sambounab@hotmail.

fr

Term

Month
&
weeks

File

october
Week
4
novem
week
1

competence Learning objectives

Grammar

Lexis

Pronunciation

Autumn
Holidays

Autumn
Holidays

Autumn
Holidays

"

can do it

ability and
possibility

Vocabulary
( oral and
Modals:
written )
can/ could/

may/ might

Asking and

giving
information

technology

Equivalent of
( oral
and
written)

Am/ was / will

be : ( able to )

WORDS &
SOUNDS

related

animal life

Interpret

Stress in
words

defective

starting with

verbs

prefixes

decem
Week
2

File Two "2"

First

(modals):allo

novem
week
4

 Modals:

Making
Produce

requests.

( oral)

have to / need
to / must

w to ,permit to
, capable of

So / neither

"il, im, in, ir,

un and dis"

agreement and
disagreement

Weak
and strong

Prefixes :

Expressing

forms of
auxiliaries
"was were

 ( oral)

can do

N.B:
decem
Week
3

Learning to integrate

Assess integration

have"

Test n2:

First Terms Exams :

Correction of exams :

Winter Holidays:

Holidays

Where do we
stand now? (p61 to
p 62)

Each year the school

administration gives the pupils
" a correspondence leaflet ".

Progress check .
This leaflet contains the time
(activities
A B C
table ,school results with
p 61 & p62)
teachers remarks ,but it also
includes the school chart and
regulation.
Reading and
You read this chart ,you
Writing
agreed with some regulations
( activities1-2 -3
and disagreed with others.
p62)
Make a new school regulation
in which you state what the
Free exercises
pupils should do and the way
they have to behave & the
rights they should be given .
List your regulations ,use
BEM samples :
official regulations (national or

Text as : 'table' '
international UNECEF )
Put your regulations in a

Text as
leaflet .
"Instructions "
Present your work to your
teacher and classmates first
By Mr. samir bounab
(sambounab@hotmail.fr)
,then propose it to the school
administration.
SWBAT :

Show duty and

responsibility .
Page 2

Exercises and BEM

samples

Autumn Holidays
Autumn

A new school chart with rights

and duties.

Expressing

"You

Term

novem
week
3

Autumn
Holidays

Module of integration
(BEM proposed themes )

Resources

Interact

novem
week
1

novem
week
2

Autumn
Holidays

Autumn
Holidays

Type of
task

Listen and consider

File Two [You can do it]

Fourth

Level

Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
 Two-way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening
(e.g. interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message). 2)The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about
themselves and their community ,and about their country and the world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.

 Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening) and productive skills (
speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.

Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc) functions (polite
requests, apologizing.)?

In this lesson I will teach the following aspects of language:

Function : Expressing ability and possibility

Grammar: Modals: can/ could/ may/ might & Am/ was / will be : ( able to )

Vocabulary related to: technology & animal life

Pronunciation : Strong and weak form of can
Competencies :
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you

lesson.

Can interact orally start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others)..
Can listen and understand the gist and some important details of :Short monologs and dialogs
 Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures ,writing or drawing modeling,
demonstration). Broken down step- by- step .

Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations

Objectives / Assessment :
SWBAT

by the end of the lesson ,students will be able to :

1)express ability & inability , possibilities (using the models can-could-may- might am/was/will be able to )
2) Use stressed prefixes to form opposites

Required material and / or resources : The manuals flashcards (p42- 43 ) &

sambounab@hotmail.fr

page 3

Script p 167

time

Type of

Procedure
You can do it

Rationale interaction

File Two

Swbat
4th Am Level

Teacher Greeting

Warm-up :
students
and
The teacher greets his learners and inquires about them and their daily school life.
welcoming
The teacher interacts with his learners about the previous file file one Its my treat , they are invited to open
Students
teacher their books on page 39 and try to discuss if they have really acquired what has been taught to them summative
assessment[asking for information & agreement using tag questions /making polite request/ fact and opinion suffixes ]
Ways of
Student
The learners are asked to open their books on page41; the teacher explains the new features of "File Two", and the
speaking
student
new tasks and functions.
The learners are asked to open their books on page42, look at the pictures and try to interpret them.
Teacher Food for thought task p42: look at the pictures then try to interpret them.
Picture One: The teacher may help the learners by asking the following questions.
a-Why is the girl in the picture at the top of the page holding up a pick?
students
Success and
b- Is she happy? Why?
achievement
c-What has she managed to do?
d-Can you do what she did?
Picture Two : The learners look at picture two and then try to answer the following questions.
Students
1.What does picture Two represent?

2.Why is the man shaking hands with the girl?

teacher
3.What do the two pictures have in common?
The teacher listens to the learners' interpretation, lists some of their idea on the board. He should lead them to
understand the idea of "achievement" and discriminate between {physical and intellectual achievement}
The learners are asked to read the interpretation on the board, then copy down on their copybooks.

Skill , talent
and ability

Skill , talent
and ability

Teacher

students

Pre-listening : [Recycling "can" an its uses]

The teacher tries to interact with his learners about the way we express our ability & inability in order to lead
them use the model can and its different uses.

Expressing ability ( I can speak English)

Students

Asking for permission (Can I go out?)

teacher

Can

 Expressing inability ( I cant speak Italian)

 Making requests (Can you open the window please?)

The teacher explains the instructions of the activity and the new words then asks the pps to answer the following
questions
about the given picture on page 43.
Students
What
is the big picture about?

It's about talent show.

Do
you
like
talent
show?
Do
you
watch
talent
show
on
TV?


Yes, I sometimes do.
students
Have you ever participated in a talent show? Which one?

What is your talent? What can you do exactly?

No, I 've never done it.

I can play {music- build- farm}

Interact to
greet and
welcome
Interpret
the
summative
Sheet p39
Produce
some
examples
using the
previous
learning
objectives

Interpret
the
picture
to decode
the
message
physical &
intellectual
achievement

Interact
about can
and its uses
and try to list
what has
been seen in
the previous
yearsability
inability
permission
& request

Who are my
learners?
 Greet and

welcome
 Discuss and

sum-up what
has been learnt
before
 Describe
different sorts of
pictures and
photos to decode
the message in
them
 Identify
person place
 Deduce the

meaning from a
picture of
physical and
intellectual
achievement

 Talk about

what has been

learnt about
can and its
different uses

 Discriminate

between the four

uses of can
(ability &
inabilitypermission &
request)

Interpret
the
flashcard
to
describe
talent
sambounab@hotmail.
shows
fr

Skill , talent
and ability

The teacher listens to the learners' answers, asks them to read the answers written on the board, then perform the
Students 'activity' as question-answer.
- teacher The teacher asks the pupils to look at the small pictures and try to identify what type of talents they show. They
may use their pencils and define the types of talents. After that they are asked to look at the example and try to
perform by substituting the key words they have already defined.
Activity Onep43: Look at the pictures, then ask and answer questions.
Students

You: Can you [dance- run- play hockey-tennis-volley ball- swimming-fishing surfing]
teacher

Your partner: Yes, I can. No, I can't. But I can (sing) well.

Making
appeals
and
requests

Skill , talent
and ability

Skill , talent
and ability

The learners perform the drill pair by pair, and then they are asked to talk about themselves.
Teacher
During listening

The teacher explains the instructions of activity 2p44, the new words ,then invites the pupils to listen and try to
students find the answers:[Make the learners aware o f various functions forms of the modals 'can could']
Activity 2p44: Read the questions then as you listen make notes for your answers."script1p167"
 A: Bob politely requests Wendy to give him some of her time. What does he say?
 Can you spare a moment to answer a few questions, please?
 B: What does Wendy say to offer her help?
 Sure, what can I do for you?
Students
- teacher  C: Can she sing?
 Yes, she can.
 D: Can she play the piano?
 Yes, she can.
 E: Could she do anything she wanted with her free time when she was a child?
Students  No, she couldn't.
 F: Her parents accepted to let her play music because she was able to convince them that music wouldn't
students interfere with her studies.
 G: When will Wendy be able to register?
 She will be able to register this afternoon.
The learners are asked to listen and try to answer on their rough copybooks.
Teacher
The teacher checks the learners' answers and writes them on the board; finally, the pupils are asked to go to page

167 and perform the dialogue pairs by pairs.

students
The teacher invites the learners to interpret the answers of Activity2p44 and try to answer this exercise ;
Students Exercise: Listen again to the script and try to fill in the following table.
Past ability
Present ability
she Couldnt do anything she wanted
she can sing - she can play the
students
with her free time when she was a child
piano
page 5

Future ability
She will be able to register this
afternoon

Produce
written
 Answer written
answer to question after
previous interpreting photos
questions

or visual aid.

Learners
interpret
the small
flashcard
to
identify
the
different
types of
sport that
pupils
can
perform

 Use visual aids

to interpret drills
talking about
present ability
and inability

 Interpret

listening script
 Listen and
answer according to
the given question

Interpret
a
listening
script to
answer
the task
on p44

 Make difference
between present
past and future
situations
 Discriminate
between the different
forms of can and
make a link with the
new one talking
about future abilities
 Pupils can
identify the theme of
the script
 Can discriminate
between the
interlocutors

Deduce
the form
 Can identify jobs
of can
and hobbies
ability
in the
past
present &
future
sambounab@hotmai.fr

Figurative
use of
language

Post listening: [Discriminate between strong and weak form of "can" ]

Activity 1p43: Listen then identify the form of the modal 'can' << weak or strong form
Students
Snippets of the dialogue
Strong forms of 'can'
Weak forms of can

Can
you
help
me
n/
/k n/
/k
teacher
I can play the guitar
n/
/k n/
/k
Yes, I can.

/k

>>

n/

Listen and
discriminate
between the  Discriminate
weak &
between weak and
strong
strong forms
pronunciatio
n of can  Recognize strong

No, I cannot.

Teacher

students

form while uising

yes and no
questions

/k
nt/
The learners are asked to listen and mark the forms then they are asked interview on page 167, pairs by pairs
Finally, the pupils read the written works on the board, then copy down on their copybooks

The teacher explains the instruction of the 'activity' then requires form the learners to work in pairs.
Consider sentences 'a-f' and answer questions "1-3"
Questions
Students

teacher

Making
appeals
and
requests

Skill , talent
and ability

Students

students

a)
b)

c)
d)

a.Can you spare a moment?

b.I can play the guitar.
c.Can I take part in the contest?
d.When I was young , I couldn't do anything I wanted with my free time.
e.I was able to convince them.
f.When will you be able to come and register for the contest?
Answers
Sentence 'b'
Sentence 'e' (permission) ; Sentence 'a' (request);We use the same modal to ask for
permission and to make a request but the pronoun differ. We use 'I' when we ask for
'permission' and "you" when we make 'request'
Can has no future form .So we use "will be able to" when we talk about 'ability' in the
future.
"Was able to " is used to talk about past achievements.

The pupils use their pencils to correct the tasks, correct orally then read and write down .

Interpret the
grammar
window to
identify the
uses of
can
{permissionrequestabilityachievement
}

 Read and analyze

the grammar
window to identify
the meaning of each
sentences listed in it

 Discriminate
between all the uses
of can

sambounab@hotmail.fr

page 6

File Two:
Welcome
and greet

Skill , talent
and ability

Skilled
,talented
and able

Be better
able to do
something

Skilled
,talented
and able

4Am level

Warm-up:
Students The teacher greets his learners and inquires about their daily life school.
The teacher interacts with his learners about the last sance and tries to check their understanding about can and its

teacher different uses.

The learners are invited to perform more tasks about can and its uses using the past tense and future one.
The teacher asks the pupils to open their books on page 45, he explains the instructions o f 'Activity1' then invites them to
work on their rough copy books in pairs .
Activity 1p45: Look at the list below then say what people 'couldn't' do thousand years ago, but which they can do today
Teacher .[The aim is practise the use of 'could-couldn't]
{drive cars live on the moon go to the cinema- cure cancer take photographs- clone a human being-forecast

earthquake}
students
You: Could people drive cars two hundred years ago?
Your partner: No, they could not. People did not know anything about cars then.
The learners are asked to perform the drill and substitute key words in the list above , he may help them to choose the
correct words.
The teacher explains to the learners how to deal with 'activity2p45' then invites them to work in pairs on their rough
copybooks
Activity 2p45: Look again at the list above and say what people "will be able" to do soon.[The aim is to practise the use of
'will be able to ]
You: Will people be able to live on the moon soon?
Students
Your partner: No, they will not be able to do that soon. But I am sure they will be able to do it some day.

The
pupils perform and substitute the key words; the teacher provides them with the appropriate words, and then writes on
teacher
the board the good examples.
The teacher explains the instructions of 'acitivty3p45', and then invites the learners to interact about the famous
personalities and their achievements.
Activity3p45: Match the pairs, then write sentences about these famous personalities.{the aim is to practise the use of
'was/were able to' to talk about past achievements and use the synonym 'managed to' }
Ferdinand Magellan
- set a foot on the moon for the first time in human history.
Students
Ibn
Battuta
sail through the Strait (of Magellan) at the tip of South America, cross the ocean, he

named
the
Pacific
Ocean.
students
Neil Armstrong
- travel with his father to China when he was still young.
Marco Polo
-Make a journey of 120.675km, a journey that took him more than 30 years.
The sentences:
Ferdinand Magellan (circa 1480-1521) was able to sail through the Strait (of Magellan) at the tip of South America, cross
the ocean, he named the Pacific Ocean.
Ibn Battuta (1304-1368) was able to make a journey of 120.675km, a journey that took him more than 30 years.
Marco Polo (1254-1324) was able to travel with his father to China when he was still young.
Neil Armstrong (1930- ) was able to set a foot on the moon for the first time in human history.
page 7

interact
to greet
and
welcome
interpret the
last sance
about
expressing
ability and
inability &
achievement

produce
drills
using
past
abilities
could/w
as able
to

Compose
drills talking
about future
abilities and
expectations

Interpret
the task
to talk
famous
peoples
achievem
ents

- Can greet ,

welcome and
inquire about
each others
matters
- can talk and
sum up what
had been learnt
before and
recycle it
-

Can identify
the form and
use of can
in the past
present and
future .

- can produce
drills using the
learnt
language and
perform it in
pairs

-can name and

describe
famous
personalities
and their
achievements
sambounab@hotmail.fr

Acting
,being or
existing
together

Students

teacher

The teacher invites the learners to split in groups of four, he explains the instructions of
'Activityp45'[integrated Situation] then asks them to work together.

The learners are invited to pay attention at the introduction of the problem solving situation
Teacher

students

Skill , talent
and ability

One of your English pen friends sent you an email talking about British pupils during their school
life
In his email he explained you what British pupils could do and study at Primary School , what they
can do in Middle School and what they will be able to do in Secondary School
He wants to know what Algerian pupils can do during their school life
Look at the example on page 45 to give you a clear idea in order to organize your work
Use could- was able- can will be able

Interact
with the
teacher
about the
group
setting

Interpret
the
introducti
on of the
problem
solving
situation

The teacher invites the learners to read the introduction, he explains it and tries to interact with his
Students
learners about the problem exposed in the situation of integration.

The learners are invited to work in groups specially who have been the same for many years and did the
teacher
primary school together

The learners are invited to :
1) Elicit their information about the theme
2) Select the information which go with their real life situation
3) Flesh out the selected information.

Skill , talent
and ability

Students
Suggested Answer:

students 1) Elicit the learners information about the theme

School
In the past
Now
Abilities
Primary School
Middle School
- Study Arabic- French.
- Study Arabic- French- English.
-Practise Sport, games
-Practise Sport
-Eat canteen..
-school clubs
Can
- Go on excursion
-Eat canteen..
Could was able to
- Teachers( one or two.
- Go on excursion
Will be able to
- Primary School final exam
- Teachers
-BEM Exam
page 8

- can understand

the integrated
situation task
and how it
should be done

- Can read the

set of
instructions and
the listed ideas
in order to be
involved in the
problem

- work in groups

- organize their
ideas

In the future
Secondary School
Streams: scientific-Mathslanguages.
-Practise Sport
-school clubs
-Eat canteen..
- Go on excursion
- Teachers
-BAC Exam

Interpret
the
situation
to list all
the ideas

- use the real life

situation to talk
about the
exposed theme
school
experience

sambounab@hotmail.fr

Skill , talent
and ability

Students 2) Selecting information constituents from the learners:

teacher
School
In the past
Abilities
Primary School
Can
Could was able to
Will be able to

Teacher

students

learn Arabic- French.

Primary School final exam

Now
Middle School

Study Arabic- FrenchEnglish.

BEM Exam

In the future
Secondary School
Streams: scientificMaths-languages.
-Practise Sport
-BAC Exam

Study the
elicited
informati
on and
select
what
suits their
own
situation

- select ideas and

try to adapt them to
their own situation

3) Expand the selected information:

School Report
In Primary School, I could learn Arabic and French. I was able to pass the Primary School Final
Exam and succeed to Middle School. Now at Middle School I can speak French and English. I can
take part in the BEM Exam next June. Next Year at Secondary School , I will be able to follow the
Scientific Stream If I study hard I will be able to pass the BAC Exam.

Skill , talent
and ability

Students

teacher

The learners work in rough , the teacher supervises the learners works, offers his help if needed , then
invites them to correct and read their productions.

The teachers reports on the board one of the learners production as model to be followed in order
to help the weak learners follow it and produce their own one while writing down.

The teacher invites some of the learners to read the corrected task on the board , then write down on
Students
their
copy books.

students

Produce a
short
composition
adapted to
their own
real life
situation

- make written
production
talk nig about
their own school
life experience

-Discuss their own

ideas among their
classmates

sambounab@hotmail.fr

Page 9

Read and consider

File Two [You can do it]

Fourth

Level

Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Supported and purposeful development.[ Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build
logically towards achieving and developing specific competences

 Meaningful Activities / Tasks. Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out
of class .

Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc) functions (polite
requests, apologizing.)?

In this lesson I will teach the following aspects of language:

Function : Expressing possibility

Grammar: Modals: can may/ might

Vocabulary related to: School and daily life routines

Pronunciation : Stress in words starting with prefixes
Competencies:
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you

lesson.

Can read and understand the main points and some important details. Medium length texts (e.g. three paragraphs) demonstration). Broken down step- by- step .

Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations
 Can read and understand the gist of : Simple arguments or opinion that are:

Objectives / Assessment :
SWBAT

by the end of the lesson ,students will be able to :

1)Express ability & , possibilities (using the models can--may- might )

2) Use stressed prefixes to form opposites

Required material and / or resources : The manuals flashcards (p42- 43 ) &

sambounab@hotmail.fr

page 10

Script p 167

time

Rationale

Type of
interaction

Greet and
welcome

Skill ,
talent and
ability

Possible
and
probable

Facing
anxiety
and worry
in tests and
exams

Facing
anxiety
and worry
in test and
exams

Teacher
students

File Two
Warm up:

SWBAT

4AM

The teacher greets his learners and inquires about their daily life school.
The teacher does a quick review about the last hour [skill , talent & ability]
Pre-reading:

The teacher asks the pupils to interpret the picture on page 46 and give their own opinion about the situation. The
Students learners will talk about:1) The place that the photo is taking place/2) Who is in the photo? /3) What is he doing?
The teacher invites the learners to think try to make a short composition later the learners are invited to read their
teacher
compositions.
The teacher reports on the board the learners productions.
The teacher explains the new words (maybe and perhaps)& the instructions of Activity One p 46 then lets the
learners do the activity "orally"
Teacher Activity 1p46: Look at the picture and guess why the pupil has stopped taking his test.
students
You: Why has he stopped taking his test?
Your partner : I don't know .May be /perhaps he does not know the answer
The teacher encourages the learners to give their own suppositions.
During reading: [ the aim is check and develop predictions]

Who are my
learners?

Interact to
Can greet and
greet and
welcome
welcome
Interact
Discuss the last
about the
sance through
last sance
talking concert examples
about ability
or applied tasks
& inability
Interpret the
Describe photos
flashcard to
to understand the
state the
problem
hidden meaning
showed in it.
Can describe
the three major
Interpret the
features of any
task to
deduce the visual aid placereal problem
subject- action
test
anxiety
Can improvise

The teacher explains the instructions of the activity, the new words and then invites them to work on their rough
copybooks
and guess what
Activity1p46: Read the lead-in to a newspaper report below and check your answer to 'activity1.
would the situation
The answer: The student has panicked .he suffers from test anxiety.
be
Students
The teacher invites the learners to interact about the answer and compare it with the one they have already given in
teacher the first activity.
Discuss the
Post -reading:
exposed problem
The teacher explains the instructions of 'activityp46',then invites the learners to read the text on page 47and try to
Interpret the and list the
find the answer to question 2.The teacher may explain the new words on the report such as {preparation- majoritywritten text
opinions stated in
revise-alone-method-possibly-suitable-failure-chances- success-reduce-felt- believe-panic}
to discuss the
causes and the text
Activity2-3p46/47: Read the report and check your answer.
effects
of test
Professor Malcolm Kane says that exam preparation in groups is important for reducing stress and for
Students
Suggest
anxiety
success in exams. They help one another by asking and answering questions that they might have in exams.
students
solutions to
The teacher listens to the learners answers, writes it on the board then invites the learners to read it and copy it on
exposed problem
their copy books.
The learners are invited to read and perform the text as an interview (pairs by pairs)
The learners are invited to open their books on page 47, listen to the explanation of the activity then try to do the work
on their rough copybooks
sambounab@hotmail.fr
The learners are asked to open their books on page 47, listen to the teacher reading and underline what he requires from
them to underline.
Page 11

The learners are invited to read and perform the text as an interview.

Read and list the

The teacher asks the learners to remind him what has been underlined previously;

required instructions

Presentation:
Teacher
The underlined statements are :
students
1. You may ask.
Achievable
2. The method may possibly be suitable for some children.
3. It may well be the cause of the failure of many others.
4. Children who revise in groups may have better chances of success
Students
5. Group preparation may also reduce stress if the children practise under test conditions.
Allowing
teacher
6. May I ask you a personal question?
and
7. You may not believe it
permitting
The learners are invited to read the selected sentences.

Discriminate

Interpret
the text between the uses of
to list the
may possibility
may
uses
and permission
Analyze the
selected statements

Isolation: the teacher requires from the learners to read the isolated sentences.
Teacher
Analysis: The teacher leads the learners to analyze the following sentences.
students

Children who revise in groups may have better chances of success.

Subject

Verb

Object

may + have
Achievable

Students
teacher
Allowing
and
permitting

Example :

Identify the main

May I ask you a personal question?

verb subject

object

may + ask

model
verb infinitive
verb
possibility
May God Bless you .

model
verb infinitive
verb
permission
May you have long and fruitful life.

constituents of a

Interpret
statement
the
statement
Identify the form
s to
identify of the verb after a
the form
and use model verb
of
Discriminate
may
between the type of

Model verb

statement

wish

Students

students

Stating rule:

- may is a model verb, it expresses : Subject + may+ verb infinitive+ object

- might past form (refers to the future)
possibility

may
wish

Model verb
Page 12

permission

State the rule

after a detailed

State
rules :
use and
usage of
the
model
may

analysis

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Practice:
Achievable
Allowing
and
permitting
Wanting
things

Exercise 1: re-order the words to make correct sentences. (based form task)
Teacher
students

Students
teacher

Achievable
Allowing
and
permitting

The teacher invites the learners to perform the following tasks:

Teacher
students

a) use / pen / please / ? / may / I / your /

b) succeed / your / . / in / BEM / may / you/ Exam/

c) not / may / it / . / rain / today/

Exercise 2: Complete with permission wish- possibility
1. I wish you can come to my party. (.......................)
2. Algeria football team may qualify to CAN 2012. (...............)
3. The pupils may borrow books from the school library. (....................)
Exercise 3: The teacher explains the instructions of the grammar window and invites the learners
to use their pencils and answer its questions.

Wanting
things

1-Which sentences contain an auxiliary 'may' which expresses positive future possibility?
Achievable Students

teacher
Allowing
and
permitting
Wanting
things

Students

students

z This method may possibly be suitable for some children. (Positive possibility)
z It may be the cause of the failure of may others. (Positive possibility)
z Group preparation may also reduce stress.( Positive possibility)
2- Which sentence contains the negative of 'may'?
z You may not believe. (May has not a short/contracted form) ex: He may or may not believe
it.
3-Which sentences contain the past tense form of the auxiliary 'may'? Does the auxiliary in
these sentences refer to the past or the future?
z 'They might have in exams ' .(Might is the past form of may / It refers to the future. It
expresses 'remote possibility')
4- Which auxiliary does the journalist use to ask about possibility?
z ' Can pupils fail their exams ? "Can" instead of 'may' is used when asking about possibility.

The teacher supervises the learners works , invites them to correct on the board ,then read the corrected
task , later they are asked to copy down on their copy books and for the grammar window , they use their
pencils to correct , then at home write down on their copy books
Page 13

Interpret
the three
sorts of
tasks to
identify
the form
of may
in a
sentence
&

Perform written
practice after
complete analysis
and stating rules
Discriminate
between the

discriminate
meaning of may
between
may
possibility ,
possibility &
permission
permission & wish
Read the given
Interpret
the three
sorts of
tasks to
identify
the form
of may
in a
sentence
&

text and answer the

question in a
communicative way
To show the
message hidden in
the task and its
value and the moral

discriminate that holds to serve as

between
may
a lesson for the
possibility &
permission learners

sambounab@hotmail.fr

Achievable
Allowing
and
permitting
Wanting
things

File Two

4Am

Teacher Warm up:

students
The teacher greets his learners and inquires about their daily life school.
The teacher does a quick review about the last hour [ may expressing possibility & permission ]
The learners are invited to perform more tasks about may and it uses.

Practice:

Students
The teacher asks the learners to go to page 48, look at 'Activity 1', listen to the teacher's explanation, then try to work in pairs.
teacher
-Activity 1p48: Re-write the lines written in bold in the dialogue below using 'may' or 'may not + verb. instead of
'perhaps' [ It's a transformation activity the learners are asked to use 'may instead of 'perhaps]

Achievable Teacher
students

Said: Karim has invited me to visit him in England.

Amine: Will you go?
Said: I don't know. I may go next June. I may ask for a school leave.
Amine: The head master may not let you go.
Said: Well, I may go without asking for leave then.
Amine: I advise you not do that .The headmaster may mark you absent.

The learners work in pairs, the teacher tries to supervise their work, then invites them to give back their answers, he
reports the dialogue on the board.
The teacher explains the instructions of 'Acitivty3p48', and then invites the pupils to work in pairs. The pupils
should bear in mind that "may" is more formal than" can'.
-Activity2p48:Consider the situations below, then write questions using 'may' or 'can' to ask for permission to do
something .Use the verb in bold type. [ The aim is to use 'can and may' to ask for permission in suggested situations]
Allowing
and
permitting

Students a. An English guest who does not know well is in your home .he wants to use your telephone to give a call to his parents.
 Question : May I use your telephone to give a call to my parents, please?
teacher

Students

students
Allowing
and
permitting

Interact to
greet and
welcome
Interact
about
may its
form and
usage

b. You are in your English class. You've forgotten your dictionary at home and you want to borrow your friend's dictionary to look up
a difficult word:
 Question: Can I borrow your dictionary, please?
c. You are at the beginning of your English class .You ask your teacher for permission to leave early to visit a friend of yours in the
hospital.
 Question: May I leave early, please?
d. You are now in the hospital .You ask the doctor for permission to give a drink to a friend of yours who just had an operation.
 Question: Doctor, may I give him/her a drink?
The teacher invites the pupils to give their answers 'orally'; he reports the answers on the board, then try to interact with the pupils
about their answers to justify them. Finally, they're asked to correction their books using their pencils.
The learners listen to the explanation of 'activity3p49', they are asked to use the answers in 'activity2p48' and try to do the work in
pairs.
Activity3p49: Take turns to give or refuse permission using the responses in the table below.
A : May I use your telephone to give a call to my parents, please?
B : Yes, you may/Yes, certainly. /Please do./Please go ahead.
B : No, you may not. / No, you cannot.
A : Can I borrow your dictionary, please?
B : Yes, you can/ Yes, of course./Yes,sure./Yes,all right./Yes,certainly./Yes,go ahead.

B :I'm afraid/Sorry, you can't./No, you can't.

Page 14

Can greet ,
welcome and
discuss daily
school life tasks
Sum up what

Interpret
the task
in order to
substitute
perhaps
by may

has been learnt

previously
Recognize the
model may use
and usage
Locate places
& countries
Identify jobs

Interpret
the task to
ask for
permission
using
may or
can and
identify
that may
is more
formal
than can

and occupations
Recognize the
model can and
its different uses
Discriminate
between may
and can
permission
Perform drills
using may &

Produce
dialogues
using
may to
give and
refuse
permission

can
Accept and
refuse
permission
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Teacher
students
Achievable
Allowing
and
permitting

The learners work in rough and in pairs, then they're asked to perform their works, the teacher should lead the
learners to distinguish between the use of "can" and "may" .They also should know the way how to accept and refuse such
permission using the given models.
The teacher explains the instructions of 'Activity4p49" then asks the learners to work in pairs.

Activity4p49: Match the sentences in column A with their functions in column B [make the learners
aware of the different functions of the model 'might' can be used.]
Students
teacher

Wanting
things

Don't swim here. You might be attacked by sharks

May you live long and have a lot of children
There are no clouds in the sky, but it might rain before noon
You are not good at English. Well, you might try these grammar exercises anyway.

a. expressing a wish.
b. Warning.
c. Suggesting.
d.Remote possibility

Teacher
The teacher explains the new functions and their use then they are asked to perform pairs by pair. Later they are
students asked to write down on their copy books.

Interact
about the
models
can and
may
while
dealing
with
permission
Interpret
the
different
uses of
may

Work in pairs
Use the model
verb may to
produce written
dialogues
Interact and
discuss among
each other
Identify the
different sorts of
functions wish-

The learners are asked to open their books on page 50, the teacher explains the instructions of the activity , then invites
the learners to work in pairs .

or strong form

Activity 1p50: Copy the table then tick in the appropriate box of the prefix to form the opposites of

the words.
Students
teacher

Il

Im

In

Ir

Un

Dis

Capable
Possible
Responsible

& parts of
words

Legal
Justice

Morphology

Students

students

Words
Regular

Probable

Definite
Polite
Obey
Agree

Transcription
/'iregj

/inkeip bl/
/'impos bl/
/iri'spons
/'ili:gl/
/in

"im"
'p '

Interpret
the
different
types of
photnetic
symbols
and their
sounds

stis/

b bl/
/impr
/'indefnit/
/imp lait/
/dis 'b /
/dis gr /

"in"
'c-j-d' "dis"
'o- a'

The learners are invite d to listen to the explanations of Activity4p50 , then try to answer using their pencils on their
books
Page 15

suggesting and
possibility
Can recognize
affixes and
their use
<prefix= opposite

bl/

The teacher invites the learners to correct "orally" and use their pencils to report the answers on their books , he
should lead the learners to distinguish between the prefixes and their uses to make the opposite of a such word .
"ir"


'r' "il"
'l'

warning-

& suffix= word

formation
Interpret
the task to
form
antonyms
using
prefixes

adjective
Recognize
some of the
phonetic symbols

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Activity2p50: Re-write the new words obtained in 'activity 1' using the phonetic transcription.
1) irregular
/'iregj l

2) incapable


/inkeip

bl/

3) impossible


/'impos

bl/

Teacher

/'ili:gl/ 7) injustice
/in
4) improbable
/impr b bl/ 5) impolite
/imp lait/ 6) illegal

students
8)indefinite


/'indefnit/
9)
disobey


/dis
'b
/
10)
disagree


/dis
gr /
Morphology
& parts of
words

stis/

The learners are asked to write the words on their class copy books, read and respect stress and intonation.

Students
teacher

Interpret
the task
using the
formed
word in the
previous
task

The teacher asks the learners to take their pencils and look at 'activity4p50' ,listen to the teacher and try to fill in
the gaps, they work in pairs first , then give their answers orally .

Morphology

& parts of
words

Students
teacher

Students

students
Talk
about
things
that are
possible
and
probable

a-Verbs can be divided into two groups .There are regular verbs and 'irregular 'ones.
b- "an" is an 'indefinite' article It is used before a vowel sound.
c- It is illegal to steal .You can go to prison.
d- It is 'impossible ' to arrive on time at school .It's nearly 8 o'clock.
e-This mathematical equation is difficult .I'm 'incapable' of doing it.
f- It is 'impolite' to interrupt people like that .Next time wait for your turn to speak.
g- Mother punished me yesterday because I disobeyed ' her orders.
h- It is improbable for a horse to live for more than 30years.
i- It is irresponsible to call women weaker sex They are as strong as men.
j- I disagree with you, Rashid, when you say that studies are not important ..
k- You are totally wrong when you say that teenagers are incapable' of doing things right.

appropriate prefix
to form antonyms
Use the selected
words to build

Activity 4p50: Fill in the gaps with the appropriate 'opposite ' form the box in exercise 2 above.
Teacher
students

Use the

correct
Produce
communica
tive
statements
using
words with
prefixes

meaningful
sentences
Interact about
the problem
solving situation

The learners are invited to use their pencils , correct on their books (later they copy on their copy books once at
home) and read the corrected task
The teacher invites the learners to pay attention at the write it out = an integrated situation task
The teacher explains the instructions , then invites the learners to do it as homework

Adapt the
problem solving

Learning the Integration :

situation to ones

Your classmate wants to know what you might do in your school studies and the things that are
possibly/likely to happen at the end of your MS4 school year.

Use the cues on page 49 & may may not or might & might not to make a short composition.

Interpret
the
problem
solving
situation

situation

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The pupils read the instructions of the Integrated situation then copy down the corrected tasks on their books.

Page 16

File Two :

Talk
about
things
that are
possible
and
probable

ASSESSING THE INTEGRATION & RESEARCH AND REPORT

4AM

Teacher Warm up:

The teacher greets his learners and inquires about their daily life school.
students
The teacher interacts with his learners about the least sance and its learning objectives [may & using stressed
prefixes to form antonyms]
Assessing the Integration [Write it out p49]
Students
The learners are invited to interact about the homework integrated situation.
teacher
The teacher checks the pupils works and tries to correct them briefly then invites the learners to correct.
The learners are invited to listen to each others productions, take notes; the teacher tries to make the learners interact
between each other.
The teacher selects one of the learners productions and reports it on the board.
Suggested answer :

Talk
about
things
that are
possible
and
probable

Interact to
greet and
welcome

Interact
about the
homework

Interact
about the
learners
productions

to a common
discussion

Students

students

- discuss and

previous hour
learning
objectives

-adapt the
learning
objectives to
talk about ones
school life
possibilities

Name of animal
Talk
about
things
that are
possible
and
probable

welcome

sum up the

Teacher -Use the information below to write a note in your diary to list the things that are possible / likely to happen at the end of
students your school year.[ The aim is to re-use modals may/might]
" Everything can happen at the end of the school year .I haven't really worked hard this year especially in maths .So I may fail
my brevet exam. I'm still young .So I may be accepted to repeat the year and take the exam again.
However ,exams are also a question of luck .So I may pass .I haven't made up my mind yet whether I will continue my studies
the
in a lyce.I may go to a vocational school instead because I like doing things with my hands. I 'm particularly fond of drawings Interpret
problem
.So I might decide to train as a draughtsman. When I finish training, I may open a workshop .I'm sure that I 'll manage to
solving
make a lot of money.."
situation to
lead the class
The teacher invites the learners to read the corrected task , then copy on their copy books their own productions.
Students
The learners are asked to open their books on page 52 and try to interpret the pictures .The teacher leads the conversation
teacher
about the animals' life, uses and then explains the instructions of the 'activity'

Activity onep52: Find out the average life span of each of the animals, and place them on the following graph.

- can greet and

- name different

Bats
Cats
Giraffes - Lions
Horses

6 to 15 months
15 years
20 years
25 years

Dolphins
Elephants

Interact
about
animals life
expectancy

animals

- guess the life

expectancy of

50 years

60 years

some of the well

80 years

known animals

Turtles

15

20

25

50

60

75 100

The teacher requires form the learners to work in pairs, he may helps the learners by giving them the approximate life
expectancy of each animal, and then they are asked to draw the graph on their copybooks.
Page17

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The teacher invites the learners to correct and complete the life expectancy graph..
Teacher
students
Talk
about
things
that are
possible
and
probable

improvise the

The teacher explains the instructions of "Activity 2p52" , then invites the learners to work
in pairs .

life of some

might well

Interpret
the graph
expectancy
To use the
modal
may
can & cant
might

40

may ..

May well
might well
-

20

might .

Students
Activity 2p52: Discuss the maximum age of each of the animals represented on the life
expectancy graph.
teacher
may well
(higher possibility)
100
80
60
Teacher
students

- guess and

The learners are asked to read the graph and try to compare between the animals.

(smaller possibility)

domestic
animals

-discriminate
between may
may well
might and can
to state the
degree of

can't live to the age of 30

(impossibility)

possibilities

To help the pupils the teacher may give them the pattern.
Talk
about
things
that are
possible
and
probable

Students
teacher

Giraffes live for 20 years on the average, but they may well live for up to 25.
Bats cannot live to the age of 30.
Horses might live to the age of 25 years
Turtles might well live to the age of 80 years.

Students

students

The teacher reports the pupils' answers on the board, they should be able to distinguish between use of
'may- might-and cannot'.
The explains the instructions of 'Activity4p53' then asks them to do it as a home research
which to be given back after the winter holidays. {a group work} .He explains the way the work
should be done.
The learners are asked to read and copy down all the written work on the board .
Page 18

Produce
sentences
using the
models
can may
might

- compare
animals
according to
their life
expectancy

sambounab@hotmail.f

File Two [You can do it]

Listening & Speaking

Fourth

Level

Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
 Ongoing assessment of Learning .[ Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can
provide useful information on individual progress and achievement, which teachers and learners can review to aid learning .

 Active Learners. Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning cooperatively
with peers, and making connections to life outside of class.

Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc) functions (polite
requests, apologizing.)?

In this lesson I will teach the following aspects of language:

Function : Expressing agreement & Expressing likes and dislikes

Grammar: so +auxiliary / neither +auxiliary

Vocabulary related to: School and daily life routines

Pronunciation : strong & weak form of have-can-do

COMPETENCIES:
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the

specifies of you

lesson.

Can listen to and understand unfamiliar instructions and explanations that are : Very short and straightforward .Accompanied by visuals (e.g. gestures ,writing or drawings modeling,
demonstration) Broken down step by step
Can sustain a short oral narrative story experience or event) or a description. On topics of interest as a series or sequence of connected points .

Objectives / Assessment :
SWBAT

by the end of the lesson ,students will be able to :

1)agree using so or neither do I

2) talk about ones likes and dislikes

Required material and / or resources : The manuals flashcards (p54 )

sambounab@hotmail.fr

page 19

time

Rationale
Greeting
and
welcoming
Talk about
things that
are
possible
and
probable
Accepting
and
agreeing

Accepting
and
agreeing

Type of
interaction

Teacher
students

C E

U R E

Warm up:
The teacher greets his learners and inquires about their daily life school.
The teacher interacts with his learners about the least sance and its learning objectives [may possibility & might remote

possibility]

Pre-listening:
The teacher invites the pupils to open their books on page 54, he explains the situation and the new words such as "bulldog-

Students mistreat cruel neither pocket money-protection-funny-member-" then asks the learners to work in pairs.
teacher
Activity 1p54: Fill in each of the blanks in the speech bubbles with the appropriate auxiliary: "can- do or have"

Teacher
students

Students
teacher

Students

students
Accepting
and
agreeing

P R O

Jill: I have got a bulldog.

Jack: So, have I.
Jill: I love bulldogs.
Jack: So, do I.
Jill: I don't like people who mistreat animals.
Jack: Neither do I.
Jill: I can't be friends with people who are cruel to animals.
Jack: Neither can I.
The teacher supervises the pupils woks, then invites them to listen to him reading the script on page 168, and check if they
were correct.

During-listening:
The teacher invites the learners to check their answer on the books while he read the drill
The learners listens twice and correct their answers
The teacher invites the learners to perform the drill (pair work)
The learners are invited to open their books on page 168 , listen to the teacher reading the script and underline the following
words and statements;
Jill: I have got a bulldog
Jack: So have I
Jill: I love bulldogs
Jack: So do I.
Jill: I am friendly. Jack: So am I.
Jill: I dont like people who mistreat animals
Jack: Neither do I.
The teacher invites the pupils to perform the script by pairs ( 4 to 6 pupils)

SWBAT
Interact to
greet and
welcome
Interact
about the
last sance
learning
objectives
Interpret the
flashcards
To decode the
message and
identify ways
of agreeing

Who are my learners?

can greet and

welcome
 talk about
daily life school
routines
Express
possibility using
the models can
may might"
 describe
flashcards and
detect the
message hidden
in them

recognize the
Listen the
script and
interpret it

Post-listening:
- Presentation: The learners are invited to list what has been underlined previously in the script; the teacher selects from

Interact
about the
previous
suggested
answers

the listed statements the following ones.

Jill: I have got a bulldog
Jack: So have I
Jill: I love bulldogs
Jack: So do I.
Jill: I am friendly. Jack: So am I.
Jill: I dont like people who mistreat animals
Jack: Neither do I.
-Isolation: the teacher focuses on the following sentences.
1. Jill: I have got a bulldog
Jack: So have I
2 - Jill: I dont like people who mistreat animals
Jack: Neither do I
-Analysis: The learners are invited to pay attention at the following sentences and try to analyze them.
1)
Jill: I love bulldogs
Jack: I love bulldogs, too.
Jack agrees with Jill on the love of bulldogs .
So + do + I
2)
Jill: I dont like people who mistreat animals
Jack: I dont like people who mistreat animals, too
Jack agrees with Jill on the mistreat of animals
Neither +do +I
3) I love bulldogs (positive sentence)
So + do + I
4) I dont like bulldogs ( negative sentence)
Neither + do + I
page 20

Interpret the
script to
identify ways
to agree
using so do
I & neither
do I

previous ways of
expressing
agreement
 Identify
auxiliaries
 interact and
exchange
 identify the
meaning of
stress
 express
agreement using
so & neither

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-Stating Rules: The teacher leads the learners to distinguish between the use of the modals in such situations

"So do I"
Accepting
and
agreeing

Teacher
students

Students
teacher

Teacher
students

Accepting
and
agreeing

Students
teacher

with a positive statement,

an agreement

"Neither do I"

with a negative statement.

When participating in a discussion, you sometimes agree and sometimes disagree with what the
other speaker says to you .It is not always necessary to use the verbs "agree" or "disagree" to
express agreement- or disagreement- . You can express this in a different way.
A . Use "so + auxiliary + subject when you respond to a positive statement .
Example: I can sing
I can sing , too = So can I
B .Use "neither + auxiliary + subject when you respond to a negative statement.
Example : I cant play tennis
= I cant play tennis, too
Neither can I
-Practice: The learners are invited to perform the following tasks
The teacher explains the instructions of "Activity2p56" ,then asks them to work in pairs.
Activity 2p56: Complete the dialogue below using "so" or "neither" plus the appropriate auxiliary: [do will shall have]
You: I have a bicycle.
Partner A: So, have I.
Partner B: That is very funny .I have bought one, too.
You: We're flying to England next Saturday at 5.
Partner A: So, are we.
Partner B: How extraordinary! We are going on the same flight, too.
You: I haven't seen B since last Monday.
Partner A: Neither have I .
Partner B: There is something wrong .I haven't seen him since last Monday, too.
You: Everybody hates snakes .But I love them.
Partner A: So do I .
Partner B: I love them too.
The teacher invites the learners to correct using their pencils on their books, later they are asked to perform pairs by pairs

Ways of
speaking
Students

students

Ways of
speaking

The teacher explains the instructions of 'activity4p54' 'and the difference between "strong and weak" form of
the auxiliaries in such sentences.

Activity 3p54: Listen then say which word is stressed most in the speech bubbles
- So, do I.
- Neither do I
- Neither can I .
So, have I.
Stressed
Stressed
 Activity 4p54: Listen again and note the form of the auxiliary 'do, have & can'

Interpret the
analysis to
state when
so +do+ I &
when
neither +do
+I are used

express
agreement using
so & neither
 discriminate
between positive
& negative
statements
 use the learnt
language to
produce dialogues
and exchanges
 identify and
name means of
Produce
transport
written
messages
 identify periods
expressing
of times
agreement
With positive  recognize
points of time
& negative
statements
 name and
discriminate
between animals
 express like
sand dislikes.
 Identify the
Interpret the stressed words
agreement
and their
ways to
meanings
identify the

Identify
stressed word
auxiliaries words


"The rule is we use the weak forms of these auxiliaries when they occur in such sentences"
Have
Strong form Weak form
/h

v/

/h

v/

Can
Strong form
/c

n/

Weak form
/c

n/

Do
Strong form
/du:/

Weak form
/d

The learners listen and correct on their books .

The teacher invites the learners to read the corrected tasks on the board, then copy down on their
copybooks.
Page 21

Interpret the
task to
identify the
stressed
auxiliary

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File Two [You can do it]

Reading & Writing

Fourth

Level

Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
 Facilitator ..[ Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind;
guiding and monitoring learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching .]

 Supportive Learning Environment and Classroom Management. [Teachers have a positive impact on learner learning by creating a supportive and relaxed learning environment
and using appropriate classroom management : communicating warmth and respect for learners, encouraging them to participate and work cooperatively and to develop self-confidence.]

Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc) functions (polite
requests, apologizing.)?

In this lesson I will teach the following aspects of language:

Function : expressing possibilities

Grammar: model may might will be able to

Vocabulary related to: science & discoveries (robots)

COMPETENCIES:
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
lesson.

 Can plan for ,use and evaluate the effectiveness of several reading strategies to develop :Reading efficiency and speed - Guessing skills.
Can plan for ,use and evaluate the effectiveness of several writing strategies to Generate ideas Create a draft

Objectives / Assessment :
SWBAT

by the end of the lesson ,students will be able to :

1)express possibilities using the modal may

Required material and / or resources : The manuals flashcards (p57 58 59

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page 22

) & manuals script page 57

specifies of you

time

Rationale

Type of
interaction

Greet and
welcome
Accepting

and
agreeing

P R O

C E

File Two :
Teacher
students

Swbat

U R E
4AM

Warm up:
The teacher greets his learners and inquires about their daily life school.
The teacher interacts with his learners about the least sance and its learning objectives [agree using so & neither]

Pre- reading:
 The teacher invites the pupils to open their books on page 57 and asks them to try to interpret the photo .They are

Students asked to write a short composition about the picture.

teacher
 The learners are invited to give their answers, they read their paragraphs and the teacher corrects their mistakes.

Interact to
greet and
welcome
Discuss the
last hours
learning
objectives

During reading:
 The teacher explains the instructions of Activity1p57 and the new words such as : [ issue- deal with cover pageInventing ,
designing
and
innovating

flash forward newsstand ]

Teacher
students

 The pupils do the activity on their rough copybooks, then correct on the board.

 Activity1p57: Look at the picture of the cover page of the magazine below and answer the questions.
What is the name of the magazine?  Popular Science
What is the title of this issue of the magazine?  Flash Forward: Life in the Future.
Which topics does this issue of the magazine deal with?  Technology /new inventions: cloning, computers
What does the illustration on the cover page represent?  A baby in the hands of a robot.
What do you think the most important article in the magazine?  The most important article will be about robots.
 The learners are asked to perform the activity in pairs as question answer.
The learners are requested to look at the text of Activity 2p57,he explains the new words like: ( amazing

Inventing
,designing
and
innovating

Inventing ,
designing
and
innovating

Interpret
the
flashcard
on page 57
to guess
what the
article is
about
Technology

invention- ever surgeon- instruct astronauts pilot Mars mines fire departments nuclear plants generation- smell /new
inventions:
cloning,
computers
copy books , the teacher supervises their works , then invites them to correct using their pencils on their books.

Students invent- maids rivals artificial )

The teacher asks the pupils to open their books and read silently the text on page 57, do the task on their rough
teacher

The learners are invited to open their books on page 58 ,they are asked to pay attention at the illustrations and the
instructions
The teacher explains the instructions of the task, and then invites the learners to read and answer.
 Activity 3p57: Read the text again then identify the sentences (s) which each of the illustrations below helps you
understand.

Students Picture one : represents a robot maid and a robot student .It illustrates the following sentences:They will be able to make robot
students
maids, which will do house cleaning .They may be able to invent robot students to do your homework while you just lie in your bed

Interpret
the text to
answer
task1

listening to music.

Picture two: shows a robot cook .It illustrates the following sentences: I m sure scientists will be able to invent robot cooks, Interpret
the pictures
which you can instruct to prepare your breakfast in the morning .
to identify
Picture three: illustrates the following sentences They might even invent robot mechanics , which will repair broken robots :

The pupils do the activity in rough in pairs, and then the teacher asks them to correct orally while he reports the
sentences on the board.
: The learners are asked to look at activity four and try to interpret the graph, then he explains the instructions
and the way to fill in the table , next theyre asked to work in pair .
page 23

what
sentences
they
illustrate in
the text

Who are my learners?

Pps can greet ,

welcome and talk
about school daily
life routines
Can sum up the
last sance
learning objectives
Can use the last
hours objectives in
concrete situations
Describe
flashcards and
interpret them
Talk about
modern
technologies
computers
cloning
Discriminate
between the types
of writings (booksmagazines...)
Discriminate
between genders
Talk about
discoveries ,
planets
Discuss the
latest mans
exploration to the
planet of Mars
Interact about
what can robots do
nowadays
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Inventing
designing
and
innovating

Activity 4p 58: Read the second paragraph of the article and rank the predictions that the author makes about robots from

Teacher
students

Students
teacher

Pictures
in

nderstand
ding and
comprehending

Identify the model

the most to the least probable /possible .Use the graph .[Transfer of written information to a graph]

Teacher
students

100%_ Scientists will be able to invent robot cooks.

80% They will be able to make robot maids.
60%_
They may be able to invent robot students.
40%_
They might even invent robot mechanics
20% _ _________________________
0% _
It is impossible for robots to be man's rivals.

Interpret
the text to
complete the
graph

Things in
the future

Talking
about
achievable

Things in
the future

Talking

and its uses

Read and exploit

written text
Can describe the

meaning shown
The pupils copy the graph on their copy books, they're asked to read the second part of the text then try to fill in
it with the help of the teacher.

Post-reading:
The learners are invited to pay attention at "coping, he explains the importance of the 'illustrations ', then
requires from the learners to copy it on their class copy books.

It is important to look at the illustrations which accompany texts .They may help you in various ways.
Illustrations can help you guess the topic of the general idea of the text .So make sure you look at them
before you start reading .This may help you better understand the text.
They can also help you understand the meaning of difficult words.

through
illustrations and
Interpret
coping to
identify the
role and
importance
of using
illustrations
in
understanding

texts.

Talking
about
achievable

may its forms

The pupils are asked to open their books on page 59 and look at the instructions of 'activity 1p59' while the teacher
explains the instructions and the new words [ shopping mind- vaccine ]

Students
Activity1p59: Read the jumbled predictions and say how sure you are about each using "will be able may well may
teacher
might or won't be able + verb
Someday people will be able to do their shopping by computer.
Scientist won't be able to invent a computer which can read your mind soon.
In the future all children may well study at home using the computer.
Scientists will be able to make a vaccine against cancer in the future.

The teacher supervises the pupils works and helps them to build correct sentences, he should respect their own
opinions.
Students
The learners use their pencils and correct on their books to save time
students
The teacher invites the pupils to use the sentences in the previous activity and "agree" using even- or disagree
using-rather
Activity 2p59:Discuss the opinions you have expressed in the previous exercise by 'agreeing or disagreeing"
Scientists won't be able to invent a computer which can read in your mind soon.
I think so too. / Oh , I even think scientists may well do all their best in medicine .
I think people will be able to d their shopping by computer .
Really? I don't think so .I rather think that people will go out and do their shopping by themselves
The pupils work together ,then perform their dialogues pairs by pairs .
Page 24

Use the
modal
may &
will be able
to produce
written or
oral
statements
expressing
future
possibilities

pictures
Discuss why
pictures and photos
can illustrate ideas
and simplify the
understanding of a
text and its difficult
lexis
Improvise and
guess how the
future will be
depending on the
nowadays
State how life
would be and how
some of the
problems will be
solved using maymight or will be
able
Agree or disagree
on the stated points
talking about the
life in the future

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about
achievable

Things in
the future

Teacher
students

Students
teacher

The learners are invited to pay attention to the set of instruction of the integrated situation

Identify the

Your friend is making a project work about mans space discoveries and explorations
You have an idea and you feel concerned by the subject so you decided to help your friend.
use the information of Act 3p59 to write a ten lines article to say what NASA "will /may/ might/well be able to
do / with robots in the future

meaning of an
integrated where a
problem solving
Use the

The teacher explains the instructions and the new words of "activity 3p59" such as [type spaceship-missionexploration-communicate-sunlight- polar rocks ]

Talking
about
achievable

Things in
the future

Teacher
students

Students
teacher

modal
may &
will be able

Space News
The National Aeronautics and Space Administration is on its way to making new advances in the conquest of
space.
NASA scientist will be able to make a new types of spaceship soon. This spaceship will be more powerful than
those which the NASA has made so far .The future astronauts may well be a new generation of robots .This
new generation of robots astronauts might be able to go on missions of exploration to Mars. They may be able
to communicate with NASA specialists in the Kennedy Space Centre in Florida because they can speak English
.According a NASA director , these astronauts robots will be able to carry with them another robot
,Hyperion. Hyperion can work 24 hours a day because it runs with solar energy .Hyperion will be able to find
continuous sunlight in the polar regions of the planet Mars. It will be able to run over rocks and to take
clearer pictures than we already have of the red planet .

to produce
written
composition
expressing
future
possibilities

situation is stated
Use what has
been learnt an
integrate it in the
problem sloving
situation
Work in pairs or
in groups
Build statements
and compostions
using the learnt
language
Discuss and

Students
students

interact about the

The teacher invites the pupils to work in their rough copy books, he supervises their works and offers his help once
needed , then invites them to read their paragraphs,
The teacher reports the paragraph of on the board.
The teacher invites the pupils to read the paragraph on the board, then write it down on their copy books

Page 25

exposed theme and

idea

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