Lesson Plan

Level: 1st Year Sc / Lit Teacher’s Name:

Unit 1: Getting Through Theme: Intercultural Exchange
Sequence 1: Listening and Speaking School:
Rubric: Anticipate / Listen and Check
Core Values: Recognizing the importance of technological tools and intercultural exchange in our life.
Targeted Competencies: Interact – interpret – produce

Learning Objectives: by the end of this sequence, learners will be able

to: 1. Name the main parts of a computer.
2. Use Sequencers to express instructions.
3. Express preferences about means of intercultural exchange. / Make Comparisons.
4. Express the imperative to give orders.

Language forms: First, second, in addition, after that / I prefer …. to, I prefer using .. rather than ….

Material: Picture, recordings, textbook p.17 Time: 2 Hours

Competen
Rubric Procedures Objectives Timing
cies
-T greets Ls and asks about their school life.

-T invites Ls to label each of the pictures using words from the box
Warm To introduce Ls to
Interact
Up the topic and 10
Interpret activate their prior Mns
knowledge
Email Social Media Newspaper Mail Fax
-T asks Ls the following question:
➢ What do we use these technologies for? (Communication)
-T guides Ls to fill in the defintions with the appropriate tech tool.
➢ Email is to send and receive mails electronically.
➢ Social Media are applications and websites we use to chat with
people.
➢ Fax is a tool to call or send papers via satellite.
➢ Mail is the traditional way of sending a document to people.
➢ Newspaper are used to know about what is happening around
us.
Interact To generate ideas 5
-T asks Ls: -What is something common between all these techs? related to the Mns
Interpret
topic.
Intercultural Exchange
Intercultural exchange is sharing different ideas, traditions and
knowledge with people from all over the world. People may come
from a completely different background than your own.

-T asks Ls: What are the means of communication for intercultural

exchange?
 Ls possible answers: Computer, radio, newspaper, television, emails.

-T invites Ls to look at the picture and name the different parts of a

computer using words from the box
Anticip
ate Interact To recognize and 10
name the different Mns
Interpret parts of a
computer.

Key: 1-Monitor, 2-Modem, 3-Central Unit, 4-Mouse, 5-Speakers, 6-

Printer, 7-Keyboard

-T invites Ls to listen to a dialogue between Amy and Charlie about

how to access e-amil, and do task 1 p.17 on the book

Activity 1: Reorder the sentences to get coherent sentences coherent

Listen instructions for accessing e-mail.
and
Check Number 1 2 3 4 5 6 7
To listen for
Letter B A C F D G E particular 10
Interact
information in the Mns
Interpret -T invites Ls to rewrite the instructions in task 1 using sequencers in
dialogue.
task 2
Activity 2: Rewrite the instructions using the sequencers: first, then,
next, after that and finally.

In order to access e-mail, you need to do the following. First, you

have to switch on the computer. Then, select your ISP. Next, click on
the `e-mail' icon to enter your ID and your password. After that, you To link and order 10
Interact have to sign in and wait for the connection. Finally, you need to click the different steps Mns
on `write' to send messages or `read' to check your e-mail in-box. to access an e-
Interpret mail.
-T invites Ls to listen to a dialogue between Jason and Emily about
smartphones and computers, then they do the task
Activity 3: Tick what the interviewees think about the use of
smartphones and desk computers.
Interviewees

Features Smartphones Desktop

computers

multifunctional √ To listen for

Interact
particular 10
Quick input √ information in the Mns
Interpret pocket-sized that can be hand- √ listening script.
held

Suitable for work √

Easy internet access any √

where

-T direct Ls to answer the following Qs according to the listening

script
 Activity 4: Answer the Qs according to the listening script

After ➢ Does Emily prefer using the smartphone or the computer?

Listeni What did she say to express preference? Do you know other To identify the 5
ng expressions? rule and form of Mns
expressing
Key: Emily prefers using her smartphone. She said ‘I prefer using preferences.
smartphone rather than my computer’.
Produce
-T invites Ls to highlight the rule of expressing preferences

Expressing preferences

➢ I prefer using ………… rather than ……..

➢ I prefer ………….. to ………….. To produce
➢ I am more interested in ……….. than ………. sentences 10
➢ ………… appeals to me more than ………….. expressing Mns
preferences using
the right language
items.
Activity 5: Refer to activity 1 and pick out the verbs

Key: switch on, fill in, click on, ……

-T asks Ls the following Qs

➢ What do these verbs express?

➢ What is the rule to express the imperative? To isolate the
➢ What do we use the imperative for? verbs used to 10
express the mns
Ls possible answers: The verbs express the imperative (stem + imperative.
object). We use it to give orders

The Imperative Rule

Form: stem + object Ex: Do your homework.
➢ We use the imperative to express advice, order, warning and To mark the rule 10
instruction. of form and mns
meaning to
Project Assignment: In groups of 4, prepare an oral and written express the
presentation of one of the following. imperative.
-Write a Job Application Letter.
-Write a personal CV.
-Record a video of how to open a social media account.
-Write an email to a friend to tell him about your school and regular
activities.

Class Assessment: Dialogues (student – student) (student-teacher)

Content to be dealt with at home: None.

 Listening Script 1:

Amy: Hey, Charlie. I don’t know how to use the computer to check my e-mail inbox. Can you show me how to
do it?

Charlie: Of course. First, you need to switch on the computer. Then, you need to select your ISP.

Amy: Ok. I have to switch on the computer. Then, I have to select my ISP. What next?

Charlie: Next, you have to click on the ‘e-mail’ icon. After that, you need to enter your ID and your password.
Is it okay?

Amy: Sure. I have to click on the ‘e-mail’ icon. After that, I have to enter my ID and my password.

Charlie: That’s right. Next, you have to sign in and wait for the connection.

Amy: What’s next?

Charlie: Finally, you need to click on ‘write’ to send messages or ‘read’ to check your e-mail inbox.

Amy: Thanks for your help, Charlie. Now, I can do it alone.

Listening Script 2:

Jason: Hello. I am doing a survey on smartphones and computers. May I ask you a few questions, please?

Emily: Yes, Please do.

Jason: Do you usually use a computer or a smartphone to surf on the internet and communicate with people?

Emily: Well, I prefer using my smartphone rather than a computer.

Jason: Why?

Emily: First, because a smartphone is a useful means of communication. I can use it to surf on the internet, to
call people, to take pictures…etc. In addition, smartphones can be great for drivers. You can use smartphone
apps like google maps, which can help you get to your destination and avoid traffic jams.

Jason: What about using the computer?

Emily: Personally, I use the computer only at work because it is comfortable for typing. One of the most useful
advantages of computers is its ability to store and access vast amounts of data, which can be retrieved in the
future.
Jason: According to you, what is the most noticeable difference between using a smartphone and a computer?

Emily: Well, a smartphone is a small device that can be carried out and used everywhere and at any time.
However, a desktop computer is designed for regular use at a single location on or a near desk due to its size
and power requirements.

Jason: Thank you so much for answering my questions.