The Democratic popular Republic Of Algeria

Ministry of National Education

Lesson Plans
For Secondary Education Year one
Literary and Scientific Streams

A Pair work Prepared By:

 Tebbakh Mohammed Elfateh
Brothers Meghlaoui High School, M’chira
 Bekkouche Mohammed
Saleh Boudjnana high School, Bouhatem

School Year: 2011 / 2012

 UNIT TWO
Our Findings Show

(Communication- The
Press)
 Sequence One :

Listening and Speaking

 stage Rationale Interaction Procedure
(Aims of the lesson) patterns (how the lesson is going on)
Students Will Be Able To :
 Anticipate - Introduce the topic by T - T starts an open discussion with SS about tasks 1.2.3
- Task 01 p78 interpreting pictures. p78.
SS
- Task 02 p78 - Be provided with more - T asks questions to engage SS into the unit’s main theme
vocabulary items « Communication and Press » and to elicit as much as
new vocabulary related to the topic.
T Questions as follows could be useful :
- Task 03 p78 - Test their knowledge  What does the picture represents?
with regard to Algerian  Can you read the titles of the newspapers and
newspapers. SS
magazines?
 Look at the small pictures in Task 02.what do they
represent?
 Can you give equivalent titles from your country?
 Why do you read newspapers / magazines?
 What kind of newspapers or magazines do you
prefer reading?
 Which rubrics do you prefer reading?
- Task 04 p78 - Express an opinion T - T asks SS to read the three views in task 04 and tries to
SS explain any difficult vocabulary for them.
- After reading, SS express their opinion using one of the
three ones that they’ve read.
 Listen and - SS listen to an interview T - T explains to SS what they are supposed to do (listen
check and check their answers and check).
- Task 01 p 79 to the previous task SS
- SS close their books and listen to the interview
simulated by the T and another student.
- T reads the interview with simple, easy English and
loudly so that SS would understand what they listen to.
- When the T ends reading the interview, he gives a
small time for SS to think and check their answers.

- Task 02 p79 - Listen to specific T - T, along with SS, discusses what is needed in task 02
- Task 03 p79 information. and try to interpret the table and what is supposed to
SS do.
- Learn new vocabulary
related to the topic. - T reads again the interview, SS listen and ,in the same
time, do tasks 02 and 03 (by ticking the appropriate
information. If it is possible, T can read the interview
for a second time.
 Say It Clear : - T gives a brief definition of compound nouns to SS.
- Task 01 p80 T - T explains to SS what is in the table then lets SS join
- Build compound nouns
each noun from column A with another noun from
SS column B so that they get compound nouns.
- Task 02 p80 - Recognize stress in T - After SS finish forming compound nouns in the previous
compound nouns SS task, they close their books and listen to T reading the
nouns loudly and identify the stress in each noun.

- Task 03 p80 - Deal with stress shift T - T asks SS to listen to him reading the first column of the
SS table and ask them to identify the stress in each noun
after he reads it.
- SS listen to T and say “stress is on the first syllable….”
- Then, T reads the second column of the table and do
with SS the same as with the first column.
- After putting stress on all the words, T asks SS to notice
what happened.
- SS notice that the stress has moved from its position
and say “Stress shifted rightward”.
- T asks SS about the reason that make stress shift.
- SS look at the table and say “when we add suffixes like :
-ic/-ian-… stress shifts rightward”.

- The hidden - Deal with phonetic T - T refers SS to the phonetic symbols in the beginning of
message symbols. SS the course book and asks them to decipher the message.
- SS, with the help of the phonetic symbols given in the
course book, read the message with the alphabet letters.
 It’s your turn : - Reporting orally and T - T refers SS attention to the horoscope signs in the book
then in writing what the SS and asks each one to identify his star sign.
horoscope says - T acts a dialogue with one pupil to let the others see
T-S how the dialogue is going on.
- Then, SS act dialogues with each other in pairs.
- After T gets a big number of dialogues acted out, he
chooses the best one to be written on the board.

 Say it in - Change the dialogues into SS - T asks SS to write short paragraphs about their star sign
writing : short paragraphs. ‘partners.
- Report spoken passage - Each pupil asks his friend about his star sign and
into a written one. reports it starting as follows: «The stars say that
(partner’s name)…..”
 Sequence Two :

Reading and Writing

 stage Rationale Interaction Procedure
(Aims of the lesson) patterns (how the lesson is going on)
Students Will Be Able To :
 Anticipate : - Read and interprete graphs T-SS - T directs the pupils’ attention to the graph on
and charts SS p82 and gives them a small time to look at
the graph.
- Before going on the questions A-E on the
same page, T brainstorms the SS by asking
usual questions about the graph given on the
page such as :
 What do the picture represents?
 What is a graph/chart?
 What is used for?
 Where do you usually find this?
- After that, T gives a time for SS to work on
questions A-B-C-D, and then continues the
discussion with them using the above
questions.
- When answering all the questions, T asks SS
to write answers A-B on the copybook and let
the others to be checked later.
- Now that SS have a good idea about the
graph, T asks them to do answer question E
and check it in the coming rubric.
 Read and Check - To analyze a report - SS read the text again and answer the
- Task 01 p83 questions below.
- T corrects.

 Read and check - Tackle a report - T asks SS to read the text again and answer
- Task 02 p83 - Scan a text for details the question that follow.
- SS read the text and do the task (Task 02
p83)
- T guides, checks and corrects.
- SS exchange answers for error checking.
 Discover the - To act out a dialogue using - Imagine you were one of the 60 informants
language reported questions interviewed about the computer use. Take
- Task 01 p 84 turns to interview each other.
- Task 02 p 84 - T , in this stage, is just controlling and
guiding SS while they act out the dialogues.
- SS Act out a dialogue reporting the questions
that the interviewer asked using the cues
given.
 Write it right : - To demonstrate their ability - SS read the results of the sports
- Task p85 in transforming sports questionnaire below and complete the report
questionnaire into a report that follows.
- They can use the report on page 83 as a
model.
- T is just guiding SS.
- T and SS interact and write a model report on
the board.
Developing skills : - Deduce types of form using - SS look at the form below and guess what
their shapes. type of from it is. Then, circle the right item.
- Task 01 p86 - Interpret the results of a - T explains and guides SS.
- Task 02 p86 survey and transform it into a - Group work : SS collect the forms and
- Task 03 p86 report. interpret the results of the survey in order to
- Task 04 p86 - Respond to a text move to the next step ; writing the final
report.
- SS use the questions in the tactics summary
box on the next page.
- T explains difficult vocabulary and guides SS.
- T and SS interact and write the final report
on the board.

Developing Skills : - Interpret a picture and read - T asks SS to say what the picture represents.
for a gist. - SS guess and answer.
- Task 01 p88 - Check guesses made - T sets SS to read the text on p88 in order to
- Task 02 p88 previously. check their guesses.
- SS read the text and check their answers.

- Task 03 p 89 - Scan and respond to a text - T sets SS to read the text again.
- Task 04 p89 - Practice reporting statements. - SS read the text and do task 03.
- Task 04 p89 - T explains difficult vocabulary.
- Task 05 p89 - T asks SS to read the text and do task 04.
- SS read and do the task.
- T guides, checks and corrects.
- T and SS correct the two tasks together and
write the answers on the board.
Stop and Consider
 stage Rationale Interaction Procedure
(Aims of the lesson) patterns (how the lesson is going on)
Students Will Be Able To :
Reminder I - Demonstrate their ability to - T discusses two example sentences on the board :
Task p92 report requests and orders *could you close the door ?(request)
using reporting verbs such as *Don’t come back (order).
“tell” and “ask” - T asks SS to report both sentences using
reporting verbs “asked” and “told”.
- SS report the sentences while T corrects.
- T asks SS if they know other reporting verbs.
(Beg, order, instruct…).
- T leads SS to deduce the rules of reporting
requests and orders.
- T lets SS practice reporting by doing Task on p92.

Reminder II - Report statements and - T asks SS to read the reminder.

Task 01 p93 questions (yes-no and WH). - SS read the reminder.
Task 02 p93 - T interacts with SS about the reminder and
deduce, each time, rules about reporting
statements and questions.
- SS practice direct and reported speech by doing
tasks 01 and 02 p93.
- T moves around, checks and corrects.
- SS exchange answers for error checking.
Other changes - Know other changes that occur - T gives SS handouts containing changes that occur
from direct to from direct to reported speech in reported speech.
reported speech (changes in tense, place and - T and SS discuss them to deduce simple rules.
time markers and pronouns) - Then, T checks SS understanding by giving them
and practice reporting. an extra task about reporting different situations.

Reminder IV - Recognize other summarizing - T asks SS to read the reminder and interacts with
Task 1 p95 verbs used in reporting. them about it.
Task 02 p95 - Practice direct speech. - T asks SS to do the first task (01 p95).
Reminder V - Form adjectives by adding the - SS refer to the rules given so far, do the task and
Task 01 p95 suffixes –ful/-less to words. exchange answers for error checking.
Task 02 p95 - Practice pronouncing the - T may give SS the first answer as a help.
suffixes –ful/-less in words. - T sets SS to do the second task (02 p95).
- SS do the task and compare answers for error
checking.
- T move around, checks and corrects.
- T asks to read the reminder V and do Task 01
p95.
- SS read the reminder, do the task and interact
with T for checking.
- SS practice pronouncing the adjectives formed in
the previous task
- T guides, checks and corrects
 Sequence Four :

Consolidation and Extension

 stage Rationale Interaction Procedure
(Aims of the lesson) patterns (how the lesson is going on)
Students Will Be Able To :
Write it out : - Practice reporting in writing. - T explains to SS what they are supposed to do in
Task 01 p96 - Filling blanks with appropriate tasks 01 and 02 p96 and gives them enough time
Task 02 p96 words. to discuss and compare answers for error
- Recognize punctuation in checking while he moves around, checks and
reporting. corrects.

Work it out - Identify silent letters in words. - T interacts with SS to explain what a silent letter
Task 01 p99 - Practice pronouncing words is by giving examples.
Task 02 p99 with silent letters. - T asks SS do think of Task 01 p99.
- SS do the task and compare answers.
- T pronounces the words one by one while SS
check their answers.
- T asks SS to pronounce the words paying
attention to the silent letters.
- SS pronounce the words while T checks and
corrects.