Soufi A/Hafid Secondary School.Kais K.

Benleulmi

Unit 06 : No Man is an Island Time Allotted : 6 hours

Rubric: Developing Skills
Lesson contents:
Lexical:
- Vocabulary relevant to disasters, human solidarity
- Reporting verbs.
Grammatical:
- Link words, for, since, as, because.
- The imperative.
- Had better / had better not
- Punctuation marks
Aims :
- To report opinions.
- To ask for and give advice.
- To listen for gist or details / to talk about disasters , human solidarity .
- To read a report / a news paper article.
- To write a report / an announcement.
- To argue.
Teacher's Tasks and
Time Methodology Learner's Tasks
Lessons Steps
Lesson one:
Listening and speaking.
10 Step 01:
mn a/ anticipate
( picture study )
(before you read (act To use some visual aids
01p126) ( pictures ) and the suggested
T shows a set of activity on the book to
pictures and let pps introduce new voc items - EL ZILZEL / earthquake
guess the use of words through checking disasters / injured people
related to the topic . pps' prior knowledge to pave
T : look at the picture the path to the listening script. They crouch under tables
page 126 and deduce In order to be safe from the danger
what do they do ? What of the earthquake..
for ?

15 T asks pps to read act Read the earthquake safety

mn 01p126 and to do it. measures and rank them according
to their order of importance (b-c-d-
a).
Soufi A/Hafid Secondary School.Kais K. Benleulmi

6 mn Step 02: Listen and check the answers

T reads the interview The interview is adapted by the (order).
10 T asks different QQs teacher.
mn - Who is speaking? To have whole class discussion Mr Clancy / Interviewer
How many people? To get a general comprehension
Who are they? To elicit new voc items related
- What does Mr Clancy To The Following Act Different Safety Measures
propose? Such as: had better /
Which expression does Interviewer/ Reporter / You had better / you had better not
he use to advise us? journalist.

Step 03:
4mn T reads again the text Correct the mistakes by omitting
10 and asks pps to act 03 p To listen and to pay attention to "to"
mn 126. the form had better / had better You'd better stand
not You'd better not try.
All activities are performed
orally.

Lesson 02:Your turn Must be written at home

12 Step 01: tip box 127 Explanation Read and distinguish between
mn T helps through QQs to build up asking for advice – and giving
a general idea about the content. opinion expressions.

40 Step 02: To exploit the tip box to

mn You turn perform the dialogue Pps work in pairs
T divides the tasks To explain new items through And rows to perform the dialogue
T interferes when pictures using the instructions before / after
necessary To have a role play activity pps the earthquake.
are not supposed to mention all
points

Lesson 03: write it up

Step01: tip box p 128
8mn t- what linkers are used To have whole class discussion
to express reason? To elicit the main idea of tip Because, since, as, for, …
box ( i.e ) ( To express reason)

25
mn Step 02:
Dialogue completion The task is adapted by the
T draws a table on the teacher
board and asks pps to To refer to p 127 pps Look for the reasons
complete it. To suggest some measures
To propose reasons.
Soufi A/Hafid Secondary School.Kais K. Benleulmi

What should we Linkers Why?

do?
Before
1) An earthquake 1. Know how to turn Because 1. We are afraid of explosion
off gas, water, Since
electricity
2. Know emergency For 2. We will ask them for help
telephone numbers.
2) During 1. Outside, stand As 3.A tree, building may fall
away, stop in a safe down on us.
place

3) After 3. Provide first did 4. There will be many injuries

25 Step 03:
mn to do Act 02 p 128(to To write an announcement The why is found by learners
write a short Using what / linkers/ why
announcement
using the table
Lesson 04:
Reading and writing
p 129
10 Step 01: anticipate Picture discussion
mn T: as you look to the To make predictions and
picture. guesses
- which disaster is To introduce the main theme An earthquake
shown ?. of the text
- how did you guess? broken houses / sofa/ furniture out
side
- what do you see else? Young girls are taking food to injuries
Why are doing they -members of the Algerian red
doing so ? T doesn't interfere crescent are carrying food because
pps predictions the neighbours lost their houses.

10 Step 02:
mn T ask pps to read the Read and check their predictions
text to check their
answers

12 Step 03:
mn T suggests a set of QQs
after reading the text To check the comprehension
- who is reporting this through whole class
event? discussion A journalist
In Algeria (Boumerdes)
- where did this
Soufi A/Hafid Secondary School.Kais K. Benleulmi
disaster happen?
-Disasters have a positive aspect
- what did the journalist which is help and solidarity.
think of disasters? To pave the way to the
- How did the journalist following by eliciting - he asks Raffik many questions
get information? different words related to
reporting such as: ask/ reply /
T observe both (§1/§1) answer
6 and find out differences the use of punctuation in (§2)
mn quotation marks to mark the direct
Task: punctuate (§1) To focus on punctuation speech
10 specific to direct speech - absence of punctuation in (§1)
mn Add quotation marks in (§1)

Remark: the material is

exploited to consolidate
grammatical points
Lesson 05:Write it out
08 Step 01:
mn tip box To review punctuation
Step 02:
10 to choose two To review and consolidate Report and guess the changes.
mn examples in tip box to reported speech
report them
Step 03:
15 act 04 p 130 a) to complete the 1st Report and correct
mn Table completion column (present
simple)
15 b) to report statements in
mn the past (2nd column)
Lesson 06: write it out

15 Step 01:
mn T asks pps to explain To work according to rows
the given verbs ( think / each row explains two verbs
assert / believe state / by using the dictionaries
claim / maintain .
25 Step 02:
mn To do act 01 p 130
Step 03: To explain Some people think that we can reduce
15 Act 02 p 131 poverty in Africa by giving some
mn To choose the suitable Homework more food aid.
ideas To give argument To use the hints given.
Soufi A/Hafid Secondary School.Kais K. Benleulmi

Unit 06 Script :
An interview with seismic expert
Interviewer : We have Mr James Clancy , a seismic expert .
He will tell us how we can reduce the dangers of earthquake and what safety measures we should
take during earthquakes .
Mr Clancy , good evening and welcome to Studio 5
Mr Clancy : Good evening .
The interviewer : What safety measures should be taken by ordinary people during , after , and
before an earthquake ?.
Mr Clancy : Well , let's start with the safety measures during an earthquake.
The most important rule is to stay calm . Don't panic . If you're inside a building during an
earthquake , you'd better stand in a doorway , or crouch under a desk or table , well away from
windows or glass dividers . You'd better not try to take the stairs and lifts . These are the most
dangerous places during an earthquake . Now if you're outside , you'd better stand away from
buildings , trees , telephones and electrical lines as these may fall on you . On the road , you should
drive away from underpasses and overpasses ; stop in a safe area and stay in your vehicle , …