen carefully to the key words in instructing and
related
order to pick out the sequencing order of the instructions. language form.
 Teacher asks learners to check their answers to execise 1.
 Teacher asks the learners to sequence the instructions
using sequencers : first, then, next….
Correction :
In order to access e-mail, you need to do the following : first, you
have to switch on the computer, then select an ISP (Internet
Service Provider), after that click on e-mail, next enter your ID
and password, wait for connection to your e- mail and finally
click on “ read” or “ send” to check or write your message.
Task three p (17):
filling in the table with the point of view of interviewee A and B
Learners
Interviewee Interviewee should be able
A B to use
features e-mail Snail mail comparison to
faster
cheaper take a side and
More argue their
interesting point.
Less personal
Less convenient
Procedure:
 Teacher read aloud the script 2 on page 168.
 Teacher asks learners to take notes.
 Teacher gives enough time to do the task.
 Correction on the board.
Correction:
lrs/Lrs
Interviewee Interviewee
A B
features e-mail Snail mail
faster +
cheaper +
More
interesting +
Less personal +
Less convenient +
Task five p (17):
Write a short paragraph about your preferences using the
information in the table above. Then read to the class.
Procedure: Learners
should be able
 Teacher asks learners to express their own opinion to express what
regarding the advantages and drawbacks of sending they prefer
regarding a
messages by email and ordinary mail. certain matter.
 Teacher encourages learners to use one of the following
phrases when they give their opinions: I think/believe/It
seems to me (that)… To my mind/In my opinion/ As far as
I’m concerned…
Correction:
A suggested paragraph:

I prefer sending my messages by e-mail rather sending them by


snail mail. First of all because I see that e-mail is faster than snail
mail, Secondly, it is also cheaper than the ordinary mail. Finally
it doesn’t take me a long time to send messages by e-mail.