Streams: 1 st year classes

Source: The Crossroads

Unit I: Our findings show
Sequence: Listening and Speaking
Rubric: Anticipate.
Aim: To interact the learners to what will come next in the listening and speaking sequence.
How to Interpret a picture and to expressing opinions.

Steps of the lesson:

Timing
Steps
10mn

10mn

Warming up

Task 1 (P 78)

Input / Output
- T asks questions:
- do you read newspapers?
- can you name the Algerian newspapers?
T asks the PPs to open their books on p 78
- T asks question:
What does the picture show?
-The students look at the picture and answer.

Aims
-To introduce the topic
by interpreting the
picture
- interpret the picture
- To get new vocabulary
items.

Key:
- The picture shows newspapers and
magazines.
- The remaining words in the box refer to
rubrics.

15mn

Task 2 (p78)

T asks the PPs to give the Algerian

newspapers which are similar to the British
and American ones.

Test the pps knowledge

with regard to Algerian
newspapers.

Key:
USA TODAY ----------El Djazair EL-youm
(in Arabic)
Evening Standard----------Le Soir dAlgrie
The Daily Telegraph-------Le quotidien
Herald Tribune--------------La Tribune
10mn

Task 3 (p78)

T asks the PPs about the main purpose of

a newspaper.

expressing opinion

Key:
a. to inform its readers.

10mn

T asks the PPs to Complete the following

sentence with a, b or c:
Task 4 (p78)

To check the PPs

understanding

When I read newspapers, I

Key:
When I read newspapers, I
b. check the information because there are
serious newspapers as well as sensational
ones.
05mn

Round off

T rounds off the lesson by asking some

questions.

-1-

To check the PPs

understanding

Streams: 1 st year classes

Unit I: Our findings show
Sequence: Listening and Speaking
Rubric: Listen and check.
Aim listen and respond to an interview & taking notes.
Steps of the lesson:
Timing
Steps
15mn

task1 p 79

Source: The Crossroads

Input /Output

Aims

T- reads the interview and ask the

PPs the check their answers to To check the PPs understanding
Activity 4 in the previous page.

Key:

15mn

task 2 P79

When I read newspapers, I am very careful

about the information they provide because
there are serious newspapers as well as
sensational ones.
T asks the PPs to listen again and use the
information in the table below to take notes.
Then report what the interviewee says about
newspapers:
To identify the most important
information

Key:

10mn

task 3 P79

The interviewee likes/prefers reading daily

serious newspapers since they are objective
and provide/contain reliable information.
He/she hates/dislikes reading tabloids or
sensational papers which are subjective and
full of half-truths.
T asks the PPs to choose the best meaning for provide learners with more
vocabulary related to the topic
these words from the interview:

Key:
A. sensational = shocking. (b)
B. half-truth = a statement that is true but
not complete. (c)
C. tabloids = newspapers that tell
sensational stories. (a)

10mn

05mn

task 3 P79

Round off

T asks the PPs to look at the picture then

answer the questions on the next page
Key:
a- The people in the picture are on a train,
probably a tube train (metro).
b- They are reading newspapers and
magazines.
c- They are probably going to work.
d- No, none of them are/is talking.
e- Very few people do.
f- They talk to one another about various
subjects related to politics, sports and
society in general.
g- I personally/ When I
travel, I
T rounds off the lesson by asking some
questions
-2-

Interpreting a picture

To check the PPs understanding

Streams: 1st year classes

Source: The Crossroads
Unit I: Our findings show
Sequence: Listening and Speaking
Rubric: say it clear
Aim - stress in compound words - stress shift (noun adjective)
Steps of the lesson:
Timing
Steps

10mn

Warming
up

Act 1P 80
10mn

Act 2 p 80

T asks the PPs to match words from List A with the

corresponding ones from List B to build new words:
Key:
newspaper broadcast headline
newscast - bestseller - bookshop understand
postcard - newsagent - sportsman crossword
T asks the PPs to listen to him pronounces the new
words and put each of them onto one of the two columns
below according to its stress pattern:

to build compound
words

Key:

15mn

00

Act 3 p80
15mn

05mn

Input /Output
Aims
T writes two syllabic noun and verb in the WB. Then
asks the PPs to put the stress in the right syllable
Eg: deserve/ Atom
T writes different words in the WB and asks the PPs to To introduce the topic
build new words from the given words.
Newspaper
Understand
T reads the compound words with correct pronunciation
by focusing on the stressed syllable

Round off

00

To mark the stress in

NEWSpaper
BestSELLER
compound words.
BROADcast
Understand
HEADline
NEWScast
BOOKshop
POSTcard
NEWSagent
-SPORTSman
-CROSSword
Then asks the PPs to give the rule.
Stress in Compound words
1- nouns in the 1st part
2- Verbs/adjvs in the 2nd part.
T asks the PPs to listen and underline the stressed
syllable
atom
atomic
drama
dramatic
civil
civilian
grammar grammarian
to deal with stress shift
colony
colonial
operate
operation
comedy comedia
proverb
proverbial
curious n
strategy
strategic
curiosity
1- Stress should be put on the penultimate syllable(2nd
from the end) in words ending in ic, ian, ial, tion.
2- Stress should be put on the anti-penultimate
syllable(3rd from the end) in words ending in ly, gy,
phy,ty.
T asks some questions about the course.
To Check the PPs
understanding
-3-

Streams: 1st year classes

Source: The Crossroads
Unit I: Our findings show
Sequence: Listening and Speaking
Rubric: its your turn
Aim: To read the horoscope and report orally and in writing what the stars say.

Steps of the lesson:

Timing
Steps

10mn

15mn

Warming
up

Act 1p81

Input /Output
T asks questions:
What is your star sign?
Name different star signs you know?
PPs answers:
Cancer, Capricorn..

Aims
To introduce the topic

T asks the PPs to use the information in the horoscope

page to act out short dialogue:
How to make a dialogue
Key:
orally.
Ali: Tell me Ryan, whats your star sign?
Ryan: Its Aries. What does the horoscope say?
Ali: Well, it says that you like jokes and loud music. It
also says that you dont often ask for advice.
Ryan: Oh! Thats quite right!
T asks the PPs to ask his (their) partners to tell what
his/her star sign is. Then write down what the stars say
about him/her:

15mn

Act 2 p81

Or the T asks the PPs to change the dialogues into short

paragraphs.
key
The stars say that Karim works hard; he is good at
making money.

15mn

Act 3 p 81

T corrects the mistakes before reading PPs works.

-4-

To make PPs able to

change dialogues into
short paragraph.

To check mistakes.

Streams: 1st year classes

Source: The Crossroads
Unit I: Our findings show
Sequence: reading and writing
Rubric: Anticipate/ read and check.
Aim: - To read and interpret graphs and charts.
- To interpret survey results
- To introduce the reported speech.
Steps of the lesson:
Timing
Steps
Input /Output
Aims
T asks a question:
What are the different types of charts and graphs you know?
Warming PPs answer:
05mn
To introduce the topic
up
Bar graphs. Diagram, pie chart..
T asks the PPs to open the book on p70

15mn

05mn

T asks the PPs to look at the graphic display and answer the To be able to read and
Anticipa questions below:
interpret graphs and
te
charts.
Key:
A- It is a bar graph.
B- It displays numbers
C- It describes the results of a survey about the different uses
of the computer.
D- It represents the total number of people questioned.
E- The students should make the best use of their personal
experience to guess the informants different uses of the
computer (guessing game).
1- to keep addresses and phone numbers 16
2- to learn programming
6
3- to play games
60
4- as a calculator
2
5- for their studies
4
6- to do some word-processing at home
28
T asks the PPs to read the report and check their answers to To interpret a survey
Act1 p83 questions C, D and E in the previous page.
results
T asks the PPs to read the report again and answer the
questions below:

Key:

30mn

A- The reporter asked/questioned 60 teenagers.

B- S/he decided to do a survey to find out if it was true that
teenagers knew about computers.
C- The survey shows that teenagers dont really know how
Act2 p83 to use computers. (b)
DDirect speech
Indirect speech
- The reporter asked: Do
- the reporter asked If I had
you have a pc at home?
a pc at home
- The reporter asked me do - If I did some processing
you do some word
at home
processing at home?
- do you keep your address
and telephone numbers on
your pcs?

- If I kept my address and

telephone numbers on my
computers.

- do you use your pc as

calculator

- if I used my pc as
calculator.

To read for specific

details

To introduce the
reported speech.

-5E- The reporter uses the following verbs to report his/her

findings: said - told.
F- The verbs used for reporting are in the past simple tense.
G- The verbs following the reporting verb are also in the past
simple tense.
H- Interact with your learners about the differences in word
order, tenses to introduce the notions of direct and indirect
speech.(There are differences in the word order and tense in
the reporters questions in D direct speech and the way of
reporting them in the text reported speech)
Eg:
1) a. How much time do you spend using your computers?
b. I asked them how much time they spent using their
computers
WH questions: If a WH question is being asked, then use the
WH to introduce the clause. We change the order of the
subject and the verb (WH + statement). We may change the
tenses of the verbs and the pronouns.
2) a. Do you use computers to play games?
b. I asked them if they used computers to play games.
Yes/no questions: when a Yes/No question is being asked in
direct speech, then a construction with if is used (If +
statement). We may change the tenses of the verbs and the
pronouns.
Direct speech
- inverted commas
- no
- interrogative
- wh words
- do/ will/ have
- present simple
- comma afterintro verb

Indirect speech
- No
- That
- Statement
- Wh words
- If
- Past simple
- no

Reminder:
1- When reporting a wh question, the question
becomes a statement and the reported sentence is
introduced by the wh pronoun (whet, who
where).
2- When reporting a yes/ no question, the question
becomes a statement and the reported sentence is
introduced by if or whether.

-6-

Streams: 1st year classes

Unit I: Our findings show
Sequence: reading and writing
Rubric: Discover the language
Aim: PPs will be able to conduct an interview and
How to report WH & YES/NO questions.
Steps of the lesson:
Timing
Steps
10mn

15mn

15mn

15mn

Source: The Crossroads

Input /Output
T makes a brief revision about the previous course.
Eg: what was the last course about?

Warming
up

Act 1p84

Act 2 p84

Act 3 p84

T asks the PPs to make an interview by imagining that

they are among the 60 informants interviewed.
Key: Suggested interview
Reporter: Whats your name?
Informant: (My names) Amine.
Repoter: Where do you go to school
Informant: Im a first-year secondary school student at
Lyce ..
Reporter: Do you have a computer?
Informant: Yes, I do.
Reporter: What do you use it for
Informant: I generally use it for my studies, but I
sometimes use it to play games.
T asks the PPs to turn the questions in Task 01 into
reported speech
Key: Suggested interview
A: What questions did she ask you at the interview?
B: She asked me what my name was and where I went
to school.
A: And then ?
B: Then she asked me if I had a computer and what I
used the computer for.
Task 03: Change the direct questions into indirect
questions.
Aim: Reporting WH & YES/NO questions
1. "How are you?
He asked me how I was.
2. "Where are you going?"
He asked me where I was going.
3. Whom did you call?"
He asked me whom I had called.
4. I asked him Do we have enough money for gas?"
I asked him if we had enough money for gas.
5. Is your brother coming too?" he asked him
He asked him if his brother was coming too.

-7-

Aims
To check PPs
understanding.

To conduct an interview

To report WH &
YES/NO questions.

To practice the reported

questions

Streams: 1st year classes

Source: The Crossroads
Unit I: Our findings show
Sequence: reading and writing
Rubric: Write it right
Aim: PPs will be able to To interpret survey results in order to write a report.
Steps of the lesson:
Timing
Steps
10mn

Warming
up

Input /Output
T makes a brief revision about the previous course.
Eg: what was the last course about?
Pps: it was about reported questions.

Aims
To check PPs
understanding.

T: asks the PPs to read the results of the sports questionnaire

and complete the report below. Use the report on page 85 as a
model:
Key:
How sporty are out teens?

In present-day Algeria, sport is the teenagers

favourite pastime. But people today keep
complaining that the good sportsmanship of yore is
gone and dead. I decided to find out whether it was
true that our teenagers were less sporty than their
elders.
I questioned a mixed group of eighty pupils
between 15 and 17 from the High School Teenagers
in order to know which sport was the most popular
with them and why it was popular. When I asked
them if they liked practising sports, all the teenagers
said they did. But my main interest in fact was what
they practised sport for.
Sixty of them said they practised sports for fun,
twelve (12) told me they did it for challenge and only
eight (8) informants said they practised sports to keep
fit. When I asked them what their favourite sport was,
fifty (50) of them told me they liked playing football
whereas eighteen (18) said they preferred playing
handball. Only twelve (12) of the informants said
they enjoyed practising basketball.
Surprisingly, my survey showed that our teenagers
were sportier than their elders.

How to write a report

-8-

Streams: 1st year classes

Source: The Crossroads

Unit I: Our findings show

Rubric: Stop and consider
Aim: PPs will be able to form adverbs of manner from adjectives.
Steps of the lesson:
Timing
Steps
10mn

Warming
up

Input /Output
T makes a brief revision about the previous course.
Eg: what was the last course about?
Pps: answers.

Aims
To check PPs
understanding.

T asks the PPs to read the reminder on P 94 and

complete the monthly report in the same page.
Reminder
1- Adverbs of manner tell us how something happens.
20mn

Task p 94

2- We form adverbs of manner by adding ly to an

adjective: careful + ly = carefully.
3- There are sometimes changes in spelling
when an adverb is formed from an adjective.
Adjectives
ending in

Adjectiv
es

Adverbs

-le changes to ly:

-y changes to ily:
-ic changes to
ically:
-ue changes to
uly:
-ll changes to lly:

gentle
easy
automati
c
true
full

gently
easily
automatic
ally
truly
fully

How to form adverbs of

manner

4- we can use some adjectives as adverbs

without adding LY or ily.
Eg: Sofiane is better news presenter Sofiane presents
news better
Other examples: best, early, fast, hard, high, last, late,
worse.
Key
1- hard
2- cordially
4- quickly 5- carefully
6- late
7-coldly

15mn

Task 2
invented

3- politely
8- heavily

Cross out the wrong words to make the sentences

meaningful.1- Sometimes some students arrive lately /
late for class.
2- He drives too fast / well.
3- They planned their trip to Egypt very careful /
carefully.
4- Salim doesn't often work hard / hardly.
6- She knows the road well / good.
7- Turn the stereo down. It's too loudly / loud.

Pps will be able to

distinguish between
adverbs of manner and
adjectives

10mn

Round off

T asks PPs to give their own examples by forrming adverbs

of manner from adjectives

To check PPs
understanding

PPs give examples.

-9st

Streams: 1 year classes

Unit I: Our findings show
Sequence: Stop and consider
Aim: PPs will be able to know quotation marks in reported speech
Know more reporting (summarizing verbs)
Steps of the lesson:
Timing
Steps
10mn

20mn

Warming
up

Task 1
p95

Input /Output
T makes a brief revision about the previous course.
Eg: what was the last course about?
Pps: answer.
Today we see something new which is the different
summarizing (introductory) verbs.
T asks the PPs to read REMINDER IV about
summarizing verbs. Then write it in their copybooks.

Task 2
p95

Aims
To check PPs
understanding.
To introduce the topic:

To distinguish different
functions of reporting
T asks PPs to match quotes in column A with reporting verbs
verbs in column B
Key
Column
A
1
2
3
4
5
6
7
8

20mn

Source: The Crossroads

Column B
a.
b.
c.
d.
e.
f.
g.
h.

Warn
Promise
Remind
Suggest
Apologise
Admit
Advise
Beg

T asks PPs to quote the sentences in A in the previous

task with the right punctuation.
To practice punctuation
in reported speech
Key:
1- Remember you have to buy an air ticket,
he reminded him.
2- Beware of the dog!, he warned him.
3- You should go and see a doctor, he
advised her.
4- Ill never say it again, he promised.
5- Why dont we open the box first? he
suggested.
6- Please, please, please, show me the way
to do it, he begged.
7- Im so sorry for the incident!, he
apologised.
8- Okay, Okay, I touched it. Its true, he
admitted.

10mn

Task 03
invented

T asks the PPs to fill in each gap with the suitable verb
from the list below. accused - denied - admit threatened informed.
Key:
1. The pilot informed the passengers that the plane was
about to land.
2. I have to admit that I'm terrible at mathematics.
3. The bank robber threatened to start shooting unless
his demands were met.
4. The police accused him of robbery.
5. He denied that he had been involved in any crimes.

To use reporting verbs.

-10Streams: 1st year classes

Source: The Crossroads
Unit I: Our findings show
Sequence: Stop and consider
Aim: - PPs will be able to know to form adjectives by adding the suffixes ful and less
- pronunciation of the suffix ful / less
Steps of the lesson:
Timing
Steps
10mn

Warming
up

Input /Output
T makes a brief revision about the previous course.
Eg: what was the last course about?
Pps: answers.

Aims
To check PPs
understanding.

T asks the PPs to read REMINDERV on p 95 about suffix ful

and less, Then write it in their copybooks.
15mn

Task 1
p95

A suffix is added to the end of a word to expand the meaning

of the word.
T asks PPs to add suffixes -ful and -less to the nouns in
the box to form adjectives.
Key
Nouns

Adjectives
ful

worth
harm

less

Nouns

Adjectives
ful

less

worthless beauty beautiful

harmful

harmless

care careful

careless

delight delightfu
success successfu
l
price
priceless
truth l
use
useless
hope truthful
hopeless
useful
hopeful
Notice that the suffix ful is pronounced /fl/, and the suffix
less is pronounced /ls/
15mn

Task 02
Invented

T asks PPs to use the base words in the chart below to make
adjectives with the suffixes -ful and / or -less. Then
pronounce them.

To Practice the use of

full and less with the
right pronunciation

word
charm
end
faith
help
home
pain
peace
power
taste
thought

15mn

Task 3
invented

Adjectives
ful
less
X
charmless
X
endless
faithful
faithless
helpful
helpless
X
homeless
painful
painless
peaceful
X
powerful powerless
tasteful
tasteless
thoughtful thoughtless

-11Go back to the table above and use the adjectives found to
complete the following sentences:
1- Children under 13 years dont have to pay when take the
train. Its priceless.
2- Jane failed two times in passing her driving license exam
but she is never hopeless at success for another time.
3- Computers can do complicated works in a short time. They
are very useful for big companies today.
4- The teacher didnt understand my sentence. He said that it
was meaningless.
5- My father made an accident before. Now, he is a careful
driver.
6- Foods which contain lot of fats and sugars are harmful to
our children.
7- We have spent a joyful party last night; all our old and
funny friends were there.
8- The majority of students passed the exam this year in my
school. The headmaster said that it was really a fruitful
season.

-12Streams: 1st year classes

Source: The Crossroads
Unit I: Our findings show
Sequence: Stop and consider
Aim: - PPs will be able to write a report using quotes
- To make the learner aware of the importance of punctuation in sentences and paragraphs.
Steps of the lesson:
Timing
Steps
Input /Output
Aims
T makes a brief revision about the previous course.
Warming
Eg: what was the last course about?
To check PPs
10mn
up
Pps: answers.
understanding.

Streams: 1st year classes

Source: The Crossroads
Unit I: Our findings show
Sequence: Consolidation and extension
Aim: PPs will be able to improve their pronunciation by identifying the silent letters
Steps of the lesson:
Timing
Steps
10mn

Warming
up

Input /Output
T makes a brief revision about the previous course.
Eg: what was the last course about?
Pps: answers.
Procedures:
- To provide some words containing silent letters on
the board and make the learners read them
- To ask the learners to listen, notice and identify the
letters that are not pronounced in each word
The examples provided:
Wednesday - cars - light - writing listen - fruit - psychology
- To give the task for the learners in order to check
their understanding

15mn

Task One
P 99

Aims
To check PPs
understanding.

To develop the learners

pronunciation

T asks the PPs to do the task by identify the silent letters

in the following words:
Words
Answer

Words
Handkerchief

Words
White

Autumn

Honest

Would

Castle

Hour

Singer

Climbed

Island

Water

Column

Knife

Write

Could

Know

Would

Cupboard

Listen

Wrong

Daughter

Often

Yacht

Flight

Right

School

Foreigner

Walk

Mother

Half

Wednesday

Reading

To identify the silent

letters

muscle
15mn

Task Two

although

T asks the PPs to transcribe the following words

phonetically:
Words
Transcription
Listening
/l i s n i /
Papers

/p e i p z/

Right

/r i t/

Taught

/t o: t/

Talk

/t o: k/

Chalk

/t o: k/

Whose

/h u: z/

Picture

/ p i k t /

Harmful

/h a: m f l/

Sandwich

/d u: s/

Juice

/s n w i t/

knowledge

/n o l e d3/

T gives some rule of the silent letters

15mn

doubt

To transcribe words
phonetically