Theme: Life styles

Unit 01: Signs of the time.

Function: -Describing-Narrating-Predicting-Expressing certainty and doubt-Expressing
intention-Comparing
References: Getting through/ Personal support.
Level: 2AS

Content of the Unit

General aims: to enable the pupil’s to:
* Describe events, habits and actions in the past.
* Speak about present life, habits………………..
* Predict what will or may happen in our life (future).
Language points:
* The semi modal “used to”.
* The present simple tense.
* Going to and the present continuous.
* Will “future”.
* Modals: may-might…….
* Relative pronouns.
* Link words: in contrast, by contrast…..
* Comparative and superlatives.
Pronunciation:
* Comma pauses.
* Vowels and diphthongs.
* Sounds alike (homophones-homonyms).
Vocabulary:
* Sufixes: ic/ical/ism…
* words related to food, clothes.
Skills:
* Reading for specific information and general ideas.
* listening for specific information and general ideas.
* writing a policy statement.
* writing a short essay using comparison and contrast.
* writing a slogan.
Project:
 “A life style’s profile”.
Rubrics Lesson Plan Aims T.A
Words to say: -To enable the 15mn
Procedure: pupils to develop
Teacher reads the words page slowly. their English
Teacher guides the pupils to repeat the words in a pronunciation of
correct way. words.
Fashion→/fæʃn/
Tradition→/trədiʃn/
Modern→/mɔːdn/
Jeans→/dʒiːnz/
Scarf→/skɑːf/
Shawl→/ʃɔːl/
Food→/fuːd/
Work→/wɜːk/
Jet→/dʒet/
Goods →/gʊdz/
Kit→/kit/
shuttle→/ʃʌtl/

2-Diphtongs:
Teacher reads the words slowly:
Ago→/əgəʊ/
10mn
Style→/staɪl/
Hair→/heə(r)/
Now→/naʊ/
Today→/tə’deɪ/
Soil→/sɔɪl/
Cure→/kjʊə(r)/
near→/nɪə(r)/

The teacher reads the English alphabet and he may

write it on the board with phonetic transcription
(revision).

Discover The teacher guides the pupils to look at page 16. -To enable the 10mn
the -What does your father work? pupils to practice
language -What does your mother work? the difference
-What do your brothers do? between the simple
present and the
-The teacher explains the use of the present simple simple past.
tense. Before you read:
-The verb “to be” in the present.
Before you -The verb “to have” in the present.
Read -To practice the
-The verb “to do” in the present. simple present 10mn
 * When do we use the present tense (refer to page tense.
As you 188). Procedure
Read Procedure:
The teacher asks the pupils to read the text on page 16 -To enable the
silently. Then, do the activities on page 17. pupils to understand
Task 2 p 17: the reading passage
Questions: Page 17. and study its 20mn
Key: language points for
a) Uncle Hassen used to work in the primary detailed
sector of economy. comprehension of
b) Every morning, he used to get up early to milk the text.
the cows before coming back to the kitchen for
breakfast………
c) No, he didn’t (use to).
d) The sector of economy which attracts the
greatest number of workers today is the
tertiary sector (commercial service).
e) Uncle Hassen is going to retire if his box
refuses to transfer him to a commercial
service.
Task 3 p 17:
Read aloud §2 of the text, and classify the words
20mn
written in bold type in the table. (Refer to page 188).
key:
/s/ /z/ /iz/ -To enable the
works Goes- Finishes pupils to practice
wakes Buys Services the pronunciation of
fruits Litres refuses final “s” (the
gets Overalls present simple).
puts Does
Loaves- stays
After Grammar desk:
Reading -Read the sentences from the text (page 17) and
answer the questions. -T o practice the
Key: semi-modal “used
a- Sentence 1 expresses a habit in the past. Sentence 3 to” and its use.
expresses a habit in the present.
b- To express a habit in the past the author uses the
semi-modal used to . He uses the present simple tense
and a frequency adverb (usually) to express a habitual 1h
action in the present.
c- What did uncle Hassen use to be? Did he use to go
shopping in the town very often? ... There are other
possible questions. Try to elicit as many as possible
and get other students to answer them.
d- Sentence 5 expresses future intention. The author
Practice uses the going to form.

Task 1p18: complete the sentences using the

positive, negative or interrogative forms of “used to”. 20mn
Example: -To practice the
-Samara doesn’t like reading now, but she used to language points
read a lot. studied before.
-I know that Nassima is living in a small village now,
but ……………….
-Now, there are four libraries in our town, but…only
one.
-When I was a child I …..a burnous, but now I wear
one.
-I know that she doesn’t work in a bank now, but…..?
* The teacher asks the pps to check their answers with
their friends, then in small groups.
Key:
* ….did she use to live there?
* There used to be only one.
* When I was a child I didn’t use to wear a burnous.
* Did she use to work in a bank?
Task 2p18: orally 10mn
. -For more
comprehension

Task 3p18:
20mn
Example:
*when I was younger,I was getting up early
(uncorrect)
-To practise
*when I was younger, I was to get up early.
(punctuation marks
a- in ancient times, most people worship stones.
and capitals).
b- we were going for long wakes in the country when
Tenses and to
my father was alive.
enable the pupils to
c-we are sometimes dinning out.
differ between the
d-i went to school by bicycle, but I don’t do it any
present and the
longer.
past.
e-in England, most people are often going to the
theatre at weekends.
Key:
The correct verbs are:
a- used to worship
b- used to go
c- Usually eat out.
d- Used to go…
e- Often go..
Task 4p 18: -To enable the 15mn
Use: used to/ didn’t use to/ never used to or the pupil’s to differ
present simple tense with the verbs between brackets. between the simple
Key: present and the use
All the members of my family have changed their of the semi-modals
lifestyles of late. My grandfather used to drink coffee. “used to”.
Now he drinks milk. My father didn’t used to jog.
 Now he runs more than three kilometres every
afternoon. My mother used to cook food for every
meal because she could not eat leftovers and
processed food. Now, she often sends me to buy
pizzas whenever she feels she can’t prepare dinner.
My brothers used to go to bed early. These days, they
stay up late with the other members of the family
watching films on TV. They didn’t use to play video
games. Now they are addicted to them. Even I haven’t
escaped the change. I used to read books...
20mn
Task 5p19: -To enable the
Complete the sentences using “going”.
pupils to practise
Example:
the future using
Look at those black clouds. It’s going to rain. Refer to
going to.
page 19.
Key:
a. You’ve put too much pressure in the balloon.
Mind, it is going to explode/ blow up.
b. The referee has put the whistle in his mouth. He
is going to end the match.
c. Mouloud has lost his balance. He is going to fall
down.
d. Zohra has switched the TV off. She is going to
bed/sleep. -To enable the
e. Karim has just entered the post office. He is pupils to practise
going to send a letter. more the language
Write it Teacher guides the pupil’s to learn the difference points studied
between will and going to. “Refer to p189”. before. 1h
Right.

Task 1p 19: questions on page 19

Key:
I was born in the Kasbah of Algiers in 1949. My
father was a stevedore: he used to work in the docks, -To practise the
loading and unloading ships. He used to go to work. semi-modal “used
early in the morning and to come back home late in to”.
the evening without getting any wages. At the time, -Correct the
stevedores used to pay French foremen on the docks paragraph using the
to get a day’s work, but my dad never paid. So he semi-modal “used
didn’t use to get work every day. Mum used to cry to”
but poor old dad never used to say a word. I
remember, money was always the problem.
My sister Zohra and I didn’t have toys. So we used
to go down the steep and narrow alleys of the Kasbah
to spend the day in the French quarter near the
harbour. All day long, we used to look at the toys
displayed in shopwindows and envy the children of 20mn
the French colonists playing in the park…. -To practise more
 Task 2p 19: imagine you’re on an election the future using:
compaign. Advertise your programme by writing a going to.
policy statement. Use going to and the clues below. The teacher asks the
pupil’s to do the
activity at home. 20mn
Say it As a home work for
Loud the next week.
and Task 1 p20:
Clear Some words have the same spelling in French and -To enable the
English. But they are pronounced differently. Put each pupil’s to practise
of the transcriptions below in the correct box? more phonetics,
punctuation
Key:
marks….
English French
/teɪbl/ /tabl/ -To make the pupils
/ ɒrɪndʒ ɪz/ /ɔrɑʒ/ aware of the
/pə`liːs/ /pɔlɪs/ differences between
/,telɪ`vɪʒən/ /televɪzjɔ/ French and English 15mn
Task 2 p20: phonetics:
Add the appropriate punctuation and capitals to mark
the pauses in the pairs of sentences.
Sentences a, and b should be different in meaning. -To make the pupils
Key: aware of the
A- a. Ahmed (rising intonation), Said (rising importance of
intonation), Karima (rising intonation), Djouher pauses in speech.
(rising intonation) and I (falling intonation) used to (Punctuation
be in the same class (falling intonation). (Five marks).
persons are listed)
b. Ahmed Said (rising intonation) , Karima Djouhe
, (rising intonation) and I ( falling intonation) used
to be in the same class. (falling intonation) Three
persons are listed.)
B- a. Ahmed was born in Oran. (falling intonation )
On April 20 1990 he went to live in Algiers.
(Falling intonation)
b. Ahmed was born in Oran on April 20 1990.
(falling intonation) He went to live in Algiers.
(falling intonation)
Task 3 p 20:
15mn
The teacher gives examples and asks the pupils.
-To enable the
Four→ for.
pupils to know
Look at these two words, what do you remark.
homophones.
*The teacher explains what is a homophone?
*A homophone is a word pronounced like another
word but different in meaning and spelling.
*the teacher asks the pupils to give other examples.
Key
Eye→ I
Too→ to
Two→ to
See side→ sea side
 Their→ there
Know→ no
Bred→ bread
sew→ so
Buoys→ bread
Meat at → meet at Ate→ at Fool→ full
Sum→ some by→ buy.
Task 4 p20: 10mn
*The teacher gives this activity as a home work for
the next lesson.
* The teacher guides the pupils to use dictionaries. -To know the
* the teacher asks the pupils to form small groups difference between
(6 pupils) and try to find the different meanings of the a homophone and a
word “can” homonym.
A canner: the person who cans.
A canny: intelligent.
Granny: grand mother
Can: to be able.
Can: verb: to put food and liquids in the can.
A can: a metal or plastic container in which we put
food and liquids to make them fresh.

- The teacher gives an example to the pupils to

explain words division.
Eg: un/employ/ment (un is the prefix, employ is the -To enable the
root, ment is the suffix “the function”. pupils to know
nouns formation 15mn
Working Task 1 p21: and the use of
with Add suffixes ic/ ical/ al/ ism/ less/ ist/ and ary to the appropriate
words. suffixes.
Words
Key:
Marxism-economic- political- historical- capitalism-
- To practise the use
socialist- classless- socialist- revolutionary- Marxist-
of suffixes
feudalism- communist- liberalism.

Task 2 p21: 20mn

- The teacher may divide the pupils into small groups
and asks them to use dictionaries.
- The teacher asks them to transcribe the words and -To enable the
give sentences using their examples. pupils to practise
suffixes.
Procedure:
The teacher gives an example to explain the use of
“will”.
-pupils will have their exam next month. “sth sure to -To enable the
happen”. pupils to use will/
Prediction: we use may be, perhaps. may/ perhaps in
*the teacher asks the pupils to give their examples. order to predict.
1) if they’re sure→ will/ won’t
2) if they’re not sure (doubt) → may be, perhaps.
Listening Task 1 p22:
and Interact with your students about the possible advances
15mn
speaking that can be made in the field of medicine. e.g.,
Key:
Maybe scientists will invent a cure for palsy. -predict what may
Perhaps scientists will succeed in their research to happen in the field
find a vaccine against kidney disease… of medicine. 30mn
Perhaps scientists will find a vaccine to protect
……..
Task : 2 p22
*listen then write the sentences which contain the
modals in the graph. -To illustrate the
use of will, may and
1) will/ won’t: might in expressing
*well, these will be changes in the next decade for degrees of certainty.
sure.
*we’ll eat more genetically modified foods (GMFs).
*children will be able to study at home.
*home makers will do less housework.
*they will do all their shopping by computer.
*they won’t go to school every weekday.
2) will probably/ probably won’t:
*robots will probably be available for sale.
3) may well:
*new diseases may well infect us.
4) may/ may not:
*we may invent a cure for killer diseases like cancer,
but many diseases may infect us.
5) might well: 10mn
*pandemics might well reappear in another form.
Listening
6) might/ could:
and *we might reduce hunger is the world.
speaking Task 3 p 22:
Listen again and answer the questions. - For detailed 15mn
Key: comprehension of
a- there are talking about the changes that might the dialogue.
happen in the next decade.
b- Dr Jones is the least optimistic because he doesn’t
simply mention the positive changes. He also
mentions the negative effects of the expected changes.
c- Pupils summarize the dialogue using their own
words. (They play the role of reporters).
15mn
Tip box: page 23:
Say if you’re sure or no. Use your own examples and - For more practise
the expressions in the box. of the different
ways of expressing
certainty and doubt. 25mn

Your turn: page 23: - For more practice

 Your partner will express certainty or doubts about make predictions
what you say. about the future.

Write it up: page 23: (to be as a homework).

- For more practice
-To enable the 15mn
pupils to know the
different kinds of
foods, how to
Task 1 p24: analyse a text.
* The teacher asks about the names of foods they
know.
*the teacher guides the pupils to match each part in
the pyramid with its name and to give examples.
Key:
1→e: fats: wafers, pastry, cakes.
2→d: dairy: cheese, milk.
3→b:meats: chicken, beef, mutton
-To know the
4→a: vegetables: carrots, lettuce.
different groups of 15mn
5→f: fruits. Bananas, apples.
foods.
6→c: bread: rice, bead, and doughnut.

Task page 24:

*Which food groups did our grand parents use to eat
most? -To discuss.
*which ones do we eat most today?
*why did they use to eat those groups of foods? 1h
*why do we eat these one?
Reading
and Task 3 p 24:
* The teacher asks the pupils to read the text page (24-
writing I 25) and say if they agree or disagree with the idea
expressed in the text “what people eat”. -To help the pupils
* The teacher guides them to write a short paragraph expressing their 25mn
about the opinion of the eating habits with opinions.
justification.
* Do you agree or disagree with another’s opinions
about our eating habits? Justify your answer.

Task 4 p25:
* Read the tips in page 25.
* To complete the blanks in the tip box.
a- Synonyms:
*eating habits = eating patterns.
*contrary to = by contrast. -To make pupils
*enjoy his meal= eat his meal. aware of the
*the whole household = all the family. different ways to
*changed= transformed. avoid repetition.
b- Antonyms:
*chosen≠ imposed.
*traditional≠ modern.
*declined≠ increased.
c- Pronounce instead of a noun or noun phrase:
*that (consumption).
*it (this change). 10mn
*it (life)
*they (people)
*they (most people).
d- a verb instead of a noun: *eat→ eating
e-a noun instead of a verb: *changed→ this change
Task 5 p 25:
-The teacher refers to page 191. -To enable the 15mn
* write four definitions. pupils to know how
Key: to use the relative
- A restaurant is a place where people dine out. pronouns.
- A waiter is a person who serves clients in a
restaurant.
- Beef is the meat/flesh which/that comes from an ox,
a bull , or a cow. 20mn
- Ramadan is the month when Muslims fast.
- A widow is a woman whose husband is dead.
-This is the man whom I met yesterday.
Task 6 p 26:
* The teacher refers to page 192.
* insert essential information in the form of defining
- To practice the
relative clauses to make meaningful sentences.
relative pronouns.
Key: 10mn
a- Food which contains chemicals is dangerous for
health.
b- A person who serves meals at the restaurant is
called a waiter. 15mn
c- Summer is the season when most people take
their holidays.
Task 7 p26:
Refer to page 192.
Key: -To illustrate the
A- London, which is the Capital of the United use of non-defining
Kingdom, has eight million inhabitants. relative clauses.
B- The Earl of Sandwich, who invented the first
snack called sandwich, was an admiral of the 10mn
 English -To enable the
Fleet. pupils to practice
C- Hamburg, which gave its name to the most the comparatives
popular fast food in the world, is a German town. and superlatives 15mn
* The teacher refers to page 193-195.

Task 1 p 26:
Give examples to illustrate the use of comparatives. Refer
your students to the Grammar Reference n° 6 pp.193-194.

Task 2 p 27:
*the teacher explains the activity. - To practise
*complete the blanks in the short newspaper article. comparatives and
Possible output: superlatives.
- The climate is cold. -For more practice
- wear warm clothes. of the language
- The climate is hot. points studied
- They wear light clothes. before as well as
- People wear traditional clothes when going to parties connectors (link
- People put on suits and ties during ceremonial words).
occasions.
- were used to wear djellabas.
Write it - wear trousers and shirts. 10mn
Out: - They were used to wear shechias.
- They wear sports caps.
- fashion
- wearing jeans and sports shoes.
- Traditional clothing.
-To enable the 15mn
Task 1 p 28: pupils to practise
* The teacher asks the pupils to answer the questions the present
page 28. continuous.
Key:
-To interpret the
a-The key of a city represents hospitality and
language of the
welcome. It is offered to the most distinguished and
united towns 10mn
trustworthy people.
organization.
b- The circles stand for twinned towns.
c- The answer is in the logo. It’s written in Arabic.
-To check their 15mn
d- Towns belonging to different countries twin in
answers. Read the
order to collaborate with each other in many fields
text and check your
and promote mutual understanding.
last answer.
Task 2 p 28: read the passage below and check if
your answers to question d above was right - For detailed
comprehension.
Reading Task 3 p 29:
and Answer the questions page 29 according to the text.
writing Key:
II: a- Twin towns are towns which have agreed to
collaborate with each other. 10mn
b- They are arriving on Sunday afternoon on Sunday,
March 15. 10mn
c- The Mayor of Algiers is giving the opening speech.
d- The programme includes the visit of the Martyr’s
Monument, the Roman Ruins, the Royal Mauritanian
Mausoleum and the Kasbah.

Tip box:
The teacher explains it to pupils. They refer to page
196. -To practise the use
Task 4 p29: of the present
- Cross out the incorrect verb. continuous and the
future intension.
Key:
a. The Bulgarian students are staying at the Safir
1h
Hotel.
b. Are they visiting Zeralda next week.
- For more practise.
c. I hope you will enjoy your visit.
Send an e-mail to
d. I will get you an aspirin.
an English
e. I’ve a camera. I’m going to take pictures of the
Royal Mauritanian Mausoleum.
penfriend telling him/her about your plans for the next
two months.
* The teacher revises with the pupils the way of
writing a letter.

Name of the sender, address

Date:

Name of addressee:

Dear……………

Introduction

Body

Conclusion

With my deep love/ your’s faithfully!

Signature.