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1 As Unit One Getting Through Lesson Plan
1 As Unit One Getting Through Lesson Plan
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Listen and check p.5/17
The Aim:
Steps of the lesson:
Timing Steps Input /Output Aims
- direct the learners’ attention to the picture
and interact with them about it
task1 p 17 in order to make them identify/interpret -The aim behind this task is to
5 the context ‘teach’ learners to recognise
then the teacher asks them the following and sequence the main ideas in
questions spoken interaction
T: What does the picture represent
20mn pp:give various anserws
T: How many children are there?
pp: - follow the thread of what is
T: Where/who are they? being said by concentrating and
pp: recognising the key words
T: What are they doing?
pp:
T: How would you describe their attitudes
towards each other/one another
then the teacher Makes his interaction with - Trains on the learners in this
his learners drift gradually and smoothly listening strategy with reference
towards the question asked in task one to the function of instructing and
-Once the teacher is sure that his learners related language forms and
have understood what to do, he allows them notions (e.g., the imperative and
just enough time to read the jumbled the sequencers).
instructions on how to access e-mail to
sequence them correctly. He Provides helps
in case the learners meet with vocabulary
problems in the instructions.
First, the teacher Simulates the spoken learners check their answers to
task 2 P17/5 interaction (the listening script) on page (i) at the question in task one
15 MN the end of the textbook. - train the learners to speak
The teacher must stress only the key words from notes or memory with
(e.g., sequencers).since learners will listen to reference to the function of
key words in order to pick out the sequencing instructing and related language
order of the instructions. forms.
_then the teacher asks the students to
sequence the instructions using
sequencers:first,then,next,after that and
finally
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-learners listen for specific details
25mn -He can ask them about their own opinions of information coming in a spoken
concerning the advantages and drawbacks interaction involving an interview
of sending e-mail and ordinary messages. about the advantages and
T: How often do you send messages? drawbacks of sending messages by
Which way of sending messages do you electronic and ordinary mail
think is better, electronic or ordinary mail?
Presentation - Each time they answer your prompts, -To interact with the
15mn simulate misunderstanding or mishearing learners about the
and ask them to repeat what they have sentences.
said using the requests in task 1. -To make them interpret
the contexts in which the
-When you speak, you communicate different sentences can
information both verbally i.e., by using occur.
words and non-verbally, i.e., by using
gestures, facial expressions, etc... So hold
your hand close to your ear to indicate
mishearing). -To derive rules.
10mn Oral drill -The teacher asks the pupils to give1 or 2 -To check the pupils
examples. comprehension.
-Students give examples.
-the teacher checks and corrects.
Refer the learners to samples of requests
10mn in task one. If necessary, illustrate what
the learners are required to do by
transforming one of the statements into a - make requests out of
request information provided in
Practice Read aloud the request and mark the the form of statements
Activity two intonation pattern. containing comparatives
key to the task: of superiority.
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a- Could you type more quickly, please?
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: listening and speaking
The Aim: The aim behind this lesson is to recognise stress patterns in two syllable words related to
computers
Steps of the lesson:
Timing Steps Input /Output Aims
Key :
Your floppy contains a virus;
remove it from my computer
- The teacher Directs his learners’ - The aim behind this
15mn Task three attention to the table and shows them task is to recognise
p6/18 how to split words into syllables. stress patterns in two
-then Foreground the sound-spelling links syllable words
represented by the words and their related to computers.
phonetic transcriptions as well as the - Identifying and
stressed syllables. You can use the recognizing syllables
following table for highlighting this
information.
You see/write You say/read
aloud
10mn Task four - The teacher copies the table on board - learners will check
P6/18 and to have the learners correct their their answers to task
answers on their own. three as you read
-then he must Give some time for the aloud the words in
learners to analyse the stress pattern in the box
the two columns to draw the rule for
accentuation/word stress in two syllable
words.
TS: Look at the words in column A. Are
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they verbs, nouns, prepositions or
adverbs?
Where is the stress, on the first or on the
second syllable? What about the words in
column B? … What conclusion can you
draw ? - to draw the rule for
the rule of two syllables words stress accentuation/word
In two-syllable words, stress usually stress in two syllable
falls on the second syllable when the words
word is a verb, but it is placed on the
first syllable when the word is a noun.
A B
browser - cursor - connect - protect -
pointer - window remove
floppy - icon - erase - escape -
keyboard - display
modem
5mn Produce -Pupils try to give examples of two -To drill the rule of word
syllables words either verbs or nouns and stress(two syllables).
identify the stress patterns.
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Listening and speaking
Your turn p.7/19
The Aim: - the learners will practise and consolidate the speaking skill with reference to functions (e.g.,
instructing and expressing purpose) and related language forms.
Steps of the lesson:
Timing Steps Input /Output Aims
20 mn Task 1P7/19 -TS Refers the learners to the sentences
in columns A and B. Then asks them to - allow the students to
read them very quickly and identify the have an overall
main idea impression of what
-then he makes sure everyone the sentences are
understands the sentences before telling about
them to work in pairs to do task 1. - instructing and
-after that, he interacts with his learners expressing purpose
to check their answers.
The key to the tas
1-b, 2-a, 3-d, 4-c.
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Listening and speaking
Say it in writing p.7/19
The Aim: - The learners will re-invest what they have learned in the previous tasks in terms of functions
and related language forms in order to produce an argumentative paragraph defending a point of view
about the usefulness of the Internet.
Steps of the lesson:
Timing Steps Input /Output Aims
10 mn Warming -The teacher brainstorms the topic with -.To brainstorm the topic
up the students and jot notes on board. -to jot down ideas
-TS: What do you think about/of the - to elicit what the
Internet? learners think about the
TS: Is it useful or not? Why ? Internet
TS: Can you give other reasons?
Explain/Justify…
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Level: First Year Book: At the crossroads
Input: Reading and writing pp. 8-11 PP.20-21
Unit I: Getting Through
Sequence two: Reading and writing pp. 8-11
1/-Anticipate:
Aim: The aim of this rubric is to help your learners read icons in a computer screenshot. This is a very
useful social skill in our modern technological world. This social skill will be developed in relation to
functions covered earlier. It also aims to create a lead-in to the reading tasks proper on page 9.
Steps of the lesson:
Timing Steps Input / Output Aims
10mns Warming - Direct learners’ attention to the first -To introduce the topic
up screenshot and have them identify/ interpet by interpreting pictures
the different icons and information on the - To create a lead-in to
screenshot. the reading tasks proper
-then he Illustrates the difficult vocabulary on page 9.
items
10 min Task 1 -the teacher sets the students to the task -To interact and identify
(P 20) key the different parts of the
a-3b-1c–6d-4e-5f–2 pc.
-To get new vocabulary
items
-to identify functions of
different parts of the
computer
10mn Task 3 - Direct the learners’ attention to the second - learners will learn to
(20) screenshot and interact with them in order make predictions about
to elicit an interpretation of the information what will come next in
contained on the screenshot. an e-mail message on
-The screen shot is used for sending e-mails the basis of information
contained in an e-mail
box screenshot.
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introductory sentences?’)
Keys
to:Amel
from:Kirsi
Subject:introducing
15 min Task 3 -the teacher asks the learners to read the
(P 21) questions and makes sure they understand
what they have to
- As he checks the learners’ answers, he - This task reverts to
interacts with them to elicit further traditional reading
information about Finland. For example, he comprehension. The
can ask questions about the languages learners are required to
spoken in Finland, Finland’s neighbouring answer a set of
countries, its currency, etc... comprehension
keys questions.
A-she is Finnish
B-because she wants to know about Algiers.
C-lakes
D-she lives in the countryside because it is
very nice and big.
E-She rarely goes out at the weekend.
10mn Task 3 - the teacher draws his students attention to - Identifying reference
(21) the words written in bold words
he takes the first word as an example
I have found your address
Then he asks them to tell him which address
we are talking about
then he tells them that your refers to I I
mean my address
your is a reference word to I
-then he asks them to do the same with the
other words in the text
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Reading and Writing
Discover the language pp.10-11 frequency adverbs
The Aim: - Skill building in this rubric is treated at different levels: the word level, the sentence level,
and the paragraph level.
Steps of the lesson:
Timing Steps Input /Output Aims
10 mn Warming - The teacher refers the learners to -In order to pick out
up paragraph three. It is this paragraph, examples.
which talks about Kirsi’s regular
activities.
then he asks the learners to pick out the
sentences which contain the frequency
adverbs
_the teacher writes the sentences on the
board as examples
the examples
1-Igenerally get up very early
2-I always go there by bus.
3-I rarely go out at the weekend
4-I often visit my grand parents on
weekend
5-I sometimes watch TV
Presentation -The teacher discusses the examples with -To interact with the
15mn his / her students. learners about the
-“T” explains sentences.
-Pps derive rules
-Pupils fill in the rule. -To derive rules.
-The teacher asks the pupils to give1 or 2
10mn Oral drill examples. -To check the pupils
-Students give examples. comprehension.
Practice - Direct the learners’ attention to the - The learners will use
10mn Activity questionnaire and ask them to identify questions included in a
four P22 what it is about questionnaire to conduct
- interact with them (in open class) an interview about
simulating a sample interview. Show the regular activities.
learners how to make notes by jotting
down the responses of your
informants/learners on board.
- The learners will make notes on rough
pieces of paper when it is their turn to do
the task in pairs
10mn Task five -the students use the information and use - write/produce a
follow-up them to write sentences as regular short report
activities using frequency adverbs -use and identify
frequency adverbs.
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Write it right p. 11
This task aims to make the learners re-invest what they have learned in the Disover the language
rubric to write a reply to the e-mail message that they have read in the Read and check rubric.
10mns Task 1-2 P -refer your learners to Kirsi’s e-mail on page - The learners are
23 9 of the textbook, and have them take it as a ‘taught’ how to build
parallel or model of building and organising and organise
the paragraphs of their replies paragraphs.
Provide them with a topic sentence for the
first paragraph.
-The learners can check whether they have
organised their paragraphs correctly by
referring to the same letter).
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions Expressing purpose
- To make them consider these notions in context both deductively and inductively.
Steps of the lesson:
Timing Steps Input /Output Aims
10 mn Warming -T asks the pupils some questions related -In order to pick out
up to the text given. examples.
E.g.:-Why does Omar use the internet?
- Why does he download pictures?
-The pupils skim the text then answer.
Presentation -The teacher discusses the examples with -To interact with the
15mn his / her students. learners about the
-“T” explains sentences.
-Pps derive rules -To make them interpret
-Pupils fill in the reminder. the contexts in which the
different sentences can
occur.
-To derive rules.
10mn Oral drill -The teacher asks the pupils to give1 or 2 -To check the pupils
examples. comprehension.
-Students give examples.
Practice -Teacher asks the pupils to do the -To be able to use to, in
10mn Activity one activity 1 on the work sheet. order to, so as to and its
-Pupils think then do it. negatives.
-T checks.
-Pps correct.
10mn Activity two -To be able to link
-Teacher read the instruction. sentences with their
-Pupils do the activity. appropriate purposes.
-Teacher checks the pps answers.
-Pps correct on the board.
10mn Activity Pair Work: - To motivate pupils to
three -Pupil1 reads the first part of the sentence practice the rules more
written in the card. The other pupils and more.
check for the completion in their cards -To use correct sentences
then read the best completion using the expressing purpose.
appropriate linker.
5mn Produce -Pupils try to build up sentences of their -To build up correct
own expressing the purpose meaningful sentences
expressing purpose.
KEYS
Steps Solutions
Warming - He always uses the internet to research
up - He downloads a lot of pictures from there in order to use them in his work
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Presentation The Reminder
* We use to, so as to, in order to to express purpose.
* To, so as to, in order to can be used in the beginning or in the middle.
* The negatives are not to, in order not to, so as not to.
* After to, so as to, in order to and their negatives we use a verb (stem)
Oral drill
Activity 1- so as not - a
Two 2- in order to - c
3- to - d
4- in order not to - b
Produce
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Stop And Consider Reflexive pronouns
The Aim: -To consolidate grammar notions
- To make them consider these notions in context both deductively and inductively.
Steps of the lesson:
Timing Steps Input /Output Aims
10 mn Warming -T asks the pupils some questions -In order to pick out
up related to the picture given. examples.
E.g.:- What does the picture show?
-How many parrots/birds are there?
One or two?
-The pupils skim the text p 9 then
answer.
Presentation -The teacher discusses the examples -To interact with the learners
15mn with his / her students. about the sentences.
-“T” explains -To make them interpret the
-Pps derive rules contexts in which the
-Pupils fill in the reminder about different sentences can
reflexive pronouns occur.
-To derive rules.
10mn Oral drill -The teacher asks the pupils to give1 -To check the pupils
or 2 examples. comprehension.
-Students give examples.
Practice -Teacher asks the pupils to do the -To be able to use reflexive
15mn Activity one activity 1 on the work sheet. pronouns
-Pupils think then do it. himself,herself,itself,yourself
-T checks. ourselves, themselves
-Pps correct.
10mn Produce -Pupils try to build up sentences of -To build up correct
their own using reflexive pronouns meaningful sentences
expressing purpose.
The Keys :
Steps Solutions
Warming - There is one parrot only. The parrot in the mirror is just a reflex ion of
up the parrot perched on a stick
- The parrot is talking to itself
Presentation The Reminder
Reflexive pronouns usually refer back to the subject of the clause or sentence.
However, the –self-particle can be used to give emphasis to the noun phrase or
pronoun subject (e.g., I cooked it myself).
Oral drill
Practice A/yourself
Activity B/himself
One C/herself
D/themselves
E/ourselves
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F/itself
Presentation -The teacher discusses the examples with -To interact with the
15mn his / her students. learners about the
-“T” explains. sentences.
-Pps derive rules. -To make them interpret
-Then the Pupils fill in the reminder the contexts in which the
about expressing obligation and different sentences can
prohibition and lack of necessity and occur.
their negative forms -To derive rules.
10mn Oral drill -The teacher asks the pupils to give1 or 2 -To check the pupils
examples. comprehension.
-Students give examples.
Practice -Teacher asks the pupils to do the -To be able to use to, in
10mn Activity one activity 1 on the work sheet . order to, so as to and its
-Pupils think then do it. negatives.
-T checks.
-Pps correct.
5mn Produce -Pupils try to build up sentences of their -To build up correct
own expressing the obligation and meaningful sentences
prohibition. expressing purpose.
The Keys :
Steps Solutions
Presentation The Reminder
1-we use affirmative and questions forms of must and have to to express
obligation.
Example: you must start from here. Do I start from here?
3-we use need not and does not have to to say that there is no obligation to do
something.
Example: you need not send a message just phone them.
Note there is no past form of must we use had to and did not have to to
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express obligation and absence of obligation in the past.
Example: we had to switch off the computer before leaving.
Oral drill
school rules:
Practice 1-you must respect your teacher
Activity 2-you must not eat in the classroom.
One 3-you must not smoke in the school.
4-you must study all the subjects.
5-you must practice sport to stay healthy.
6-you must wear uniform.
7-you must switch off your mobiles in class.
8-you must do your homeworks.
Produce
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions Definite and Indefinite articles
- To make them consider these notions in context both deductively and inductively.
Steps of the lesson:
Timing Steps Input /Output Aims
10 mn Presentation -the teacher writes a word in Arabic then -In order to introduce the
asks them to add and asks them to language forms
distinguish between the two forms - This task aims to
then he writes the word pen on the board consolidate the use of
then write a pen definite and indefinite
articles
- Refer the learners to the reading text on -To interact with the
15mn page 9 of the textbook to establish links learners about the
Practice between the two texts sentences.
Activity one It will help them in accomplishing the -To make them interpret
task i.e. filling blanks with appropriate the contexts in which the
articles if they identify the context in different sentences can
which the text on page 21 is written. occur.
Encourage the learners to refer to the -To derive rules.
reminder when they check their answers.
Pupils think then do it.
-T checks.
-Pps correct.
-the students then discuss with the
teacher the reminder and make difference
between the articles in functions.
The Keys :
Steps Solutions
Presentation The Reminder
‘A’ and ‘an’ are indefinite articles. We use them only before singular countable
nouns.
‘The’ is a definite article. We use it before common nouns singular and plural
countable and uncountable.
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions prepositional and phrasal verbs
- To make them consider these notions in context both deductively and inductively.
verb+preposition=phrasal verb
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions ‘from …to…’ and ‘until
- To make them consider these notions in context both deductively and inductively.
10mn Oral drill -The teacher asks the pupils to give1 or 2 -To check the pupils
examples. comprehension.
-Students give examples.
Practice -Teacher asks the pupils to do the -To be able to use ‘from
10mn Activity one activity 1 on the work sheet . …to…’ and ‘until/till’.
-Pupils think then do it.
-T checks.
-Pps correct.
5mn Produce -Pupils try to build up sentences of their -To build up correct
own expressing time using ‘from …to…’ meaningful sentences
and ‘until/till’. expressing time and
duration.
The Keys :
Steps Solutions
Presentation The Reminder
A-We use ‘from….to’to give periods of times
(past) (future)
Now----------→March
↓-------------------------↓
example:
It will take from now to next March to finish the work.
From…….to are used with:
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-years(from 1954 to 1962)
-months(from May to July)
-days(from Saturday to Thursday)
-dates(from May 1st to July 5th )
-parts of the day(from dawn to 5 p.m)
-hours(from 8a.m to 5p.m)
example:
I waited for the message until 9 o’clock and I left.
Until is used with:
-years(until 2OO5)
-months(until December )
-days(until Monday)
-dates(until July 5th )
-hours(until 5 o’clock)
Practice It is just a note to tell you that the tower of London will be open for visitors
Activity until 31 October the timing is like this
One p33 from Tuesday to Saturday it is open from 10.00 to 18.00
the timing will remain like this until 1st of November
when the timing will become like this
from Tuesday to Saturday it is open from 9.00 to 17.00 and from Monday to
Sunday it is open from 10.00 to 17.00
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Stop and Consider
The Aim: -To consolidate grammar notions double conjunctions
- To make them consider these notions in context both deductively and inductively.
Steps of the lesson:
Timing Steps Input /Output Aims
25 mn Presentation - The teacher writes the reminder about -In order to introduce the
Task 1 the use of the double conjunctions and he language forms
P34 leaves a space for the examples. - This task aims to
then he asks the students to pick out the consolidate the use of
examples from Kirsi’s e-mail the double conjunctions
then he explain the different uses of the both….and
conjunctions stressing the use of either in ,neither….nor
questions and neither in negative forms either…….or
- Then the teacher moves to the task and
20mn explain to the students what they are -to practice and checking
Practice required to do. understanding
Activity two -the students do the task
p34 -T checks.
-Pps correct.
15mn PRODUCE the students give examples -to ensure that the
students best understand
after the task
The Keys :
Steps Solutions
Presentation The Reminder
A.We use both….and, neither…..nor, either…….or to talk about two things.
Example:………………………………………………….
I have lunch either at the school canteen or at a fast food restaurant.
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: Developing Skills
The Aim: -Develop social skills like writing letters/Business letter
Steps of the lesson:
Timing Steps Input /Output Aims
10 mn Warming -Ts asks the students of the different
up types of letters they know
pp:invitations
business letters
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- The teacher refers the learners to the -The aim is to produce a
layout of the letter of enquiry in task one. reply to a letter of
This will help them visualise how to enquiry by ordering
present their replies. then he refers them jumbled sentences and
to the correction of task two for the re-investing what is
organisation of ideas in the body of their learned in tasks one, two
reply letter and three.
Task 4 -the teacher sets the students to do the
25 mn P34 tasks in pairs to encourage peer
correction.
-the teacher makes sure the learners place
their replies in appropriate formats:
Thank you for your enquiry about
our summer courses. Please find
enclosed here our latest information
prospectus, which we hope will be of
interest to you.
We are permanent, we are
professional and we offer you a warm
welcome here at a our school.
We look forward to hearing from
you soon
Your address:
Date:
Re:subject
Salutation
Closing
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Level: First Year Book: At the crossroads
Unit I: Getting Through
Input: consolidation and extension
Write it out
The Aim: -To consolidate and extend the range of writing skills
Steps of the lesson:
Timing Steps Input /Output Aims
10 mn Warming - Ts ask the students the following
up question: when you finish your study in -to draw the students
the university, and you will get your attention to the way of
diploma what are you going to do? getting a job
PPs:I will look for a job -to make the students
Ts: where do you find the jobs understand what do we
advertisements? mean by advertisement
PPs:in newspapers
Ts: Ok, to be a teacher what are the
requirements that you must have?
PPs:you must be patient,tolerant,have a
wide range of knowledge and
understanding
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