Académique Documents
Professionnel Documents
Culture Documents
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MS4Level
Month Resources
Module of integration (BEM proposed
Type of themes)
Term & File competence Learning objectives Exercises and BEM samples
weeks
task
Grammar Lexis Pronunciation Learning integration Assess integration
2
related to old Diphthongs friends , try to get a photo
people's lives
File Four "4"
{winter
holiday of him , list the most
The semi- crafts Free exercises
s 2) important events in his life .
modal : "used
Interpret to …" ,antiques Once your information
gathered , make a biography BEM samples :
,history tript about your chosen Martyr.
Februar hongs Present your biography to Text as : 'Biography
Week ,geography
3
( oral and your classmates , discuss the "
written) subject with them , note down
Relative Text as : "Narrative"
Asking for and their remarks.
giving pronouns
Februar On any National days
information about
Second
Week Produce
4 people occasions present your article
(1st on November – 19th March
…)
March
Week
1
N.B:
Winter SWBAT :
March By Mr. samir bounab
Describe National Revolution
Week Holidays (yellowdaffodil66@gmail.com)
Heroes' biographies
2 Test n°2: From
Second Term’
exams
File Four:
4AM
Personal Goals:
During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your situation
Two-way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening (e.g. interviewing ,writing
about a past experience , a classmate, reading an email, listening to phone message). 2)The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community
,and about their country and the world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.
Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening) and productive skills ( speaking and writing ) , supported by the
ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
Function: Describing people's lives
Grammar: The simple past tense & [The semi-modal : "used to …"]
Pronunciation: Diphthongs [ - day- ] [ -my-][ - boy-][ - low-][ - how-][ - near-][ - hair-][ - poor-]
Vocabulary: { living – cabinet maker- shoemaker- unemployed – bodybuilder –complain- nowadays –major- shy- rank- lag- reminiscences- stone tools – caves – animal skins-spears –flute –lakes- frescoes – cavemen – front –
stay close deep – diphthong – spear – chair – pure –malt – lay – rat- idioms- sieve- bygone bitten- representational – summarize disguise – caliph- informative – interlocutor – chairperson- modesty – fan-preached – violence-against –
racist –defended- remained – tolerate- self respect – arguments- portrays – occur- illustrate – avoiding – nationalist – leader – struggle-independence- pacifist – disobedience-assassinated – betrayed }
Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
- Yes, I will teach some of the historic places and famous people of Algeria
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 modelling, 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 demonstrate:
r Describe one’s life in the past and how it used to be
r Discriminate between the diphthongs sounds
Required material and / or resources:
r The Manual’s script and photos [p 91-92 – 95-97 -99-101-103-105-107-110]
r Script page 171 -172
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Page 3
Being
The learners are asked to pay attention at the photos on page 91 and to interpret them. The pupils may work in pairs. Interpret the pictures
The teacher may help the pupils to interpret the photos by asking them to answer the following questions: and make a
proud of
discrimination between
ones Which part of Algiers is represented in the picture at the top of the page?
Students – Interpret the two situations
history At what period of the Algerian history was it taken?
teacher Read the teacher's
Who are the people in the picture? questions and try to
How did they travel ? specify the answer
How is the place shown today? according to the
Produce
Being At what period of Algerian history was picture two taken? questions given.
proud of Students – Pay attention at the
What are the thing which we find in the first picture we don't find in the second one ?
ones students photos of the stars and
history What has changed ?
try to recognize them.
The teacher invites the pupils to give back their interpretations; he helps them to express themselves by correcting their
Interact with the
mistakes and leads them to the right description. teacher about the photo
The teacher reports on the board the pupils interpretation, then invites them to read it . of each star.They are free
Teacher – to improvise.
Interact Match each
Students
Actions or Pre-listening : information with the
state that The teacher requires from the learners to open their books, look at the photos on page 92 and try to interpret them right star.
existed in Complete a dialogue ,
the past
The pupils look at the pictures and give their interpretation "orally"; the teacher listens and accepts all the answers about
Students – then use it to perform by
teacher the situation given. pairs .
Interpret
The teacher explains the instructions of 'Activity1p92' then invites the pupils to work in pairs . Perform a listening
Activity1p92: Look at the pictures of the stars, then ask and answer about what they did for living before they became actors comprehension activity
Students – You: What did {– Whoopi Goldberg – Ait Menguelat – Clint Eastwood – Arnold Schwarzenegger} do for living before he/she by listening to the
Students
become [an actor – actress/singer]? script and spot the
Actions or Your partner: He /She was [– teacher – cabinet maker – gas station attendant- body builder] right answer of the
state that You : That's right . given question
existed in Teacher – Produce
The pupils work in pairs then check their answers with the teacher.
the past Students
During- listening:
The teacher asks the pupils to shut their books , listen to him reading the script .
Students – You : What did Whoopi Goldberg do for living before she become an actress?
Students
Your partner: She was a teacher
The pupils listen then correct on the board
The learners listen to the teacher's explanation of "Activity2p92, then invites them to listen to him reading and try to
identify how the letter "d" is pronounced; Yellowdaffodil66@gmail.com
Page 3
Teacher – Post-listening:
students Activity2p92: Listen and note how the letter "d" in -used to – is pronounced. Read the script
Teacher- Interact
a. I used to be a teacher Identify the new "model "
Students b. I used to teach in a high school in Harlem, New York city. /t/
Actions or used to
state that c. They used to be wonderful. Interpret Listen and recognize the
Students –
existed in teacher The teacher invites the learners to read the script, then read all the written works on the board, finally copy down. correct pronunciation
the past
Presentation: Read & analyze.
The teacher invites the learners to read again the sentences of Activity 2p92 Interact with the
Teacher – a. I used to be a teacher b. I used to teach in a high school in Harlem, New York city. c. They used to be wonderful. Produce teacher about the new
students Isolation : The teacher isolates one of the sentences then invites the learners to read it again. 'structure' and discuss
I used to be a teacher. about it has already
been seen
Students – Analysis : Subject + verb + object Read and listen to the
teacher teacher's explanation
used to + be Interpret
Actions or Identify all the mixed
state that semi-model + verb (infinitive) tense
existed in
the past
Stating Rule: The learners are invited to state the rule from the analyzed statement. Use the grammar
Students – lesson as a reference
students and do the activities
Subject
Subject +
+ used
used to
to +
+ verb
verb (infinitive)
(infinitive) +
+ object
object =
= refers
refers to
to past
past situations
situations that
that no
no longer
longer exist.
exist.
Interpret
related to the semi-
The learners
The learners are
are invited
invited to
to open
open their
their books
books on
on page
page 184,
184, the
the teacher
teacher asks
asks the
the pupils
pupils to
to read
read the
the "Grammar
"Grammar Lesson"
Lesson" P model "used to "
while
while he
he explains
explains each
each part
part of
of the
the lesson
lesson through
through contexts.
contexts.
rac tic Identify a grammar
e: The rule and its use
Actions or Teacher – learners
state that Students are invited to perform the following tasks.
Choose the right
existed in
The teacher asks the learners to refer to the grammar lesson on page 184, and try to answer 'activity2p93' Interact answer by giving a
the past justification
Activity2p93: Look at these rules on "used to" and choose the correct answer. “ Based form task”
Students – A.We use - used to – to talk about things which. Don't happen now, but did happen in the past. Interpret Rea
teacher B.We can use….. a) the simple past to replace "used to " d respecting stress and
The teacher explains the instructions of the 'Activity 1p93 then invites the learners to do it. intonation
Actions or Students –
Activity 1p93: Consider the sentences then choose the correct alternative (possibility). Circle the letter of the correct answer. Interact with the
state that Students ”Meaning based task” teacher about the new
existed in A.I used to teach in a high school in Harlem, New York City. ( a ) I used to teach in high , but I'm playing roles in films now. Produce function 'surprise'
the past B.Did you use to like teaching? Yes, I did Did you like teaching? Yes, I did. and the way to express
C.I didn 't use to complain about them . I did not complain about them.
Your friends were enjoying their time by recollecting their past events ; when one of them asked you to
talk to tell them about your reminiscences .
Teacher – Use the “semi-model-used to- & didn’t use to” and the hints on page 94 to make a short productions it .
Students about your reminiscences . Transform the table
Interact into a drill using the
Surprising Students – The learners workers work in pair while the teacher supervises them and offers his help once needed, then invites the semi-model – used to
& Students learners to give back their answers(with justification).( the learners use their pencils and correct on their books) –
Shocking Produce
Activity 1p93: Use the information in the box to express 'surprise' “communicative based” Look at the model and
A: Karim is playing in major films. B:Really, he used to be shy. produce exchanges .
A : Souad ranked first in Mathematics. B : Really , she used to have bad marks in Geometry and
Read and perform
Algebra .
A : Ron is running faster than anyone else . B: Really , he used to lag behind everybody.
drill respecting stress
and intonation
Teacher- The teacher invites the learners to correct on the board , then read the corrected task . Produce activities as
Students home Works
The teacher explains the instructions of “Acivity2p94” then invites the learners to do it as a homework. Page 4 Interact
Students –
teacher warm-up : The teacher greets his learners and welcomes them. He inquires about their daily life school matters Yellowdaffodil66@gmail.com
The learners are invited to correct the homework given the previous hour.
Greet and welcome
The teacher supervises the work of the learners, and then invites them to give their answers (orally) while he reports
Interpret Answer a
Teacher – the answers on the board.
Actions or questionnaire about
state that
students Activity2p94: Interview each other using the questionnaire.
A. Which primary school did you use to go to ? B:I used to go to "Med Hamidouche primary School. oneself experience
existed in
the past A :Wh o used to be your teacher of Arabic ? B :Just a minute . It was Mr Mohamed . Use the semi-model
A :What about your teacher of French ? B :I don't remember her name. used to- to talk about
Students – Produce
teacher A How did you use to go to school , by bus , by car , or on foot ? B :I used to go on foot. once experience
A :Did you eat in the cateen? B :No , there were no canteens at that time. Answer the "whqqs"
A :What used to be your favorite subject? B :I used to like maths and drawing .
words by giving the
A :Did your teachers use to punish you ? B :No , they didn't ./Yes they did .
appropriate answer to
Students – the appropriate
The teacher invites the pupils to perform the activity as a drill, and then use their pencils and correct on their books.
students Interact question
The teacher asks the learners to pay attention at the 'write it up ' section which is an integrated situation, he explains
the instructions of " Activity 1p94" then asks each learner to work alone . Read and perform
Actions or Integrated Situation: (Activity 1p94) the drill respecting
state that Learning the situation: stress and intonation
existed in Interpret and the right
Teacher – Assessing the Integration:
the past
Students pronunciation of "used
The teacher invites the learners to work individually,he supervises their works, offers his help once needed then to"
invites them to give back their answers. Interact with the
Students – My reminiscences. teacher about what they
When I was younger, I used to go to school on foot. After school, I used to revise my lessons before
teacher used to do at primary
watching TV. My favourite TV show used to be 'Tom and Jerry' .My friends used to come to my home to
and middle school
play games .At school I didn't use to like maths. I used to prefer to study languages: Arabic, French and
They should make the
Students – English .The season I liked most was summer. During the summer holidays, I used to go to the beach .I
Students difference between the
used to be a very good swimmer .I remember I could swim for many meters .I used to spend whole
use of the semi –model
summer days there fishing and enjoyed the fresh air coming from all the north.
and what they are now
Actions or Produce
state that Teacher – doing
existed in Students Used the simple past
the past The pupils work in rough , the teacher supervises their works, then asks them to read their production while he tense while using the
correct on the board. semi-model "used to "
Students –
Students page 5 Produce a passage
talking about what they
used to do
Read to the audience
what they have
The teacher invites the learners to pay attention at the following example, he tries to attracts their attention to the underlined produced .
word , how are they uttered.
Example :
♪ Presentation: The baby holds a pear in his mouth. Yellowdaffodil66@gmail.com
Teacher-
Students
♪ Isolation : baby pear mouth
Interact
Students –
♪ Analysis: “a” =/ei/ “ea” =/eə/ “ou” = /aʊ/
teacher
Phonology
Diphthongs Identify vowel
&
phonetics
Teacher – ♪ Stating rule: A diphthong is a union of two vowel sounds. sounds
students
Interpret
The learners are invited for more practice on diphthongs on page 99 . Recognize the
The teacher invites the learners to look at the drawing on page 99,then try to interpret it .
Students – The learners are asked to look at the drawing and try to do the activity . phonetic symbols
teacher Interpret
B hair B eye B mouth B əʊ nose B ɪə ear of vowels
The pupils are asked to reproduce the drawing then try to identify the words corresponding to the diphthongs . Interpret a
Students –
The teacher invites the learners to correct on the board then read the corrected task .
The learners are asked to open their books on page 99, listen to the teacher explaining the instructions then try to do the 'activity'. drawing
students
Phonology Activity 3p99:Arrange the words below according to the pronunciation of the letters in bold type. Produce
Identify words
Stone
& – air – no – now – buy – boat- house – know- here – there –oil – spear – sure – chair – bear – tour – pure – corresponding to
phonetics
Teacher – hear – town – five- bay
phonetic symbols
Students
Interact with
Identify the
rhyme in a song
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Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
Function: Describing people’s life in the past
Grammar: “ semi-model” <used to > & relative pronouns (which- who- where)
Vocabulary: vocabulary related to cave, frescoes, tassili, hoggar,sahara , animals,forest……
Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
- Yes, I will teach some of the historic places (Tassili- Algerian Sahara) .
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) On familiar topics related to self and community (e.g. school interest
,health, experience and well-known events or issues).
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to:
r Talk about abd describe how life used to be in the past using the semi-model “used to & relative pronouns”
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Page 7
Teacher –
students
Read the
Teacher-
Actions or
state that Students Warm up: The teacher greets his learners and welcomes them; he interacts with tem about their daily school affairs. Yellowdaffodil66@gmail.com
existed in the
The teacher invites the learners to open their books on page 96 and pay attention at the text
past Students –
teacher Post –reading :He invites them to talk freely and sum-up the text. Interact
The teacher reads the text loudly and invites the learners to listen, follow and underline the following sentences.
Presentation:
1] It had large forests, which were full of dangerous animals.
Teacher – 2] The people who used to live in the Sahara were cave people. Interact with the
students 3] They painted many beautiful pictures of animals and hunters in the caves where they lived. Interpret
Actions or 4] They wore the skins of the animals, which they hunted. teacher about the
state that 5] It comes from the Arabic word Sahra, which means desert
existed in the Main Clause given conjunction
past Students – Analysis: The teacher invites the learners to analyze the isolated sentences. and the ones
teacher
(the people) + verb + object
already seen .
It had large forests, which were full of dangerous animals. The people who used to live in the Sahara were cave Interact
Sentences people. Produce correct
Students –
& S + V + Object Relative + S + object S + Relative + verb + object sentences without
students
Pronoun pronoun = people
= forests any repetition
Expression
Discriminate
Main clause Subordinate Relative Clause Subordinate Relative Clause
between the
Teacher –
Interpret conjunctions and
Students
They painted many beautiful pictures of animals and hunters in the caves where they lived.
their uses (object –
s + verb + object rel pr = in caves + S + object
Students –
place- subjects)
teacher Main clause Improvise what
Sentences subordinate relative clause
are those conjunction
Students – Stating Rule:
Interact
1] “ which – who – where
Students “ are relative pronouns. since they might have
& A
2] A relative
relative pronoun
pronoun isis aa pronoun
pronoun that
that marks
marks aa relative
relative clause
clause within
within aa larger
larger sentence.
sentence. It
It is
is called
called aa relative
relative pronoun
pronoun because
because it
it been seen in French.
relates to the word that it modifies and is not specific. In English, relative pronouns are: who, whom, which, Which refers
that,
whose, to objects
where, when, Who to subject where to place
Identify the
why. (Wikipedia) Teacher – conjunctions as
Expressions Students
3] Grammar notes on page 185 Interpret {Relative Pronouns}
Describe Students –
teacher
Biography
Interpret
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Of Teacher –
students
Famous
Interact about
People Students – The teacher invites the learners to read the gathered information . famous Islamic
teacher The pupils listen to the teacher explaining the instructions of 'activity6p102',then invites them to work in pairs. Produce personalities
Activity 6p102: Write a short biography using the information in the above 'activity' use the semi modal –used to – and the Interpret the
relative pronouns. picture on page
The biography : 102 and express
Describe Harun AlRashid was born in 766 and died in 809.He was the son of Al Mahdi who was the third caliph of the Abbasides dynasty of
Students – theselves about
Baghdad .His mother was of Berber stock .Harun AL Rashid married his cousin in 782.In 786, he became caliph .HarunAlRashid was a
Biography students man who was very fond of music ,science and literature. He gave his protection to many scientists and writers during his reign. Harun 'Harun Alrashid"
had many friends .Among these friends were Khalid AlBarmak,Fadl,Djaffar and Yahia .One of his pen friends was Charlemagne, who Fill in the form
Of
was the King of the Franks.Harun Alrashid was generous with him .He sent him silk robes, a chess game , a clock and an elephant to Interpret Use the
Charlemagne to show him his friendship .What he dislikes most is dishonesty. He was the hero of the famous tales called "One information in the
thousand and one nights" , where Harun Al Rashid is portrayed as a man walking the streets of Baghdad in disguise at night ….
previous activity
Famous Teacher – The teacher asks the learners to correct their works , they're asked to read and he reports the work on the board.
and try to build up
Students The pupils are asked to read all the written works on the BB, then write down on their class copy books
People The teacher explains the instructions of 'activity 1p103' and asks the pupils to do it as a home work . a biography about
The teacher supervises the work on the pupils ; invites them to read what they've done , then write it on the board . the given
Produce
Activity 1p103: Combine the two columns to form a coherent paragraph. personality
Students – Use what they
teacher Leonardo Fibonacci's biography :
have already learnt
Describe The Italian Leonard Fibonacci , who was a merchant and also a learned mathematician , introduced Arabic Interpret
(semi modal and
numerals to western Europe .He was educated in present –day Bejaia, on the North African coast , where his father
Biography Students – relative pronouns)
Students
was a commercial agent .When he returned to Italy , he published a book of mathematics, which he called 'The Book
Build complex
of The Abacus"
sentences to form a
Of The teacher invites the pupils to read the correct work on the board . cohernent
The teacher encourages the pupils to build up more biographies about the other personalities given in 'Activity2p103' Produce
Teacher – paragraph
Famous Students Work in pair
Page 15
Read their
People
Students – production then
Students Interact write down .
Give back
their production
Read
respecting stress
and intonation
Make
complex sentences
and short paragraphs
using the relative
pronouns
Use notes to expand
them into paragraphs
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File Four:
4AM
Personal Goals: During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
5.Active, evolving process: Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes and learning from them .The aim is to perform
competently ,while recognizing that errors may still occur.
a) The teacher provides a balance of activities that focus on accuracy and fluency. B] The teacher plans activities within each lesson in which learners use the language freely without worrying about errors, so
that they can focus on fluency and communication. C] The teacher plans activities in which learners use previously learned language and skills and incorporate new language and skills d] The teacher gives
learners opportunities to recognize errors and figure out how to correct them.
6. Ongoing assessment of Learning. On going , 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 .
The teacher has realistic short and long term learning objectives for learners. B] Regularly assesses learner learning. C] The teacher plans and uses a variety of assessment activities to assess learning. D] The
teacher plans and uses assessment activities that assess not only what learners know, but also what learners are able to do as speakers, listeners, readers and writers. E] The teacher teaches learners to assess
themselves and their peers so that they are aware of their progress.
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
Function: Asking for and giving information about people & Describing biographies
Grammar: Simple present tense - relative pronouns – simple past tense
Vocabulary: Vocabulary related to history and Islamic civilization scientist
Will you explicitly teach an aspect of culture in this lesson? If so, describe.
- Yes, I will teach some of the, USA national symbols & Algerian famous personalities ( Ben Badis)
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 Spoken Interaction Strategies used: To facilitate pair work in class. To convey the meaning of unknown words, phrases and structures.
To gain time to plan and recall language.
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 .
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to demonstrate:
r Ask and give information about the past of people and tribes
r Describe famous ones and famous people’s biographies
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Page 16
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
Function: Writing letter of opinion & Describing process
Grammar: Simple Past Tense
Vocabulary: Vocabulary related to history and famous personalities
Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
- Yes, I will teach some of the historic places and famous people of Algeria
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 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 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 demonstrate:
r write letter of opinion and describe biography
Step ten : The teacher invites the learners to give back their answers , then they
are asked to correct using their pencils on Strategies 1 2 3 4 their books .
Page 19 Examples D C B A
Teacher-
Students
Post –reading: Interact oTalk about the
Pieces of Students – Step eleven: The pupils are invited to pay attention at 'coping section', listen to the teacher explaining each parts of the section British
writing teacher {The aim is to show to the learners what to do to understand a difficult word} colonialism and
Step twelve: The learners are invited to listen the teacher explaining the instructions of “Activity5p108” then they are asked to use their Interpret
pencils and answer on their books. compare it with
Teacher –
Activity5p108: Read the examples in column B and match them with the strategy which it best illustrates in column A. the French one
students
Produce
oDiscriminate
Students – between the ways
teacher
Interact to fight the
colonial enemy
Step one: Keeping the same strategy as in “Activity5p108” The teacher asks the pupils to look at 'activity1p109', he explains the
instructions, the new words and expressions They are also asked to look at the picture on page 110 and try to interpret it. Then invites
Students – them to work on their rough. (pair work)
students Activity 1p109: Re-write the sentences in column B using the strategies listed in column A to get a short biography Interpret oUse notes from a
about Mahatma Gandhi. chart to produce
Biography of Mohandas Karamchand Gandhi was an Indian nationalist leader .He led the Indian struggle for independence .He was a peace
famous loving man (a pacifist), who strongly believed that non-violent cooperation could free his country from British colonial rule .He a written
personalities organized many hunger strikes and demonstrations to make India independent .India got its independence in 1947.A Hindu Produce composition
Teacher – nationalist assassinated Mahatma Gandhi (The Great Soul) in 1948.He killed him because he thought that Gandhi had betrayed
Students his people.
Step two: The teacher invites the learners to give back their answers, while he reports the paragraph on the board or asks the pupils oRespect the
to it. Then they are asked to read the whole paragraph. given strategies to
Students – Learning Integration: build a coherent
teacher Step three: The learners are asked to do the same work with the Algerian personality 'Abdel Hamid Ben Badis', he explains the set
of instructions, then work in pairs to write a letter of opinion. Paragraph
Interact
Students –
Students Your American friends sent you a letter talking about one of their national symbols, “Martin Luther King Day” oUse the given
and he wants to know about yours Interpret
Write a short letter of opinion about 'Abdel Hamid Ben Badis' texts and letters
Opinions.
Beliefs Teacher –
Use relative pronouns & time sequencers in your letter. to form similar
And point of Students paragraphs
view
Assessing Integration: expressing ones
Students – Though 'Abdel Hamid Ben Badis' I didn't participate in the War of Independence, he was for me the greatest hero of the Algerian idea and opinions
Students Revolution .I hold this opinion for four main reasons. First , he was among the Algerian intellectuals who laid the foundation of the
Produce
Algerian nation .Second ,he lived and worked for the independence of Algeria .Third , he did a colossal work to teach the Algerians
and to reestablish the Algerian personality which was rubbed by the French colonialism. We are right to celebrate Science Day on
his birthday, April 16,every year.
Step four: The pupils give back their answers, while the teacher leads them to correct on their books using their pencils. Yellowdaffodil66@gmail.com
Step five: The pupils read all the written work son the board , then write down on their class. Page 20
Extra tasks on
“Used to & relative pronouns”
<Adapted from Oxford Practice Grammar>
Exercise 1: A/ Look at this table of people who have changed Exercise 2: Complete the sentences to say what these Exercise 3: Ask questions on the underlined
what they eat or drink. (Use the semi modal- used to- ) people used to do and what they do now, as in the words
Name in the past now example.
Ann Pam meat tap water fish bottled water
Tom Mary coffee tinned fruit tea fresh fruit A: …………………………………………………….?
1] Andrew/get up/seven o’clock/now/half past seven.
Robert Susan white bread margarine brown bread butter B: In Algeria pupils used to study 6 years at
……………………………………………………………………….
Primary School.
1- Ann ………………… meat , but now she ……………………
2- Tom ……………..now, but ……………………….coffee.
2] Dan/play/violin/now/guitar
……………………………………………………………………… A: …………………………………………………….?
3- Robert …………….white bread, but now………brown bread.
4- Pam ………….tap water, but now……………bottled water. B: No ,they did not use to study French at the
5- Mary …………….fresh fruit now ,but …………….tinned fruit. 3]Anna /be / best friends/Angela/ now/ Cathy 3rd level of Primary School.
6- Susan ………………butter now, but ………………….margarine. ………………………………………………………………………
B/ Now complete theses questions. A: ……………………………………………………..?
1-………………………………..? Yes she did, but now she eats fish. 4] Susan/have/dancing lessons/now/riding lessons
2-(white bread?)………………………Yes she did ,but now she eats
B: Yes they used to study English at the 4th level
………………………………………………………………………
brown bread. of Primary School, but now they study it at Middle
3-(tinned fruit?)……………………….Yes she did ,but now she east fresh School.
5] I /buy cassettes /now/CDs
fruit.
4-(tap water?)…………………….Yes shed did, but now she drinks ………………………………………………………………………
A: ……………………………………………………….?
bottled water.
C/ Now Complete these sentences. 6] John and Jean /live/ London/now/Cardiff B : No, they did not use to take the Final
1)Ann…………………….fish ,but she does now. ……………………………………………………………………… Primary Exam t the 5th level , but they used to take
2)Susan………………….butter, but she does now. it at the 6th level.
3)Mary eats fresh fruit now, but she……………………………it. 7] David /drive/Fiesta/ now/Jaguar A: …………………………………………………………?
4)Pam drinks bottled water now, but she……………………..it. ……………………………………………………………………… B: Yes pupils used to have meals at the schools’
canteens.
Exercise 4: Complete the sentences using the information Exercise 5: Complete the sentences using the information in Exercise 6: Put in “who” or “that” only if necessary.
in brackets ( ) and “who” or “which” brackets ( ) and “that”
1-( I went to see a doctor.She helped my mother) 1) {Jack made a table .It’s not very strong} 1)The match ……………….we saw was boring.
- I went to see the doctor ……………………………my mother. -The table…………………………………………is not very strong. 2) Did I tell you about the people ………………live next door?
2-( A dog bit me.It belonged to Mrs Jones) 2}{I read about a new computer.I had seen it on TV} 3)The horse ………….won the race belongs to an Irish woman.
- The dog ……………………………….belonged to Mrs Jones -I read about the new computer……………………………….. 4)I love the ice cream………..they sell in that shop.
3-(A woman wrote to me.She wanted my advice) 3} [Jane made a cake .Nobody liked it] 5)The book……………I’m reading is about jazz.
-The woman……………………………wanted my advice. - Nobody liked the cake……………………………………………. 6)The woman ………….came to see us was selling magazines.
4- ( A bus crashed.It was twenty three years old.) 4) [Mary sent me a letter.It was very funny.] 7)We’ll go to a restaurant …………has a children’s menu.
-The bus ……………………………was twenty-three years old. - The letter……………………………………..was very funny. 8)The factory …………closed last week had been there for
5- (Ann talked to a man.He had won a lot of money .) 5](My sister wrote an article.The newspaper is going to punish seventy years.
-Ann talked to the man…………………………………………. it.) 9)Have you read about the schoolgirl………….started her own
6- (Mary was wearing the red dress.She wears it for parties.) -The newspaper is going to publish the article…………………….. business and is now a millionaire?
- Mary was wearing the red dress……………………………….. 6)( I met an old lady.She was one hundred and three years old) 10) Ethel says that the house…………..Tom has just bought has a
7- (He’s an arichitect .He designed the new city library.) -The old lady………………………………..was 103 years old. beautiful garden.
-He’s the arichitect …………………………………………………………………
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Reading Used to III- Read the text again & complete the sentences with “used to / didn’t
My name is Jack. I am 35 years old. I am a teacher. I teach English in use to”:
a junior high school. I wasn’t a good student when I was a kid. I used to be 1- Jack ……………………………….... do his homework.
late for school all the time. I didn’t use to do my homework and I didn’t use 2- Jack …………………………..…….. be a calm and serious student.
to revise my lessons regularly. My mother used to be angry about that. But 3- Jack ……………………..…………… eat well.
I used to get good marks. My teachers used to send for my parents to come 4- Jack ……………………..…………… study and eat food.
to school because I used to be a troublemaker. I used to make noise and 5- Jack ……………………..…………… stain his clothes.
fight with students in the classroom. I didn’t use to be a calm and serious 6- Jack ……………………..…………… fight with students.
student. Another thing to add about my past bad habits is that I didn’t use 7- Jack ……………………..…………… finish his meals.
to eat well. My mother always used to punish me if I didn’t finish my meals. 8- Jack ……………………..…………… have bad habits.
I used to love playing and doing dangerous things than study or food. I
used to stain my clothes or sometimes tear them up. My mum used to VI- Write the questions about Jack.
teach me good manners but I used to do what I like. Really, I used to be a Example: What did Jack use to do? He used to make noise.
bad boy. That was long time ago. Now I am a different person and I don’t 1- What ............................................................................................?
want you to be bad boys like me. Do what your parents and teachers say!!! - He used to stain his clothes.
I- Comprehension: True or false. Justify!! 2- Who …………………………………………………………………………………?
1- Jack used to go to school on time. …………….. - He used to fight with students.
…………………………………………………………………………………………………… 3- How ..............................................................................................?
. - He used to make his mother feel angry.
2- Jack didn’t use to get good marks. …………….. IV- Write sentences about these people:
…………………………………………………………………………………………………… Used to
. - I ………….......................................................................................................
3- Jack used to do what his mother said to him. …………….. - I………............................................................................................................
…………………………………………………………………………………………………… - My father........................................................................................................
. - My mother......................................................................................................
4- Jack is a bad man now. …………….. - My Brother.....................................................................................................
…………………………………………………………………………………………………… Didn’t use to
. - I ………….......................................................................................................
- I………............................................................................................................
II- Answer the following questions: - My father........................................................................................................
1. Why did the teachers use to send for Jack’s parents? - My mother......................................................................................................
…………………………………………………………………………………………………… - My Brother.....................................................................................................
2. What did Jack’s mother use to teach him? “Adapted from ESL printable”
……………………………………………………………………………………………………
3. Why did Jack’s mother use to punish him?
……………………………………………………………………………………………………
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