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    This document provides a lesson plan summary for a 45-minute English class on intercultural exchange. The lesson objectives are to have students 1) give instructions on using computers, 2) compare two aspects, 3) express preferences, and 4) make formal and informal requests with the proper intonation. The procedure involves warming up students, a listening comprehension activity comparing email and snail mail, writing a paragraph expressing preferences, and practicing formal and informal requests with different intonations.

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    This document provides a lesson plan summary for a 45-minute English class on intercultural exchange. The lesson objectives are to have students 1) give instructions on using computers, 2) compare two aspects, 3) express preferences, and 4) make formal and informal requests with the proper intonation. The procedure involves warming up students, a listening comprehension activity comparing email and snail mail, writing a paragraph expressing preferences, and practicing formal and informal requests with different intonations.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    26 views3 pages

    Fiche 2

    Uploaded by

    Kedir Houda
    This document provides a lesson plan summary for a 45-minute English class on intercultural exchange. The lesson objectives are to have students 1) give instructions on using computers, 2) compare two aspects, 3) express preferences, and 4) make formal and informal requests with the proper intonation. The procedure involves warming up students, a listening comprehension activity comparing email and snail mail, writing a paragraph expressing preferences, and practicing formal and informal requests with different intonations.

    Copyright:

    © All Rights Reserved
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    of 3

    School 

    : Brahimi Level : 1AS Teacher : Miss Meriem Medjahed


    Abdelkader
    Course Book : At the Unit01: Getting through Topic: Intercultural Exchange
    Crossword
    Sequence01: Listening and V. aids: Pictures, course Lang. resources: Sequencers, comparatives
    Speaking book preferences.
    N. Lexis: related to Function: Describing a Frame work: PDP
    technology and the use of process. Comparing.
    computers …. Expressing preferences. Time allocated: 45 minutes
    (Computer objects’ name- e- Make formal and informal
    mail- send/receive- dot/at..) requests.
    Objectives: by the end of the lesson the students will be able to:

     Give instructions about how to use computers.


     Compare between two aspects.
     Express preferences.
     Utter requests with the right intonation.

    timing Procedure interaction Intermediate


    objectives
    Warm up: T/Ls
    5’ 1/-Teacher greets her learners. To great the

    2/- Can u remind me of what we did last time? learners.

    Lead in:
    5’ Ls/T
    Since when do we use e-mail?
    To brain storm
    What did people use before? Which one is better?
    the pupils’
    knowledge.
    Listen and Check
    Task3 p.17:
     The table below compares e-mail and snail-mail Ls/T
    (ordinary letters). Tick in the appropriate boxes to say Gather specific
    what you think. Then listen and fill in column B. Do you T/Ls information
    10’
    have the same point of view as the speaker? through listening.
    B: Speaker’s
    A: Your opinion
    opinion
    Features
    Snail- Snail-
    E-mail E-mail
    mail mail
    Faster
    Cheaper
    More interesting
    Less personal
    Less convenient

    Task5 p.17:
     Write a short paragraph about your preferences using the Ls/T
    10’ information in the table above and say why. Then read it
    to the class. Produce a short
     I prefer to send my messages by e-mail rather paragraph using
    than send them by snail-mail because of many previous

    reasons. Firstly, e-mails are faster. Secondly, information to

    they are cheaper. Thirdly, they are more express


    preferences.
    convenient. Finally, I favor e-mails because I
    like the Internet.

    Say it Clear: (p.18)


    5’ Teacher ask students to write more quickly saying:
     Can you write more quickly? (write it on the board)
     If you ask your teacher the same question what would
    you say? How do we call asking for something?
     Is the intonation rising or falling?
    COULD  formal request CAN  informal request
    a. Could you speak more slowly please? ( )
    b. Can you speak louder please? ( )
    c. Can you say that more clearly please? ( )
    d. Could you go less quickly please? ( )

    Utter requests
    Task2 p.18: with the right
     Transform the statements below into formal and informal intonation.
    10’
    requests and say them with the right intonation.
    a. Could / can you type more /less slowly
    please?
    b. Could / can you press the key more / less
    smoothly lease?
    c. Could / can you drive more / less rapidly
    please?
    d. Could / can you use the computer more /
    less frequently please?
    e. Could / can you arrive earlier please?
    f. Could / can you jump higher please?
    g. Could / can you work harder please?

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