36
Page 2
TermMonth
&weeks
File competence Learning objectives Type of task
Resources Module of integration (BEM proposed themes )
Exercises and BEM samples
Grammar Lexis Pronunciation Learning to integrate Assess integration
Firs
t
Ter
m
octoberWeek
4novem week
1
novem week
1
novemweek
2
novemweek
3
novemweek
4
decemWeek
2
decemWeek
3
F
ile T
wo
"2"
"Yo
u ca
n do
it "
Autumn Holidays
Interact
Interpret
Produce
AutumnHolidays
Expressing ability and possibility
Asking and giving information
Making requests.
Expressing agreement and disagreement
N.B: Test n°2: First Term’s Exams : Correction of exams : Winter Holidays:
Autumn Holidays
( oral and written )
( oral and written)
( oral)
( oral)
AutumnHolidays
Modals: can/ could/ may/ might
Am/ was / will be : ( able to )
Modals: have to / need to / must
So / neither
AutumnHolidays
Vocabulary
related
technology
animal life
Equ
ivalent of
defective
verbs
(modals):allo
w to ,permit to
, capable of …
Pre
fixes :
"il, im, in, ir,
un and dis"
AutumnHolidays
WORDS & SOUNDS
Stress in
words
starting with
prefixes
Weak and
strong forms
of auxiliaries
"was – were
– can – do–
have"
Autumn Holidays
A new school chart with rights and duties.
Each year the school administration gives the pupils " a correspondence leaflet ".This leaflet contains the time table ,school results with teachers remarks ,but it also includes the school chart and regulation.You read this chart ,you agreed with some regulations and disagreed with others.Make a new school regulation in which you state what the pupils should do and the way they have to behave & the rights they should be given .List your regulations ,use official regulations (national or international UNECEF ) Put your regulations in a leaflet .Present your work to your teacher and classmates first ,then propose it to the school administration.
SWBAT : Show duty and responsibility .
Autumn Holidays
Where do we stand now? (p61 to p 62)
Progress check . (activities A –B –C p 61 & p62)
Reading and Writing ( activities1-2 -3
p62)
Free exercises
BEM samples :
Text as : 'table' '
Text as "Instructions "
By Mr. samir bounab ( yellowdaffodil66@gmail
.com
time Rationale Type of interaction Procedure Swbat Who are my
learners?
Greeting and welcoming
Ways of speaking
Success and achievement
Skill , talent and ability
Skill , talent and ability
Teacher - students
Students – teacher
Student – student
Teacher- students
Students – teacher
Teacher – students
Students – teacher
Students – students
File Two You can do it 4th Am Level
Warm-up : The teacher greets his learners and inquires about them and their daily school life.The teacher interacts with his learners about the previous file “file one “ It’s my treat” , they are invited to open
their books on page 39 and try to discuss if they have really acquired what has been taught to them “summative assessment”[asking for information & agreement using tag questions /making polite request/ fact and opinion – suffixes ……]
The learners are asked to open their books on page41; the teacher explains the new features of "File Two", and the new tasks and functions.
The learners are asked to open their books on page42, look at the pictures and try to interpret them. Food for thought task p42: look at the pictures then try to interpret them.Picture One: The teacher may help the learners by asking the following questions. a-Why is the girl in the picture at the top of the page holding up a pick? b- Is she happy? Why? c-What has she managed to do? d-Can you do what she did?Picture Two : The learners look at picture two and then try to answer the following questions. 1.What does picture Two represent? 2.Why is the man shaking hands with the girl? 3.What do the two pictures have in common?
The teacher listens to the learners' interpretation, lists some of their idea on the board. He should lead them to understand the idea of "achievement" and discriminate between {physical and intellectual achievement}
The learners are asked to read the interpretation on the board, then copy down on their copybooks.
Pre-listening : [Recycling "can" an its uses]The teacher tries to interact with his learners about the way we express our “ability
& inability” in order to lead them use the model “can” and its different uses.
Expressing ability ( I can speak English) Expressing inability ( I can’t speak Italian)
Asking for permission (Can I go out?) Making requests (Can you open the window please?)
The teacher explains the instructions of the activity and the new words then asks the pps to answer the following questions about the given picture on page 43.
What is the big picture about? It's about
Interact to greet and welcomeInterpret the summativeSheet p39Produce
some examples using the previous learning objectives
Interpret the picture to decode the message
“ physical & intellectual achievement”
Interact about “can” and its uses and try to list what has been seen in the previous years”ability –inability –permission & request”
Interpret the flashcard to describe talent shows
Z Greet and welcomeZDiscuss and sum-up what has been learnt beforeZDescribe different sorts of pictures and photos to decode the message in themZ Identify person – place
ZDeduce the meaning from a picture of physical and intellectual achievement
Z Talk about what has been learnt about “can” and its different uses
ZDiscriminate between the four uses of “can” (ability & inability- permission & request)
yellowdaffodil66@
File Two [You can do it] Listen and consider Fourth LevelPersonal 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 : Expressing ability and possibility Grammar: Modals: can/ could/ may/ might & Am/ was / will be : ( able to ) Vocabulary related to: technology & animal life Pronunciation : Strong and weak form of “can”
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)express ability & inability , possibilities (using the models “can-could-may- might –‘am/was/will be able to ) 2) Use stressed prefixes to form opposites
Required material and / or resources : The manual’s flashcards (p42- 43 ) & “Script p 167” [email protected]
page 3
Can
Skill , talent and ability
Making appeals and requests
Skill , talent and ability
Skill , talent and ability
Students - teacher
Students – teacher
Teacher – students
Students- teacher
Students- students
Teacher – students
Students - students
talent show.Do you like talent show? Do you watch talent show on TV? Yes, I sometimes do.
Have you ever participated in a talent show? Which one? No, I 've never done it.
What is your talent? What can you do exactly? I can play {music- build- farm…}
The teacher listens to the learners' answers, asks them to read the answers written on the board, then perform the 'activity' as question-answer.
The teacher asks the pupils to look at the small pictures and try to identify what type of talents they show. They
may use their pencils and define the types of talents. After that they are asked to look at the example and try to perform by substituting the key words they have already defined.Activity Onep43: Look at the pictures, then ask and answer questions.
You: Can you [dance- run- play hockey-tennis-volley ball- swimming-fishing surfing…]Your partner: Yes, I can. No, I can't. But I can (sing) well.
The learners perform the drill pair by pair, and then they are asked to talk about themselves.During listeningThe teacher explains the instructions of activity 2p44, the new words ,then invites the pupils to
listen and try to find the answers:[Make the learners aware o f various functions forms of the modals 'can – could'] Activity 2p44: Read the questions then as you listen make notes for your answers."script1p167"Z A: Bob politely requests Wendy to give him some of her time. What does he say? Z Can you spare a moment to answer a few questions, please?Z B: What does Wendy say to offer her help?Z Sure, what can I do for you?ZC: Can she sing?ZYes, she can.ZD: Can she play the piano?ZYes, she can.Z E: Could she do anything she wanted with her free time when she was a child?ZNo, she couldn't.ZF: Her parents accepted to let her play music because she was able to convince them that music wouldn't interfere with her studies.ZG: When will Wendy be able to register?ZShe will be able to register this afternoon.
The learners are asked to listen and try to answer on their rough copybooks. The teacher checks the learners' answers and writes them on the board; finally, the pupils are
Produce written answer to previous questions
Learners interpret the small flashcard to identify the different types of sport that pupils can perform
Interpret a listening script to answer the task on p44
Deduce the form of “can” –ability in the past – present & future
gmail.com
Z Answer written question after interpreting photos or visual aid.Z Use visual aids to interpret drills talking about “present ability and inability “
Z Interpret listening script
Z Listen and answer according to the given question
Z Make difference between present – past and future situationsZ Discriminate between the different forms of can and make a link with the new one talking about future abilities
Z Pupils can identify the theme of the script Z Can discriminate between the interlocutors
Z Can identify jobs and hobbies
Figurative use of language
Making appeals and requests
Skill , talent and ability
Students – teacher
Teacher – students
Students – teacher
Students – students
asked to go to page 167 and perform the dialogue pairs by pairs.
The teacher invites the learners to interpret the answers of “Activity2p44” and try to answer this exercise ;
Exercise: Listen again to the script and try to fill in the following table.Past ability Present ability Future ability
she Couldn’t do anything she wanted with her free time when she was a child
she can sing - she can play the piano
She will be able to register this afternoon
page 5
Post listening: [Discriminate between strong and weak form of "can" ] Activity 1p43: Listen then identify the form of the modal 'can' << weak or strong form
>>Snippets of the
dialogueStrong forms of
'can'Weak forms of
can Can you help me /k n/ /k n/ I can play the guitar /k n/ /k n/ Yes, I can. /k n/ No, I cannot. /k nt/
The learners are asked to listen and mark the forms then they are asked interview on page 167, pairs by pairs
Finally, the pupils read the written works on the board, then copy down on their copybooks
The teacher explains the instruction of the 'activity' then requires form the learners to work in pairs.
Listen and discriminate between the “weak & strong “ pronunciation of “can”
Interpret the “grammar
window” to identify the
uses of “can”
{permission-request-ability-
achievement }
page 6
Z Discriminate between weak and strong forms
Z Recognize strong form while uising “yes and no” questions
Z Read and analyze the “grammar window” to identify the meaning of each sentences listed in it
Z Discriminate between all the uses of “can”
- Can greet , welcome and inquire about each others’ matters- can talk and sum up what had been learnt before and recycle it
Consider sentences 'a-f' and answer questions "1-3"Questions
a.Can you spare a moment? b.I can play the guitar.c.Can I take part in the contest?d.When I was young , I couldn't do anything I wanted with my free time.e.I was able to convince them.f.When will you be able to come and register for the contest?
Answers a) Sentence 'b' b) Sentence 'e' (permission) ; Sentence 'a' (request);We use the same modal to ask
for permission and to make a request but the pronoun differ. We use 'I' when we ask for 'permission' and "you" when we make 'request'
c) Can has no future form .So we use "will be able to" when we talk about 'ability' in the future.
d) "Was able to " is used to talk about – past – achievements.
Welcome and greet
Skill , talent and ability
Skilled ,talented and able
Be better able to do something
Skilled ,talented and able
Students – teacher
Teacher – students
Students – teacher
Students – students
The pupils use their pencils to correct the tasks, correct orally then read and write down .File Two: 4Am levelWarm-up:
The teacher greets his learners and inquires about their daily life school.The teacher interacts with his learners about the last séance and tries to check their understanding about “can” and
its different uses.The learners are invited to perform more tasks about “can” and its uses using the past tense and future one. The teacher asks the pupils to open their books on page 45, he explains the instructions o f 'Activity1' then invites
them to work on their rough copy books in pairs .Activity 1p45: Look at the list below then say what people 'couldn't' do thousand years ago, but which they can do today .[The aim is practise the use of 'could-couldn't]
{drive cars –live on the moon –go to the cinema- cure cancer – take photographs- clone a human being-forecast earthquake}
You: Could people drive cars two hundred years ago?Your partner: No, they could not. People did not know anything about cars then.
The learners are asked to perform the drill and substitute key words in the list above , he may help them to choose the correct words.
The teacher explains to the learners how to deal with 'activity2p45' then invites them to work in pairs on their rough copybooksActivity 2p45: Look again at the list above and say what people "will be able" to do soon.[The aim is to practise the use of 'will be able to ]
You: Will people be able to live on the moon soon?Your partner: No, they will not be able to do that soon. But I am sure they will be able to do it some day.
The pupils perform and substitute the key words; the teacher provides them with the appropriate words, and then writes on the board the good examples.
The teacher explains the instructions of 'acitivty3p45', and then invites the learners to interact about the famous personalities and their achievements.Activity3p45: Match the pairs, then write sentences about these famous personalities.{the aim is to practise the use of
interact to greet and welcome
interpret the last séance about expressing ability and inability & achievement
produce drills using past abilities “could/was able to”
Compose drills talking about future abilities and expectations
Interpret the task to talk famous people’s achievements
- Can identify the form and use of “can” in the past – present – and future .
- can produce drills using the learnt language and perform it in pairs
-can name and describe famous personalities and their achievements
- can understand the integrated situation task and how it should be done
- Can read the set of instructions and the listed ideas in order to be involved in the problem
Acting ,being or existing together
Skill , talent and ability
Skill , talent and ability
Students – teacher
Teacher – students
Students – teacher
Students – students
'was/were able to' to talk about past achievements and use the synonym 'managed to' }Ferdinand Magellan - set a foot on the moon for the first time in human history.Ibn Battuta - sail through the Strait (of Magellan) at the tip of South America, cross the ocean, he
named the Pacific Ocean.Neil Armstrong - travel with his father to China when he was still young.Marco Polo -Make a journey of 120.675km, a journey that took him more than 30 years.
The sentences: Ferdinand Magellan (circa 1480-1521) was able to sail through the Strait (of Magellan) at the tip of South America, cross
the ocean, he named the Pacific Ocean.Ibn Battuta (1304-1368) was able to make a journey of 120.675km, a journey that took him more than 30 years.Marco Polo (1254-1324) was able to travel with his father to China when he was still young.Neil Armstrong (1930- ) was able to set a foot on the moon for the first time in human history.
page 7
The teacher invites the learners to split in groups of four, he explains the instructions of 'Activityp45'[integrated Situation] then asks them to work together. The learners are invited to pay attention at the introduction of the problem solving situation
The teacher invites the learners to read the introduction, he explains it and tries to interact with his learners about the problem exposed in the situation of integration. The learners are invited to work in groups specially who have been the same for many years and did the primary school together The learners are invited to : 1) Elicit their information about the theme 2) Select the information which go with their real life situation 3) Flesh out the selected information.
Suggested Answer:
Interact with the teacher about the group setting
Interpret the introduction of the problem solving situation
Interpret the situation to list all the ideas
- work in groups
- organize their ideas
- use the real life situation to talk about the exposed theme school experience
- select ideas and try to adapt them to their own situation
- make written production talk nig about their own school life experience
-Discuss their own ideas among their classmates
One of your English pen friends sent you an email talking about British pupils during their school lifeIn his email he explained you what British pupils could do and study at Primary School , what they can do in Middle School and what they will be able to do in Secondary School……He wants to know what Algerian pupils can do during their school lifeLook at the example on page 45 to give you a clear idea in order to organize your workUse “could- was able- can – will be able”
Skill , talent and ability
Skill , talent and ability
Students – teacher
Teacher – students
Students – teacher
Students – students
1) Elicit the learners’ information about the themeSchool In the past Now In the future
Abilities Primary School Middle School Secondary School
Can Could was able to
Will be able to
- Study Arabic- French….-Practise Sport, games…-Eat canteen…..- Go on excursion- Teachers( one or two….- Primary School final exam
- Study Arabic- French- English….-Practise Sport-school clubs…-Eat canteen…..- Go on excursion- Teachers-BEM Exam
Streams: scientific-Maths-languages….-Practise Sport-school clubs…-Eat canteen…..- Go on excursion- Teachers-BAC Exam
page 8
2) Selecting information constituents from the learners:
School In the past Now In the futureAbilities Primary School Middle School Secondary School
Can Could was
able toWill be able
to
learn Arabic- French….Primary School final exam
Study Arabic- French- English….
BEM Exam
Streams: scientific-Maths-languages….
-Practise Sport-BAC Exam
3) Expand the selected information:
The learners work in rough , the teacher supervises the learners works, offers his help if needed , then invites them to correct and read their productions. The teachers reports on the board one of the learners production “as model” to be followed in order to help the weak learners follow it and produce their own one while writing down. The teacher invites some of the learners to read the corrected task on the board , then write down on their copy books.
Study the elicited information and select what suits their own situation
Produce a short composition adapted to their own real life situation
yellowdaffodil66@gma
il.com
School ReportIn Primary School, I could learn Arabic and French. I was able to pass the Primary School Final Exam and succeed to Middle School. Now at Middle School I can speak French and English. I can take part in the BEM Exam next June. Next Year at Secondary School , I will be able to follow the Scientific Stream If I study hard I will be able to pass the BAC Exam….
time Rationale Type of interaction P R O C E D U R E SWBAT Who are my
learners?Greet and welcomeSkill , talent and ability
Teacher – students
File Two 4AMWarm up:
The teacher greets his learners and inquires about their daily life school.The teacher does a quick review about the last hour [skill , talent & ability]
Interact to greet and welcome
Interact about the
Can greet and
welcome
Discuss the last
File Two [You can do it] Read and consider Fourth LevelPersonal 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 Supported and purposeful development.[ Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build logically towards achieving and developing specific competences Meaningful Activities / Tasks. Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out of class .
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 possibility
Grammar: Modals: can may/ might
Vocabulary related to: School and daily life routines
Pronunciation : Stress in words starting with prefixes
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 read and understand the main points and some important details. Medium –length texts (e.g. three paragraphs) 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 Can read and understand the gist of : Simple arguments or opinion that are:
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
1)Express ability & , possibilities (using the models “can--may- might ) 2) Use stressed prefixes to form opposites
Required material and / or resources : The manual’s flashcards (p42- 43 ) & “Script p 167”
page 10
Possible and probable
Facing anxiety and worry in tests and exams
Facing anxiety and worry in test and exams
Students – teacher
Teacher – students
Students – teacher
Students – students
Teacher – students
Pre-reading:The teacher asks the pupils to interpret the picture on page 46 and give their own opinion about the
situation. The learners will talk about:1) The place that the photo is taking place/2) Who is in the photo? /3) What is he doing?
The teacher invites the learners to think try to make a short composition later the learners are invited to read their compositions.
The teacher reports on the board the learners’ productions.The teacher explains the new words (maybe and perhaps)& the instructions of “Activity One p 46”
then lets the learners do the activity "orally" Activity 1p46: Look at the picture and guess why the pupil has stopped taking his test.
You: Why has he stopped taking his test?Your partner : I don't know .May be /perhaps he does not know the answer
The teacher encourages the learners to give their own suppositions.During –reading: [ the aim is check and develop predictions]
The teacher explains the instructions of the activity, the new words and then invites them to work on their rough copybooks Activity1p46: Read the lead-in to a newspaper report below and check your answer to 'activity1. The answer: “The student has panicked .he suffers from test anxiety.”
The teacher invites the learners to interact about the answer and compare it with the one they have already given in the first activity.Post -reading:
The teacher explains the instructions of 'activityp46',then invites the learners to read the text on page 47and try to find the answer to question 2.The teacher may explain the new words on the report such as {preparation- majority-revise-alone-method-possibly-suitable-failure-chances- success-reduce-felt- believe-panic}Activity2-3p46/47: Read the report and check your answer.
Professor Malcolm Kane says that exam preparation in groups is important for reducing stress and for success in exams. They help one another by asking and answering questions that they might have in exams.
The teacher listens to the learners’ answers, writes it on the board then invites the learners to read it and copy it on their copy books.
The learners are invited to read and perform the text as an interview (pairs by pairs)The learners are invited to open their books on page 47, listen to the explanation of the activity then try
to do the work on their rough copybooksThe learners are asked to open their books on page 47, listen to the teacher reading and underline what
he requires from them to underline. Page 11
The learners are invited to read and perform the text as an interview.The teacher asks the learners to remind him what has been underlined previously;
Presentation: The underlined statements are :
1. You may ask.2. The method may possibly be suitable for some children.3. It may well be the cause of the failure of many others.4. Children who revise in groups may have better chances of success5. Group preparation may also reduce stress if the children practise under test conditions.
last séance “talking
about ability & inability”
Interpret the flashcard to state the problem showed in it.
Interpret the task to
deduce the real problem
“test anxiety”
Interpret the written text
to discuss the causes and
effects of test anxiety
Interpret
séance through
concert examples
or applied tasks
Describe photos
to understand the
hidden meaning
Can describe
the three major
features of any
visual aid “place-
subject- action”
Can improvise
and guess what
would the situation
be
Discuss the
exposed problem
and list the
opinions stated in
the text
Suggest
solutions to
exposed problem
Read and list the
required instructions
Discriminate
Achievable
Allowing and permitting
Achievable
Allowing and permitting
Achievable
Allowing and
Students – teacher
Teacher – students
Students – teacher
Students – students
Teacher – students
6. May I ask you a personal question?7. You may not believe it…
The learners are invited to read the selected sentences.Isolation: the teacher requires from the learners to read the isolated sentences.Analysis: The teacher leads the learners to analyze the following sentences.Children who revise in groups may have better chances of success. May I ask you a personal question?
Subject + Verb + Object verb subject object may + have may + ask model verb “infinitive” model verb “infinitive” verb verb « possibility » « permission »Example : May God Bless you . May you have long and fruitful life. Model verb “wish” Stating rule: - “may” is a model verb, it expresses : Subject + “may”+ verb ‘infinitive’+ object - “ might” past form (refers to the future)
“ possibility”
“wish” “ permission”
Page 12
Practice: The teacher invites the learners to perform the following tasks:
Exercise 1: re-order the words to make correct sentences. (based form task)
a) use / pen / please / ? / may / I / your / b) succeed / your / . / in / BEM / may / you/ Exam/ c) not / may / it / . / rain / today/
the text to list the “may” uses
Interpret the statements to identify the form and use of “may”
State rules : use and usage of the model “may”
Interpret the three sorts of tasks to identify
between the uses of
“may” possibility
and permission”
Analyze the
selected statements
Identify the main
constituents of a
statement
Identify the form
of the verb after a
model verb
Discriminate
between the type of
statement
State the rule
after a detailed
analysis
Perform written
practice after
complete analysis
« may »Model verb
1-Which sentences contain an auxiliary 'may' which expresses positive future possibility?z This method may possibly be suitable for some children. (Positive possibility)z It may be the cause of the failure of may others. (Positive possibility)z Group preparation may also reduce stress.( Positive possibility)
2- Which sentence contains the negative of 'may'? z You may not believe. (May has not a short/contracted form) ex: He may or may not believe it.3-Which sentences contain the past tense form of the auxiliary 'may'? Does the auxiliary in these sentences refer to the past or the future? z 'They might have in exams ' .(Might is the past form of may / It refers to the future. It expresses 'remote possibility')4- Which auxiliary does the journalist use to ask about possibility? z ' Can pupils fail their exams ? "Can" instead of 'may' is used when asking about possibility.
permitting
Wanting things
Achievable
Allowing and permitting
Wanting things
Achievable
Allowing and permitting
Wanting things
Achievable
Allowing and permitting
Students – teacher
Teacher – students
Students – teacher
Students – students
Teacher – students
Exercise 2: Complete with “ permission – wish- possibility”
1. I wish you can come to my party. (.......................)2. Algeria football team may qualify to CAN 2012. (...............)3. The pupils may borrow books from the school library. (....................)
Exercise 3: The teacher explains the instructions of the “grammar window” and invites the learners to use their pencils and answer its questions.
The teacher supervises the learners works , invites them to correct on the board ,then read the corrected task , later they are asked to copy down on their copy books and for the grammar window , they use their pencils to correct , then at home write down on their copy books Page 13File Two 4AmWarm up:
The teacher greets his learners and inquires about their daily life school.The teacher does a quick review about the last hour [ “may” expressing possibility & permission ]The learners are invited to perform more tasks about “may” and it uses.
Practice: The teacher asks the learners to go to page 48, look at 'Activity 1', listen to the teacher's explanation, then try to
work in pairs.-Activity 1p48: Re-write the lines written in bold in the dialogue below using 'may' or 'may not + verb. instead of 'perhaps' [ It's a transformation activity the learners are asked to use 'may instead of 'perhaps]
Said: Karim has invited me to visit him in England.
the form of “may” in a sentence
&
discriminate between “may” possibility & permission”
Interpret the three sorts of tasks to identify the form of “may” in a sentence
&
discriminate between “may” possibility & permission
Interact to greet and welcomeInteract about “may” its form and
and stating rules
Discriminate
between the
meaning of “may
possibility ,
permission & wish”
Read the given
text and answer the
question in a
communicative way
To show the
message hidden in
the task and its
value and the moral
that holds to serve as
a lesson for the
learners
Can
greet , welcome
and discuss daily
school life tasks
Wanting things
Achievable
Allowing and permitting
Allowing and permitting
Achievable
Allowing
Students – teacher
Teacher – students
Students – teacher
Students – students
Teacher – students
Amine: Will you go?Said: I don't know. I may go next June. I may ask for a school leave.Amine: The head master may not let you go. Said: Well, I may go without asking for leave then.Amine: I advise you not do that .The headmaster may mark you absent.
The learners work in pairs, the teacher tries to supervise their work, then invites them to give back their answers, he reports the dialogue on the board.
The teacher explains the instructions of 'Acitivty3p48', and then invites the pupils to work in pairs. The pupils should bear in mind that "may" is more formal than" can'.-Activity2p48:Consider the situations below, then write questions using 'may' or 'can' to ask for permission to do something .Use the verb in bold type. [ The aim is to use 'can and may' to ask for permission in suggested situations]a. An English guest who does not know well is in your home .he wants to use your telephone to give a call to his parents. Question : May I use your telephone to give a call to my parents, please?b. You are in your English class. You've forgotten your dictionary at home and you want to borrow your friend's dictionary to look up a difficult word: Question: Can I borrow your dictionary, please?c. You are at the beginning of your English class .You ask your teacher for permission to leave early to visit a friend of yours in the hospital. Question: May I leave early, please?d. You are now in the hospital .You ask the doctor for permission to give a drink to a friend of yours who just had an operation. Question: Doctor, may I give him/her a drink?
The teacher invites the pupils to give their answers 'orally'; he reports the answers on the board, then try to interact with the pupils about their answers to justify them. Finally, they're asked to correction their books using their pencils.
The learners listen to the explanation of 'activity3p49', they are asked to use the answers in 'activity2p48' and try to do the work in pairs.Activity3p49: Take turns to give or refuse permission using the responses in the table below.
A : May I use your telephone to give a call to my parents, please?B : Yes, you may/Yes, certainly. /Please do./Please go ahead.B : No, you may not. / No, you cannot.A : Can I borrow your dictionary, please?B : Yes, you can/ Yes, of course./Yes,sure./Yes,all right./Yes,certainly./Yes,go ahead.B :I'm afraid/Sorry, you can't./No, you can't.
Page 14
The learners work in rough and in pairs, then they're asked to perform their works, the teacher should lead the learners to distinguish between the use of "can" and "may" .They also should know the way how to accept and refuse such permission using the given models.
The teacher explains the instructions of 'Activity4p49" then asks the learners to work in pairs.Activity4p49: Match the sentences in column A with their functions in column B [make the learners aware of the different functions of the model 'might' can be used.]
Don't swim here. You might be attacked by sharks a. expressing a wish.May you live long and have a lot of children b. Warning.There are no clouds in the sky, but it might rain before noon c. Suggesting.You are not good at English. Well, you might try these grammar exercises anyway. d.Remote
possibility
The teacher explains the new functions and their use then they are asked to perform pairs by pair. Later they are asked to write down on their copy books.
usage
Interpret the “task” in order to substitute “perhaps” by “may”
Interpret the task to ask for permission using “may” or “can” and identify that “may” is more formal than “can”
Produce dialogues using “may” to give and refuse permission
Interact about the models “can” and “may” while
Sum up
what has been
learnt previously
Recogn
ize the model
“may” use and
usage
Locate
places &
countries
Identif
y jobs and
occupations
Recogn
ize the model
“can” and its
different uses
Discri
minate between
“may” and
“can” permission
Perfor
m drills using
“may & can”
Accept
and refuse
permission
and permitting
Wanting things
Morphology & parts ofwords
Morphology & parts of
Students – teacher
Teacher – students
Students – teacher
Students – students
Teacher – students
The learners are asked to open their books on page 50, the teacher explains the instructions of the activity , then invites the learners to work in pairs . or strong form Activity 1p50: Copy the table then tick in the appropriate box of the prefix to form the opposites of the words.
The teacher invites the learners to correct "orally" and use their pencils to report the answers on their books , he should lead the learners to distinguish between the prefixes and their uses to make the opposite of a such word .
"ir" 'r' "il" 'l' "im" 'p ' "in" 'c-j-d' "dis" 'o- a'The learners are invite d to listen to the explanations of “Activity4p50” , then try to answer using their pencils
on their books Page 15
Activity2p50: Re-write the new words obtained in 'activity 1' using the phonetic transcription. 1) irregular /'iregj l / 2) incapable /inkeip bl/ 3) impossible /'impos bl/ 4) improbable /impr b bl/ 5) impolite /imp lait/ 6) illegal /'ili:gl/ 7) injustice /instis/8)indefinite /'indefnit/ 9) disobey /dis 'b / 10) disagree /dis gr /
The learners are asked to write the words on their class copy books, read and respect stress and intonation.
The teacher asks the learners to take their pencils and look at 'activity4p50' ,listen to the teacher and try to fill in the gaps, they work in pairs first , then give their answers orally .
Activity 4p50: Fill in the gaps with the appropriate 'opposite ' form the box in exercise 2 above.
a-Verbs can be divided into two groups .There are regular verbs and 'irregular 'ones.
dealing with permission
Interpret the different uses of “may”
Interpret the different types of photnetic symbols and their sounds
Interpret the task to form antonyms using prefixes
Interpret the task using the formed word in the
Work
in pairs
Use the
model verb
“may” to
produce written
dialogues
Interac
t and discuss
among each
other
Identif
y the different
sorts of functions
“wish-warning-
suggesting and
possibility”
Can
recognize
“affixes” and
their use
<prefix= opposite
& suffix= word
formation
“adjective
Recogn
ize some of the
phonetic symbols
Il Im In Ir Un Dis Words Transcription Regular /'iregj l /
Capable /inkeip bl/ Possible /'impos bl/
Responsible /iri'spons bl/ Legal /'ili:gl/
Justice /in stis/ Probable /impr b bl/
Definite /'indefnit/ Polite /imp lait/
Obey /dis 'b / Agree /dis gr /
words
Morphology & parts ofwords
Talk about things that are possible and probable
Talk about things
Students – teacher
Teacher – students
Students – teacher
Students – students
Teacher – students
b-"an" is an 'indefinite' article It is used before a vowel sound.c-It is illegal to steal .You can go to prison.d-It is 'impossible ' to arrive on time at school .It's nearly 8 o'clock.e-This mathematical equation is difficult .I'm 'incapable' of doing it.f-It is 'impolite' to interrupt people like that .Next time wait for your turn to speak.g-Mother punished me yesterday because I disobeyed ' her orders.h-It is ‘improbable’ for a horse to live for more than 30years.i-It is ‘irresponsible’ to call women weaker sex They are as strong as men.j-I disagree with you, Rashid, when you say that studies are not important …..k-You are totally wrong when you say that teenagers are incapable' of doing things right….
The learners are invited to use their pencils , correct on their books (later they copy on their copy books once at home) and read the corrected task
The teacher invites the learners to pay attention at the “ write it out” = an integrated situation task’ The teacher explains the instructions , then invites the learners to do it as “homework”
Learning the Integration :
The pupils read the instructions of the “Integrated situation” then copy down the corrected tasks on their books.
Page 16
File Two : ASSESSING THE INTEGRATION & RESEARCH AND REPORT 4AMWarm up:
The teacher greets his learners and inquires about their daily life school.The teacher interacts with his learners about the least séance and its learning
objectives [may & using stressed prefixes to form antonyms]Assessing the Integration [Write it out p49]
The learners are invited to interact about the homework “integrated situation”. The teacher checks the pupils’ works and tries to correct them briefly then invites the learners to correct.The learners are invited to listen to each other’s productions, take notes; the teacher tries to make the learners interact
between each other.The teacher selects one of the learners’ productions and reports it on the board.Suggested answer :
-Use the information below to write a note in your diary to list the things that are possible / likely to happen at the end of your school year.[ The aim is to re-use modals may/might] " Everything can happen at the end of the school year .I haven't really worked hard this year especially in maths .So I may fail my brevet exam. I'm still young .So I may be accepted to repeat the year and take the exam again.
previous task
Produce communicative statements using words with prefixes
Interpret the problem solving situation
Interact to greet and welcome
Interact
Use the
appropriate prefix
to form antonyms
Use the
selected words to
build correct
meaningful
sentences
Interact
about the
problem solving
situation
Adapt
the problem
solving situation
Your classmate wants to know what you might do in your school studies and the things that are “possibly/likely” to happen at the end of your MS4 school year. Use the cues on page 49 & “may – may not – or might & might not” to make a short composition.
that are possible and probable
Talk about things that are possible and probable
Talk about things that are possible and probable
Talk
Students – teacher
Teacher – students
Students – teacher
Students – students
Teacher –
However ,exams are also a question of luck .So I may pass .I haven't made up my mind yet whether I will continue my studies in a lycée.I may go to a vocational school instead because I like doing things with my hands. I 'm particularly fond of drawings .So I might decide to train as a draughtsman. When I finish training, I may open a workshop .I'm sure that I 'll manage to make a lot of money….."
The teacher invites the learners to read the corrected task , then copy on their copy books their own productions.
The learners are asked to open their books on page 52 and try to interpret the pictures .The teacher leads the conversation about the animals' life, uses and then explains the instructions of the 'activity' Activity onep52: Find out the average life span of each of the animals, and place them on the following graph.
Name of animal Bats 6 to 15 months Cats 15 years Giraffes - Lions 20 years Horses 25 years
Dolphins 50 years Elephants 60 years
80 years Turtles
5 15 20 25 50 60 75 100
The teacher requires form the learners to work in pairs, he may helps the learners by giving them the approximate life expectancy of each animal, and then they are asked to draw the graph on their copybooks. Page17
The teacher invites the learners to correct and complete the life expectancy graph..
The learners are asked to read the graph and try to compare between the animals.
The teacher explains the instructions of "Activity 2p52" , then invites the learners to work in pairs .
Activity 2p52: Discuss the maximum age of each of the animals represented on the life expectancy graph.
100 may well (higher possibility) 80 60 might well ……
40 may ……….. (smaller possibility)
about the homework
Interact about the learners’
productions
Interpret the problem solving
situation to lead the
class to a common
discussion
Interact about
animals’ life expectancy
to one’s situation
- can greet and
welcome
- discuss and
sum up the
previous hour
learning
objectives
-adapt the
learning
objectives to
talk about one’s
school life
possibilities
- name different
animals
- guess the life
expectancy of
some of the well
about things that are possible and probable
Talk about things that are possible and probable
students
Students – teacher
Teacher – students
Students – teacher
Students – students
20 might ………. 0 can't live to the age of 30 (impossibility)
To help the pupils the teacher may give them the pattern.
Giraffes live for 20 years on the average, but they may well live for up to 25.
Bats cannot live to the age of 30.Horses might live to the age of 25 years Turtles might well live to the age of 80 years.
The teacher reports the pupils' answers on the board, they should be able to distinguish between use of 'may- might-and cannot'.
The explains the instructions of 'Activity4p53' then asks them to do it as a home research which to be given back after the winter holidays. {a group work} .He explains the way the work should be done.
The learners are asked to read and copy down all the written work on the board .Page 18
Interpret the graph expectancy To use the modal “may” – can & can’t – might
May well – might well -
Produce sentences using the models “can – may – might “
known animals
- guess and
improvise the
life of some
domestic
animals
-discriminate
between “may –
may well –
might and can”
to state the
degree of
possibilities
- compare
animals
according to
their life
expectancy
File Two [You can do it] Listening & Speaking Fourth LevelPersonal 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 Ongoing assessment of Learning .[ Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can review to aid learning .
Active Learners. Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning
cooperatively with peers, and making connections to life outside of class.
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 agreement & Expressing likes and dislikes
Grammar: so +auxiliary / neither +auxiliary
Vocabulary related to: School and daily life routines
Pronunciation : strong & weak form of “have-can-do”
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 listen to and understand unfamiliar instructions and explanations that are : Very short and straightforward .Accompanied by visuals (e.g. gestures ,writing or drawings modeling, demonstration) Broken down step – by – step Can sustain a short oral narrative story experience or event) or a description. On topics of interest as a series or sequence of connected points .
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
1)agree using “so or neither do I”2) talk about one’s likes and dislikes
Required material and / or resources : The manual’s flashcards (p54 )
page 19
time Rationale Type of interaction P R O C E D U R E SWBAT Who are my learners?
Greeting and welcoming
Talk about things that are possible and probable Accepting and agreeing
Accepting and agreeing
Accepting and agreeing
Teacher – students
Students – teacher
Teacher – students
Students – teacher
Students – students
Warm up:The teacher greets his learners and inquires about their daily life school.The teacher interacts with his learners about the least séance and its learning objectives [may “possibility &
“might” remote possibility]Pre-listening:
The teacher invites the pupils to open their books on page 54, he explains the situation and the new words such as "bulldog- mistreat – cruel – neither –pocket money-protection-funny-member-" then asks the learners to work in pairs.Activity 1p54: Fill in each of the blanks in the speech bubbles with the appropriate auxiliary: "can- do or have"
Jill: I have got a bulldog.Jack: So, have I. Jill: I love bulldogs.Jack: So, do I.Jill: I don't like people who mistreat animals.Jack: Neither do I.Jill: I can't be friends with people who are cruel to animals.Jack: Neither can I.
The teacher supervises the pupils woks, then invites them to listen to him reading the script on page 168, and check if they were correct.During-listening:
The teacher invites the learners to check their answer on the books while he read the drillThe learners listens twice and correct their answersThe teacher invites the learners to perform the drill (pair work)The learners are invited to open their books on page 168 , listen to the teacher reading the script and underline the
following words and statements;Jill: I have got a bulldog Jack: So have I Jill: I love bulldogs Jack: So do I. Jill: I am friendly. Jack: So am I.
Jill: I don’t like people who mistreat animals Jack: Neither do I. The teacher invites the pupils to perform the script by pairs ( 4 to 6 pupils)
Post-listening: - Presentation: The learners are invited to list what has been underlined previously in the script; the teacher selects from the listed statements the following ones.
Jill: I have got a bulldog Jack: So have I Jill: I love bulldogs Jack: So do I. Jill: I am friendly. Jack: So am I. Jill: I don’t like people who mistreat animals Jack: Neither do I. -Isolation: the teacher focuses on the following sentences.
1. Jill: I have got a bulldog Jack: So have I 2 - Jill: I don’t like people who mistreat animals Jack: Neither do I-Analysis: The learners are invited to pay attention at the following sentences and try to analyze them. 1) Jill: I love bulldogs Jack: I love bulldogs, too. Jack agrees with Jill on the “love” of bulldogs . So + do + I 2) Jill: I don’t like people who mistreat animals Jack: I don’t like people who mistreat animals, too Jack agrees with Jill on the “ mistreat» of animals Neither +do +I3) I love bulldogs (positive sentence) So + do + I 4) I don’t like bulldogs ( negative sentence) Neither + do + I page 20
-Stating Rules: The teacher leads the learners to distinguish between the use of the modals in such
Interact to greet and welcome
Interact about the last séance learning objectives
Interpret the flashcardsTo decode the message and identify ways of agreeing
Listen the script and interpret it
Interact about the previous suggested answers
Interpret the script to identify ways to agree using “so do I & neither do I”
can greet and welcome talk about daily life school routines Express possibility using the models “can – may – might" describe flashcards and detect the message hidden in them
recognize the previous ways of expressing agreement Identify auxiliaries interact and exchange identify the meaning of “stress” express agreement using “so & neither “
Accepting and agreeing
Accepting and agreeing
Ways of speaking
Ways of speaking
Teacher – students
Students – teacher
Teacher – students
Students – teacher
Students – students
situations "So do I" with a positive statement, an agreement "Neither do I" with a negative statement.
Practice: The learners are invited to perform the following tasksThe teacher explains the instructions of "Activity2p56" ,then asks them to work in pairs.
Activity 2p56: Complete the dialogue below using "so" or "neither" plus the appropriate auxiliary: [do – will – shall – have]
You: I have a bicycle.Partner A: So, have I.Partner B: That is very funny .I have bought one, too.You: We're flying to England next Saturday at 5.Partner A: So, are we.Partner B: How extraordinary! We are going on the same flight, too.You: I haven't seen B since last Monday.Partner A: Neither have I .Partner B: There is something wrong .I haven't seen him since last Monday, too.You: Everybody hates snakes .But I love them.Partner A: So do I .Partner B: I love them too.
The teacher invites the learners to correct using their pencils on their books, later they are asked to perform pairs by pairs .The teacher explains the instructions of 'activity4p54' 'and the difference between "strong and weak" form of the auxiliaries in such sentences.Activity 3p54: Listen then say which word is stressed most in the speech bubbles
So, have I. - So, do I. - Neither do I - Neither can I . Stressed Stressed Activity 4p54: Listen again and note the form of the auxiliary 'do, have & can'
Have Can Do Strong form Weak
formStrong form Weak form Strong form Weak form
/h v/ /h v/ /c n/ /c n/ /du:/ /d /The learners listen and correct on their books .The teacher invites the learners to read the corrected tasks on the board, then copy down on their
copybooks. Page 21
Interpret the analysis to state when “ so +do+ I & when “ neither +do +I” are used
Produce written messages expressing “agreement” With positive & negative statements
Interpret the agreement ways to identify the stressed word
Interpret the task to identify the stressed auxiliary
Z express agreement using “so & neitherZ discriminate between “positive & negative” statementsZ use the learnt language to produce dialogues and exchangesZ identify and name means of transportZ identify periods of times Z recognize points of timeZ name and discriminate between animalsZ express like sand dislikes.Z Identify the stressed words and their meaningsZ Identify auxiliaries words
When participating in a discussion, you sometimes agree and sometimes disagree with what the other speaker says to you .It is not always necessary to use the verbs "agree" or "disagree" to express –agreement- or –disagreement- . You can express this in a different way.A . Use "so + auxiliary + subject when you respond to a positive statement . Example: I can sing I can sing , too = So can IB .Use "neither + auxiliary + subject when you respond to a negative statement.
Example : I can’t play tennis = I can’t play tennis, too Neither can I
"The rule is we use the weak forms of these auxiliaries when they occur in such sentences"
File Two [You can do it] Reading & Writing Fourth LevelPersonal 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 Facilitator ..[ Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind; guiding and monitoring learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching .]
Supportive Learning Environment and Classroom Management. [Teachers have a positive impact on learner learning by creating a supportive and relaxed learning environment and using appropriate classroom management : communicating warmth and respect for learners, encouraging them to participate and work cooperatively and to develop self-confidence.]
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 possibilities
Grammar: model “may” – “might” – “will be able to “
Vocabulary related to: science & discoveries (robots)
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 plan for ,use and evaluate the effectiveness of several reading strategies to develop :Reading efficiency and speed - Guessing skills.Can plan for ,use and evaluate the effectiveness of several writing strategies to Generate ideas Create a draft
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : 1)express possibilities using the modal “may”
Required material and / or resources : The manual’s flashcards (p57 – 58 – 59 ) & manual’s script page 57
Yellowdaffodil66@gmail,com
page 22
time Rationale Type of interaction
P R O C E D U R E Swbat Who are my learners?
Greet and welcome
Accepting and agreeing
Inventing , designing and innovating
Inventing ,designing and innovating
Inventing , designing and innovating
Teacher – students
Students – teacher
Teacher – students
Students – teacher
Students – students
File Two : 4AMWarm up:
The teacher greets his learners and inquires about their daily life school.The teacher interacts with his learners about the least séance and its learning objectives [agree using “so &
neither”]Pre- reading:
-The teacher invites the pupils to open their books on page 57 and asks them to try to interpret the photo .They are asked to write a short composition about the picture.-The learners are invited to give their answers, they read their paragraphs and the teacher corrects their mistakes.During –reading:-The teacher explains the instructions of “Activity1p57” and the new words such as : [ issue- deal with – cover page- flash – forward –newsstand ] - The pupils do the “activity” on their rough copybooks, then correct on the board. Activity1p57: Look at the picture of the cover page of the magazine below and answer the questions.
What is the name of the magazine? Popular ScienceWhat is the title of this issue of the magazine? Flash Forward: Life in the Future.Which topics does this issue of the magazine deal with? Technology /new inventions: cloning,
computers…What does the illustration on the cover page represent? A baby in the hands of a robot.What do you think the most important article in the magazine? The most important article will be about
robots.Z The learners are asked to perform the ‘activity’ in pairs as question – answer.ZThe learners are requested to look at the “text “ of ‘Activity 2p57’,he explains the new words like: ( amazing – invention- ever – surgeon- instruct – astronauts – pilot – Mars – mines – fire departments – nuclear plants – generation- smell – invent- maids – rivals – artificial )
ZThe teacher asks the pupils to open their books and read silently the text on page 57, do the task on their rough copy books , the teacher supervises their works , then invites them to correct using their pencils on their books.ZThe learners are invited to open their books on page 58 ,they are asked to pay attention at the illustrations and the instructionsZThe teacher explains the instructions of the task, and then invites the learners to read and answer.Z Activity 3p57: Read the text again then identify the sentences (s) which each of the illustrations below helps you understand.“Picture one : “represents a robot maid and a robot student .It illustrates the following sentences:”They will be able to make robot maids, which will do house cleaning .They may be able to invent robot students to do your homework while you just lie in your bed listening to music.»“Picture two: shows a robot cook .It illustrates the following sentences: “I ‘m sure scientists will be able to invent robot cooks, which you can instruct to prepare your breakfast in the morning .”“Picture three: illustrates the following sentences “They might even invent robot mechanics , which will repair broken robots “:ZThe pupils do the activity in rough in pairs, and then the teacher asks them to correct “orally” while he reports the sentences on the board.Z: The learners are asked to look at ‘ activity ‘four’ and try to interpret the graph, then he explains the instructions
Interact to greet and welcome
Discuss the last hour’s learning objectives
Interpret the flashcard on page 57 to guess what the article is about “Technology /new inventions: cloning, computers”
Interpret the text to answer task1
Interpret the pictures to identify what sentences they illustrate in the text
Pps can greet , welcome and talk about school daily life routines Can sum up the last séance learning objectives Can use the last hours objectives in concrete situations Describe flashcards and interpret them Talk about modern technologies” computers – cloning Discriminate between the types of writings (books-magazines...) Discriminate between genders Talk about discoveries , planets Discuss the latest man’s exploration to the planet of Mars Interact about what can robots do nowadays
Inventing designing and innovating
Pictures in 25nderstand ding and compre-hending
Talking about achievableThings in the future
Talking about achievableThings in the future
Teacher – students
Students – teacher
Teacher – students
Students – teacher
Students – students
and the way to fill in the table , next they’re asked to work in pair . page 23
Activity 4p 58: Read the second paragraph of the article and rank the predictions that the author makes about robots from the most to the least probable /possible .Use the graph .[Transfer of written information to a graph] 100%_ Scientists will be able to invent robot cooks. 80% They will be able to make robot maids. 60%_ They may be able to invent robot students. 40%_ They might even invent robot mechanics 20% _ _________________________ 0% _ It is impossible for robots to be man's rivals.
The pupils copy the graph on their copy books, they're asked to read the second part of the text then try to fill in it with the help of the teacher.Post-reading:
The learners are invited to pay attention at "coping», he explains the importance of the 'illustrations ', then requires from the learners to copy it on their class copy books.
The pupils are asked to open their books on page 59 and look at the instructions of 'activity 1p59' while the teacher explains the instructions and the new words [ shopping – mind- vaccine ]
Activity1p59: Read the jumbled predictions and say how sure you are about each using "will be able – may well – may – might – or won't be able + verb
Someday people will be able to do their shopping by computer.Scientist won't be able to invent a computer which can read your mind soon.In the future all children may well study at home using the computer.Scientists will be able to make a vaccine against cancer in the future.
The teacher supervises the pupils works and helps them to build correct sentences, he should respect their own opinions.
The learners use their pencils and correct on their books to save timeThe teacher invites the pupils to use the sentences in the previous activity and "agree" using –even- or
disagree using-rather-Activity 2p59:Discuss the opinions you have expressed in the previous exercise by 'agreeing or disagreeing"
Scientists won't be able to invent a computer which can read in your mind soon.I think so too. / Oh , I even think scientists may well do all their best in medicine .I think people will be able to d their shopping by computer .Really? I don't think so .I rather think that people will go out and do their shopping by themselves
The pupils work together ,then perform their dialogues pairs by pairs . Page 24
The learners are invited to pay attention to the set of instruction of the “integrated situation”
Interpret the text to complete the graph
Interpret “coping” to identify the role and importance of using illustrations in understanding texts.
Use the modal “may” & will be able” to produce written or oral statements expressing future possibilities
Identify the
model “may” its
forms and its uses
Read and exploit
written text
Can describe the
meaning shown
through
illustrations and
pictures
Discuss why pictures and photos can illustrate ideas and simplify the understanding of a text and its difficult lexis Improvise and guess how the future will be depending on the nowadays State how life would be and how some of the problems will be solved using “may- might or will be able” Agree or disagree on the stated points talking about the life in the future
It is important to look at the illustrations which accompany texts .They may help you in various ways.Illustrations can help you guess the topic of the general idea of the text .So make
sure you look at them before you start reading .This may help you better understand the text.They can also help you understand the meaning of difficult words.
Your friend is making a project work about man’s space discoveries and explorations You have an idea and you feel concerned by the subject so you decided to help your friend.use the information of Act 3p59 to write a ten lines article to say what NASA "will /may/ might/well be able to do / with robots in the future
Talking about achievableThings in the future
Talking about achievableThings in the future
Teacher – students
Students – teacher
Teacher – students
Students – teacher
Students – students
The teacher explains the instructions and the new words of "activity 3p59" such as [type –spaceship-mission- exploration-communicate-sunlight- polar – rocks ]
The teacher invites the pupils to work in their rough copy books, he supervises their works and offers his help once needed , then invites them to read their paragraphs,
The teacher reports the paragraph of on the board.The teacher invites the pupils to read the paragraph on the board, then write it down on their copy books
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Use the
modal
“may” &
will be able”
to produce
written
composition
expressing
future
possibilities
Identify the
meaning of an
integrated where a
problem solving
situation is stated
Use what has
been learnt an
integrate it in the
problem sloving
situation
Work in pairs or
in groups
Build statements
and compostions
using the learnt
language
Discuss and
interact about the
exposed theme and
idea
.
Space NewsThe National Aeronautics and Space Administration is on its way to making new advances in the conquest of space.NASA scientist will be able to make a new types of spaceship soon. This spaceship will be more powerful than those which the NASA has made so far .The future astronauts may well be a new generation of robots .This new generation of robots astronauts might be able to go on missions of exploration to Mars. They may be able to communicate with NASA specialists in the Kennedy Space Centre in Florida because they can speak English .According a NASA director , these astronauts robots will be able to carry with them another robot ,Hyperion. Hyperion can work 24 hours a day because it runs with solar energy .Hyperion will be able to find continuous sunlight in the polar regions of the planet Mars. It will be able to run over rocks and to take clearer pictures than we already have of the red planet .
