Unit1: Hello Level: Secondary school Room: not a fixed one. Teacher: A. Ait talebe.

students

Objectives
By the end of the activities, the learners will be able to:
Introduce themselves clearly in speaking and writing;
Scanning the dialogues for specific information;
Use the presented vocabulary in classroom situations, which is the first
phase towards using it in real life.
Recognize the usage of verb “to be”;
Respond to the oral instructions
Role-play short dialogues of their creation.
The material to be used: BB, Student’s book, flashcards, realia,

 Warm up :
Greeting the students;
TPR as a means to check their response to the pre-taught class instructions;
Revision of the alphabet;
 Greeting people and introducing themselves:
Pre-teaching vocab items: classroom, Mr, Mrs, Miss, Language centre, Park; Hi ; Hello; Good morning; Good
afternoon; Good evening; Good night; Thank you; Thanks; You're welcome Excuse me; Pardon me; (I'm)
Sorry; Good-bye; Bye.
Introducing the dialogues:
Making the students repeat the words for pronunciation;
The students are invited to role-play the dialogues before their mates.
 Exercise 1:
Checking their comprehension of the dialogues through exercise 1 pg 11.
 Pair work:
The students are required to create dialogues of their own following a model “the dialogues”.
It is a good opportunity to correct their pronunciation mistakes.
Open pairs are encouraged to take part as a means to break the ice b/w all the students.
 Introducing numbers:
I shall divide the teaching of numbers into two sessions so that the learners will be able to grasp them more
effectively.
They have also to master the spelling as well as the pronunciation of each number.
Part one:
Number Word
0 Nought /Zero
1 One
2 Two
3 Three
4 Four
5 Five
6 Six
7 Seven
8 Eight
9 Nine
10 Ten
Exercise 1: Write and Say the phone numbers: 21239556879; 21222083298; 21276289637; 21260731456.
Part 2: look at annexe 1
Exercise2: + Exercise 3 page 11.
Listen and write: 24; 56; 150; 97, 40; 32; 2007; 77;
Homework: produce dialogues asking about their ages following the model in the textbook n° 4 page 11.
Model dialogues of page 10 and ask them to perform them before their mates.
 Introducing verb to be in the simple present:
Part1:
Based on the afore-mentioned homework, I shall draw their attention that both statements are correct:
“My name is ---“equals “I am ---“, I shall consider this as an entrance to introducing the verb “to be”. I shall
encourage the students’ involvement and base on repititions and drills to introduce the other parts of the verb to
be.
Elicit examples from their context and ask them to write them down in their notebooks.
The Affirmative Form
Singular Plural
I am a student. We are students
You are Mohamed You are Mohamed and Anas.
He is Ali. They are teachers.
She is Aicha. They are books.
It is a book.

Part 2:
Introducing the short forms and full forms of verb to be.
Based on the dialogue 1 page 20, I shall draw the students’ attention to the particularities of the words written in
red. I shall elicit their remarks about it and let them make a difference between this lesson and the affirmative
form lesson.I shall make them discover the difference b/w the short forms and the full forms following this
method:
I write the full form and ask them to repeat it; then using coloured chalk to omit the first letter of verb to be,
then I add the apostrophe.
The Affirmative Form
Long form Short form Long form Short form
I am a student. I’m a student. We are students We’re students.
You are Mohamed You’re Mohamed. You are Ali and Anas. You’re Anas and Ali.
He is Ali. He’s Ali. They are teachers. They’re teachers.
She is Aicha. She’s Aicha.
It is a book. It’s a book
Exercises: 1+2 page 12. Homework: 3+ 4 page 13.
 Introducing articles a / an:
The revision of the alphabet and categorizing the letters as vowels or consonants. “A” works with consonants
and “An” works with vowels.
Exercise 5 page 13.
Homework:
Write a / an:
1- I’m … student. 4- It is …… orange.
2- Are you …… actor? 5- She is …… doctor.
3- Is he …… Moroccan student? 6- A cat is …… animal.
 Skills work:
It would be an opportunity to check their comprehension of the courses and they shall manifest this through
producing a short text talking about themselves and interacting with the others using the presented vocabulary
items. Homework: Writing page 15.
 Follow up:
Review page 17.
An overall revision of unit 1.