التسجيل التعليمـــات قائمة الأعضاء التقويم البحث مشاركات اليوم اجعل كافة الأقسام مقروءة

اللغة الانجليزية للسنة الثانية متوسط دروس اللغة الانجليزية للسنة الثانية متوسط، حلول تمارين اللغة الانجليزية للسنة الثانية متوسط، فروض في اللغة الانجليزية للسنة الثانية متوسط، اختبارات في اللغة الانجليزية للسنة الثانية متوسط، حلول تمارين كتاب اللغة الانجليزية للسنة الثانية متوسط، دليل أستاذ اللغة الانجليزية للسنة الثانية متوسط، مذكرات اللغة الانجليزية للسنة الثانية متوسط،

دليل استاد الانجليزية

Table of Contents Introduction A. Main Concepts 1. Syllabus / Programme 2. Development 3. Finality 4. Objective 5. Approach 6. Competency B. The Syllabus 1. Finalities 2. Objectives C. The

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Table of Contents
Introduction
A. Main Concepts
1. Syllabus / Programme
2. Development
3. Finality
4. Objective
5. Approach
6. Competency
B. The Syllabus
1. Finalities
2. Objectives
C. The Competency Based Approach
1. Learner's Entry Profile
2. Learner's Exit Profile
3. Methodology
4. Project work
D. The Textbook
1. Contents
2. Time to devote to each section
3. Evaluating and adapting the textbook
E. Planning and Sequencing a Lesson
1. Concepts
2. Planning a lesson
3. Sequencing a lesson
F. Suggested Lesson Plans
1. File one
2. File five
2
Introduction
The aim of the present guidelines is to help teachers implement the newly built
programme introduced into the 2
nd
AM Classes. They are to serve as an example of
what could be done for the implementation of the programme to maximum effect.
These guidelines contain summarized information about the official syllabus and the
Competency Based Approach. They will try to make explicit the finalities of the
teaching of English as set by the educational authorities of our country as well as the
objectives to achieve and the competencies to implement. They will offer a general
framework for sequencing a lesson as well as ideas on how to adapt the learner's
textbook. They also contain a series of detailed lesson plans related to file one and
file five.
A- Main Concepts
1. Syllabus / Programme
A plan of things that will be done or included in the development of something. In our
case what is involved is the development of the teaching of English as a second foreign language.
2. Development.
The gradual growth of the teaching of English so that it becomes more and more
advanced.
3. Finality
Final goal to achieve at the end of the whole pro cess of the teaching of English as a
Second Foreign Language.
4. Objective
Something we are trying to achieve, the purpose of doing something.
5. Approach
A way of dealing with something, a way of doing o r thinking about something.
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7. Competency
The ability to do something well. A skill, an ability that we need in a particular job for a
particular task. The competency is a know how to do. It integrates capacities, skills and
knowledge.
B- The Syllabus
1. Finalities
Helping our society to get integrated in modernity.This means participation in a
community of people who use English by showing and exchanging ideas and experiences in
the fields of science, technology, culture and civilization.
.Developing the spirit of criticism, tolerance and open-mindedness.
.Acquiring competencies that will help the learner live comfortably in his environment.
These competencies are interdependent. The non-acquisition of one of them will stop or
delay the acquisition of the others. All the competencies must be integrated.
2. Objectives
a- Linguistic objectives:
The 2
nd
AM learner is supposed to be equipped with a basicamount of language
material: grammar, phonetics, vocabulary and the four skills. The 2
nd
AM syllabus
aims at consolidating and developing the 1
st
AM acquisition.
• Grammar: the learners will be trained in discovering the rules of English.
• Phonetics: improving the pronunciation and intonation.
• Vocabulary: increasing the learner's stock of lexical words.
• The four skills: more training in listening, speaking, reading and writing
aiming at communication and interaction in a free and creative way.
b- Methodological objectives:
• Promoting the pupils' learning strategies aiming atautonomy.
• Making the pupils acquire methods for working and thinking.
• Getting pupils acquire strategies of self-evaluation.
• Getting pupils to be able to exploit various documents and feel interested in
subjects that are not dealt with in class.
c- Cultural objectives:
Making the pupil open up his mind through discovering the context of English
civilization and culture. Thus, there is a necessity to:
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• Identify the pupils' real needs.
• Regard English as a real tool of communication.
• Develop oral communication ( listening and speaking) and written
communication (reading and writing )
• Set up situations of real communication.
• Choose topics according to pupils' age and interests.
• Focus on the pupil (pupil-centred teaching).
• Use suitable teaching aids.
C. The competency based approach
1. The learner's Entry profile:
The pupil has completed a whole school year (1
st
AM) in which he has been exposed to:
• Interacting orally in English
• Identifying the phonological system of English.
• Grammar and lexis.
• Interpreting and producing simple oral and written messages.
• Working in groups.
2. The learner's Exit profile.
• Consolidating the pupil's 1st AM acquisition.
• Interacting in real school life situations.
• Express oneself in more elaborated English.
• Carry on studying English at the next school level (3
rd
AM)
3. The methodology.
The competency based approach aims at bringing somechange to the pupil's role. The pupil
takes an active part in the learning process. He isno longer "a bottle to fill in" but he is engaged in all
the activities. Every thing in the teaching processis centred on the learner.
Alike the 1
st
AM level, the pupils are asked to develop the three competencies.
• Competency one: to interact orally in English.
The pupil interacts in everyday school situations by using verbal and/or non-verbal language.
The pupil will be able to situate himself in time and space in order to adapt himself to the others'
reactions.
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• Competency two:to interpret authentic oral or written documents.
The pupil demonstrates his comprehension by oral and/or written reformulation of various
types of language material through various supports(songs, films, tales, comics, games, etc …)
• Competency three:to produce simple messages orally and in writing
The pupil is gradually led to produce simple and coherent messages. Activities will be less
and less guided.
The three competences are complementary and interdependent. They are articulated around
competence one which is the key competence.
4. The project work
The project work is an important activity in the Competency Based Approach. It is creative and
allows the pupil to face the unknown.
The process of the project work follows a number ofstages.
a - The preparation stage.
• Define clearly the project (nature, aim )
• Adjust it to the competencies aimed for.
• Consider the theme, the duration, the teacher's role, the grouping of the pupils and the
assessment procedure.
b- The realization stage
• The teacher becomes an adviser, a facilitator, a resource person.
• Assist pupils in collecting ideas, planning actions.
c- The presentation stage
• Pupils write the final draft.
• Pupils present their product in front of a large audience (display, exhibition)
• Ask pupils to review their previous actions and discuss them among themselves (pupils'
feed back)
• Discuss honestly the pupils' performance (Teacher'sfeed back)
D - The Textbook
1 – The contents
Spotlight on English book two consists of five files. Each file consists of three sequences,
listening script, learn about culture, check, help,your project and self-assessment.
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The three sequences learn about culture and your project are the main features for planning and
sequencing lessons. As for listening scripts, checkand help, they are to be integrated in the different
lessons according to the different needs.
Check consists of activities (exercises ) that maybe the basis for building the different
assignments ( tasks ) the educational authorities have planned for each term ( devoirs et
compositions trimestriels ).
Self Assessment is a grid to be used by the pupilsfor their self evaluation.
a- The sequence
Each sequence consists of two main parts:
• Listen and Speak aims at training pupils in listening, picking out information, speaking at
a simple level, improving pronunciation and intonation, practising and re-using the new
language.
• Discover the language aims at helping pupils discover the rules of the English
grammar, vocabulary and spelling and practising them in series of exercises. A summary of these
rules is presented in highlighted box to make them easy to remember.
b- Learn about Culture.
This section consists of various language material (especially short and simple pieces of writing)
to serve as a guided tour to open a window on the culture of the English speaking world.
c- Your project
This section aims at training pupils to research work in all sort of subjects as science, history and
geography, etc … The pupils are led to re-use what they have learnt in English in a free and creative
way.
2- Time to devote to each section
a- Devote three hours to each sequence as follows:
• 1
st
Session (one hour): Listening script + pronunciation and spelling + practice stress and
intonation + Practice.
• 2
nd
Session (one hour): Go forward along with a review of the main features practised in
the previous lesson and doing the "Practice" activities left.
• 3
rd
Session (one hour): Discover the language (the whole section).
b- Devote one hour to Learn about Culture.
c- Devote three hours to the project work.
• 1
st
session (one hour) : Preparation
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- Define the project with the pupils.
- Organize the grouping of the pupils.
- Give specific tasks for specific groups.
• 2
nd
Session (one hour) : Realization
- Check pupils' material, information, and data.
- Help the pupils plan further actions, formulate orreformulate objectives
• 3
rd
Session (one hour) : Presentation
- Help pupils write their final draft.
- Discuss the way of presenting the products.
- Feed back (pupils and teacher )
3 – Evaluating and Adapting the Textbook
It is important for teachers to analyze the textbook in use to be sure it supports good teaching
practices. The teacher should ask him/herself questions about:
a - The format:
• Is there a teacher's book, workbook, answer key, cassettes, etc…?
• Is there a table of contents?
• How are the learning materials organized?
b- The objectives:
• What is the learner expected to do? Is the learnergoing to focus on rules or forms,
meaning, relationship between form and meaning? Which kind of mental operations
(repetition, formulation, analysis)?
• Who does what with whom (learner to class, learnersalone simultaneously, learners
in pairs)?
• With what content (input to learners, illustrations, written words, etc…)?
• What is the teacher's role?
• What is the learner's role?
• What do the materials try to accomplish?
After evaluating the materials, there may be a needto adapt some of them in order to better meet
the needs of the teacher or the learners.
There are several alternatives and ways:
• Leave things out.
• Add to existing activities.
• Reduce things.
• Rewrite material to make it fit the teaching / learning situation.
• Reorder the material to better fit the situation.
8
E – Planning and Sequencing a lesson
1 – Concepts
a- Planning:Thinking over what to do, what learners are expected to do. Thinking over the
language items to use, how to use them. Thinking over materials and aids needed. Considering the
learner's abilities, interests, preferences and of course the official programme.
Preparing a lesson plan is of an absolute necessity before teaching.
b - Sequencingدليل استاد الانجليزية biggrin.gifevising a set of activities and arranging them according to a strategy in order
to achieve the set objective.
c - Lesson:A period of one hour during which things are taught / learnt.
2 – Planning a lesson:
a- Decide what and how to teach before the lesson.
b- What to teach and how: focus on developing communication skills, not finishing the
programme or memorizing grammar rules.
c- Set a clear objective for each lesson. The objective should be observable and measurable.
• Observable: That can be seen and noticed.
e.g.: "pupils will learn about …." is not an observable objective. How can we see / notice that
pupils are really learning?
"Pupils will write…" "Pupils will use …" These two objectives are observable and
measurable. We can effectively see that learners are really writing and using what we want
them to write and use. We can notice the number of learners that are writing and measure
how well (or how bad) they are writing. Observable and measurable objectives use verbs that
refer to observable actions (e.g. discuss, describe, summarize, classify etc…)
Objectives have two parts:
• The new information ( structure, vocabulary, skill,topic)
• The communicative uses of the new information (write a dialogue, describe a friend,
write a paragraph, etc…)
d- After writing the lesson plan, check that it is well planned and time bound.
3 – Sequencing a lesson.
Each lesson (a whole period of one hour) is to be organized around three main stages:
a - Preparation: This stage prepares the learner's to receive the new information stated in the set
objectives.
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• It gives the necessary language skills to understand in the next stage (presentation).
• It checks what learners know about the subject.
• It connects with the pupils' experience and everyday lives.
• It gives learners a preview of the target structure.
b- Presentation:The new material is presented to learners who study it with the teacher or
independently. What do learners do?
They listen, speak, read or write. When presenting new information, only one thing should be
presented at once.
c- Practice:Learners practise the new information or skill. They use what is presented and
studied in the two previous stages in different ways. The teacher should devise activities for:
• Checking the learners' understanding of the new information.
• A guided use of the new information.
• Applying the new information in a free and creativeways.
The practice activities should connect with the learners' interests and language needs. They
should integrate the target skills with other skills.
d- Sequencing activities within a stage:
Activities should be organized in the following manner:
• From general to more specific.
• From mechanical to more creative.
• Form familiar to unfamiliar.
• Form receptive to productive.
• Form comprehension to application.
SUGGESTED LESSON PLANS
- File one
- File five
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File One
Period Sequen
ce
Section Objectives Language
1
st
hour Your Project Preparation : Defining the
project and organizing the
grouping of the class
Classroom language
- Language related to the
topic of the project
2
nd
hour One -Listen and speak
page8
- Practice page8
Describing a person's
physical appearance
(oral interaction)
The present simple tense
The adjectives
3
rd
hour One Go Forward page
9
Describing famous people
(writing a paragraph)
- The present simple tense
- The adjectives
4
th
hour One Discover the
language
Page 10 and 11
- Starting the rule about the
present simple tense
- Discriminating between
/s/, /z/, /iz/
The present simple tense
(Affirmative,
interrogative, negative
forms)
5
th
hour Two - Listen and speak
page 12
- Practice page13
Talking about a famous
person's life (oral
interaction)
The past simple tense
6
th
hour Two Go Forward page
13
Reading a text about
Britney Spears
- The past simple tense
- New vocabulary:
to audition,
an introduction, to join, to
tour, etc …
7
th
hour Two Discover the
language pages
14and 15
Stating the rule about the
past simple tense
- The past simple tense
(Affirmative, interrogative,
and negative forms
8
th
hour Your project - Checking pupils' material,
information and data.
- Re-formulating objectives
if necessary
Connecting language learnt in
sequences one and two with
the content of the project
work
9
th
hour Three - Listen and speak
page 16
- Practice page 17
Writing a biography Past simple + ago
10
th
hour Three Go Forward
page 17
Reading / Understanding
and picking out
information ( text
Vocabulary related to
prehistory : cave -painting,
cavemen, to hunt, mammoths,
11
page 20 : a letter from Bob
to Susan)
caves
11
th
hour Three Discover the
language
page 18 and 19
- Meaning and use of "ago".
- Possessive case ('s)
- Cavemen lived more than
30,000 years ago.
- I like Mark Twain's Tom
Sawyer.
12
th
hour Learn about
Culture
Page 21
- Reading / Understanding
texts about music around
the world.
- Writing paragraphs about
pupils' favourite kinds of
music
- Geographical names
- Proper names
- Vocabulary related to music
13
th
hour Your Project - Presenting the final draft
of the project work.
- Discussing the pupils'
actions and deciding how to
present the product to a
large audience (displaying
or exhibition).
Recycling learnt language in
a real and original
communicative situation.
12
File One - Your Project (1st Session)
Objectives:
- Preparing the pupils to the project work
- Defining the project
- Organizing the grouping of the class.
Materials needed:
A large photo of a famous person(singer, painter, footballer, dancer, actor, etc ...)
Extracts from people magazines about the famous person's life and career.
Stage one: Defining the project.
1. Ask questions about the character in the photo:
- Who is he / she?
- What is his / her job?
- Where is he / she from? Etc …
2. Make pupils read the extracts from the magazines.(Different extracts from different
rows).
3. Make pupils exchange information (orally) with their friends who have a different
extract.
4. Organize the main information in order to have thecharacter's profile
(Write a set of sentences on blackboard)
5. Introduce the word PROFILE
6. Tell the pupils that they are going to write a famous person's profile for their project
work.
Stage two:Organizing the groups of the pupils.
1. Tell pupils to make a list of famous people they know.
2. Tell the pupils to decide which one of the famous people to choose from the list.
3. If a consensus among them is not reached letpupils take a vote on this issue.
4. The grouping of the pupils: let the pupils free to organize themselves in groups
according to affinities or according to specific needs of the work and the pupils' own
abilities. Anyway, the number of groups will be given by the teacher to fit the following
points.
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a- A group for collecting materials, informationand data (illustration, texts, photos,
songs, etc …)
b- A group for writing the character's physical description.
c- A group for writing his/her biography.
d- A group responsible for selecting and synthesizing what is collected and done by the
other groups.
The group is also responsible for writing the final draft.
5. The schedule: let the pupils free to organize their work, to decide on the number of
meetings to hold, when and where to meet.
File one. Sequence one - Lesson one
Objectives:
Pupils will describe a person's physical appearanceusing the present simple tense, the
present continuous and adjectives (oral interaction)
Language forms:
• Who's the woman in the red dress?
• What is she like?
• She has got blue eyes and fair hair.
• She is wearing a wig.
• She doesn't look nice, does she?
• Jane Smith is a young, tall and slim woman with blue eyes and fair hair.
Materials needed:
Photos, pictures, drawings representing different people to describe.
Stage one:
Preparing the learners for the description of a person. Preparing the learners for the new
information and language.
1. Teacher shows a picture of a famous person andasks:
• Who is she/he?
• Where is he/she from?
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• What does he/she do?
• What colour is/are his/her - jeans?
- dress etc …
2. Teacher notes the pupils' answers down on the blackboard. Writes down the main
language items needed for the description (verbs and adjectives only).
3. Make the pupils use the written items on the blackboard in sentences.
Stage two:
Presenting the new information and language.
1. Teacher sets the scene (Sally and Steve are watching a video film)
2. Tell the learners to listen to the dialogue (listening script page 20) and take notes (only
verbs and adjectives) about Jane Smith.
3. Make the pupils read their notes. Teacher writes them down on the blackboard and
highlights the main new language needed for the description ( e.g. in the red dress, She's got …, She's
wearing, She doesn't look nice, I think she is, adjectives).
4. Deliver the dialogue twice or three times morein order to make the learners pick out
the maximum information about Jane Smith.
5. Have the learners describe Jane Smith using the items written on the blackboard. Lead
the pupils to build complex sentences like "Jane Smith is a young, tall and slim woman with blue eyes
and fair hair. (Focus on the use of: and/ withand commas).
Stage three:
Practising the new language forms. Describing the physical appearance of people.
1. Activity one page 8 (practise)
• Make pupils read examples.
• Give and explain what the pupils are expected to do.
• Make pupils work in groups and in pairs. Each row will deal with one character:
- Row one: Salim Nasser.
- Row two: Michael Young.
- Row three: Carla Giovani.
Each pair in the row will ask and answer:
a) - What is SalimNasser like?
- Salim Nasser is a young, tall and slim man with brown eyes and black hair.
b) - What is Michael Young like?
15
- Michael Young is an old short and dumpy man with blue eyes and grey hair.
c) - What is Carla Giovani Like?
- Carla Giovani is a young, small and slim girl with green eyes and brown eyes.
• Make pupils exchange information: a pupil from one row asks the question and a
pupil from another row gives the answer.
2. Describing real persons.
• Make pupils work in pairs. Tell them to choose and describe a person related to
their daily life (their teacher, butcher, greengrocer, etc…)
• Make pupils read their description to the class (exchanging information with
other pupils).
3. Homework assignment.
• Look at the three pictures at the bottom of page 9.Find the maximum
information about them. (Make the pupils aware of the fact that they will need
the information in the next lesson).
File one Sequence one – Lesson two.
Objective:
Pupils will write a paragraph describing a famous person.
Language forms:
• The present simple tense (what does she/he look like?)
• The present continuous tense (what is he/she wearing?)
• The preposition "in"(She is in a red dress. He always dresses in blue jeans. ) .
Material needed:
The "Go Forward" section of the book (text about Mohammed Fellag and the pictures of
Djamila Arras, Sami Naceri and Jim Carey).
Stage one:
Preparing the pupils for the writing of the paragraph.
1. Check pupils' homework (information about the three people in the picture page 9).
2. Ask questions about the first one (Djamila Arras)
• What's her name?
• What does she look like? Describe her.
• What does she do? (What's her job?)
• Where does she live?
16
3. Have the pupils organize the answers: Make them repeat the first answer, then the first
and the second, then the first, the second and the third and on until they describe the
person (orally).
Stage two:
Presenting and studying a model of paragraph about a famous person (Mohammed Fellag)
1. Make the pupils read the text about Mohammed Fellag (page 9) and fill in the table
with the right information (the table is previouslynoted down on the blackboard by the teacher or
prepared on small papers to be given to pupils)
Nouns Adjectives
N.B: a noun in each box and the corresponding adjectives in the corresponding box.
2. Make pupils answer the following questions:
- What does Mohammed Fellag do?
- In what languages does he write and perform his shows?
- Where does he live?
3. Note down these information on blackboard.
(Extracts from the pupil's answers)
- Writes his shows
- performs them
- In Arabic, Tamazight or French.
- In France.
4. Tel pupils to do activity 1 (Go Forward page 9) orally.
Stage three:
Writing paragraphs.
1. Split the class into two groups.
2. Give clear instructions making pupils understand that they are going to write
paragraphs about:
- Sami Naceri (Group one)
- Jim Carey (Group two)
N.B: Pupils will use the information they have got through the homework.
17
3. Have the pupils write their paragraphs (Teacherhas to go around the class to give
help).
File one Sequence one - Lesson 3
Objective:
Discovering and stating the rule that governs the use of the present simple tense.
Discriminating between the final /s/, /z/, /iz/
Language forms:
The present simple tense - affirmative
- Interrogative
- Negative
Material needed:
The pupils' textbook (Discover the language pages 10 and 11)
Stage one:
Making pupils understand the meaning of the presentsimple tense (notions of habit and
routine actions)
1. Pupils read the text "A day in the life of JaneSmith" and do activities 1 to 7 (page 10).
2. Pupils make a list of words or expressions thatrefer to the time when Jane and her
friends do things.
Fill in the table.
Words Expressions
always
never
on holidays
at seven o'clock
in the morning
in the afternoon
at six o'clock
at nine o'clock
at two o'clock
half an hour later
N.B: Focus the pupils' attention on:
• On holidays (meaning that every time Jane Smith is on holidays,she does what
is said in the text. It is a habitfor her to do that)
18
• always, never, at + time, in the morning / afternoon (meaning that the described
actions are repeated , they are routines)
3. Pupils fill in the table (prepared for them on small papers given to them).
Jane alone Infinitive of
the verbs
Jane and her friends Infinitive of
the verbs
She gets up at 7.00.
She has breakfast.
She has a bath.
She never has lunch.
She goes to her tennis club.
She goes back home.
She has a shower.
She watches the 8.00 news.
She returns home.
She goes to bed.
To get up
To have
To have
To have
To go
To go
To have
To watch
To return
To go
They eat sandwiches
She goes out.
They go to a smart restaurant
They have dinner.
To eat
To go
To go
To have
4. Have the pupils to compare the verbs with their infinitives (what's the difference?)
Pupils have to notice the use of "to".
5. Tell the pupils to compare what Jane does alone (she + verb + "s" or "es") and what
she and her friends do (They + verb).
Pupils have to notice that we add "s" or "es" to the ending of the infinitive when Jane
does things alone (when we use she, i.e. the third person of the singular).
N.B: Tell the pupils to compare :
- "She goes out with her friends" and "They (she and her friends) go out
together."
- "Have" and "Has" (irregular third person singular).
Stage Two:
Stating the rule about the present simple tense.
1. Have the pupils to answer the following questions:
- When do we use the present simple tense? Illustrate by quoting from the text.
- How do we form the present simple tense?
Think of the third person of the singular and the interrogative and negative forms.
2. Make the pupils read the "Reminder" (page 11)
19
Stage three:
Practising the different forms of the present simple tense.
1. Have the pupils to read the verbs in the table page 8 (listen and repeat). Pay attention
to the exact pronunciation of the final "s".
2. Have the pupils to do activity 3 (Practise) page10 (Classifying and pronouncing the
verbs taken from the text: "A day in the life of Jane Smith").
3. Activity 4 page 11.
• Find the questions first.
• Make the pupils repeat the questions (Pay attentionto the intonation)
• Make the pupils read the whole dialogue (pair work).
4. Activity 7 (Check page 23)
• Write the sentences in exercise-books.
File one Sequence two - Lesson one
Objective:
Talking about famous person's life.
Language forms:
The past simple tense (affirmative, interrogative and negative forms.)
Material needed:
• A photo of an Algerian writer ( M. Mammeri, M. Feraoun, M. Dib,
R. Mimouni, T. Ouattar, etc …)
• The textbook.
Stage one: Preparation.
1. Class discussion:
• Teacher shows a photo of an Algerian writer.
• Pupils tell the teacher what they know about the writer ( teacher may ask
questions about name, date and place of birth etc..if necessary.).
• Teacher makes notes on the blackboard.
2. Pupils build their own sentences using the teacher's notes and the past simple tense.
20
Stage two: Presentation.
1. Teacher reads the text page 20 (Louis Armstrong)
2. Pupils listen to the teacher and fill in the form page 12.
` N.B: The form may be adapted in order to have more information about Louis
Armstrong (Print the form and give each pupil one copy to fill in).
e.g.:
Name:
Surname: Armstrong
Nickname:
Date of birth:
Place of birth:
Job:
Places of work;
Name of Jazz bands:
Style of music:
Date of death:
Place of death:
3. Pupils report information about Louis Armstrong.
Stage three: Practice.
1. Group and pair work:
Pupils do activity "Practise" page 13
• Row one: Souad Massi
• Row two: Rowan Sebastian Atkinson
• Row three: Youssou N' Dour
N.B: Make pupils work in pairs.
2. Report work:
Pupils introduce themselves to the class (they aresupposed to be one of the
characters).
3. Individual Writing
Pupils will write a paragraph about one of the characters using the information in
the textbook and adding information from their own.
21
File one Sequence Two - Lesson Two
Objective:
• Reading / Understanding a text about Britney Spears.
• Picking out information
Language forms:
• The past simple tense.
• New vocabulary :
- To audition: To take part in an audition ( an audition is a short performance given by an actor, singer
so that somebody can decide whether they are suitable to act in a play, sing in a concert, etc …)
- To join: to become a member of an organization, a company,a club, etc…
- To tour:to travel around a country, for example to perform.
- To top:to be in the highest position on a list because you are the most successful.
- An introduction:a letter which tells somebody who you are, writtenby somebody who knows you
and the person reading the letter.
- An agent:a person whose job is to find work for an actor, amusician, a singer, etc…
- A hit:a person or thing that is very popular (for example a song)
- The charts:a list, produced each week, of the pop music records that have sold the most copies.
Material needed:
• The textbook.
• An all English dictionary.
Stage one: Preparation.
1. Individual thinking: Teacher asks questions about stars.
• Who is your favourite actor, singer, footballer, etc …
• What is he/ she famous for?
2. Class discussion.
• Pupils report their answers.
• Pupils give reasons for their preferences.
• Teacher makes notes on the blackboard.
Stage two: Presentation
1. Class discussion: Britney Spears.
• Who is Britney Spears?
• What do you know about her?
2. Pupils report answers. Teacher writes them on the board.
22
Stage three: Practice.
1. While reading task.
• Pupils read silently the text "Britney Spears" page13 and fill in the following form (a
copy is to be given to each pupil).
Dates Events
2. Pair work.
• Pupils will focus on the events.
• Pupils will use a dictionary to look for the definitions of the new vocabulary (verbs and
nouns)
• Make the pupils read the definitions. Lead pupils to choose, among the different
definitions, the one that fits the context.
3. Homework assignment.
• Research information about a famous person.
• Be prepared to talk about it in a next class (for example sequence 3. Writing a biography)
File one Sequence two - Lesson three
Objective:
• Discovering and stating the rule that governs the use and the formation of the past simple
tense.
• Discriminating between the final "ed" /t/, /d/, /id/
Language forms:
• The past simple tense:
- Affirmative
- Interrogative.
- Negative.
Material needed:
The pupils' textbook.
Stage one:Preparation
1. Individual work: Focussing on verbs.
• Make pupils read the text about Britney Spears (page 13) silently.
23
• The pupils to make of all the verbs in the past simple (write the verbs in one column and
their infinitives in another column next to the corresponding verb)
2. Report lists:
• Pupils read their lists (pay attention to the pronunciation of the final "ed".
• Teacher makes notes on the blackboard, classifying the verbs according to:
a- The pronunciation of the final "ed" for the regularverbs.
b- Verbs that change (irregular verbs)
3. Individual reading aloud.
• Make pupils read the verbs listed on page 12 (listen and repeat) – Make pupils repeat
until the final "ed" is pronounced correctly.
Stage two:Presentation

1. Individual thinking
• Pupils have to make a rule to explain:
a- When to use the past simple tense.
b- How to form the past simple tense.
2. Individual silent reading.
• Pupils read the "Reminder" page 15.
Stage three:Practice
1. Individual listening:
• Teacher delivers verbs with "ed"
• Pupils listen and classify them according to the pronunciation of their final "ed".
2. Pair work.
• Pupils do activity 5 page 15.
3. Individual writing.
• Tell pupils to turn the sentences about Britney Spears (activity one page 14) into:
a- The interrogative form.
b- The negative form
• Tell the pupils to do activity one (Practice) page 14.
4. Report work.
• Pupils report their work.
• Teacher makes notes on the blackboard.
24
File one Your Project (2
nd
Session)
Objective:
• Checking pupils' material, information and data.
• Facilitating and re-adjusting actions and deadlinesto meet.
1. Report work.
• The speakers for each group reports aloud:
- Their actions.
- Their schedule.
- The difficulties.
2. Class discussion.
• The speaker for the group responsible for collecting materials and data shows what they
have collected. Discuss what to keep and what to leave out.
• The speaker for the group responsible for writing the physical description reads what
they have written. Discuss and correct it with the help of the teacher.
• The speaker for the group responsible for writing the biography reads what they have
written. Discuss and correct it with the help of the teacher.
• All the works will be given to the speaker for the groups responsible for writing the final
draft.
3. Decide on a schedule for the next meetings of the speakers for the four groups in order to write
and organize the final draft of the project work.
File one Sequence three – Lesson one
Objective:
Writing a biography
Language forms:
Past simple + ago
Materials needed:
- photos of famous people
- the textbook
Stage oneدليل استاد الانجليزية tongue.gifreparation
1. Report Homework.
25
• Pupils report information about famous people.
• Teacher sticks photos of the famous people on the blackboard and makes notes under
each photo.
2. Class discussion
• Teacher asks the pupils to tell him what they know about Oliver Twist and Charles
Dickens.
• Teacher makes notes on the blackboard.
• Teacher and pupils compare the information (Charles Dickens and Homework) in order
to have a preview of what "ago" means.
Stage two:Presentation
1. While listening task:
• Teacher read the text page 20 (conversation betweenOlga and Aminata).
• Pupils listen and make notes.
• Teacher focuses the pupils' attention on the word "ago" and explains its meaning.
2. Pair work:
• Pupils use the teacher's notes on the blackboard and their own notes to write a paragraph
Charles Dickens and Oliver Twist.
3. Report answers:
• Pairs share their paragraph with the class.
Stage three:Practice
1. Group work
• Split the class into four groups (for example each row makes a group)
• Assign to each group a different task :
- Row one: write a paragraph about Mohammed Issiakhem.
- Row two: write a paragraph about Ray Charles.
- Row three: write a paragraph about Walt Disney.
- Row four: write a paragraph about Mohammed Dib.
N.B.: The practice section of the book (page 17) contains all the information the pupils need for
their paragraphs.
2. Report work.
• A speaker for each row will read his paragraph thatcan be completed and corrected by
one or several pupils from the same row.
3. Individual writing:
• Pupils write down their paragraphs in their exercise-books.
26
File oneSequence three - Lesson three
Objective:
• Reading the text page 20 (bob's letter to Susan)
• Picking out in formation
• Summarizing the text
Language Forms:
• Vocabulary related to prehistory (caves, cavemen, cave painting, to hunt, mammoths)
• Past simple + ago
• Interrogative and negative form of the past simple tense.
Material needed:
• Pictures of cave paintings, prehistoric people, mammoth.
• The textbook.
Stage one:Preparation.
1. Teacher shows pictures of prehistoric people andanimals and asks the pupils about what they
know about them.
• Where can you find these paintings?
• Who painted them?
• When did they paint them?
• Describe the paintings (contents, colour, etc…)
2. Teacher makes notes on the blackboard:
• Focus on new vocabulary.
• Tell pupils to give definitions of the new vocabulary items (use of the dictionary)
Stage two: Presentation.
1. Teacher presentation:
• Teacher reads the text page 20 (pupils' textbook shut)
• Pupils listen and make notes on rough paper.
2. Pupils' report:
• Pupils read their notes to the class.
• Teacher writes true items on the blackboard.
3. Class discussion.
• Pupils tell the teacher what they haven't understood.
27
• Teacher and class explain difficulties (use of the dictionary, recycling previously learnt
language)
Stage three:Practice.
1. Individual silent reading.
• Pupils read the text page 20 (bob's letter to Susan) and make notes (verbal phrases related
to what Bob and the cavemen did)
e.g.
Bob - arrived to the Sahara two weeks ago.
- went to the Tassili three days ago.
- saw the cave paintings.
- learnt a lot from the paintings.
Cavemen - lived more than 30,000 years ago
- painted the pictures of the animals killed.
- painted them upside down to show that they
dead (sometimes)
- hunted mammoths bears and tigers for their
meat and skin.
- they made clothes from their skins.
- they made paint from different plants.
2. Report work.
• Pupils read their notes
• Teacher writes them down on the blackboard.
3. Individual writing.
• Pupils use the notes on blackboard and their own notes to write a paragraph about
cavemen.
File one Sequence three - lesson three
Objective:
• Stating the rule about the meaning and the use of "ago"
• Stating the rule about the genitive (possessive case)
• Applying the two rules.
Language forms:
28
• Cavemen lived 30,000 years ago.
• I liked Mark Twain's "Tom Sawyer".
Materials needed:
• The textbook.
Stage one:Preparation.
1. Individual writing:
• Pupils write three sentences about one of the characters seen in sequences one, two or
three.
e.g.
 Charles Dickens was born in 1812.
 He died in 1812.
 "Oliver Twist" is Charles Dickens's novel.
 Mohamed Dib's "l'incendie" was adapted for television.
2. Report work:
• Pupils read their sentences to the class.
• Teacher writes down on blackboard one example with "ago" and one example with the
genitive.
3. Individual analysis.
• Teacher asks pupils about what the understand from the two examples (analyse the
meaning of the two sentences)
• Pupils report their ideas to the class.
Stage two:Presentation.
1. Teacher presentation.
• Teacher asks pupils to state the rules about "ago" and the genitive.
• Teacher corrects them (if necessary) and writes down on blackboard the rule about the
past simple + ago
e.g. –"ago" is used to show how far in the past something happened (i.e. to express the
amount of time that has passed since the end of an action)
- Ago is used with the past simple tense.
2. Individual reading and writing.
• Pupils read the rule about "ago" (on blackboard) and the "Reminder" page 19 (rule about
the genitive)
Stage three:Practice.
29
1. Individual writing:
• Pupils do activity 4 page 19:
- Write the sentence with "in + date" only.
- Change" in+ date" into "number of years + ago"
N.B.: see example given.
2. Report work.
• Pupils report the sentences to the class.
• Teacher corrects the sentences if necessary.
• Pupils copy the corrected sentences in their exercise-books.
3. Pair work.
• Use the information in activity 2 page 19 (writer, books, actors, films)
• Write questions and answers like this:
- P1: Whose novel is "le fils du pauvre"?
- P2: I think it' s Mouloud Feraoun's.
• Report questions and the answers to the class.
4. Individual writing.
• Pupils write down in their exercise books one sentence about an actor and one sentence
about a writer.
e.g. "Sister Act" is Whoopie Goldberg's film.
"Frankenstein" is Mary Shelley's novel.
File oneLearn about culture.
Objective:
Pupils will read text about music around the world and pick out information.
Language forms:
Recycling already learnt language.
Materials needed:
The textbook.
Stage one: Preparation.
1. Individual writing:eliciting information from pupils.
• Ask pupils to think of the kind of music they like.
• Pupils fill in a card (give each pupil one copy).
My favourite music
My favourite singer
30
2. Class discussion
• Pupils report their preferences to the class.
• Pupils discuss their reasons for their preferences.
3. Asking pre-reading questions(questions prepared on small papers to be given tothe pupils).
• Who is El Anka?
• What kind of music does he sing?
• What is "Chaabi"?
Stage Two:Presentation
1. Individual writing.
• Teacher reads the text about "Chaabi" music page 21(pupils' textbook shut).
• Pupils listen and write answers to the pre-reading questions individually.
2. Report work.
• Pupils report their answers to the class.
Stage three:Practice
1. Group work: silent reading
• Pupils in row one read the text about Rap page 21
• Pupils in row two read the text about Classical music page 21.
• Pupils in row three read the text about Rhythm and Blues page 21.
• Pupils in row four read the text about Hip Hop page21.
2. Individual writing.
• Each pupil in each row fills in the table with the information form the text they read.
Type of music Place Date Main
representative
Characteristics of
the music
3. Pair interview.
• Pupils from a row ask pupils from row three of fourquestions according to the
information in the table.
4. Homework assignment.
• Collect information about Rock' n Roll and write a paragraph about it.
File oneYour project (3
rd
Session)
31
Objective: Presenting the final draft of the project work.
1. Report work
The speaker for the group responsible for writing the final draft reports the class.
• He shows the final product (brochure, video, audio cassette, etc …)
• He presents the general framework of the project work (chapters, divisions,
subdivisions).
• He reads the written texts or plays the video or audio cassette … etc…
2. Class discussion
• Teacher's or pupils' intervention to point out the eventual faults and mistakes.
• Pupils, with the help of the teacher, decide on theway of presenting the final product:
- Displaying on the classroom's walls?
- Exhibition in the school hall?
- Playing the video cassette in the school auditorium?
- Via internet (if the school has a web site).
- Decide on the type of equipment needed.
- Think of preparing invitations etc…
32
File Five Period Sequ
ence
Section Objectives Language
1
st
hour Your project Preparation: Defining the
project and organizing the
grouping of the class.
-Classroom language.
- Language related to the topic of
the project work.
2
nd
hour One - Listen and
speak page 96.
- Practice page
97
Talking about distances and
duration
(oral interaction)
- Prepositions of location.
- How + adj + verb
(How far is the theatre? How
long does it take to get there?)
- WH questions.
3
rd
hour One Go Forward
Page 98
Reading and studying a
short play.
Vocabulary:
- King
- Queen
- Servant
- Sword
- Gold ring
- Sapphire
- Cast
4
th
hour One Discover the
language page
99 and 100
WH questions:
The rule (when to use them,
how to use them, place of
each word in the question
- Time markers (in the morning, at
7:30, last week, next morning etc
…)
- Because, by (plane),
quietly.
- a (60 DA a kilo, twice a week)
- It's Sally's /his/ hers/ ours.
- Adverbs of frequency.
5
th
hour Two Listen and speak
page 101
Practice
page 102
Expressing likes dislikes,
preferences.
(oral interaction)
- Like + verb + ing
(do you like reading?)
- Prefer + verb + ing
(I prefer watching T.V)
- Would you like to go to the
stadium?
6
th
hour Two Go Forward
page 102
Reading understanding a
text and picking out
Direct and indirect speech
33
information
7
th
hour Two Discover the
language page
103
Stating the rule about the
use of the gerund
List of verbs after which the
gerund is used.
8
th
hour Your project - Checking the pupil'
material, information and
data.
-Re-formulating objectives
if necessary
Correcting language learnt in
sequences one and two with the
content of the project work.
9
th
hour Three Listen and speak
page 105
Practice page
106
Talking about past activities
(oral interaction)
The present perfect tense
10
th
hour
Three Go Forward
page 107
Reading / understanding the
text page 107 and picking
out information
Vocabulary related to the farm
-Farmer
- Eggs
- Butter
Language used in narration.
11
th
hour
Three Discover the
language page
108 and 109
Stating the rule about the
present perfect tense
The present perfect tense
(Affirmative, interrogative and
negative forms)
12
th
hour
Learn about
culture
Reading texts about
theatrical genres and
picking out information
- Comedy
- Light comedy
- Farce
- Tragedy
- drama
- Kabuki
- No
13
th
hour
Your project Presenting the final draft of
the project work.
Recycling learnt language in real
and original communicative
situation
34
File Five- Your Project (1
st
session)
Objective:
• Defining the project (Performing a play)
• Organizing the group of the class.
Language forms:
• Vocabulary related to theatre:
Theatre:1. a building or an out door area where plays are performed. e.g. Molière and
Shakespeare were two great men of theatre.
Plot: the series of events which form the story of a play.
Drama:a play for the theatre.
Comedy:a play that is intended to be funny, usually with a happy end.
Tragedy:a serious play with a sad ending, especially one in which the main character dies.
Character:a person in a play, a film, a novel. E.g.: Lla Aini is the main character in
Mohamed Dib's "La grande maison".
Material needed:
Some copies of Molière's, Shakespeare's or any author's plays.
Stage one:Preparation
1. Individual thinking and writing:
• Do you like going to the cinema or the theatre?
• Why?
• Write important ideas on rough paper.
2. Report ideas
• Pupils report ideas
• Teacher makes notes on blackboard
• Teacher leads the pupils to the understanding and the use of vocabulary about theatre.
Stage two: Presentation
1. Individual analysis:
• Teacher gives pupils copies of plays.
• Pupils look at them and pass them to their classmates.
2. Class discussion
• Do you want to perform on these plays?
35
• Do you want to write a play instead?
• Teacher informs pupils that their project work is about performing a play.
Stage three: Organizing the grouping of the class.
1. Split the class into four groups:
• A group responsible for providing the props (costumes, furniture, scenery, etc …)
• A group responsible for writing the play or choosing an already written one.
• A jury for selecting actors.
• A group responsible for producing the play and leading the rehearsals.
2. Deciding on the schedule.
• Inform the school headmaster about the project.
• Decide with collaboration with the headmaster, where in the school to set the scenery, the
furniture and when to rehearse, etc …
File fiveSequence one Lesson one.
Objective:
• Talking about distances and duration.
Language forms:
• How far is it? It is more than one kilometre from here.
• How long does it take to get here? I think it will take fifteen minutes.
Material needed:
• A map of a city/village (if possible the map of thepupils' city / village) making clear the
location of the places of interest or the official buildings (schools, post office, town
hall, mosque, etc…)
Stage one:Preparation
1. Individual thinking and writing.
• Pupils look at the map and locate places of interest.
• They write down, on rough paper, names of places and their location.
2. Report work:
• Pupils report the information to the class.
• Teacher makes notes in a table on blackboard like this.
Place of interest Place (street, avenue, etc…)
36
• Pupils give sentences using the information in the table. E.g. "The post office is in
Didouche Mourad Street".
3. Ask pre-listening questions.
• Andrew has just arrived in town. He is asking his friend Myra. Listen to the
conversation and answer the following questions:
- What is Andrew looking for?
- Did the newspaper make a bad review of the play?
- How long does it take to get to the theatre?
• Teacher writes down the questions on blackboard.
Stage two:Presentation
1. Individual Writing.
• Teacher delivers the dialogue page 110 (Andrew and Myra)
• Pupils make notes answering the three pre-listeningquestions.
2. Report answers.
• Pupils share their answers with the class.
• Teacher makes notes on blackboard focusing on the distances and duration:
- No more than one kilometre.
- It won't take more than fifteen minutes.
• Teacher tells pupils to ask questions fitting the two answers written on the blackboard
and explains:
How far = distance
How long = amount of time
Stage three: Practice
1. Individual writing
• Pupils use the information in the highlighted tablepage 97 and write questions and
answers like the example given (activity one page 97)
2. Report work:
• Pupils give examples of questions and answers like this:
P1: How far is the theatre?
P2: It is 500 m form here.
P3: How long does it take to get there?
P4: It will take about 15 minutes.
And so on until all the information is used.
N.B.: As many pupils as possible will participatein this activity.
37
3. Pair work.
• Pupils locate places in their city/village and write dialogues like this:
P1: Where is ---------?
P2: It is in -------- street, avenue, etc …
P1: How far is it from here?
P2: it is about + distance
P1: How long does it take to get there?
P2: About + amount of time.
4. Report work.
• Pairs perform their dialogues in front of their classmates.
File fiveSequence one Lesson two.
Objective:
Studying reading and acting a short play.
Language forms:
• New vocabulary: queen, king, servant, sword, gold ring, sapphire, cast of characters.
Materials needed.
• Picture about scenes representing kings, queens andthe middle age life.
• The text book.
Stage one:Preparation.
1. Pair work.
• Prepare three sets of pictures:
 One representing kings ( pictures number one)
 One representing queens ( pictures number two)
 One describing middle ages life ( pictures number three)
• Give each pair a picture.
• Pairs describe their picture.
2. Report work.
• Each pair reports their description to the class.
• Teacher makes notes in a table on the blackboard like this:
Picture Description
One
Two
Three
38
3. Individual writing.
• Pupils write down the completed table in their exercise-books.
Stage two:Presentation.
1. Individual silent reading and writing.
• Teacher writes down on blackboard pre-reading questions:
- How many characters are there in the play?
- Name them.
- Who takes the part of each character?
- Why is Camilla crying?
- What does the king want his children to do?
• Pupils read the text on page 98 and makes notes (onrough paper) fitting the answers to
the pre-reading questions.
2. Pair work.
• Pupils fill in the card like this:
Character Actor Actions
3. Report work.
• Pairs report their information to class.
• Teacher makes notes on blackboard.
Stage three:Practice
1. Group reading.
• Split the class into groups of six pupils.
• Each of the six pupils chooses a rate and his part.(Teacher has to pay attention to
pronunciation and intonation).
• All the groups will take their turn in reading.
2. Role playing.
• Tell six volunteers to act the play in front of their classmates.
• The volunteers can act from memory or may have scripts in one hand (as in preliminary
rehearsals at the theatre).
39
File five Sequence one Lesson three
Objective:
• "WH" questions: when to use them, how to use them, place of each word in the question.
Language forms
• Time markers (in the morning, at 7:30, last week, etc…)
• Because.
• By plane, train, car, etc…
• Specific use of "a" (twice a week, 50 dinars a kilo)
• Possessive pronouns (It's his, hers, theirs, ours)
• Possessive case ( It's Sally's)
Material needed:
The textbook.
Stage one:Preparation.
1. Individual reading and writing.
• Pupils read the dialogue page 99 and pick out "WH" questions:
- Who's our drama teacher?
- Where are you from?
- How long does it take?
- How did you spend all that time on board?
2. Class discussion.
• Pupils report the questions to the class and say what they refer to.
• Teacher makes notes on blackboard like this:
Who -----teacher
Where ----Japan, Hiroshima
How long --12 hours
How ---reading, listening to music, etc …
Stage two: Presentation.
1. Teacher presentation.
• Teacher asks the pupils to define:
- Teacher -----a person
- Japan -----a place
40
- Hiroshima -----a place
- 12 hours -----amount of time
- Reading, listening to music -----manner (in which the 12 hours are spent)
• Teacher asks pupils to report their rules:
e.g.: We use "who" to ask about a person. We use "where" to ask about a place. Etc…
• Teacher corrects pupils if necessary.
2. Pair work.
• Teacher asks pupils about other "wh" questions words they know.
• Pairs fill in a card like this:
"WH" word Used to ask about Example
What
Whose
An action
A thing
--------------
What did you do yesterday?
What's that book over there?
------------------
3. Report work
• Pairs report their examples to the class.
• Teacher corrects them if necessary and helps them complete the "WH" questions word
card with: who, what, where, when, why, how, whose, which, what time, how much, how
many, how often, how old, how long, how far)
Stage three:Practice.
1. Individual oral practice.
• Pupils do activities 1,2,3,4 page 99 (orally and ata quick pace)
2. Individual writing.
• Pupils do activity 5 page 100 in their exercise-books.
3. Homework assignment
• Pupils will do activities 1, 2 and 4 page 112 ( Check)
41
File five- Sequence two Lesson one
Objective:
• Expressing likes, dislikes, preferences.
Language forms:
• Like + gerund (Do you like reading?)
• Prefer + gerund (I prefer watching T.V)
• Would you like to ----------• Vocabulary related to entertainment ( musical, ticket, performance, TV movie channel, TV
and radio programmes)
Material needed:
• Pictures of TV and radio sets.
• Pictures of theatre scenes
• Pictures of well known film scenes
• Extract from newspaper TV programmes.
Stage one:Preparation
1. Individual thinking and writing.
• Teacher displays the pictures on blackboard.
• Pupils look at them and write sentences about what they like and what they don't.
2. Class discussion
• Pupils tell the teacher how they spend their free time (what they like doing and what they
don't)
• Pupils give reasons for their preferences.
• Teacher makes notes on blackboard.
3. Pre-listening questions.
Andrew wants to go out with Paul tonight.
 Where does he want to go?
 Does he want to go to a Jazz Club?
 What kind of entertainment is at the theatre tonight?
 Can they go to the theatre tonight? Why?
 Where are they staying tonight?
 What are they going to do?
N.B.: Dictate the questions to pupils who will write them on rough paper.
42
Stage two: Presentation
1. Individual writing
• Teacher delivers the dialogue page 110 (Paul and Andrew).
• Pupils make notes answering the pre-listening questions.
2. Report answers
• Pupils share their answers with the class.
• Teacher makes notes on the blackboard like this:
Name Verbs What to do
Andrew prefers
suggests
suggests
going to the theatre
trying another theatre
selecting a good film on TV
Paul suggests
suggests
going to a Jazz Club
going to the theatre tomorrow
3. Individual writing.
• Pupils copy the table above in their exercise-books.
Stage three:Practice
1. Pair oral practice
• Pupils do activities 1,2,3,4 page 102 (Practise)
• These activities are to be done orally and at a quick pace...
2. Homework assignment.
• Write a paragraph about your likes, dislikes and preferences.
File five- Sequence two Lesson two
Objective:
• Reading a story about Djeha
Language forms:
• Direct speech and indirect speech.
• New vocabulary: - to fight, to shout, to sell
43
- a goat, a hen, a palace
- happy, crowded
- all right
Material needed:
• the text book
Stage one:Preparation
1. Pair work
• Pairs write three or four sentences about Djeha.
2. Class discussion
• Pairs share their sentences with the class.
• Teacher makes notes on blackboard.
3. Pre-reading questions
• What about the man who came to Djeha?
• What did Djeha suggest him to do?
• What is the moral of the story?
Stage two: Presentation
1. Individual silent reading and writing
• Pupils read silently the text page 102 and write answers to the pre-reading questions.
2. Report answers.
• Pupils give answers
• Teacher writes them down on blackboard (after correction if necessary)
Stage three:Practice
1. Pair work
• Pupils read the text again and fill in a table likethis:
When What the man said to Djeha
One day
A week later
A week later
The following week
A week later
N.B.:
44
• The table should be prepared on small papers to be given to each pupil.
• Tell pupils to fill in the table with one main piece of information for each period.
2. Report work.
• Pairs report their information to the class.
• Teacher writes them down on blackboard, selecting only the ones that are easy to
transform from direct speech to indirect speech.
e.g.: One day a man said to Djeha: "You are a clever man"
One day a man said to Djeha that he is a clever man.
• Pupils practice direct and indirect speech using the information in the table.
3. Individual reading aloud.
• Each pupil reads two or three lines (chain reading )
• Teacher pays attention to intonation when reading direct speech.
File five- Sequence two Lesson three
Objective:
• Discovering and stating the rule that governs the use of the gerund.
Language forms:
• Verbs after which the gerund is used (hate, like, enjoy, suggest, etc…)
Material needed:
• the text book
Stage one:Preparation
1. Pair work:
• Pupils read dialogue page 110 ( Paul and Andrew ) and make a list of verbs with an "ing"
ending
• Pupils read again and add to the list the verbs that are just before the verbs with the "ing"
ending.
e.g.: enjoy / being
2. Class discussion:
• Pupils report their lists of verbs to the class.
• Teacher writes them down on the blackboard.
45
• Teacher tells the pupils to say what the verbs refer to ( focus the pupils attention on "do
you enjoy being in London " and " I suggest selecting a good film on the movie channel")
• Teacher helps pupils to state the rule about the "ing" ending.
Stage two: Presentation
1. Individual reading and writing:
• Pupils read the highlighted text on top of page 103silently.
• Pupils write answers to the question "What can you deduce?"
2.Report work:
• Pupils report their answers to the class.
• Teacher writes the rule on the blackboard.
3.Individual reading:
• Pupils read silently the "Reminder" page 104.
Stage three: Practice
1.Individual oral practice:
• Pupils do activities 1 and 4 page 103 (activities to be done at a quick pace, paying
attention to pronunciation and intonation).
2. Pair oral practice:
• Pupils do activity three page 103 (at a quick pace and paying attention to
pronunciation and intonation).
3. Individual writing:
• Pupils do activity 10 page 113 in their exercise-books.
File five Your project (2nd session)
Objective:
- Tracking the learner's progress in the project work.
1. Report work: Speakers for each group report their works and actions.
• Group one:
- Are all the props ready?
- What is decided in collaboration with the headmaster?
- Nature of difficulties faced.
46
• Group two:
- Which play is chosen or written?
- Are we going to perform only one part (one act, onescene) of a famous play?
• Group three:
- Is the cast of characters ready (are actors been selected)?
• Group four:
- Have you started producing the play?
- How about rehearsals? Did they occur? How many? When? Where? What are the
difficulties?
2.Deciding on further actions:
• Schedule other rehearsals.
• Schedule meetings for the group leaders in order to coordinate actions.
File five- Sequence three Lesson one
Objective:
• Talking about past activities.
Language forms:
• The present perfect tense.
Material needed:
• the text book
Stage one:Preparation
1. Individual writing:
• Pupils write sentences about what they have done for the project work.
2. Report work.
• Pupils report their sentences to the class.
• Teacher makes notes on the blackboard.
• Teacher tells pupils to say what the notes refer to.
47
3. Asking pre-listening questions:
• Has Linda acted in a school drama?
• What has Linda and her schoolmates decided for this year?
• What have they done already?
Stage two:Presentation.
1. Individual writing.
• Teacher delivers the dialogue page 110 (Sally and Linda).
• Pupils listen and make notes in order to answer the pre-listening question.
2. Report answers:
• Pupils report answers to the pre-reading questions to the class.
• Teacher makes notes on the blackboard focusing on:
- Has acted in a school drama.
- Have decided to adapt Scoobidoo.
- Have started the rehearsals.
- Has drawn the costumes and the settings.
Stage three: Practice
1. Individual oral practice:
• Pupils use the notes on the blackboard and say sentences like this:
She has acted in a school drama.
They have decided to adapt Scoobidoo. Etc…
• Pupils turn the sentences into the interrogative:
Has ………………..?
Have they …………? Etc …
• Pupils turn the sentences into the negative:
She hasn't ………..
They haven't ………
N.B. : Focus the pupils' attention on the pronunciation and intonation.
2. Pair oral practice.
• Pupils do activities 1 and 2 page 106 (at a quick pace, paying attention to the right
pronunciation and intonation.)
3. individual writing:
• Pupils do activities 13 and 14 page 114.
48
File five- Sequence three Lesson two
Objective:
• Reading a story about a poor boy.
• Writing an ending to the story.
• Rewriting it in form of a play.
Language forms:
• Vocabulary related to the farm: a farmer, an egg, butter etc ...
• The past simple tense (narration).
Material needed:
• A big picture of a rural scene showing a farm, people at work in the farm and animals
living in the farm.
• The text book
Stage one:Preparation
1. Individual writing:
• Teacher displays the pictures on the blackboard.
• Pupils write down on rough paper about what they can see in the picture.
2. Report work:
• Pupils report their information to the class.
• Teacher makes notes on the blackboard (focus on vocabulary related to farm life)
3. Pre-reading questions.
• Learners read the question on page 107 (activityone)
Stage two:Practice
1. Pair work:
• pupils read the text again and fill in a table likethis:
Days at work What the farmer gave
Willy
What happened to it
1
stday
2
ndday
2. Report work:
• Pairs report their work to the class.
49
• Teacher fills in the table on the blackboard.
3. Individual writing:
• Pupils have to find cues for a third and fourth days to continue with the story.
• Pupils write an ending to the story.
4. Report work:
• Pupils report their work to the class.
• Teacher writes down on the blackboard the best cuesand ending.
5. Homework assignment:
• Rewrite the story in the form of a play to stage ona special occasion at school.
File five- Sequence three Lesson three
Objective:
• Discovering and stating the rules that govern the formation and the use of the present
perfect tense.
Language forms:
• The present perfect tense (affirmative, negative, and interrogative form)
Material needed:
• The text book
Stage one:Preparation
1. Pair work:
• Teacher writes four sentences on small papers to give each to each pair:
- Britney Spears passed a test performance at the Mickey Club at the age of eight.
- She sang "Born to make you happy" in January 2000.
- Clint Eastwood has acted as a cowboy in many western films.
- Cousteau has made documentaries about sea creatures.
• Pupils read the sentences and compare the action verbs focusing on:
- The time (when?)
- The form ( simple, compound , which has "ed" and which change)
2. Report work:
50
• Pairs report their ideas and conclusion to the class.
• Teacher makes notes on blackboard like this:
Verb Infinitive Form Time Observation
Passed Pass Simple At the age of
eight
We know the time
- has "ed"
Sang Sing Simple In January 2000 We know the time
Verb changes
Has acted Act Compound We don't know the
time - has "ed"
Has made make compound We don't know the
time.
- verb changes.
Stage two: Presentation
1. Teacher presentation.
• Teacher asks pupils to make rules from the contentsof the table.
• Teacher corrects them.
• Teacher writes down under the table on blackboard, the rules about the past simple and the
present perfect and highlights the rule about the present perfect.
2. Individual reading and writing:
• Pupils read the rules and copy them down in their exercise-books.
Stage three: Practice.
1. Pair oral practice.
• Pairs do activities 1 and 3 page 108 (Practise)
• Pairs report answers to the class.
2. Individual writing:
• Pupils do activities 12 and 16 page 114.
• Teacher goes around checking and helping pupils.
File five- Learn about culture.
Objective:
• Reading small pieces of writing about theatrical genres.
51
Language forms:
• Vocabulary about theatre and entertainment.
Material needed:
• A big picture of actors in stage in a theatre.
Stage one:Preparation
1. Pair discussion:
• Teacher displays the picture on the blackboard.
• Pairs write ideas about the picture.
2. Class discussion:
• Pairs report their ideas to the class.
• Teacher makes notes on the blackboard.
3. Teacher asks a pre-reading question:
• What was the aim of theatre?
Stage two:Presentation.
1. Individual reading:
• Pupils read the text in bold type page 111.
• Pupils write answers to the pre-reading question.
2. Report answers:
• Pupils report their answers to the class.
• Teacher makes notes on blackboard.
Stage three:Practice.
1. Group work:
• Teacher asks pupils to count from 1 to 6 in turn along the rows.
• Teacher tells pupils to read the texts about theatrical genres:
- The 1's read the text about comedy and farce.
- The 2's read the text about tragedy.
52
- The 3's read the text about light comedy.
- The 4's read the text about drama.
- The 5's read the text about "Kabuki".
- The 6's read the text about "NO"
• Pupils complete the table with information from thetext they read like this:
Type of theatre The plot Characteristics
2. Report work:
• Pupils report information to the class.
• Teacher fills in the table on the blackboard.
3. Individual writing:
• Teacher tells the pupils to write a paragraph aboutthe Algerian "Sketch Chorba"
(i.e. the short funny films on television during the Ramadan evenings).
• Teacher walks around to check and help pupils.
4. Report work:
• Pupils report their work to class.
• Teacher makes notes on blackboard, taking the best ideas and organizing them into
a paragraph.
• Pupils copy the paragraph down in their exercise-books.
File five- Your Project (3
rd
Session)
Objective:
Presenting the final draft of the project work.
1. Report work:
• The speakers for the groups report about :
- The props
- The rehearsals.
• They say if the play is ready to stage in front of a large audience :
- Are the actors well prepared to act?
- Are you currently advertising in the school? In other schools?
53
- Did you invite officials in the school and other school headmasters and
officials?
- They make a general framework of the whole organization of the play.
2. Staging:
• Actors stage some extracts from the play in front of their classmates.
3. Class discussion:
• Discuss with classmates honestly about the performance.
• Write classmates ' and teacher's remarks in order to improve the performance
  • fulla bachar غير متواجد حالياً
  • رد مع اقتباس
قديم 04-06-2014, 09:08 PM #2
fulla bachar
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  • fulla bachar غير متواجد حالياً
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