[بن علي عبد الغاني]

PREVIEW ( p.14)
Go through the preview with your students to let them know about what they will learn in terms of ******** and skills in this unit Brainstorm the project work which your students will carry out.. You can also prepare alternative projects that your students can do. It is not recommended to make the students work on the same project year after year. Here is a short list of other projects that can be assigned for your students in this unit: a family history project, memoirs of famous people, biographies, portraits, sketches , in short projects that fit in with the new ******** elements and skills that will be studied in the unit.
THINK IT OVER (p.15)
The aim of this rubric is to introduce the students to the topic of the file, which is life styles. Elicit your students’ responses to Mohammed Racim’s tableau/miniature using questions which contain the semi-modal used to. e.g., What does the tableau represent/show? It shows/represents life as it used to be like in Ramadan in the olden times? What can you see at the background? What did the women use to wear when they went outside then ? What about their menfolk? What did they use to put on on their heads ?
WORDS TO SAY (p.15)
The aim of this rubric is to revise the pronunciation of words related to the topic. The focus is on vowels and diphthongs. Make sure your students repeat the words. As they do so, try to diagnose possible problem sounds to which you will bring remedy in the SAY IT LOUD AND CLEAR rubric.
DISCOVERING ******** ( pp.16-21)
BEFORE YOU READ (p.16)
Interact with your students and have them identify/categorise the smaller pictures within the montage. Ask questions to elicit their responses. Which sector of economy do the small pictures with a green background represent?
What about the pictures with a yellow background ? ...
Personalise your questions gradually. In which sector of economy does your father work? Did he use to work in another sector ? ... At this stage, try not to check/correct your students’ responses. Lead them softly to contrast past and present
13
AS YOU READ(p.16)
Activity One (p.16)
The students will check their answers to some of the questions asked in the BEFORE YOU READ activity.
- The pictures with a green background represent /show the primary sector of economy. It’s a sector related to production.
-The picture with a red background shows the secondary sector of economy. It’s a sector related to transformation.
-The pictures with a yellow background represents the tertiary sector. It’s a sector related to services.
Act. Two (p.17)
Apart from being a reading comprehension activity, the aim of this activity is to introduce through the written medium the semi-modal used to in the interrogative and negative forms as well as the going to form for expressing future intentions.
a- Uncle Hassan used to work in the primary sector of economy.
b- Every morning he used to get up early to milk the cows before coming back to the kitchen for breakfast. ...
c- No, he didn’t ( use to).
d- This is an inference question. The sector of economy which attracts the greatest number of workers today is the tertiary sector . The inference can be made from §3.
e- Uncle Hassan is going to retire if his boss refuses to transfer him to a commercial service i.e., the tertiary sector of economy
Act. Three (p.17)
The aim of this activity is to revise the pronunciation of the “s” verb inflection . Refer your students to the last part of Grammar Reference on page. 188 for the pronunciation rules of the “s”ending.
/ s /
/ z /
/ iz/
Works
Wakes
Fruits
Gets
Puts
Goes
Buys
Litres
Overalls
Does
Loaves
Stays
Finishes
Services
Refuses
14 AFTER READING (p.17 -19)
Grammar desk (p.17)
The aim of this activity is to make the students observe, analyse and draw the rules for using the semi-modal used to by contrasting its uses with the present simple tense and the going to form. Refer the students to the Grammar References indicated at the bottom of the Grammar Desk to check their answers before moving on to the practice activities.
a-Sentence 1 expresses a habit in the past.
Sentence 3 expresses a habit in the present.
b- To express a habit in the past the author uses the semi-modal used
to . He uses the present simple tense and a frequency adverb
(usually) to express a habitual action in the present.
c- What did uncle Hassen use to be?
Did he use to go shopping in the town very often? ... There are other
possible questions. Try to elicit as many as possible and get other
students to answer them.
d- Sentence 5 expresses future intention. The author uses the going
to form.
PRACTICE (pp.18-19)
Act. One (p.18)
The aim of this activity is to make the students consolidate the use of the semi-modal used to (in contrast with the present simple tense).
a- Samira doesn’t like reading now, but she used to read a lot.
b- Where did she use to live ?
c- there used to be
d- didn’t use to wear
e- did she use to work in one before?
Act. Two(p.18)
The aim of this activity is to make the students aware that the letter “d” in the semi-modal used to is pronounced /t/ because of the phonological phenomenon known as assimilation. In other words the voiced /d/ sound of used assimilates itself to the /t/sound of to of the semi-modal used to..
Act.Three (p.18)
The aim here is to make the students edit the wrong uses of tenses.
a-In ancient times, most people used to worship stones.
b-We used to go for long walks in the country when my father
was alive.