Hello colleagues
I need all preparation sheets of english
lesson plan and unit plan , it is said there's a cd that includes
all preparation sheets
i need your help
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Streams: First Year Classes (literary) Source: The Crossroads
Unit I: Getting Through
Input: Stop And Consider
The Aim: -To consolidate grammar notions
- To make them consider these notions in context both deductively and inductively.
Steps of the lesson:
Timing Steps Input /Output Aims
10 mn
Warming up -T asks the pupils some questions related to the text given.
E.g.:-Why does Omar use the internet?
- Why does he download pictures?
-The pupils skim the text then answer. -In order to pick out examples.
15mn
Presentation
-The teacher discusses the examples with his / her students.
-“T” explains
-Pps derive rules
-Pupils fill in the reminder.
-To interact with the learners about the sentences.
-To make them interpret the contexts in which the different sentences can occur.
-To derive rules.
10mn
Oral drill
-The teacher asks the pupils to give1 or 2 examples.
-Students give examples.
-To check the pupils comprehension.
10mn Practice
Activity one -Teacher asks the pupils to do the activity 1 on the work sheet .
-Pupils think then do it.
-T checks.
-Pps correct. -To be able to use to, in order to, so as to and its negatives.
10mn Activity two
-Teacher read the instruction.
-Pupils do the activity.
-Teacher checks the pps answers.
-Pps correct on the board. -To be able to link sentences with their appropriate purposes.
10mn Activity three Pair Work:
-Pupil1 reads the first part of the sentence written in the card. The other pupils check for the completion in their cards then read the best completion using the appropriate linker. - To motivate pupils to practice the rules more and more.
-To use correct sentences expressing purpose.
5mn Produce -Pupils try to build up sentences of their own expressing the purpose -To build up correct meaningful sentences expressing purpose.
The teacher :
Steps Sollutions
Warming up - He always uses the internet to research
- He downloads a lot of pictures from there in order to use them in his work
Presentation
The Reminder
* We use to, so as to, in order to to express purpose.
* To, so as to, in order to can be used in the beginning or in the middle.
* The negatives are: not to, in order not to, so as not to.
* After to, so as to, in order to and their negatives we use a verb (stem)
Oral drill
Practice
Activity One
- to – in order to – so as not to – to –in order not to
Activity Two
1- so as not - a
2- in order to - c
3- to - d
4- in order not to - b
Activity Three
Pair Work:
1-She gives her daughter a chocolate in order to stop crying.
2-He doesn’t shout so as not to disturb his neighbors
3-He got a new e mail to chat with his friends.
4-I’ve collected money so as to buy q dictionary.
Produce
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toto2011
2011-11-05, 07:33
1[ ]st year lesson plans
[/B][/B]Streams: 1 st year classes (Scientific) Source: The Crossroads
Unit I: Getting Through Input: Listening and Speaking
The project
Internet Project Poster
CV writingSequence 1: Listening and speaking pp. 4-7ý
The aim of this sequence is to develop the listening and speaking skills with reference to the following ýfunctions: instructing and expressing purpose, and related ******** forms (e.g., sequencers and ýimperatives)ý
ý1/-Anticipate:ý
Aim: To interact the learners to what will come next in the listening and speaking sequence.ý
Steps of the lesson:ý
TimingStepsInput / OutputAimsý10mnsýWarming ýupý-« T » asks questions ý
ý What does the picture show?ý
ý-The students look at the picture and ýanswer.ýý-To introduce the topic ýby interpreting picturesý35mnsýTask 1+2ý
ý(P 4)ýý-« T » asks questions about the computer?ý
ý Have you a computer at home?ý
ý What do it consist of?ý
ý-The student answer ý
ý-« T » asks pps to listen and to identify the ýparts of the computer ý
ý-« T » reads the words in the box loudly.ý
ý- « T » checks ,corrects ý
ý- Pps write on the bb
ý-« T » asks pps to find other words related ýto computers and write them on the copy ýbooký-To interact and identify ýthe different parts of the ýpc.ý
ý-To get new vocabulary ýitems.ý
ý ýý15mnýTask 3+4ý
ý(P4)ýý-« T » asks pps to listen then say the e mail ýaddress written ý
ý-Pps read aloud the address.ý
ý-« T » asks the pupils to invent their own e-ýmail.ý
ý-Pps tell each other their e-mail address.ýý-To know how to ask for ýand give information in ýrelation with e-mail ýaddresses.ý
ý- To work in pairs : ý
Ask for and give the e-ýmail address.ý
Keys:ý
StepsSolutions
Task 1+2ý
ý(P 4)ý
ý-it represents a pc ý
ý-the parts of the computer :ý
ý1-printer, 2-central unit,3-monitor, 4-screen ,5-speaker ,6-mouse ,7-key board,8-ýfloppy disks , 9- floppy disk drive.ý
Other words related to computers :ý
Cd –rom , scanner, mouse mat, flash disk, excel,ý
Task 3+4ý
ý(P4)ý
Yacine two thousand and five at yahoo dot com
ahmed@maktoob.com ý
ý ý
ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Listen and check p.5/17ý
The Aim: ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAims
ý20mn
task1 p 17ý
ý5ýý- direct the learners’ attention to the picture ýand interact with them about it
in order to make them identify/interpret ýthe context
then the teacher asks them the following ýquestions
T: What does the picture represent
pp:give various anserws
T: How many children are there?ý
pp:ý
T: Where/who are they?ý
pp:ý
T: What are they doing?ý
pp:ý
T: How would you describe their attitudes ýtowards each other/one another
then the teacher Makes his interaction with ýhis learners drift gradually and smoothly ýtowards the question asked in task one
ý-Once the teacher is sure that his learners ýhave understood what to do, he allows them ýjust enough time to read the jumbled ýinstructions on how to access e-mail to ýsequence them correctly. He Provides helps ýin case the learners meet with vocabulary ýproblems in the instructions.ý
ý-The aim behind this task is to ýý‘teach’ learners to recognise ýand sequence the main ideas in ýspoken interaction
ý- follow the thread of what is ýbeing said by concentrating and ýrecognising the key words
ý- Trains on the learners in this ýlistening strategy with reference ýto the function of instructing and ýrelated ******** forms and ýnotions (e.g., the imperative and ýthe sequencers).ý
ý15 MNý
task 2 P17/5ý
First, the teacher Simulates the spoken ýinteraction (the listening script) on page (i) at ýthe end of the textbook.ý
The teacher must stress only the key words ýý(e.g., sequencers).since learners will listen to ýkey words in order to pick out the sequencing ýorder of the instructions.ý
ý_then the teacher asks the students to ýsequence the instructions using ýsequencers:first,then,next,after that and ýfinally
ý-ý learners check their answers ýto the question in task one
ý- train the learners to speak ýfrom notes or memory with ýreference to the function of ýinstructing and related ******** ýforms.ý
ý:ýý ý
ý25mný
task4 +5P ýý5/17ýý- The teacher has to make the learners build an ýoverall impression of what the listening script ýwill be about before having them listen to it.ý
ý -He can ask them about their own opinions ýconcerning the advantages and drawbacks of ýsending e-mail and ordinary messages.ý
ý T: How often do you send messages? Which ýway of sending messages do you think is better, ýelectronic or ordinary mail?ý
ý ý
ý-The teacher must Encourage learners to use one ýof the following phrases when they give their ýopinions: I think/believe/It seems to me (that)… ýTo my mind/In my opinion/ As far as I’m ýconcerned
ý-the teacher lets the students copy down the ýtable and indicates their opinion by ticking in ýappropriate boxes.ý
ý-then the teacher Simulate the spoken ýinteraction on pages (i) and (ii) at the end of the ýtextbook.ý
ý-First, the teacher checks the listening ýcomprehension task i.e., finds out whether ýlearners have picked out the opinions expressed ýin the spoken interaction.ý
ý- Then he interacts with the learners to know ýwhether or not the two informants have the same ýor differing opinion
ý- After that he asks them to comment further in ýorder to justify their answers. After that, he ýpersonalise the interaction by asking them ýwhether or not they have the same opinion as the ýinformants
TS: Are you of the same mind? Why? How do ýyou feel about it? I think that email is…, but s/he ýthinks that …)’.ý
PP: various answers.ý
ý-learners listen for specific ýdetails of information coming ýin a spoken interaction ýinvolving an interview about ýthe advantages and ýdrawbacks of sending ýmessages by electronic and ýordinary mail
ý-The learners will revise the ýfunctions (e.g., comparing, ýexpressing opinion/point of ýview) and related ******** ýforms.ý
Keys:ý
StepsSolutions
Task 4+5ý
ý(P 5)ý
Task 4 P5/17ý
ý In order to access e-mail, you need to do the following, first you switch on ýyour computer, and then you select an ISP; next click on e-mail. After that, you ýenter your ID and password.Next, you sign in, then you wait for the connection ýto your e-mail.Finally, you click on read or send to check your in-box.ý
Task 5 P5/17ý
FeaturesE-mailSnail mailFasterxCheaperxMore interestingxLess personalxLess convenientx
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Listening and Speaking
Say it clear p.6/18ý
The Aim: - learners will revise the intonation pattern in requests and get familiar with the comparative of ýsuperiority of adverbs.ý
ý Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Warming ýupý-. ý
Books closed Ask learners to tell you ýwhy they were absent/What they did ýyesterday/What class they will have next? ýWho is their teacher of Mathematics? ýEtc.)ý
ý- interact with your ýlearners by simulating ýclass situations where ýyou will use all the ýrequests in task 1.ý
ý15mný
Presentation
ý- Each time they answer your prompts, ýsimulate misunderstanding or mishearing ýand ask them to repeat what they have ýsaid using the requests in task 1.ý
ý-When you speak, you communicate ýinformation both verbally i.e., by using ýwords and non-verbally, i.e., by using ýgestures, facial expressions, etc... So hold ýyour hand close to your ear to indicate ýmishearing).ý
tell them to open their books and do the ýtask as indicated.ý
ý THE RULRE
intonation goes up at the end of ýrequests
Requests will become orders in ýcase you make them with a falling ýtoneý-To interact with the ýlearners about the ýsentences.ý
ý-To make them interpret ýthe contexts in which the ýdifferent sentences can ýoccur.ý
ý-To derive rules.ý
ý10mný
Oral drill
ý-The teacher asks the pupils to give1 or 2 ýexamples.ý
ý-Students give examples.ý
ý-the teacher checks and corrects.ý
ý-To check the pupils ýcomprehension.ý
ý10mn ý
Practice
Activity twoý Refer the learners to samples of requests ýin task one. If necessary, illustrate what ýthe learners are required to do by ýtransforming one of the statements into a ýrequest
Read aloud the request and mark the ýintonation pattern.ý
key to the task:ý
a- Could you type more quickly, please? ý
b- Can you press the key more smoothly, ýplease?ý
c- Could you drive less quickly, please?ý
d- Could you use the computer more ýfrequently, please?ý
e- Can you arrive earlier, please?ý
f- Can you jump higher, please?ý
g- Could you work harder, please?ý
ý- make requests out of ýinformation provided in ýthe form of statements ýcontaining comparatives ýof superiority.ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: listening and speaking
The Aim: The aim behind this lesson is to recognise stress patterns in two syllable words related to ýcomputers
Steps of the lesson:ý
Timing ýStepsInput /Output ýAims
ý10 mný
Warming ýup
The hidden ýmessage
P6/18ý
ý-The teacher refers the learners to the ýphonetic symbols on pages XII and XIII ýof the textbook.ý
ý-Then he Re-writes the first word himself ýfor illustration
ý- Then he gets the learners to compete as ýto who will be the first to decipher the ýwhole message.ý
Key :ý
Your floppy contains a virus; ýremove it from my computer
ý-ý To initiate the ýlearners to phonetic ýtranscription.ý
ý15mný
Task three
p6/18ý
ý- The teacher Directs his learners’ ýattention to the table and shows them ýhow to split words into syllables.ý
ý-then Foreground the sound-spelling links ýrepresented by the words and their ýphonetic transcriptions as well as the ýstressed syllables. You can use the ýfollowing table for highlighting this ýinformation.ý
You see/writeYou say/read ýaloudOnce the learners know what is required ýof them, let them do the task alone on a ýrough copybook.ý
ý-the teacher checks and correctsý-ý The aim behind this ýtask is to recognise ýstress patterns in two ýsyllable words ýrelated to computers.ý
ý-ý Identifying and ýrecognizing syllables
ý10mný
Task four
P6/18ý
ý- The teacher copies the table on board ýand to have the learners correct their ýanswers on their own.ý
ý-then he must Give some time for the ýlearners to analyse the stress pattern in ýthe two columns to draw the rule for ýaccentuation/word stress in two syllable ýwords.ý
TS: Look at the words in column A. Are ýthey verbs, nouns, prepositions or ýadverbs?ý
Where is the stress, on the first or on the ýsecond syllable? What about the words in ýcolumn B? … What conclusion can you ýdraw ?ý
ý the rule of two syllables words stress
In two-syllable words, stress usually ýfalls on the second syllable when the ýword is a verb, but it is placed on the ýfirst syllable when the word is a noun.ý
ABbrowser - cursor - ýpointer - window ýfloppy - icon - ýkeyboard - ýmodemconnect - protect - ýremove
erase - escape - ýdisplay
ý-ý learners will check ýtheir answers to task ýthree as you read ýaloud the words in ýthe box
ý-ý to draw the rule for ýaccentuation/word ýstress in two syllable ýwordsý5mnýProduceý-Pupils try to give examples of two ýsyllables words either verbs or nouns and ýidentify the stress patterns.ýý-To drill the rule of word ýstress(two syllables).ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Listening and speaking
Your turn p.7/19ý
The Aim: - the learners will practise and consolidate the speaking skill with reference to functions (e.g., ýinstructing and expressing purpose) and related ******** forms.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý20 mn
Task 1P7/19ýý-TS Refers the learners to the sentences in ýcolumns A and B. Then asks them to read ýthem very quickly and identify the main ýidea
ý-then he makes sure everyone ýunderstands the sentences before telling ýthem to work in pairs to do task 1.ý
ý-after that, he interacts with his learners ýto check their answers.ý
The key to the tas
ý1-b, 2-a, 3-d, 4-c.ý
ý-ý allow the students to ýhave an overall ýimpression of what ýthe sentences are ýabout
ý-ý instructing and ýexpressing purpose
ý25mný
Task ýý2+3P7/19ý
ý-The teacher asks his students to organise ýthe jumbled sentences written on the ýboard during the previous task into a ýcoherent paragraph using sequencers and ýmodals. He can help the learners by ýgiving them the first two introductory ýsentences in the key below. ý
Students do the task
ý-teacher checks
ý-correction on the board
Here is a suggested key to task two:ý
ý‘Ok, you want to create an e-mail ýaccount? It is very easy. First, you have ýto switch on the central unit and the ýmonitor in order to start the computer. ýNext, you need to go to the address ýsection to choose a site’. ‘Well, if you ýwant to create an e-mail account, click on ýthe e-mail option in the menu. After that, ýclick on the ‘sign up’ icon in order to ýopen the page for personal details…’ (The ýlearners can complete the instructions)ý
ý-Sequencing
ý-reordering
ý-expressing obligation ýwith must and have to
ý- organisation of ideas in ýa paragraph
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Listening and speaking
Say it in writing p.7/19ý
The Aim: - The learners will re-invest what they have learned in the previous tasks in terms of functions ýand related ******** forms in order to produce an argumentative paragraph defending a point of view ýabout the usefulness of the Internet.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Warming ýupý-The teacher brainstorms the topic with ýthe students and jot notes on board.ý
ý-TS: What do you think about/of the ýInternet?ý
TS: Is it useful or not? Why ?ý
TS: Can you give other reasons? ýExplain/Justify…ýý-.To brainstorm the topic
ý-to jot down ideas
ý- to elicit what the ýlearners think about the ýInternet
ý15mný
Presentation
ý-the teacher encourages the learners to list ýthe reasons why they think that the ýInternet is useful or not by giving the ýfollowing transitional sentence:ý
ý‘I think that the Internet is a useful ýinvention. Let me explain/There are ýseveral reasons for this. Here are some. ýFirst ...’ý
Here are some other ways of giving an ýopinion/point of view: ‘I think/ believe ýthat/ in my opinion/to my mind/as far as I ýam concerned/If you ask me..ý
ý-The teacher discusses the reasons with ýhis / her students.ý
ý- ý
ý-To interact with the ýlearners about the ýreasons.ý
ý15mn ýPractice
ý-Teacher asks the pupils to make mini-ýpresentations about the usefulness of the ýInternet’on the work sheet.ý
ý-Pupils think then do it.ý
ý-T checks.ý
ý-Pps correct. ýý- to check if the students ýunderstands the task
ý-to make them learn ýstrategies of writing.ýý15mnProduceý-the students read their paragraphs and ýidentify errors and correct them
ý The teacher chooses the best paragraph ýand asks the students to copy it on their ýcopybooks as an example of paragraph.ýý-Error correction
ý-feedback ý
Streams: 1 st year classes Source: The Crossroads
Unit I: Getting Through Input: Reading and writing pp. 8-11ý
ý ýPP.20-21ý
Sequence two: Reading and writing pp. 8-11ý
ý1/-Anticipate:ý
Aim: The aim of this rubric is to help your learners read icons in a computer screenshot. This is a very ýuseful social skill in our modern technological world. This social skill will be developed in relation to ýfunctions covered earlier. It also aims to create a lead-in to the reading tasks proper on page 9.ý
Steps of the lesson:ý
TimingStepsInput / OutputAimsý10mnsýWarming ýupý- Direct learners’ attention to the first ýscreenshot and have them identify/ interpet ýthe different icons and information on the ýscreenshot.ý
ý-then he Illustrates the difficult vocabulary ýitems.ý
ý-To introduce the topic ýby interpreting pictures
ý- To create a lead-in to ýthe reading tasks proper ýon page 9.ýý10 minýTask 1ý
ý(P 20)ýý-the teacher sets the students to the task
key
a - 3 b - 1 c – 6 d - 4 e - 5 f – 2ýý-To interact and identify ýthe different parts of the ýpc.ý
ý-To get new vocabulary ýitems.ý
ý-to identify functions of ýdifferent parts of the ýcomputer
ý10mnTask 3ý
ý(20)ýý- Direct the learners’ attention to the second ýscreenshot and interact with them in order ýto elicit an interpretation of the information ýcontained on the screenshot.ý
ý-The screen shot is used for sending e-mails
ý- learners will learn to ýmake predictions about ýwhat will come next in ýan e-mail message on the ýbasis of information ýcontained in an e-mail ýbox screenshot.ý
Read and check P21 :ý
ý10mnsTask 1-2 ýP 21ýý-ý Make sure the learners understand what ýis expected of them in this task. They do ýnot need to read the whole message. ýIndeed, they can check their predictions ýby reading only two or three sentences ýof the e-mail message. But note that the ýprocess of making predictions keeps ýgoing all along the reading of any text. ýTherefore, you can ask your learners to ýtry it again by making other predictions ýjust after they have checked those they ýhave made earlier. (e.g., ‘what will Kirsi ýwrite about just after the two ýintroductory sentences?’)ý
Keys
to:Amel
from:Kirsi
Subject:introducing
ý- The learners will check ýthe predictions they ýhave made in task three ýof the Anticipate rubric.ý
ý-collect informationý15 minTask 3ý
ý(P 21)ýý-the teacher asks the learners to read the ýquestions and makes sure they understand ýwhat they have to
ý- As he checks the learners’ answers, he ýinteracts with them to elicit further ýinformation about Finland. For example, he ýcan ask questions about the ********s ýspoken in Finland, Finland’s neighbouring ýcountries, its currency, etc...ý
keys
A-she is Finnish
B-because she wants to know about Algiers.ý
C-lakes
D-she lives in the countryside because it is ývery nice and big.ý
E-She rarely goes out at the weekend.ý
ý- This task reverts to ýtraditional reading ýcomprehension. The ýlearners are required to ýanswer a set of ýcomprehension ýquestions.ýý10mnýTask 3ý
ý(21)ýý- the teacher draws his students attention to ýthe words written in bold ý
he takes the first word as an example
I have found your address
Then he asks them to tell him which address ýwe are talking about
then he tells them that your refers to I I ýmean my address
your is a reference word to I
ý-then he asks them to do the same with the ýother words in the text ýý- Identifying reference ýwords
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Reading and Writing
Discover the ******** pp.10-11 frequency adverbs
The Aim: - Skill building in this rubric is treated at different levels: the word level, the sentence level, ýand the paragraph level.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Warming ýupý- The teacher refers the learners to ýparagraph three. It is this paragraph, ýwhich talks about Kirsi’s regular ýactivities. ý
then he asks the learners to pick out the ýsentences which contain the frequency ýadverbs ý
ý_the teacher writes the sentences on the ýboard as examples
the examples
ý1-Igenerally get up very early
ý2-I always go there by bus.ý
ý3-I rarely go out at the weekend
ý4-I often visit my grand parents on ýweekend
ý5-I sometimes watch TVý-In order to pick out ýexamples.ý
ý15mný
Presentation
ý-The teacher discusses the examples with ýhis / her students.ý
ý-“T” explains ý
ý-Pps derive rules ý
ý-Pupils fill in the rule.ýý-To interact with the ýlearners about the ýsentences.ý
ý-To derive rules.ý
ý10mný
Oral drill
ý-The teacher asks the pupils to give1 or 2 ýexamples.ý
ý-Students give examples.ý
ý-To check the pupils ýcomprehension.ý
ý10mn ýPractice
Activity ýfour P22ýý- Direct the learners’ attention to the ýquestionnaire and ask them to identify ýwhat it is about
ý- interact with them (in open class) ýsimulating a sample interview. Show the ýlearners how to make notes by jotting ýdown the responses of your ýinformants/learners on board.ý
ý- The learners will make notes on rough ýpieces of paper when it is their turn to do ýthe task in pairs
ý- The learners will use ýquestions included in a ýquestionnaire to conduct ýan interview about ýregular activities.ýý10mnýTask five
follow-upý-the students use the information and use ýthem to write sentences as regular ýactivities using frequency adverbs
ý- write/produce a ýshort report
ý-use and identify ýfrequency adverbs.ý
Write it right p. 11ý
This task aims to make the learners re-invest what they have learned in the Disover the ******** ýrubric to write a reply to the e-mail message that they have read in the Read and check rubric.ý
ý10mnsTask 1-2 ýP 23ýý-refer your learners to Kirsi’s e-mail on page ýý9 of the textbook, and have them take it as a ýparallel or model of building and organising ýthe paragraphs of their replies
Provide them with a topic sentence for the ýfirst paragraph.ý
ý-The learners can check whether they have ýorganised their paragraphs correctly by ýreferring to the same letter).ý
ý-The teacher asks each student to read his ýletter of reply to kirsi e-mail; students must ýuse frequency adverbs to describe their daily ýactivities and to describe their families and ýhometown.ý
ý-The teacher as usual selects the best reply ýand asks the students to copy it on their ýcopybooks as an example.ý
ý- The learners are ýý‘taught’ how to build ýand organise paragraphs.ý
ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions Expressing purpose
ý - To make them consider these notions in context both deductively and inductively.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Warming ýupý-T asks the pupils some questions related ýto the text given.ý
E.g.:-Why does Omar use the internet?ý
ý- Why does he download pictures?ý
ý-The pupils skim the text then answer.ýý-In order to pick out ýexamples.ý
ý15mný
Presentation
ý-The teacher discusses the examples with ýhis / her students.ý
ý-“T” explains ý
ý-Pps derive rules ý
ý-Pupils fill in the reminder.ý
ý-To interact with the ýlearners about the ýsentences.ý
ý-To make them interpret ýthe contexts in which the ýdifferent sentences can ýoccur.ý
ý-To derive rules.ý
ý10mný
Oral drill
ý-The teacher asks the pupils to give1 or 2 ýexamples.ý
ý-Students give examples.ý
ý-To check the pupils ýcomprehension.ý
ý10mn ýPractice
Activity oneý-Teacher asks the pupils to do the ýactivity 1 on the work sheet.ý
ý-Pupils think then do it.ý
ý-T checks.ý
ý-Pps correct. ýý-To be able to use to, in ýorder to, so as to and its ýnegatives. ýý10mnýActivity two
ý-Teacher read the instruction.ý
ý-Pupils do the activity.ý
ý-Teacher checks the pps answers. ý
ý-Pps correct on the board.ýý-To be able to link ýsentences with their ýappropriate purposes.ýý10mnýActivity ýthreePair Work:ý
ý-Pupil1 reads the first part of the sentence ýwritten in the card. The other pupils ýcheck for the completion in their cards ýthen read the best completion using the ýappropriate linker.ýý- To motivate pupils to ýpractice the rules more ýand more.ý
ý-To use correct sentences ýexpressing purpose. ýý5mnýProduceý-Pupils try to build up sentences of their ýown expressing the purpose ýý-To build up correct ýmeaningful sentences ýexpressing purpose. ý
ý ý
KEYS
StepsSolutions ýWarming ýupý- He always uses the internet to research
ý- He downloads a lot of pictures from there in order to use them in his workPresentation
The Reminder
ý* We use to, so as to, in order to to express purpose.ý
ý* To, so as to, in order to can be used in the beginning or in the middle. ý
ý* The negatives are not to, in order not to, so as not to.ý
ý* After to, so as to, in order to and their negatives we use a verb (stem)ý
Oral drill
Practice
Activity One
ý ý
ý- to – in order to – so as not to – to –in order not to ý
Activity ýTwo
ý1- so as not - a
ý2- in order to - c
ý3- to - d
ý4-ý in order not to - b
Activity ýThree
Pair Work:ý
ý1-She gives her daughter a chocolate in order to stop crying.ý
ý2-He doesn’t shout so as not to disturb his neighbors ý
ý3-He got a new e-mail to chat with his friends.ý
ý4-I have collected money to buy q dictionary.ý
Produce
ý ý
ý ý
ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Stop And Consider Reflexive pronouns
The Aim: -To consolidate grammar notions
ý - To make them consider these notions in context both deductively and inductively.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Warming ýupý-T asks the pupils some questions ýrelated to the picture given.ý
E.g.:- What does the picture show?ý
ý-How many parrots/birds are there? ýOne or two?ý
ý-The pupils skim the text p 9 then ýanswer.ýý-In order to pick out ýexamples.ý
ý15mný
Presentation
ý-The teacher discusses the examples ýwith his / her students.ý
ý-“T” explains ý
ý-Pps derive rules ý
ý-Pupils fill in the reminder about ýreflexive pronouns
ý-To interact with the learners ýabout the sentences.ý
ý-To make them interpret the ýcontexts in which the ýdifferent sentences can ýoccur.ý
ý-To derive rules.ý
ý10mný
Oral drill
ý-The teacher asks the pupils to give1 ýor 2 examples.ý
ý-Students give examples.ý
ý-To check the pupils ýcomprehension.ý
ý15mn ýPractice
Activity oneý-Teacher asks the pupils to do the ýactivity 1 on the work sheet.ý
ý-Pupils think then do it.ý
ý-T checks.ý
ý-Pps correct. ýý-To be able to use reflexive ýpronouns
himself,herself,itself,yourself ý
ourselves, themselvesý10mnProduceý-Pupils try to build up sentences of ýtheir own using reflexive pronounsý-To build up correct ýmeaningful sentences ýexpressing purpose. ý
ý ý
The Keys :ý
StepsSolutions ýWarming ýupý-ý There is one parrot only. The parrot in the mirror is just a reflex ion of the ýparrot perched on a stick
ý-ý The parrot is talking to itselfPresentation
The Reminder
Reflexive pronouns usually refer back to the subject of the clause or sentence. ýHowever, the –self-particle can be used to give emphasis to the noun phrase or ýpronoun subject (e.g., I *****d it myself).ý
Oral drill
Practice
Activity One
ý ý
A/yourself
B/himself
C/herself
D/themselves
E/ourselves
F/itself
Produce
ý ý
ý ý
ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions Expressing obligation
ý - To make them consider these notions in context both deductively and inductively.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Warming ýupý-T asks the pupils some questions ý
T: in order to pass to second year what do ýyou have to do?ý
PP: we must revise our lessons.ýý-In order to introduce the ý******** ý
ý15mný
Presentation
ý-The teacher discusses the examples with ýhis / her students.ý
ý-“T” explains.ý
ý-Pps derive rules.ý
ý-Then the Pupils fill in the reminder ý
about expressing obligation and ýprohibition and lack of necessity and their ýnegative forms
ý-To interact with the ýlearners about the ýsentences.ý
ý-To make them interpret ýthe contexts in which the ýdifferent sentences can ýoccur.ý
ý-To derive rules.ý
ý10mný
Oral drill
ý-The teacher asks the pupils to give1 or 2 ýexamples.ý
ý-Students give examples.ý
ý-To check the pupils ýcomprehension.ý
ý10mn ýPractice
Activity oneý-Teacher asks the pupils to do the ýactivity 1 on the work sheet .ý
ý-Pupils think then do it.ý
ý-T checks.ý
ý-Pps correct. ýý-To be able to use to, in ýorder to, so as to and its ýnegatives. ýý5mnýProduceý-Pupils try to build up sentences of their ýown expressing the obligation and ýprohibition.ý
ý-To build up correct ýmeaningful sentences ýexpressing purpose. ý
ý ý
The Keys :ý
StepsSolutions ýPresentation
The Reminder
ý1-we use affirmative and questions forms of must and have to to express ýobligation.ý
Example: you must start from here. Do I start from here?ý
ý2-we use must not to express prohibition.ý
Example: you must not switch on the computer before quitting the program.ý
ý3-we use need not and does not have to to say that there is no obligation to do ýsomething.ý
Example: you need not send a message just phone them.ý
Note there is no past form of must we use had to and did not have to to ýexpress obligation and absence of obligation in the past.ý
Example: we had to switch off the computer before leaving.ý
Oral drill
Practice
Activity One
ý school rules:ý
ý1-you must respect your teacher
ý2-you must not eat in the classroom.ý
ý3-you must not smoke in the school.ý
ý4-you must study all the subjects.ý
ý5-you must practice sport to stay healthy.ý
ý6-you must wear uniform.ý
ý7-you must switch off your mobiles in class.ý
ý8-you must do your homeworks.ý
Produce
ý ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions Definite and Indefinite articles
ý - To make them consider these notions in context both deductively and inductively.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Presentation
ý-the teacher writes a word in Arabic then ýasks them to add and asks them to ýdistinguish between the two forms
then he writes the word pen on the board ýthen write a pen ýý-In order to introduce the ý******** forms
ý- This task aims to ýconsolidate the use of ýdefinite and indefinite ýarticles
ý15mný
Practice
Activity one
ý- Refer the learners to the reading text on ýpage 9 of the textbook to establish links ýbetween the two texts
It will help them in accomplishing the ýtask i.e. filling blanks with appropriate ýarticles if they identify the context in ýwhich the text on page 21 is written.ý
Encourage the learners to refer to the ýreminder when they check their answers.ý
Pupils think then do it.ý
ý-T checks.ý
ý-Pps correct.ý
ý-the students then discuss with the ýteacher the reminder and make difference ýbetween the articles in functions.ý
ý-To interact with the ýlearners about the ýsentences.ý
ý-To make them interpret ýthe contexts in which the ýdifferent sentences can ýoccur.ý
ý-To derive rules.ý
The Keys :ý
StepsSolutions ýPresentation
The Reminder
ý‘A’ and ‘an’ are indefinite articles. We use them only before singular countable ýnouns.ý
ý‘The’ is a definite article. We use it before common nouns singular and plural ýcountable and uncountable.ý
countable singularcountable pluraluncountable singulara photo
ý(first reference)ý
the photo
ý(second reference)ýØ photo
ý(First reference)ý
the photo
ý(second reference)ýØ paper
ý(first reference)ý
the paper( second ýreference)ý
Practice
Activity One
ý. 1 → the -2 →Ø ,3 → Ø ,4 → Ø, 5 a 6 → the, 7 → Ø, 8 à→ Ø ;9 → Ø, 10 → ýØ, 11 → the ,12 → Ø, 13 → Ø ;14 → Ø ; 15 à→ Ø ,16 → an ,17 a 18 a 19 → ýan, 20 → Ø
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions prepositional and phrasal verbs
ý - To make them consider these notions in context both deductively and inductively.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý15 mný
Presentation
Practice
Activity one
ý- The learners are already familiar with ýthe prepositions that go with the verbs in ýthe sentences. So it will be very easy for ýthem to complete the blanks. This task is ýjust a shifter task (exercise enclencheur in ýFrench); it is up to you to encourage your ýlearners to find other prepositional verbs ýand phrasal verbs. It will be a good idea ýif you advise the learners to create a ýcolumn for prepositional and phrasal ýverbs in the vocabulary notebooks that ýwe have already recommended as a ýstrategy for vocabulary development ý
KEYS
a-switch on
b-click on
c-sign in
d-sign up
e-move down
verb+preposition=phrasal verb
ý-In order to introduce the ý******** forms
ý- This task aims to ýconsolidate the use of of ýprepositional and phrasal ýverbs
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions ‘from …to…’ and ‘untilý
ý - To make them consider these notions in context both deductively and inductively.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Warming ýupý-the teacher asks the students about the ýfamous places in London
ý-the students give various answers
ý-then he asks them if they know the ýtower of London.ý
They give various answers.ýý-In order to introduce the ýtopic of the advert
ý15mný
Presentation
ý-Then he directs their attention to the ýadvert and asks them to read it;ý
ý-then he asks them to read the instruction ýor the question
ý-when he ensures that they understand ýwhat they are asked to do, he asked them ýto read the reminder about the uses of ýfrom….to and until.ý
ý-write notes
ý-The learners will ýconsolidate their ýknowledge of time ýprepositions:ý
ý-ý ý‘From …to…’ ýand ‘until/till’.ý
ý10mný
Oral drill
ý-The teacher asks the pupils to give1 or 2 ýexamples.ý
ý-Students give examples.ý
ý-To check the pupils ýcomprehension.ý
ý10mn ýPractice
Activity oneý-Teacher asks the pupils to do the ýactivity 1 on the work sheet .ý
ý-Pupils think then do it.ý
ý-T checks.ý
ý-Pps correct. ýý-To be able to use ‘from ýý…to…’ and ‘until/till’.ýý5mnýProduceý-Pupils try to build up sentences of their ýown expressing time using ‘from …to…’ ýand ‘until/till’.ýý-To build up correct ýmeaningful sentences ýexpressing time and ýduration.ý
ý ý
ý
The Keys :ý
StepsSolutions ýPresentation
The Reminder
A-We use ‘from….to’to give periods of times
ý(past) (future)ý
ý Now----------→Marchý
ý ↓-------------------------↓ ý
example:ý
It will take from now to next March to finish the work.ý
From…….to are used with:ý
ý-years(from 1954 to 1962)ý
ý-months(from May to July)ý
ý-days(from Saturday to Thursday)ý
ý-dates(from May 1st to July 5th )ý
ý-parts of the day(from dawn to 5 p.m)ý
ý-hours(from 8a.m to 5p.m)ý
B-We use ‘until’ to give end points in time.ý
ý(past) 9 o’clock ( now) (future)ý
ý ↓ ↓ ↓ý
ý h ý
example:ý
I waited for the message until 9 o’clock and I left.ý
ý Until is used with:ý
ý-years(until 2OO5)ý
ý-months(until December )ý
ý-days(until Monday)ý
ý-dates(until July 5th )ý
ý-hours(until 5 o’clock)ý
Practice
Activity One ýp33ý
ý It is just a note to tell you that the tower of London will be open for visitors ýuntil 31 October the timing is like this
from Tuesday to Saturday it is open from 10.00 to 18.00ý
the timing will remain like this until 1st of November
when the timing will become like this
from Tuesday to Saturday it is open from 9.00 to 17.00 and from Monday to ýSunday it is open from 10.00 to 17.00ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions double conjunctions
ý - To make them consider these notions in context both deductively and inductively.ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý25 mný
Presentation
Task 1ý
P34ýý- The teacher writes the reminder about ýthe use of the double conjunctions and he ýleaves a space for the examples.ý
then he asks the students to pick out the ýexamples from Kirsi’s e-mail
then he explain the different uses of the ýconjunctions stressing the use of either in ýquestions and neither in negative formsý-In order to introduce the ý******** forms
ý- This task aims to ýconsolidate the use of ýthe double conjunctions
both….and ýý,neither….norý
either…….or
ý20mn
ý15mný
Practice
Activity two
p34ý
PRODUCEý- Then the teacher moves to the task and ýexplain to the students what they are ýrequired to do.ý
ý-the students do the task
ý-T checks.ý
ý-Pps correct.ý
the students give examples ý
ý-to practice and checking ýunderstanding
ý-to ensure that the ýstudents best understand ýafter the task
The Keys :ý
StepsSolutions ýPresentation
The Reminder
A.We use both….and, neither…..nor, either…….or to talk about two things.ý
Example:………………………………………………….ý
I have lunch either at the school canteen or at a fast food restaurant.ý
B.We use also both of…,neither of….;either of…….When we use of we ýalways need the,these,those,my,your,them,us,etc.ý
Example:…………………………………………………..ý
Neither of them really belongs to me
Both of them are Jari’s friends.ý
Practice
Activity One
ý1-Both Hichem and Fatima is not late for class.ý
ý2-Both Farid and Foued likes learning ********s.ý
ý3-We leave either today or tomorrow.ý
ý4-I neither smoke nor play cards.ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: Developing Skills
The Aim: -Develop social skills like writing letters/Business letter
ý Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Warming ýupý-Ts asks the students of the different ýtypes of letters they know
pp:invitations
business letters
ý ý
ý15mný
task 1 page
ý28ý
The teacher asks the learners to read ýsilently the jumbled sentences then asks:ý
ý“What do the sentences represent?ý
PPs:a letter
T: what is the letter about?ý
PPs:give various answers
T:what does Re stand for?ý
Reference = subject
After that, the teacher asks the students ýto match the sentences with their ýcorresponding rubric in the letter’s layout.ý
keys:ý
A.3ý
B.2ý
C.8ý
D.4ý
E.9ý
F.5ý
G.7ý
H.6ý
I.1ý
ý-focus on the form layout ýof a business letter
ý ý
ý ýý15mnýTask two
P28ýý- Go over the jumbled information with ýyour learners and have them explain the ýdifficult vocabulary using structural and ýsemantic clues
ý- Then they will re-order the information ýusing numbers.ý
ý- As you check the answers with the ýlearners, encourage them to justify their ýchoices. (e.g., they can note that when we ýreply to letters, we sometimes thank the ýsender for having contacted us first…. ).ý
ý- The key to the task is as follows: b-1, a-ýý2, c-3, d-4.ý
ý-The aim behind these ýtasks is to focus on the ýorganisation of ideas ýwith reference to a reply ýto the letter of enquiry.ý
ý25 mný
Task 4ý
P34ýý- The teacher refers the learners to the ýlayout of the letter of enquiry in task one. ýThis will help them visualise how to ýpresent their replies. then he refers them ýto the correction of task two for the ýorganisation of ideas in the body of their ýreply letter
ý-the teacher sets the students to do the ýtasks in pairs to encourage peer ýcorrection.ý
ý-the teacher makes sure the learners place ýtheir replies in appropriate formats:ý
ý Thank you for your enquiry about our ýsummer courses. Please find enclosed ýhere our latest information prospectus, ýwhich we hope will be of interest to ýyou.ý
ý We are permanent, we are ýprofessional and we offer you a warm ýwelcome here at a our school.ý
ý We look forward to hearing from ýyou soon
ý ý
ý-The aim is to produce a ýreply to a letter of ýenquiry by ordering ýjumbled sentences and ýre-investing what is ýlearned in tasks one, two ýand three.ý
The form of business letter
ý Your address:ý
ý ý
ý Date:ý
Name and address of
Receiver:ý
Re:subject
Salutation
ý ý
ý ý
ý Body of the letter
ý Closing
ý ý
Streams: First Year Classes (SE) Source: The Crossroads
Unit I: Getting Through
Input: consolidation and extension
Write it out
The Aim: -To consolidate and extend the range of writing skills ý
Steps of the lesson:ý
Timing ýStepsInput /Output ýAimsý10 mný
Warming ýupý- Ts ask the students the following ýquestion: when you finish your study in ýthe university, and you will get your ýdiploma what are you going to do?ý
PPs:I will look for a job
Ts: where do you find the jobs ýadvertisements?ý
PPs:in newspapers
Ts: Ok, to be a teacher what are the ýrequirements that you must have?ý
PPs:you must be patient,tolerant,have a ýwide range of knowledge and ýunderstanding
ý-to draw the students ýattention to the way of ýgetting a job
ý-to make the students ýunderstand what do we ýmean by advertisement
ý15mný
task 1 page
ý24ý
T directs the PPs attention to the advert ýand helps them interpret the text.ý
Qs: what is the text about?ý
What is it?ý
Where is it taken from?ý
Who can be interested in reading it?ý
ý Then the teacher moves to the question ýof the task,ý
read the help wanted ad below and then ýwrite four sentences with must and have ýto to say what characteristics potential ýcandidates are required to have.ý
the teacher explains the difficult words to ýthe students
ý-Teacher asks the pupils to do the activity ýý1 on the work sheet.ý
ý-Pupils think then do it.ý
ý-T checks.ý
A key for the task:ý
the applicant must deal with children
the applicant must organize and ýparticipate in daily activities such as ýswimming singing dancing *****ng
the applicant must be tolerant and patient
ý-to offer the learners a ýmodel of adverts
ý-revise and consolidate ýthe use of modals ýexpressing obligation ýý5mnýTask two
follow-upý- ýý- The aim of this task is ýto make the learners ýaware that we do not ýwrite to ourselves but to ýparticular readers.ý
The teacher :ý
StepsSollutions ýWarming upPresentation
The Reminder
Oral drill
Practice
Activity One
ý ý
Activity Two
Activity ýThree
Produce
ý ý