Streams: 1 st year classes (Scientific) Source: The Crossroads
Unit I: Getting Through Input: Listening and Speaking
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The project
Internet Project Poster
CV writing
|
Sequence 1: Listening and speaking pp. 4-7
The aim of this sequence is to develop the listening and speaking skills
with reference to the following functions: instructing and expressing purpose,
and related language forms (e.g., sequencers and imperatives)
1/-Anticipate:
Aim: To interact the learners to what will come next
in the listening and speaking sequence.
Steps of the lesson:
|
Timing
|
Steps
|
Input / Output
|
Aims
|
|
10mns
|
Warming up
|
-« T »
asks questions
What does the picture show?
-The students look
at the picture and answer.
|
-To introduce the topic by interpreting
pictures
|
|
35mns
|
Task 1+2
(P 4)
|
-« T »
asks questions about the computer?
Have you a computer at home?
What do it consist of?
-The student answer
-« T »
asks pps to listen and to identify the parts of the computer
-« T »
reads the words in the box loudly.
- « T »
checks ,corrects
- Pps write on the
bb
-« T »
asks pps to find other words related to computers and write them on the copy
book
|
-To interact and identify the different parts
of the pc.
-To get new
vocabulary items.
|
|
15mn
|
Task 3+4
(P4)
|
-« T »
asks pps to listen then say the e mail address written
-Pps read aloud the
address.
-« T »
asks the pupils to invent their own e-mail.
-Pps tell each other
their e-mail address.
|
-To know how to ask
for and give information in relation with e-mail addresses.
- To work in
pairs :
Ask for and give the
e-mail address.
|
Keys:
|
Steps
|
Solutions
|
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Task 1+2
(P
4)
|
-it represents a pc
-the parts of the
computer :
1-printer, 2-central
unit,3-monitor, 4-screen ,5-speaker ,6-mouse ,7-key board,8-floppy disks , 9-
floppy disk drive.
Other words related
to computers :
Cd –rom , scanner,
mouse mat, flash disk, excel,
|
|
Task 3+4
(P4)
|
Yacine two thousand
and five at yahoo dot com
ahmed@maktoob.com
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Streams: First Year Classes (SE)
Source: The Crossroads
Unit I: Getting Through
Input: Listen and check p.5/17
The Aim:
Steps of the
lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
20mn
|
task1 p 17
5
|
- direct the
learners’ attention to the picture and interact
with them about it
in order to make
them identify/interpret the context
then the
teacher asks them the following questions
T: What does the picture represent
pp:give
various anserws
T: How many
children are there?
pp:
T: Where/who
are they?
pp:
T: What are
they doing?
pp:
T: How would you describe their attitudes towards
each other/one another
then the teacher Makes his interaction with his learners drift gradually and smoothly
towards the question asked in task one
-Once the teacher is sure that his learners have
understood what to do, he allows them just enough time to read the jumbled
instructions on how to access e-mail to sequence them correctly. He Provides
helps in case the learners meet with vocabulary problems in the instructions.
|
-The aim behind this task is to ‘teach’ learners to recognise and sequence
the main ideas in spoken interaction
- follow the thread of what is being said by
concentrating and recognising the key words
- Trains on the learners in this listening strategy with reference to
the function of instructing and related language forms and notions (e.g., the
imperative and the sequencers).
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15 MN
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task 2 P17/5
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First, the teacher Simulates the
spoken interaction (the listening script) on page (i) at the end of the
textbook.
The teacher must stress only the key words (e.g.,
sequencers).since learners will listen to key words in order to pick out the
sequencing order of the instructions.
_then the teacher asks the students to sequence the instructions using
sequencers:first,then,next,after that and finally
|
-
learners check their answers to the question in task
one
- train the
learners to speak from notes or memory with reference to the function of
instructing and related language forms.
|
|
:
| |||||
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task4 +5P
5/17
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- The teacher has to make the learners build an overall impression
of what the listening script will be about before having them listen to it.
-He can ask
them about their own opinions concerning the advantages and drawbacks of
sending e-mail and ordinary messages.
T: How often
do you send messages? Which way of sending messages do you think is better,
electronic or ordinary mail?
-The teacher must Encourage learners to use one of
the following phrases when they give their opinions: I think/believe/It seems
to me (that)… To my mind/In my opinion/ As far as I’m concerned
-the teacher lets the students copy down the table
and indicates their opinion by ticking in appropriate boxes.
-then the teacher Simulate the spoken
interaction on
pages (i) and (ii) at the end of the textbook.
-First, the teacher checks the listening comprehension task i.e., finds
out whether learners have picked out the opinions expressed in the spoken
interaction.
- Then he interacts with
the learners to know whether or not
the two informants have the same or differing opinion
- After that he asks
them to comment further in order to justify their answers. After that, he personalise the interaction by asking them whether or not they have the
same opinion as the informants
TS: Are you of the same mind? Why? How do you feel
about it? I think that email is…, but s/he thinks that …)’.
PP: various answers.
|
-learners listen for specific details of information
coming in a spoken interaction involving an interview about the advantages
and drawbacks of sending messages by electronic and ordinary mail
-The learners will revise the functions (e.g.,
comparing, expressing opinion/point of view) and related language forms.
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|||
25mn
Keys:
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Steps
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Solutions
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||||||||||||||||||
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Task 4+5
(P
5)
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Task 4 P5/17
In order to access e-mail, you need to do the
following, first you switch on your computer, and then you
select an ISP; next click on e-mail. After that, you enter
your ID and password.Next, you sign in, then you wait for the
connection to your e-mail.Finally, you click on read or send to check
your in-box.
Task 5 P5/17
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Streams: First Year Classes (SE) Source:
The Crossroads
Unit I: Getting Through
Input: Listening and Speaking
Say it clear p.6/18
The Aim: - learners will revise the intonation pattern in
requests and get familiar with the comparative of superiority of adverbs.
Steps of the lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
|
10 mn
|
Warming up
|
-.
Books closed
Ask learners to tell you why they were absent/What they did yesterday/What
class they will have next? Who is their teacher of Mathematics? Etc.)
|
- interact with your learners by simulating class situations where you will use
all the requests in task 1.
|
|
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15mn
|
Presentation
|
- Each time they answer your prompts, simulate
misunderstanding or mishearing and ask them to repeat what they have said
using the requests in task 1.
-When you
speak, you communicate information both verbally i.e., by using words and
non-verbally, i.e., by using gestures, facial expressions, etc... So hold
your hand close to your ear to indicate mishearing).
tell them to
open their books and do the task as indicated.
THE RULRE
|
-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.
-the teacher checks
and corrects.
|
-To check the
pupils comprehension.
|
|
|
10mn
|
Practice
Activity two
|
Refer the learners to samples of requests in task one. If necessary,
illustrate what the learners are required to do by transforming one of the
statements into a request
Read aloud
the request and mark the intonation pattern.
key
to the task:
a- Could you type more quickly,
please?
b- Can
you press the key more smoothly, please?
c- Could
you drive less quickly, please?
d- Could
you use the computer more frequently, please?
e-
Can you arrive earlier, please?
f-
Can you jump higher, please?
g- Could you work harder,
please?
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- make requests out of information provided in the
form of statements containing comparatives of superiority.
|
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 computers
Steps of the
lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|||||
|
10 mn
|
Warming up
The hidden message
P6/18
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-The teacher refers the learners to the phonetic symbols on
pages XII and XIII of the textbook.
-Then he Re-writes
the first word himself for illustration
- Then he gets the learners to compete as to who
will be the first to decipher the whole message.
Key :
Your
floppy contains a virus; remove it from my computer
|
-
To initiate the learners to phonetic transcription.
|
|||||
|
15mn
|
Task three
p6/18
|
- The teacher Directs his learners’
attention to the table and shows them how to split words into syllables.
-then Foreground the sound-spelling links represented by
the words and their phonetic transcriptions as well as the stressed
syllables. You can use the following table for highlighting this
information.
Once the
learners know what is required of them, let them do the task alone on a
rough copybook.
-the
teacher checks and corrects
|
-
The aim behind this task is to recognise stress
patterns in two syllable words related to computers.
-
Identifying and recognizing syllables
|
|||||
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10mn
|
Task four
P6/18
|
- The teacher copies the table on board and to have the learners
correct their answers on their own.
-then he
must Give some time
for the learners to analyse the
stress pattern in the two columns to draw the rule for accentuation/word stress in two syllable words.
TS: Look
at the words in column A. Are they verbs, nouns, prepositions or adverbs?
Where is
the stress, on the first or on the second syllable? What about the words in
column B? … What conclusion can you draw ?
the rule of two syllables words stress
|
-
learners will check their answers to task
three as you read aloud the words in the box
-
to draw the rule for accentuation/word stress in two syllable words
|
|||||
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5mn
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Produce
|
-Pupils try to give
examples of two syllables words either verbs or nouns and identify the
stress patterns.
|
-To drill the rule
of word stress(two syllables).
|
Streams: First Year Classes (SE)
Source: The Crossroads
Unit I: Getting Through
Input: Listening
and speaking
Your turn p.7/19
The Aim: - the learners will practise and consolidate the
speaking skill with reference to functions (e.g., instructing and expressing
purpose) and related language forms.
Steps of the
lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
20 mn
|
Task 1P7/19
|
-TS Refers
the learners to the sentences in columns A and B. Then asks them to read
them very quickly and identify the main idea
-then he makes sure everyone understands the sentences
before telling them to work in pairs to do task 1.
-after that, he interacts with his learners to
check their answers.
The key to the tas
1-b,
2-a, 3-d, 4-c.
|
-
allow the students to have an overall impression of
what the sentences are about
-
instructing and expressing purpose
|
|
25mn
|
Task 2+3P7/19
|
-The teacher asks
his students to organise
the jumbled sentences written on the board during the previous task into a
coherent paragraph using sequencers and modals. He can help the learners by
giving them the first two introductory sentences in the key below.
Students do the
task
-teacher checks
-correction on the
board
Here is a suggested key to
task two:
‘Ok, you want to create an e-mail account? It is
very easy. First, you have to switch on the central unit and the
monitor in order to start the computer. Next, you need to go to the
address section to choose a site’. ‘Well, if you want to create an e-mail
account, click on the e-mail option in the menu. After that, click on
the ‘sign up’ icon in order to open the page for personal details…’ (The learners
can complete the instructions)
|
-Sequencing
-reordering
-expressing obligation with must and have to
-
organisation of ideas in a paragraph
|
Streams: First Year Classes (SE)
Source: The Crossroads
Unit I: Getting Through
Input: Listening and speaking
Say it in writing p.7/19
The Aim: - The learners will re-invest what
they have learned in the previous tasks in terms of functions and related
language forms in order to produce an argumentative paragraph
defending a point of view about the usefulness of the Internet.
Steps of the
lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
10 mn
|
Warming up
|
-The teacher brainstorms the topic with the students and jot
notes on board.
-TS: What do you think about/of the Internet?
TS: Is it
useful or not? Why ?
TS: Can you
give other reasons? Explain/Justify…
|
-.To brainstorm the
topic
-to jot down ideas
- to elicit what the learners think
about the Internet
|
|
15mn
|
Presentation
|
-the teacher encourages the learners to list the reasons why
they think that the Internet is useful or not by giving the following
transitional sentence:
‘I think that the Internet is a useful invention.
Let me explain/There are several reasons for this. Here
are some. First ...’
Here are some other ways of giving an opinion/point
of view: ‘I think/ believe that/ in my opinion/to my mind/as far as I am
concerned/If you ask me..
-The teacher discusses the reasons with his / her students.
-
|
-To interact with the learners about the reasons.
|
|
15mn
|
Practice
|
-Teacher asks the
pupils to make
mini-presentations about the usefulness of the Internet’on the work sheet.
-Pupils think then do it.
-T checks.
-Pps correct.
|
- to check if the
students understands the task
-to make them learn
strategies of writing.
|
|
15mn
|
Produce
|
-the students read
their paragraphs and identify errors and correct them
The teacher chooses the best
paragraph and asks the students to copy it on their copybooks as an example
of paragraph.
|
-Error correction
-feedback
|
Streams: 1 st year classes Source: The Crossroads
Unit I: Getting Through Input: Reading and
writing pp. 8-11
PP.20-21
Sequence two: Reading and writing pp. 8-11
1/-Anticipate:
Aim: The aim of this rubric is to help your learners read
icons in a computer screenshot. This is a very useful social skill in our
modern technological world. This social skill will be developed in relation to
functions covered earlier. It also aims to create a lead-in to the reading
tasks proper on page 9.
Steps of the lesson:
|
Timing
|
Steps
|
Input / Output
|
Aims
|
|
10mns
|
Warming up
|
- Direct learners’ attention to the
first screenshot and have them identify/ interpet the
different icons and information on the screenshot.
-then he Illustrates the difficult vocabulary items.
|
-To introduce the topic by interpreting
pictures
- To create a
lead-in to the reading tasks proper on page 9.
|
|
10 min
|
Task 1
(P 20)
|
-the
teacher sets the students to the task
key
a
- 3 b - 1 c – 6 d - 4 e - 5 f
– 2
|
-To
interact and identify the different parts of the pc.
-To get new vocabulary items.
-to
identify functions of different parts of the computer
|
|
10mn
|
Task 3
(20)
|
- Direct the learners’ attention to the second
screenshot and interact with them in order to elicit an interpretation of the information contained on the screenshot.
-The screen shot is used for sending e-mails
|
- learners
will learn to make predictions about what will come next in an e-mail
message on the basis of information contained in an e-mail box screenshot.
|
Read and
check P21 :
|
10mns
|
Task 1-2 P 21
|
-
Make sure the learners understand what is
expected of them in this task. They do not need to read the whole message.
Indeed, they can check their predictions by reading only two or three
sentences of the e-mail message. But note that the process of making
predictions keeps going all along the reading of any text. Therefore, you
can ask your learners to try it again by making other predictions just after
they have checked those they have made earlier. (e.g., ‘what will Kirsi
write about just after the two introductory sentences?’)
Keys
to:Amel
from:Kirsi
Subject:introducing
|
- The learners will check the predictions
they have made in task three of the Anticipate rubric.
-collect information
|
|
15 min
|
Task 3
(P 21)
|
-the
teacher asks the learners to read the questions and
makes sure they understand what they have to
- As he checks the learners’ answers, he interacts with
them to elicit further information about Finland. For example, he can ask
questions about the languages spoken in Finland,
Finland’s
neighbouring countries, its currency, etc...
keys
A-she is Finnish
B-because she wants to know about Algiers.
C-lakes
D-she lives in the countryside because it is
very nice and big.
E-She rarely goes out at the weekend.
|
- This task reverts to traditional
reading comprehension. The learners are required to answer a set of
comprehension questions.
|
|
10mn
|
Task 3
(21)
|
- the teacher
draws his students attention to the words written in bold
he takes the first word as an example
I have found your address
Then he asks them to tell him which address we are talking about
then he tells them that your refers to I I mean my
address
your is a reference word to I
-then he asks them to do the same with the other
words in the text
|
- Identifying
reference words
|
Streams: First Year Classes (SE)
Source: The Crossroads
Unit I: Getting Through
Input: Reading and
Writing
Discover the language pp.10-11
frequency adverbs
The Aim: - Skill building in this rubric is treated at
different levels: the word level, the sentence level, and the paragraph level.
Steps of the
lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
10 mn
|
Warming up
|
- The teacher refers the learners to
paragraph three. It is this paragraph, which talks about Kirsi’s regular
activities.
then he asks
the learners to pick out the sentences which contain the frequency adverbs
_the teacher
writes the sentences on the board as examples
the examples
1-Igenerally
get up very early
2-I always
go there by bus.
3-I rarely
go out at the weekend
4-I often
visit my grand parents on weekend
5-I sometimes
watch TV
|
-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
rule.
|
-To interact with
the learners about the sentences.
-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 four P22
|
- Direct the
learners’ attention to the questionnaire and ask them to identify what it is
about
- interact with them (in open class)
simulating a sample interview. Show the learners how to make notes by
jotting down the responses of your informants/learners on board.
- The
learners will make notes on rough pieces of paper when it is their turn to
do the task in pairs
|
- The
learners will use questions included in a questionnaire to conduct an
interview about regular activities.
|
|
10mn
|
Task five
follow-up
|
-the students use
the information and use them to write
sentences as regular activities using frequency adverbs
|
- write/produce
a short report
-use and
identify frequency adverbs.
|
Write it
right p. 11
This task aims
to make the learners re-invest what they have learned in the Disover the language rubric to write a reply to the e-mail message that they have read in
the Read and check rubric.
|
10mns
|
Task 1-2 P 23
|
-refer your learners to Kirsi’s e-mail on page 9 of
the textbook, and have them take it as a parallel or model of building and
organising the paragraphs of their replies
Provide them with a topic sentence for the first
paragraph.
-The learners can check whether they have organised
their paragraphs correctly by referring to the same letter).
-The teacher asks each student to read his letter
of reply to kirsi e-mail; students must use frequency adverbs to describe
their daily activities and to describe their families and hometown.
-The teacher as usual selects the best reply and
asks the students to copy it on their copybooks as an example.
|
- The learners are ‘taught’ how to build and organise paragraphs.
|
Streams: First Year Classes (SE) Source:
The Crossroads
Unit I: Getting Through
Input: Stop
and Consider
The Aim: -To consolidate
grammar notions Expressing
purpose
- 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.
|
KEYS
|
Steps
|
Solutions
|
|
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 have collected
money to buy q dictionary.
|
|
Produce
|
|
Streams: First Year Classes (SE)
Source: The Crossroads
Unit I: Getting Through
Input: Stop And Consider
Reflexive pronouns
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 picture given.
E.g.:- What does the picture show?
-How many parrots/birds are there? One or two?
-The pupils skim
the text p 9 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 about reflexive pronouns
|
-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.
|
|
15mn
|
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 reflexive
pronouns
himself,herself,itself,yourself
ourselves,
themselves
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10mn
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Produce
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-Pupils try to
build up sentences of their own using reflexive pronouns
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-To build up
correct meaningful sentences expressing purpose.
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The Keys :
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Steps
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Solutions
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Warming up
|
-
There is one parrot only. The parrot in the mirror
is just a reflex ion of the parrot perched on a stick
-
The parrot is talking to itself
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Presentation
|
The Reminder
Reflexive
pronouns
usually refer back to the subject of the clause or sentence. However, the –self-particle can be used to give emphasis to the noun phrase or pronoun subject
(e.g., I cooked it myself).
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Oral drill
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|
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Practice
Activity One
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A/yourself
B/himself
C/herself
D/themselves
E/ourselves
F/itself
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Produce
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Streams: First Year Classes (SE)
Source: The Crossroads
Unit I: Getting Through
Input: Stop
and Consider
The Aim: -To
consolidate grammar notions Expressing obligation
- 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
T: in order to pass
to second year what do you have to do?
PP: we must revise our lessons.
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-In order to introduce the language
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15mn
|
Presentation
|
-The teacher
discusses the examples with his / her students.
-“T” explains.
-Pps derive rules.
-Then the Pupils fill in the reminder
about expressing obligation and prohibition and lack of necessity and
their negative forms
|
-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.
|
|
5mn
|
Produce
|
-Pupils try to
build up sentences of their own expressing the obligation and prohibition.
|
-To build up
correct meaningful sentences expressing purpose.
|
The Keys :
|
Steps
|
Solutions
|
|
Presentation
|
The Reminder
1-we use affirmative and questions forms
of must and have to to express obligation.
Example: you must
start from here. Do I start from here?
2-we use must not to express prohibition.
Example: you must
not switch on the computer before quitting the program.
3-we use need not and does not have to to
say that there is no obligation to do something.
Example: you need
not send a message just phone them.
Note there is no
past form of must we use had to
and did not have to to express obligation and absence
of obligation in the past.
Example: we had
to switch off the computer before leaving.
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Oral drill
|
|
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Practice
Activity One
|
school rules:
1-you must
respect your teacher
2-you must not
eat in the classroom.
3-you must not
smoke in the school.
4-you must study
all the subjects.
5-you must
practice sport to stay healthy.
6-you must wear
uniform.
7-you must
switch off your mobiles in class.
8-you must do
your homeworks.
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Produce
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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
- To make them consider these
notions in context both deductively and inductively.
Steps of the
lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
10 mn
|
Presentation
|
-the teacher writes a word in Arabic then asks them to add and asks them to distinguish between the
two forms
then he writes the word pen on the board then write a pen
|
-In order to introduce the language forms
- This task aims to consolidate the use of definite
and indefinite articles
|
|
15mn
|
Practice
Activity one
|
- Refer the
learners to the reading text on page 9 of the textbook to establish links
between the two texts
It will help them in accomplishing the task i.e.
filling blanks with appropriate articles if they identify the context in
which the text on page 21 is written.
Encourage the learners to refer to the reminder
when they check their answers.
Pupils think then
do it.
-T checks.
-Pps correct.
-the students then discuss with the teacher the reminder and make
difference between the articles in functions.
|
-To interact with the learners about the sentences.
-To make them interpret the contexts in which the different
sentences can occur.
-To derive rules.
|
The Keys :
|
Steps
|
Solutions
|
||||||
|
Presentation
|
The Reminder
‘A’ and ‘an’ are indefinite articles. We use
them only before singular countable nouns.
‘The’ is a definite article. We use it
before common nouns singular and plural countable and uncountable.
|
||||||
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Practice
Activity One
|
. 1 → the
-2 →Ø ,3 →
Ø ,4 →
Ø,
5 a 6 →
the, 7 → Ø, 8 à→ Ø ;9
→ Ø,
10 →
Ø, 11 → the ,12 → Ø,
13 → Ø ;14 → Ø ; 15 à→ Ø
,16 → an
,17 a
18 a
19 → an, 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
- To make them consider these
notions in context both deductively and inductively.
Steps of the
lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
|
15 mn
|
Presentation
Practice
Activity one
|
- The
learners are already familiar with the prepositions that go with the verbs
in the sentences. So it will be very easy for them to complete the blanks.
This task is just a shifter task (exercise enclencheur in French); it is up
to you to encourage your learners to find other prepositional verbs and
phrasal verbs. It will be a good idea if you advise the learners to create a
column for prepositional and phrasal verbs in the vocabulary notebooks that
we have already recommended as a strategy for vocabulary development
KEYS
a-switch on
b-click on
c-sign in
d-sign up
e-move down
|
-In order to introduce the language forms
- This task aims to consolidate the use of of
prepositional and phrasal verbs
|
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 ‘until
- 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
|
-the teacher asks the students about the famous places in London
-the students give various answers
-then he asks them if they know the tower of London.
They give various answers.
|
-In order to introduce the topic of the advert
|
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15mn
|
Presentation
|
-Then he directs their attention to the advert and asks them to read
it;
-then he asks them to read the instruction or the question
-when he ensures that they understand what they are asked to do, he
asked them to read the reminder about the uses of from….to and until.
|
-write notes
-The learners will consolidate
their knowledge of time prepositions:
-
‘From …to…’ and ‘until/till’.
|
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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 ‘from …to…’ and ‘until/till’.
|
|
5mn
|
Produce
|
-Pupils try to
build up sentences of their own expressing time using ‘from …to…’ and ‘until/till’.
|
-To build up
correct meaningful sentences expressing time and duration.
|
The Keys :
|
Steps
|
Solutions
|
|
Presentation
|
The Reminder
A-We use ‘from….to’to give periods of times
(past)
(future)
Now----------→March
↓-------------------------↓
example:
It will take from
now to next March to finish the work.
From…….to are used with:
-years(from 1954 to
1962)
-months(from May to
July)
-days(from Saturday
to Thursday)
-dates(from May 1st
to July 5th )
-parts of the
day(from dawn to 5 p.m)
-hours(from 8a.m to
5p.m)
B-We use ‘until’
to give end points in time.
(past) 9 o’clock ( now) (future)
↓ ↓ ↓
h
example:
I waited for the
message until 9 o’clock and I left.
Until is used with:
-years(until 2OO5)
-months(until
December )
-days(until Monday)
-dates(until July 5th
)
-hours(until 5
o’clock)
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|
Practice
Activity One p33
|
It is just a note to tell
you that the tower
of London will be open
for visitors until 31 October the timing is like this
from Tuesday to
Saturday it is open from
10.00 to 18.00
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
Sunday it is open from 10.00 to 17.00
|
Streams: First Year Classes (SE)
Source: The Crossroads
Unit I: Getting Through
Input: Stop
and Consider
The Aim: -To
consolidate grammar notions double
conjunctions
- To make them consider these
notions in context both deductively and inductively.
Steps of the
lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
25 mn
|
Presentation
Task 1
P34
|
- The teacher writes the reminder about the use of the double
conjunctions and he leaves a space for the examples.
then he asks the students to pick out the examples from Kirsi’s
e-mail
then he explain the different uses of the conjunctions stressing the
use of either in questions and neither in negative forms
|
-In order to introduce the language forms
- This task aims to consolidate the use of the double conjunctions
both….and
,neither….nor
either…….or
|
|
20mn
15mn
|
Practice
Activity two
p34
PRODUCE
|
- Then the teacher moves to the
task and explain to the students what they are required to do.
-the students do
the task
-T checks.
-Pps correct.
the students give
examples
|
-to practice and
checking understanding
-to ensure that the
students best understand after the task
|
The Keys :
|
Steps
|
Solutions
|
|
Presentation
|
The Reminder
A.We use both….and, neither…..nor, either…….or to talk about
two things.
Example:………………………………………………….
I have lunch either at the school canteen or at a fast food
restaurant.
B.We use also both of…,neither of….;either of…….When we
use of we always need the,these,those,my,your,them,us,etc.
Example:…………………………………………………..
Neither of them
really belongs to me
Both of them are
Jari’s friends.
|
|
Practice
Activity One
|
1-Both
Hichem and Fatima is not late for
class.
2-Both Farid
and Foued likes learning languages.
3-We leave either
today or tomorrow.
4-I neither smoke
nor play cards.
|
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
Steps of the lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
10 mn
|
Warming up
|
-Ts asks the students of the different types of
letters they know
pp:invitations
business letters
|
|
|
15mn
|
task 1 page
28
|
The teacher asks
the learners to read silently the jumbled sentences then asks:
“What do the
sentences represent?
PPs:a letter
T: what is the
letter about?
PPs:give various answers
T:what does Re
stand for?
Reference =
subject
After that,
the teacher asks the students to match the sentences with their
corresponding rubric in the letter’s layout.
keys:
A.3
B.2
C.8
D.4
E.9
F.5
G.7
H.6
I.1
|
-focus on the form
layout of a business letter
|
|
15mn
|
Task two
P28
|
- Go over the
jumbled information with your learners and have them explain the difficult
vocabulary using structural and semantic clues
- Then they
will re-order the information using numbers.
- As you check the answers with the learners,
encourage them to justify their choices. (e.g., they can note that when we
reply to letters, we sometimes thank the sender for having contacted us
first…. ).
- The key to the task is as follows: b-1, a-2, c-3,
d-4.
|
-The aim
behind these tasks is to focus on the organisation of ideas with reference
to a reply to the letter of enquiry.
|
|
25 mn
|
Task 4
P34
|
- The teacher refers the
learners to the layout of the letter of enquiry in task one. This will help
them visualise how to present their replies. then he refers them to the
correction of task two for the organisation of ideas in the body of their
reply letter
-the teacher sets the students to do the tasks in
pairs to encourage peer correction.
-the teacher makes sure the learners place their
replies in appropriate formats:
|
-The aim is to produce a
reply to a letter of enquiry by ordering jumbled sentences and re-investing
what is learned in tasks one, two and three.
|
The
form of business letter
|
Your address:
Date:
Name
and address of
Receiver:
Re:subject
Salutation
Closing
|
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
Steps of the
lesson:
|
Timing
|
Steps
|
Input
/Output
|
Aims
|
|
10 mn
|
Warming up
|
- Ts ask the
students the following question: when you finish your study in the
university, and you will get your diploma what are you going to do?
PPs:I will look for
a job
Ts: where do you
find the jobs advertisements?
PPs:in newspapers
Ts: Ok, to be a
teacher what are the requirements that you must have?
PPs:you must be
patient,tolerant,have a wide range of knowledge and understanding
|
-to draw the
students attention to the way of getting a job
-to make the
students understand what do we mean by advertisement
|
|
15mn
|
task 1 page
24
|
T directs the PPs
attention to the advert and helps them interpret the text.
Qs: what is the
text about?
What is it?
Where is it taken
from?
Who can be
interested in reading it?
Then the teacher moves to the question of
the task,
read the help wanted
ad below and then write four sentences with must and have to to say what characteristics potential
candidates are required to have.
the teacher
explains the difficult words to the students
-Teacher asks the
pupils to do the activity 1 on the work sheet.
-Pupils think then
do it.
-T checks.
A key for the task:
the applicant must
deal with children
the applicant must
organize and participate in daily activities such as swimming singing
dancing cooking
the applicant must
be tolerant and patient
|
-to offer the
learners a model of adverts
-revise and
consolidate the use of modals expressing obligation
|
|
5mn
|
Task two
follow-up
|
-
|
- The aim of this task is to make
the learners aware that we do not write to ourselves but to particular readers.
|
The teacher :
|
Steps
|
Sollutions
|
|
Warming up
|
|
|
Presentation
|
The Reminder
|
|
Oral drill
|
|
|
Practice
Activity One
|
|
|
Activity Two
|
|
|
Activity Three
|
|
|
Produce
|
|
