Theme: Advertising, Consumers and Safety COURSE OBJECTIVE: Make a survey on the impact of advertising on people

Decipllinary
Learning Objectives S.R .Sed Activities Resources Integration Materials
Competencies
 Listen and Consider Grammar
Getting Started p107. - likely that /probable that/
● Expressing certainty, probability, *Interpretation Let’s hear it p 108 may/ can/might/ could.
possibility and remote possibility. Around the text : * Preparing a
- Use the gerund
● Using the gerund. speech about “ New
-Grammar Explorer I /II/ Vocabulary the possible Prospects”
● Forming nouns with suffixes “-ment/ P108,109,110 -word formation / forming
*Interaction changes that
-tion”. -Vocabulary Explorer :tasks nouns. are likely to Visuals
● Using verbs with dependent prepositions: 1,2,3 p 110,111 Pronunciation happen in our
“supply with, blame for, ...” - Pronunciation and spelling life styles.
● Recognize shift of syllable stress. *Production p111 - Recognize shift of syllable
● Making a speech. Think ,Pair ,Share : p112 stress.

Read and Consider Getting Started p113 Grammar

● Using the present simple to describe a *Interpretation Taking a closer look p 113 - Condition using “If-
present state. Around the text: *Writing an
conditional type 1”.
● Expressing hypothesis/ condition using -Grammar Explorer I: p115 expository “ New
- Quantifiers. article about Prospects”
“If- conditional type 1”. -Grammar Explorer II: p 115 - Cause and result “because, the impact of
● Expressing quantity with “enough, too -Grammar Explorer III: tasks since, owing to, due to advertising Visuals
much, too many, etc” *Interaction 1,2, p 116/117 on children.
…etc.”
● Expressing cause and effect with “as, -Grammar Explorer IV: tasks Vocabulary
because, etc.” 1,2, p 117/118 - forming adjectives from
● Forming adjectives by adding suffix -Vocabulary Explorer : nouns adding the suffix “-y”.
“–y” to nouns. tasks 1,2, p118 Pronunciation
● Recognizing and practicing sentence stress. Pronunciation and Spelling - Final pronunciation of
● Writing an expository article. Prescribing *Production p119 “s” / “ed”
a set of rules. Think, Pair,Share:p119/120
Reading and writing : Interpretation Before Reading p128
Grammar
● Skimming. Writing a
As you Read : tasks
● Scanning. - Words references. letter of “ New
*Interaction 1,2,3, p128/129 complaint Prospect
● Responding to a text.
s”
● Guessing the meaning of words from
After Reading :coping
context. Visuals
/tasks 1,2,3 p130
● Identifying and using reference words.
● Writing a policy statement. *Production Writing development p130

Project Outcome - Learners should exploit “ New

the grammar and the -To make a Prospects
vocabulary notions they survey on ”
*Production Task p132 have learnt. the impact of
●Make a survey on the impact of advertising Personal
advertising on people on people. aids

Web sites

Assessment “ New
Language assessment
*Interaction - Tasks on grammar, Prospects
● To evaluate Ls abilities and Tasks 1 and 2 p133 writing, and ”
understanding pronunciation.
*Production Skills and strategies “Teacher’
assessment s Book”
Personal
Text ( adapted) aids
( selected
activities)
 Miss Cheriet Nabila

Interactio
Time Stages Rationale Procedure Materials
n Pattern

-1- Warming up
15 To interact
mns Warming about the T tries to introduce the idea of “ Safety First” before she moves to project presentation.
up theme of T and Ls ● T explains the different notions (advertising/ consumers/ safety)
the project. ● Pps realize the relation between those elements.
● She may ask Ls some questions to help them understand the theme of the unit.
“New
● Vocabulary: labels, package, food, buy, ingredients, expiry date, food poisoning, food
Prospect
safety, GMF’s, organic food … ”
Ls

Task -2- Presentation of the project workshop

30 Assignem-e To discuss
mns nt about the
project. T and Ls
 ● Ls can get an idea about the theme?

* T asks Ls to open their books on page 132.

* T explains what Pps are going to do. And take a sheet of paper to take notes.
*T asks Ls to divide themselves into groups of four.

* T explains the strategies to be followed to make the project:

🖎 Define the theme and determine the final outcome (Make a survey on the impact of
advertising on people).
15 🖎 Structure the project by identifying information they need to obtain it.
mns T and Ls 🖎 Explain language skills they need and ask them to gather information needed to fulfill the
project.
To listen 🖎 Ask them to compile and analyze information they gathered and decide how to organize
and them for efficient presentation.
Take
notes.
The information they need to get:

A) Define advertising.
B) Why do manufacturers use advertising?
C) Mention the effects of advertising on consumers, and particularly on the young.
D) The relation between advertising and consumption.
E) The danger of over- consumption and its effects on environment.
 ❀ Personal Goals:

➺ During this lesson, what teacher competencies are you focusing on? They should be adapted to reflect the specifies of your situation

🖎 Two-way communication with the world.

🖎 Communicative Competence.

❀ Lesson Focus:

➺ In this lesson I will teach the following aspects of language:

Function: - Expressing certainty, probability, possibility and remote possibility. / Using the gerund.

Grammar: - likely that /probable that/ may/ can/might/ could. / Use the gerund. “ing”
 Vocabulary: - Forming nouns with suffixes “-ment/ -tion”. / Using verbs with dependent prepositions: “supply with, blame for, ...”

Pronunciation: - Recognize shift of syllable stress.

❀ Competencies:

🙡 Can interact orally to start, maintain (e.g. greetings, asking questions and follow- up questions, answer in details, giving and
seeking facts, reasons, advice and opinions and agreeing and disagreeing) and close a conversation.

🙡 Can listen and understand main points and the important details longer monologs and conversations with two or three people
(over a minute).

❀Objectives /Assessment:

➺ SWBAT: by the end of the lesson, students will be able to:

1- Express certainty, probability, …. using “ likely that /probable that/ may/ can/might/ could….”

2- Using the gerund.

3- Word formation / forming nouns with suffixes “-ment/ -tion”.

4- Recognize shift of syllable stress.

5- Making a speech
 ❀ Required material and / or resources

Pictures of the manual –Greenpeace protesters attempting....... Manual’s script p 204

Target overall competency: Interacting Unit4: Advertising, Consumers and Safety

Subsidiary overall competencies: interpreting & Producing Sequence 1: Listen & Consider {PDP Listening Lesson}
Main skill: Listening Class profile/ grade: 3rd Year (the scientific stream).
Subsidiary skills: Speaking / Reading/ Writing Teacher: Mr. Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective :By the end of the lesson, pupils will be able to listen and respond to an interview.
Time Stages Rationale Interactio Procedure Remarks
n Pattern problems

1- Warming up
Pre-
listening To access ▪ The TT introduces the theme of the unit “‘Safety First’” by interacting with Pps using
10mns and activate pictures as starters and explaining the key words on page "106"
students’
background A) Advertising: (N): It is making a product or a service known to consumers through
and mass media.
knowledge T and Ls ⮚Advertisement (N) to advertise (V): to make publicity for/ to try to sell (a product).
of the topic.
Announcement, publicity (to publicize). In order to attract persons (people) to buy
To open products.
discussion Audio: Radio.
on the topic ⮚ Advertising / means: Audiovisual: TV, internet.
of the
course & Written / printed: Books, magazines, newspapers.
 unit in 🖎 We advertise on TV, newspapers, magazines, radio.
general.
20mns
T and Ls B)Consumers: (N): Are people buying the product(s) or using the service(s).
To
introduce ⮚ To consume (v)
the
vocabulary C)Safety: (N): It is the sum of measures protecting the consumer. Freedom from danger.
of the unit.
⮚ To save (V): to help sb, or rescue sb or sth from harm.
⮚ Safe (Adj) = harmless ≠ harmful.

⮚ Safety: Moral: mind

Physical: health.

To check ▪ TT talks about the final objective of the unit as a whole .i.e. the project outcome.
Getting Ls’
stated p understand- -2- Presentation
107 ing of the
actual ▪ TT goes with pps through the pictures and interacts with them by answering questions :
theme.
20 mns

To
introduce
the unit by
supplying T and Ls
the Pps
with
vocabulary
related to
the unit.

▪ T asks pps to go to page "107" and try to describe the picture.

 ▪ T interacts with the Ls about who the people in the picture are, what are they doing? , how
do they look? And then move on smoothly to task 1. Pps can answer the questions.
To ▪ PPs respond orally to T’s questions.
brainstorm T and Ls
and
introduce the
Vocabulary:
topic of the
unit. 1. Labels, packages, food, buy, ingredients, expiry date.

2. Victim, food poisoning,

3. Food safety,

4. Greenpeace posters, Genetically Modified Food/ Crops.(GMF)

T and Ls

During ● Possible answers:

listenin To improve
g pupils'
10 mns listening a. Yes, I do. In order to know what I’m eating and if it good or not. / know the expiry date.
capacities b. Yes, my friend was victim of food poisoning. It was a horrible experience. He was
by finding colourless and he vomited a lot. / In wedding.
Let’s the missing Ls
c. No, they aren’t. They are not aware about the importance of food safety.
hear notes while
it p108 listening to d. I totally agree with them because a GMF’S might be harmful.
a passage.

-3- Practice

Task 1: T asks Pps to listen to her reading the interview and taking notes to do the tasks.
To listen
🖎 Listen to the interview and order the following main ideas according to the order in
10 mns for specific
which they are mentioned in the interview.
information
. a. The debate around GMFs
b. The type of food people prefer buying
T and Ls c. Advertising promotes the idea that organic foods are healthier
d. The types of food available in the market today.
 To aware 🖎 Listen to the interview again and circle the letter corresponding to the right completion.
Pps of the
impact of A) ………… types of food are available in the market today.
advertising
on GMFs. a. Two b. Several c. Three

B) People prefer buying………….

To allow a. GMFs b. organic food c. conventional food

Pps to oral
communica C) Organic food is ……………..
-tion. T and Ls a. modified b. unhealthy c. natural

🖎 Listen to the interview again and write true (T), false (F) or not mentioned (NM) at the
end of each statement.
Post Ls
Listen- To identify a. As a result of the impact of advertising, consumers prefer buying organic food to
05 mns ing. healthy and purchasing conventional or genetically modified food.
unethical b. Because of bad publicity, GMFs will certainly disappear.
food.
c. GMFs might be harmful to human health and the environment as they might not.
d. The debate about farming of GMFs will possibly continue.
T and Ls
Keys:
1 a 4 b 2 c 3 d 1
2 A - c B - b C - c ////////////
////
To check 3 A - T B - F C - T D - T
Pps’
understand-
ing.

Task 2: Categorize the words and phrases.

 Healthy food Unhealthy food

● Bread. ● Frozen food.

● Milk. ● Alcoholic drinks.
● Water. ● Canned food.
● Organic food. ● Gaseous drinks.
● Cakes. ● Conventional cheese.
● Raw vegetables. ● Sugary food.
● Fast food

Target overall competency: Interacting Unit 4: Advertising, Consumers and Safety

Subsidiary overall competencies: interpreting & Producing Sequence 1: Listen & Consider
 Main skill: Listening Class profile/ grade: 3rd Year (the scientific stream).
Subsidiary skills: Speaking / Reading/ Writing Teacher: Mr. Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to express certainty, probability, possibility and remote possibility.
Time Stages Rationale Interactio Procedure Remarks
n Pattern problems

-1- Warming up

▪ TT interacts with pps to elicit information related to the previous session briefly.
10 To activate ▪ Pps remind TT of the previous session.
mns learners’ ▪ While interacting, TT introduces the language point through an example situation on the
prior board.
Grammar knowledge, 2- presentation
Explorer I introduce
▪ T asks Ls to read the sentences given in grammar Explorer I.
the topic. T and Ls
Isolation:
Examples: Consider the underlined modals in sentences A-E below and do the task that
follows.
To exploit
the text for ▪ Teacher helps students explain and understand the grammar notion.
15 language A. They may or they may not disappear.
mns use and B. GMFs will certainly disappear.
focus on its T and Ls C. They might have harmful effects just as they might not (have harmful effects).
grammatica D. The debate could continue.
l and E. They can have a comeback.
lexical 🖎 Modal verbs come before and modify the main verb in a sentence and help explain ideas
content. like possibility, necessity, or obligation.
🖎 "One (of the meanings of modal verbs) is to do with degrees of certainty: modal verbs can
be used to say for instance that a situation is certain, probable, possible or impossible.
 To introduce
the grammar T and Ls Stating rule :
notion of 🖎 Modal verbs can be used to express these ideas about the past, present and future.
expressing 🖎 The most definite degree of certainty can be expressed with will and won't, followed by
certainty, must and can't/couldn't, should and shouldn't, may and may not, and might/could
20 probability, and mightn't, which express the least definite degree of certainty.
mns possibility 🖎 When we wish to express the something will possibly happen, we use may or may not:
and remote Ls ● We may go to the party - we haven't quite decided yet.
possibility ● You may not be able to get in if you turn up at the last minute.
using 🖎 When we want to express that something will possibly happen, but we are less certain,
modal we use might/could or mightn't:
verbs. ● He might be at home, but he usually goes shopping on Saturday morning.
● He could be at home, but he usually goes shopping on Saturday morning.
● She mightn't be able to come - her mother's very ill.
T and Ls

3- Practice

▪ After writing the stating rule the Pps are invited to do task.
15 Task 3 To practice Ls ▪ T asks Pps to fill in the gaps with the right modals to express the functions between
mns p 108 the use of brackets. ***** Pps respond to the TT question.
modal verbs
and their 1. In the near future, advertisements for fast foods might be banned and health warnings
functions. might be written on the packages of processed food. (Remote possibility)
2. The Algerian government may impose an eco-tax on polluting industries next year.
T and Ls
= It is possible that the Algerian government will impose an eco-tax on polluting industries
next year. (Possibility).
3. The Algerian consumers will probably boycott products which are not environmentally
safe. (Probability).

= It is probable /likely that most Algerian consumers will boycott products which are not
environmentally safe.
4. Food safety will (certainly) be one of the major problems in the next decade. (Certainty).
5. In the future people won’t eat as much processed food as they do now.
Target overall competency: Interacting Unit 4: Advertising, Consumers and Safety
Subsidiary overall competencies: Interpreting & Producing Sequence 1: Listen & Consider
Main skill: Listening Class profile/ grade: 3rd Year (The scientific stream).
Subsidiary skills: Speaking / Reading/ Writing Teacher: Mr. Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to use “The gerund”.
Time Stages Rationale Interactio Procedure Remarks
n Pattern problems
Grammar Explorer II :

To -1-Warming up
5 prepare
mns Pps for T and Ls ▪ TT interacts with Pps to elicit information related to the previous session briefly.
the second ▪ Pps remind TT of the previous session that it was about expressing condition.
lesson. ▪ While interacting, TT. Introduces the language point through an example situation on the
board.
-2- presentation
To
Grammar introduce ▪ TT introduces her lesson by asking the students to study the sentences A-D then they try to
Explorer II the notion T & Ls answer the questions that follow:
of “the ▪ TT explains to the students to understand the task.
gerund”
15
mns Isolation:
To learn Gerund as verb:
about the A) They prefer buying organic food. see
different Gerund as noun: Grammar
uses of the Ls B) The eating of organic food will certainly keep increasing. Reference
gerund. D) More and more farmers are turning to farming. , pp
Gerund as adjective: 221-222.
C) Organic foods are somewhat healthier and less damaging to the environment.
 Stating rule :
🖎

T and Ls

E.g:

To make
25 the T and Ls
mns students
recognize
the
formation N.B:
of the
“gerund”
Ls We use the Gerund after prepositions.
Adjective + preposition
afraid of /angry about-at /famous for /fed up with/ glad about/ interested in/keen on/proud
of/used to… E.g: They are afraid of losing the match.

Noun + preposition
advantage of/chance of/choice between/danger of/ difficulty in/doubt about/hope of/interest
Ls in/risk of/ reason for… E.g: What is the advantage of farming over hunting?

Gerund after special verbs

Admit/avoid/carryon/consider/delay/deny/dislike/can't help/enjoy/finish/imagine/include/
involve/justify/keep (on)/mention /mind/miss/practice/regret/risk/suggest/ give up…
T and Ls E.g: He admitted having driven too fast.

Gerund after special phrases

to be busy/couldn't help/don't mind/feel like/how about/it's (no) good…
E.g: He is busy reading the paper.
 We use the Gerund after the following prepositions:
After/before/by/in spite of/on/without E.g: After having a shower, I waited for Steven.
T and Ls
We use the Gerund or the Infinitive after the following verbs:
To
Practice practise Begin/continue/hate/like/love/prefer/start E.g: He began talking.
the use of
the Ls
15 gerund.
mns Task p.110

-3- Practice
Ls
To enable ▪ T asks Pps to apply the rules now and do task 1.
students to ▪ After explaining the use of the gerund, the teacher moves smoothly to the task.
distinguish ▪ TT helps his students doing the task.
between
the use of T and Ls
the present Key:
simple and
the gerund. The art of cooking requires the use of garlic. Of course, the eating or consumption of
garlic is generally not approved of. Working beside someone who has eaten garlic is as bad as
sitting beside someone who smokes. But while smoking is definitely bad for you, there is no
doubt that eating garlic is good for your health and your high blood pressure. We are likely to
see more ‘No smoking’ signs, but we won’t see any ‘No breathing’ signs for garlic eaters.

Cultivating and exporting garlic has become big business now that so many people use it
for flavouring meat and for making medicine that reduces cholesterol. People often buy it
when they do their shopping. Being a garlic eater is something to be proud of and shows that
you enjoy healthy living.
 LESSON PLAN -4-
Target overall competency: Interacting Unit 2: Advertising, consumers and Safety
Subsidiary overall competencies: interpreting & Producing Sequence 1: Listen & Consider
Main skill: Listening Class profile/ grade: 3rd Year (the scientific stream).
Subsidiary skills: Speaking / Reading/ Writing Teacher: Mr. Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to derive nouns from verbs using noun suffixes. To use prepositions

Time Stages Rationale Interactio Procedure Remarks

n Pattern problems

To make a
link -1-Warming up
between ▪ TT. Interacts with pps to elicit information related to the previous session briefly.
the ▪ Pps remind TT of the previous session
previous ▪ While interacting, TT. Introduces the language point through an example situation on the
10 Vocabula- lesson and board.
mns ry the T &Ls
Explorer present -2- Presentation
one. Activity one:
(page: 110)
▪ TT asks pps to add appropriate suffixes er – tion – ing or ment to these verbs to form as
many nouns as you can. Some verbs can take more than one suffix.
To make
 pps able Verbs Nouns Verbs Nouns
to derive
Consume consumer – consumption – consuming Reject Rejection
nouns
Advertise advertising – advertisement Treat treatment
from T&Ls
Produce producer – production Manage manager- management
25 verbs Farm farmer – farming
mns using Promote promoter – promotion – promoting
Compete competitor – competition Pay payment
noun Commercialize commercialization
React reaction
suffixes.
Oppose opposition
Introduce introduction

To get
pupils fill -3- Practice
in blanks
Ls Activity two:
with words
from a list.
▪ TT asks pps to fill in the blanks in the text below using the nouns formed in the previous
15 task.
mns . ▪ pps respond orally to TT’s questions.

To get T&Ls
pupils key:
develop
and enrich Consumers still hesitate to buy genetically modified food because the consumption of this
their type of food might be harmful to their health. Many agro-business companies have tried to
dictionary promote their production in newspapers and on TV. However, their advertising campaigns
and have not worked well so far because GMFs have a bad publicity. This public rejection of GMFs
vocabular is largely a reaction to the appearance of the mad cow disease in the early 2000s
y skill.
Activity three:

Ls ▪ TT asks pps to fill in the blanks in the text below with the prepositions of, with, for, to,
about, or from. Then check your answers with the dictionary.
▪ pps respond orally to TT’s questions.
10 To use the
mns prepositio There are many associations which provide consumers with Information about marketed
ns
products in Britain today. The main purpose of these associations is to protect consumers
correctly.
from abuse by dishonest businessmen. When a consumer suffers from the bad quality of a
given product, s/he can complain about it to these associations. The latter will look for ways
to get redress from the companies whose product has caused harm to the consumer.
T&Ls
Consumers’ associations often accuse companies, especially food industries of carelessness in
connection with safety standards.

Pronunci-
ation & To be
Spelling aware of T&Ls
the stress
(page: 110) shift from Rubric : Pronunciation and spelling p111
verbs to
nouns in ▪ Teacher reads the words. Pps Listen carefully then mark the stress.
some ▪ Pps draw the rules.
cases.
🖎 The Rule: Stress shift, from verbs to nouns, to the next syllable.
To
pronounc Activity one p111:
e words
correctly Ls
with the Verbs Nouns
right Advertise Advertisement
stress. Commerce Commercial
Publicize Publicity
Associate Association
Regulation Regulation
 ( Stress Shift Patterns ):
T&Ls
First syllable stressed Second syllable stressed
Advertise(v) Advertisement (n)
Associate (v) Association (n)
Commerce(n) Commercial (n\adj)
Regulate(v) Regulation (n)
Publicize (v) Publicity (n)

LESSON PLAN -5-

Target overall competency: Interacting Unit 2: Advertising, consumers and Safety
Subsidiary overall competencies: interpreting & Producing Sequence 1: Listen & Consider
Main skill: Listening Class profile/ grade: 3rd Year (the scientific stream).
Subsidiary skills: Speaking / Reading/ Writing Teacher: Mr. Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to write a speech expressing probability and possibility.

Time Stages Rationale Interactio Procedure Remarks

n Pattern problems
 Goal of the lesson:
● To improve learners' writing skills by guiding him to write an essay depending on a given
notes.
● To give the learner a chance to exploit his recently acquired language skills and items.

5
mns To Ls -1- Warming up
Think, activate ▪ TT interacts with her pupils to elicit information related to the pre-requisites.
Pair, learners’ ▪ Pps respond orally to T’s questions.
Share prior
(Page:112) knowledg
e and 1-pre-writing:
prepare Ls ▪ TT sets a purpose for writing to raise pps’ interest and link them to the topic.
them to ▪ While introducing the topic,
the ▪ TT brainstorms the main ideas paving the way to mind mapping.
writing ▪ TT tries to brainstorm the topic before she explains the instructions to Ls.
10 phase.
mns To set a Topic: Write a speech about the possible changes that are likely to happen in our life styles in
purpose T&Ls terms of shopping habits; eating habits, and entertainment and leisure.
for
writing.
1. Expand the following ideas using the gerund and modals where appropriate.

A. Shopping habits.
‐ The number of shopaholics ( people addicted to shopping) / increase tremendously
‐ Online shopping / become a norm
‐ Robots shop assistant/deliver goods/ customers’ homes.

15
mns To scheme
B. Eating habits.
the first
‐ pills /replace meals
draft by
‐ Companies / make foodstuffs out of Petrol
expanding
‐ Soft drink companies/place conduit systems in people’s kitchens
the notes in
C. Entertainment and leisure
 the mind ‐ Homes /become the centre of leisure activities thanks to cable television and other electronic
mapping. devices

To spot 2. Write your first draft using the plan below. Pay attention to punctuation, spelling
15 the areas mistakes, subject‐verb agreement, tenses and sentence construction.
mns of
weakness ❖ Introduction
and revise
organizati
on and T&Ls ❖ WRITING
content.
Think,
The next decades are likely to bring about radical changes in our life styles.
Pair, Share To
(Page:52) provide
First paragraph: Shopping habits
15 readership
………………………………………………………………………
mns (real
audience).
Second paragraph: Eating habits
………………………………………………………………………
To raise
pps’
Third paragraph: Entertainment and leisure
awareness
………………………………………………………………………
about Ls
what they
❖ Conclusion
have
produced. ………………………………………………………………………

3. Read your speech and correct your mistakes before writing the final version.

▪ At this stage pps are going to work individually to jot down ideas.

To improve T &Ls
learners'
writing 2- Composing /drafting:
skills by
guiding ▪ Now Pps are asked to work in small groups to select the most relevant ideas from the spider
him to map and write a draft public statement.
write an ▪ TT links her pps with a real situation to set them for drafting (T writes the instruction on the
essay Ls board).
depending ▪ Pps start writing their first draft
on a given ▪ Pps are conferencing with their peers and TT.
spider map ▪ TT reminds her pps forget about the introduction if they find difficulties in starting their draft.
and notes. ▪ TT reminds her pps to feel free to ask any help in order to put in practice their ideas.
▪ Pps should make best use of the grammar and vocabulary they have learnt in addition to link
words.
▪ TT sets sufficient time for drafting.

⮚ Revising organisation / content:

▪ Ls conclude with a punchy sentence then review their public statement and read it aloud to the
class.
T&Ls ▪ TT asks each group head to communicate the drafts to the class. TT reminds the class to listen
To give carefully and have comments.
the ▪ TT asks her pps to exchange drafts for peer assessment (comments).
learner a ▪ Pps exchange their drafts with peer group for eventual comments
chance to ▪ TT checks the group works, helps pps with his constructive remarks.
exploit
his/ her
recently ⮚ Rewriting/ editing:
acquired
language ▪ TT asks the groups to write the final draft paying attention to spelling, punctuation, capitals
skills and and grammar mistakes.
items. ▪ Pps start writing the final draft.
▪ TT reminds pps that the best article will be published on the next school wall magazine.
▪ If time doesn’t to finish the work, T. will give it as an assignment for pps to be completed at
home.

Ls
 Possible speech:

To enable
the pupils
to write a
speech
expressing T&Ls
probability
and
possibility.
 ❀ Personal Goals:

➺ During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your
situation
🖎 Supported and purposeful development
🖎 Meaningful Activities / Tasks.

❀ Lesson Focus:

➺ In this lesson I will teach the following aspects of language:

Function: - Describing /expressing cause and result/expressing obligation and necessity

Grammar: - Present continuous/ So+adj+that…../such+noun phrase+that……./ must,have to .

Vocabulary: - forming nouns by adding suffix -ity to adjectives/ forming opposites by adding prefixes dis- , il-…..etc

Pronunciation: -Stress shift in words having the same root E.g. economy economic
 ❀ Competencies:

🙡 Can help sustain a basic discussion and group decision making that includes the exchange of ideas and opinions.
🙡 Can read and understand the gist and significant details in texts of three or more paragraphs.

❀Objectives /Assessment:

➺ SWBAT: by the end of the lesson, students will be able to write an opinion article.

❀ Required material and / or resources

Pictures of the manual (counterfeits paintings) / pictures of original vs fake products Manual’s text p 54
 LESSON PLAN -6-
Target overall competency: Interacting Unit 2: Advertising, Consumers and Safety
Subsidiary overall competencies: interpreting & Producing Sequence 2: Read & Consider { PDP}
Main skill: Reading Class profile/ grade: 3rd Year (Scientific streams).
Subsidiary skills: Listening / Speaking / Writing Teacher: Mr. Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to improve their comprehensive capabilities by making them searching for specific
notes and details while reading a text. To use the present simple to describe a present state.

Time Stages Rationale Interactio Procedure Materials

n Pattern
-1- Warming up/ Pre-reading

How is Your Energy Balance?

Pre-readi
ng
To T&Ls
identify
10 the topic
mns Getting from the
started. picture
and to
(page:113) introduce Ls ▪ TT interacts with pps to elicit information related to the previous session briefly.
new ▪ Pps remind TT of the previous session.
words
related to
the topic. Suggested questions:

● Do you think that our eating habits have changed over the last years? If yes, in what
ways?
T&Ls 🖎 Yes, our eating habits have changed these last years. We tend to eat more fast food.
 ● Do you think that advertising has contributed in any way to changing these habits?
Explain.
🖎 Yes advertising has contributed to this change because we like to test every product
presented in ads.
▪ pps respond orally to T’s questions. (We will know more when we move to getting started).
To have
pupils -2- While Reading
While improve Ls
reading their Task 1: Skim through the text, and choose the best general idea.
reading
comprehe T a- The types of food that people should eat to have energy balance.
(page: -nsion
b- The loss of energy balance due to the consumption of junk food.
20 114) skills.
mns c- Junk food advertising.
To order
the ideas T&Ls Task 2 : Read the text then match the idea with its corresponding paragraph.
according
to the Paragraphs Ideas
text. Paragraph 1 a- The effect of junk food advertisements.

Paragraph 2 b- The necessity to limit junk food advertisements.

To Paragraph 3 c- Food and energy balance.
improve Paragraph 4 d- Consequences of the loss of energy balance.
the
learner's Paragraph 5 e- Loss of energy balance due to fast food.
comprehen T&Ls
-sive Keys: 1-c / 2- e / 3-d / 4- d / 5- b
capabilities
by making Task3: Are the following statements true or false? Correct the false one.
him Ls
searching a) Eating a very small amount of food can cause a loss of energy balance.
for specific b) Fast foods are healthy foods.
notes and c) Advertisements encourage the consumption of junk food.
details d) There are more slim people than fat ones in the world.
while T&Ls
Key: True –False – True – False
 reading a
text. b) Fast foods are unhealthy foods; because fatty and sugary foods can cause a loss of their
energy balance.
d) No, According to the world health organization, for the first time in history, there are
more obese (fat) people than slim ones.
T&Ls

Task 4: Read the text and answer the following questions.

To skim
10 through the 1- What is energy balance?
mns text for ● Energy balance is when we eat enough food for the exercise we take.
specific
information 2- Why do people eat too much junk food and too few healthy products?
Ls
⮚ People eat too many junk food products, and too few healthy products because of the
many advertisements to which they are exposed while watching T.V.
T
To scan the
3- Does parental advice help stop children from eating unhealthy food?
text for
specific ● No, it doesn’t help.
details.
T&Ls 4- What should the government do to stop the spread of obesity?
● It is high time our government passed laws to limit advertisements of unhealthy
foods, and health warnings should be added on the labels of fast food packages.

Task 5: In which paragraph is it mentioned that there are more overweight people than slims
one?
🖎 In paragraph: § 4.

T&Ls Task 6: What do the underlined words refer to?

-(we call) This ( §1 ) “When we eat enough food for the exercise we take.”
 - them ( § 2 ) fatty and sugary foods.
-their children (§ 3) parents.
Ls -they (§3) children -they (§5) advertisements of unhealthy foods.

Task 7: the text is: a. Narrative b. Argumentative c. Expository

Task 6: Find in the text words that are closest in meaning to:
T&Ls
Quantity (§1) / sufficient (§1) / Because (§4) / -overweight (§4) / Forbidden (§5)
To divide
words into Key: amount – enough – owing to – obesity – banned
20 prefixes,
mns root and Ls
suffixes.
Task 7: Divide the following words into roots and affixes.
sugary - parental - unhealthy - obesity - overweight .
T&Ls
After
Reading prefix root Suffix
/////// sugar Y
10 To write a /////// parent Al
mns summary T&Ls un health Y
of the text. //////// obese Ity
over weight ///////////

Ls
-3- After Reading

Homework: Using the information in the previous tasks, summarize the text in one short
paragraph of about 6 lines.
 LESSON PLAN -8-
Target overall competency: Interacting Unit 2: Advertising, Consumers and Safety
Subsidiary overall competencies: interpreting & Producing Sequence 2: Read & Consider
Main skill: Reading Class profile/ grade: 3rd Year (Scientific stream).
Subsidiary skills: Listening / Speaking / Writing Teacher: Mr.Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to express hypothesis/condition using if-conditional type 1.

Time Stages Rationale Interactio Procedure Materials

n Pattern

-1- Warming up
To introduce
10 the previous ▪ TT interacts with pps to elicit information related to the previous session briefly.
Mns lesson and T&Ls ▪ Pps remind TT of the previous session
introduce ▪ While interacting, TT introduces the language point through an example situation on the board.
the new one.
 Grammar -2- Presentation
Explorer
I T & Ls
▪ TT asks pps to look to the picture and then try to answer the question that follows.
▪ Pps are free to react as they like to the question.

What will happen if we eat too much food?

Ls

Example:
To T&Ls
analyse conjunction present simple future simple
the
sentences.
20 If we eat too much food , we will put on weight.
Mns
Ls if clause result clause

expressing condition if conditional type one

▪ TT asks pps to distinguish the difference between the two sentences?

Ls
1. If we eat too much food, we will put on weight.
 2. we will put on weight if we eat too much food .
To draw
rule about ▪ Pps are free to react as they like to the question.
expressing
result.
T Rule of meaning:
🖎 We use If-conditional type one to talk about something possible to happen in the
To use future. i.e. to make predictions and hypothesis about what will happen in the
if-condition T&Ls future.
al type one
to talk
about Rule of form
something
possible to -a- Initial position
happen in If + s + v ( present simple) + , + s + v(future simple) + ………..
the future
i.e. to make if clause result clause
predictions
or -b- middle passion
hypothesis.
s + v(future simple) + if + s + v ( present simple)

T&Ls result clause if clause

15
Mns

To T & Ls
consolidate
expressing
prediction
with if -3- Practice
conditional
type 1. Ls
Task one : Choose the correct form of the verbs between brackets:
 -1- If they (prepare, prepares, will prepare) the salad, she (decorate, decorates, will decorate)
the house.
-2- If Sue (cut, cuts, will cut) the onions for the salad, Caroline (peel, peels, will peel) the
mushrooms.
T
-3- Alan (buy, buys, will buy) the drinks if somebody (help, helps, will help) him carrying the
bottles.
-4- Alan (will mix, mixes, mix) the drinks if Jane (give, gives, will give) him some of the cocktail
recipes.

T&Ls Task two: Put the verbs between brackets into the correct tense:

1. I (to check) the date of expiry if I ( to want)to eat cheese

2. If you (to eat) decaying food, you ( to get) poisoned.
3. I (not to cook) spaghetti if you (to bring) us pizza.
Ls 4. I (to be) glad if you (to invite) me to eat ice cream.

Keys:

Task 3 p 1. I will check the date of expiry if you give me cheese.

116 Ls 2. If you eat decaying food, you will get poisoned.
To practice 3. I won’t cook spaghetti if you bring us pizza.
more and 4. I will be glad if you invite me to eat ice-creams.
10 check their
Mns understandi
ng.

T
Task three p.116:

T&Ls ▪ TT asks her pps to Use the items below to write If-conditional sentences. Start each
sentence with the second clause from the sentence before.
 Keys:

-1- If you eat rotten food, you will get a serious indigestation.
-2- If you get a serious indigestation, you will go and see a doctor.
-3- If you go and see a doctor, he will hospitalize you for two or three weeks.
-4- If he hospitalizes you for two or three weeks, you will lose your job.
-5- If you lose your job, you will no longer earn enough money to buy good food.
-6- If you don’t earn enough money to buy good food, you will eat decaying food.

LESSON PLAN -9-

Target overall competency: Interacting Unit 2: Advertising, Consumers and Safety
Subsidiary overall competencies: interpreting & Producing Sequence 2: Read & Consider
Main skill: Reading Class profile/ grade: 3rd Year (Scientific stream).
Subsidiary skills: Listening / Speaking / Writing Teacher: Mr.Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able express quantity using comparatives and the superlatives of quantifiers.

Time Stages Rationale Interactio Procedure Materials

n Pattern

-1- warming up
To activate
▪ TT interacts with pps to elicit information related to the previous session briefly.
learners’
prior
5 knowledge, ▪ Pps remind TT of the previous session.
mns introduce T&Ls
the topic. ▪ While interacting, TT introduces the language point through an example situation on the
Grammar
Explorer board.
II P 116
To exploit -2- presentation
the 1. If they eat too little food or the wrong kind of food, they won’t have enough energy.
reading
2. If they eat too much food, they will put on weight.
text for
language 3. If people eat too many products which contain a large amount of fat and sugar …, and too
10 T & Ls
use and few products which provide them with enough quantities of fibre, it is because of the many
mns
focus on advertisements to which they are exposed.
its 4. A recent study shows that a large number of people who cannot manage to keep their
grammati energy balance are those who spend too much time in front of their T.V. sets.
cal and
lexical ▪ TT interacts with her pps to help them explain how the comparative and superlative forms
content.
of quantity words are formed.
▪ TT helps her pps to synthesize information by drawing the table on the board.

The
comparati-
ves and the
Comparative and superlative forms of quantifiers
superlative Ls
s of Quantifiers Comparative form Superlative form
quantifiers.
Many More –as many as The most
10 Much More – as much as The most
mns
Few Fewer-as few as The fewest
Little Less- as little as The least
 Countable and uncountable nouns

countable nouns uncountable nouns

T&Ls
a glass water
an apple milk
To express
quantity. a pound money
people crowd

🖎 Asking and answering questions about quantity using countable nouns

1. Question: How many people are there in the restaurant?

T • Possible answer:
-1- There are a lot of/lots of/ a few/ some/ many people in the restaurant.
-2- There aren't many/no/ any/ people in the restaurant.
🖎 Asking and answering questions about quantity using uncountable nouns.

2. Question: How much money have you got in your pocket?

• Possible answer:
-1- I have a lot of/a great deal of /some / much money in my pocket.
-2- I have got a little/ little money in my pocket.

T NOTE:
-1- We use many (countable nouns) and much (uncountable nouns) in questions about
quantity.
-2- In spoken English, we usually use a lot of/lots of (with countable and uncountable nouns)
in positive sentences, but in written English we often use many (countable nouns)
15 T&Ls
-3- We often use much in negative sentences (not in positive ones).
mns Grammar
ExplorerII -4- Little and few (without a) are negative. They mean not much, not enough. The speaker is
not happy about it.
 P116 To give -5- A little and a few are positive. They mean some, quite enough. The speaker is happy about
students it.
opportunit
y to
express Ls
quantity 🖎 When we want to say that we have a sufficient quantity of something, i.e. as much as
needed or as many as needed we use enough.

E.g. •There’s enough (= as much food as needed) food for everybody.

•There are enough (= as many as needed) books for everybody.

🖎 When we want to say that we have an excessive quantity of something, we use too much
or too many.

Ls E.g. •You put too much sugar in your tea.

•You have made too many mistakes.

NOTE:

A- We can also use adjectives like a smaller + quantity/ amount to replace less.
E.g: There is a smaller quantity of water in this well than in that one over there.
B- The superlative form of little is the least, but we can also use the smallest + quantity.
E.g : Kader has the smallest amount of money in his pocket.
T&Ls

15 Task
mns P117

To -3- practice
consolidate
the use of Task p.117: TT asks pps to fill in the blanks with too much, too little, too many and too few so
quantifiers. that the sentences in the health warnings below make sense.
 T & Ls
Health warnings

A) Eating too much sugar may cause diabetes.

B) Exposure to too much UV rays may give rise to skin cancer.
C) Too few vitamin A may result in such diseases as poor eyesight.
D) Eating too much fat can make one overweight.
E) The beriberi disease is due to too little B12 vitamin.
F) The kidney disease may result from too much calcium.
G) Weakness in our immunity system may be the result of too few white blood cells.
H) Anemia is caused by too few red blood cells.

LESSON PLAN -10-

Target overall competency: Producing Unit 2: Advertising, Consumers and Safety
Subsidiary overall competencies: Interacting & interpreting Sequence 2: Read & Consider
Main skill: Reading Class profile/ grade: 3rd Year (Scientific stream).
Subsidiary skills: Listening / Speaking / Writing Teacher: Mr. Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to Express cause and effect with because, as, owing to, due to, as a result… etc.
Time Stages Rationale Interactio Procedure Materials
n Pattern
 Grammar To activate -1- Warming up
ExplorerIII learners’
10 prior ▪ TT interacts with pps to elicit information related to the previous session briefly.
mns knowledge, ▪ Pps remind TT of the previous session
introduce T&Ls ▪ While interacting, TT introduces the language point through an example situation on the board.
the topic. ▪ TT moves smoothly the task.
▪ TT asks Pps to go back to the text and pick out all the sentences that contain the link words
. because (of), as, since, owing to due to.
▪ They study these sentences and then they answer the questions that follow.
▪ TT helps and guides.

-2- Presentation
15 Examples:
mns To learn T & Ls
the link -1- If people eat too many products containing fat and sugar, it is because of the
words advertisements on TV.
which -2- Owing to the loss of energy balance, a lot of people today suffer from obesity
express -3- The financial problem is worsening as no concrete measures are taken to treat the real
cause and causes.
effect. -4- The loss of balance is due to the impact of junk food adverts.
-5- Since obesity is caused mostly by a loss of energy balance, it high time our governments
passed laws to limit this influence.
🖎 The link words express cause and effect :

To learn
the use of
punctuatio 🖎 Punctuation:
ns when T&Ls
dealing
1) Owing to the loss of energy balance ( , ) a lot of people today suffer from
20 with such
obesity.►(Comma)
mns link
words.
 2) A lot of people today suffer from obesity owing to the loss of energy balance.►( No comma
)
To
Express ● Note:
cause and
a) As, because, since: we start a clause with these connectors to give the reason for a
effect.
particular situation.
Ls
● As he wasn’t well-dressed, they didn’t let him in.
● It must be break time, because I see many people in the canteen.
● Since you’re going to Great Britain for the whole year, you should buy an umbrella.

b) Because of, due to, owing to: Although they are prepositions, they can also be used to
give a reason. Because of is used before a noun or noun phrase. The difference between
Due to and Owing to is that we cannot use “Owing to” after the verb to be.

10 Task 1 p ● There was no one in class because of the football match.

Mns 117 To ● [There was nobody in class because there was a football match.]
consolidate T&Ls
the ● We couldn’t stage the play due to budget cuts./ owing to budget cuts.
language ● The school’s success is largely due to the new director.
forms
related to
the
expression -3- Practice
of cause Task one p.117:
and result. ▪ TT asks her Pps to practice what they have learnt in the presentation by filling the blanks in
the sentences A-C using the link words in the task above.

A) Advertising is necessary for new businesses because it informs consumers about the
services and products they offer.
Task 2 p
05 118 T&Ls B) Because of (Owing to – Due to) the advertisements of fast foods, many people have
developed unhealthy eating and drinking habits.
 To
mns consolidate C) Because (Since – As) consumers are aware of the importance of the environment, most food
the industries now put eco-labels on the packages of their products.
language Ls
forms
▪ TT asks Pps to rewrite the sentences in the previous task using consequently, as a result, or
related to
as a consequence.
the
expression
of cause Key:
and result. T&Ls
A) Advertising informs consumers about the services and products they offer; therefore
(consequently - as a consequence - as a result - so – thus), it is necessary for new
businesses.
B) There are a lot of advertisements of fast foods; therefore (consequently - as a
consequence - as a result - so – thus), many people have developed unhealthy eating and
drinking habits.
C) Consumers are aware of the importance of the environment; therefore (consequently - as
a consequence - as a result - so – thus), most food industries now put eco-labels on the
package of their products..

LESSON PLAN -11-

 Target overall competency: Producing Unit 2: Advertising, Consumers and Safety
Subsidiary overall competencies: Interacting & interpreting Sequence 2: Read & Consider
Main skill: Reading Class profile/ grade: 3rd Year (Scientific stream).
Subsidiary skills: Listening / Speaking / Writing Teacher: Mr. Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to enrich their lexical memory, form adjectives by adding the suffix “–y” to nouns.
- To Recognize and pronouncing sentence stress.

Time Stages Rationale Interactio Procedure Materials

n Pattern

To enrich T&Ls
5 the learner
mns Warming lexical -1- Warming up
up memory
by ▪ TT interacts with pps to elicit information related to the previous session briefly.
obtaining ▪ Pps remind TT of the previous session.
new ▪ While interacting, TT introduces her lesson by writing on the white board the following
words words: Help - courage – production.
using ▪ Then, she asks her Pps to identify which category they belong to.
Suffixes. ▪ Pps respond to TT questions.
T & Ls ▪ TT. Now asks her Pps to form adjectives from these nouns. What do you notice?
-Using ▪ Pps answer: helpful – courageous – productive.
20 suffixes to ▪ We notice that we add the suffixes “-ful, -ous and –ive” to these nouns to have adjectives.
mns form
adjectives. -2- Presentation
Vocabulary
Explorer ▪ TT. Now moves smoothly to the task by reading the tips and explaining it clearly to the pupils.
P.118 ▪ When she makes sure that the pupils catch the tips she leads them to the task.
To learn
how to
form Activity one p: 118: There are 6 nouns in texts A and B which need to be turned into adjectives
adjectives ending in –y. Identify them and rewrite the paragraphs using the adjectives in their stead.
with the key:
Paragraph A: Salty – spicy- peppery - savoury - tasty - tricky – greedy.
 suffix Paragraph B: Easy - speedy - dirty - dusty - stuffy – slimy.
“-y”.
🖎

T&Ls Examples : sandy - snowy - windy - rainy - sugary ► (“y” = the state of )
To know 🙡 But : sunny - fatty – foggy.
the 🖎 When a noun ends with a consonant + vowel + consonant / CVC /, the last consonant
meaning of is doubled if the syllable is stressed.
the suffix
20 “-y”.
mns -3- practice

Task two p 118:

▪ TT. Now guides the Pps to do the following task.

Task 2 p ▪ They should choose the most appropriate words in brackets to make the text meaningful.
118 To Choose Ls ▪ She makes them know the right answer through context.
the right ▪ Pps read and do the task.
word in the
right
context.
Key:

To
understan T&Ls
d the
meanings
through
context.

To enrich
students
memories
 with new
vocabulary
related to
the topic.

Ls Activity one p: 118: TT. Now guides the students to do the following task. Pps read and do
5 the task.
mns TT. Guides and helps.

Sentences contain words which are stressed and words which are unstressed. The stress
usually falls on content words rather than on function words (pronouns, articles, modals,
etc). Sentences also contain words which carry the main stress. These words are key words.
They give the most important information

Dialogue :
A: I’m going to the supermarket, do you need anything?
10
B: Yes, could you get some flour, some oil, some oranges and two or three packets of biscuits,
mns To be T&Ls
please?
aware of
A: So you need some flour, some oil … and two or three bottles of juice.
stress
B: No, I said two or three packets of biscuits.
patterns.
A: Oh! I see.

Content words: ( nouns , verbs, yes/no , interjections … )

Going , supermarket , need , anything
Get, flour, oil, oranges, packets, biscuits, please
To
Need , flour , oil, bottles, juice
recognize
No, said, packets , biscuits
the stress
Oh , see
on
penultimat
Key words : ( Which carry the main stress )
e syllables.
Need please bottles biscuits Oh

To learn
the stress
in words
having
suffixes:
ic, ics and
ical.
Activity one: p: 57:TT asks her ppsListen to your teacher reading aloud the words in the table
below. Put a stress on the syllable you hear most in each of them. Say what you conclude at
the end.
▪ Pps respond orally to TT’s question.

The verb Nouns Adjectives

- Economy. - Economic.

Economize - Economics. - Economical.

- Economists. - Uneconomical.

Conclusions:

1. The stress differs from the verb to the noun and the adjective of the same word.
2. It is the second syllable that is stressed in verbs of more than one syllable.
3. Words ending in the suffix "y" have the third syllable from the end stressed when they are
nouns.
4. Words ending in the suffix "ic or ics" have the second syllable from the end stressed when
they are nouns/adjectives.
5. Words ending in the suffix "ist" have the third syllable from the end stressed when they are
nouns.
Words ending in the suffix "ical" have the third syllable from the en stressed when they are
adectives
 LESSON PLAN -12-
Target overall competency: Producing Unit 2: Advertising, consumers and safety
Subsidiary overall competencies: Interacting & interpreting Sequence 2: Read & Consider
Main skill: Writing Class profile/ grade: 3rd Year (Scientific stream).
Subsidiary skills: Listening / Speaking / Reading Teacher: Mr. Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to write an expository article, develop students’ writing skills and aware them of the food
safety importance.
Time Stages Rationale Interactio Procedure Materials
n Pattern

-1- Warming up
To ▪ TT interacts with her pupils to elicit information related to the pre-requisites.
activate ▪ Pupils respond orally to T’s questions.
5 learners’
mns Think, prior T&Ls
Pair, knowledg 1-pre-writing:
Share e and ▪ TT sets a purpose for writing to raise pps’ interest and link them to the topic.
(Page:120) prepare ▪ While introducing the topic, TT brainstorms the main ideas paving the way to mind
them to mapping.
the
writing
10 phase. 2- Composing /drafting:
mns ▪ TT links her pps with a real situation to set them for drafting (T writes the instruction on the
To set a board).
purpose ▪ Pps start writing their first draft
. for writing ▪ TT divides the class into balanced groups
▪ Pps are conferencing with their peers and TT.
Ls ▪ TT reminds her pps forget about the introduction if they find difficulties in starting their
draft.
 To ▪ TT reminds her pps to feel free to ask any help in order to put in practice their ideas.
scheme ▪ TT sets sufficient time for drafting.
the first
15 draft by
mns expanding 3- Revising organisation / content:
the notes ▪ TT asks each group head to communicate the drafts to the class.
in the ▪ TT reminds the class to listen carefully and have comments.
mind ▪ TT asks her pps to exchange drafts for peer assessment (comments).
mapping. ▪ Pps exchange their drafts with peer group for eventual comments
▪ TT checks the group works, helps pps with his constructive remarks
To spot the
areas of 4- Rewriting/ editing: TT. Asks the groups to write the final draft paying attention to spelling,
15 weakness T&Ls punctuation, capitals and grammar mistakes.
mns and revise Pps start writing the final draft.
organizatio TT. Reminds pps that the best article will be published on the next school wall magazine.
n and If time doesn’t to finish the work, T. will give it as an assignment for pps to be completed at
content. home.

Improving
the
learner's
writing
skills by
following a
guiding
procedure.
Think,
15 Pair,
mns Share To make
(Page:120) the pupil Ls
aware of
organizing
his written
passages
by
including a
 topic,
support,
transitional
and
concluding
sentences.

To aware
them of
the food
safety
importance
5 .
mns
Warming T&Ls
up
Think ,Pair ,Share
To
▪ T tries to brainstorm the topic before she explains the instructions to Ls .Ls are going to write
brainstorm
an opinion article developing the statement in italics and following the outlined procedure.
the topic
10
mns ***********************
Some people argue that counterfeiting benefits consumers by giving them access to lower price
Ls goods. This is a totally mistaken claim.
First, ...

reason 1 reason 2
Imitations: poor quality – not last long Fake medicines: kill people …
To
Think, encourage details(facts, statistics) details(facts, statistics)
15 Pair, Ls to list
mns Share other reason 3 reason 4
(Page:58) reasons
T
 piracy: killing creativity / innovation Giving bad reputation to the country

details details

Conclusion

🖎 At this stage Ls are going list other reasons and support them with concrete facts to
Ls reinforce them. Write them in the diagram.
🖎 Now Ls are going to write a draft of their opinion article.
15
mns To reinvest
grammar ▪ Ls should make best use of the grammar and vocabulary they have learnt in addition to link
and words.
Think, vocabulary ▪ Ls exchange drafts with your partner for error checking. Then write a final version of your
Pair, learnt in article taking into account your partner's remarks.
Share the
(Page:58) sequence

15
mns
To T&Ls
encourage
Ls to
organize
their ideas
and correct
the
mistakes
 F

Time stages Rationale Procedure Observation

To have Ls Vocabulary Explorer

enrich their T. greets her Ls and inquires about their daily school life.
vocabulary Now teacher tries to interact with Ls about some vocabulary they know related to
skills. the theme of the unit ill they come to the word fraud .T. explains the instructions of
task one p 57.
T&Ls Ls are invited to go back to the text p 54 and find words related to fraud then fill in
the word map.
Key: theft fraud

Defraud forge, steal

To get Ls aware Fraud

of forming deceive imitate
nouns by adding
the suffix ‘-ity’
to adjectives. forgery imitation, counterfeiter
 T should first introduce the possibility of changing word’s category or meaning by
To get Ls aware Ls adding suffixes and prefixes. She may give one or two examples.
of forming
opposites by Now Ls are going to form nouns from adjectives by adding appropriate suffixes to
adding prefixes the words in the box .An example are given.
to some words. Key:
Honesty - stupidity – responsibility – cruelty – morality – hospitability – legality
At this stage Ls are going to form opposites by adding appropriate prefixes to the
To exploit the words in the box .
learnt Key:
Grammar vocabulary and Dishonest – disapprove - disagree - disapproval – illegal – immoral – unfair –
Explorer word building in irresponsible – disappear.
II a filling gaps Now Ls are asked to fill in the blanks in the given short passage with words
task. formed in tasks 2 and 3 .
Key:
It is both dishonest (1) and illegal (2) to imitate products. Piracy is due mainly to a
lack of
honesty (3) and morality (4). I totally disagree (5) with those who say that
Task p 56 counterfeiting is beneficial to consumers.
Pronunciation and spelling
Grammar T. reads the words in the table and invites Ls to listen to him carefully then mark
Explorer the stress
III T T. helps the pps to deduce the rules of the stress shift from nouns to adjectives.
(Revision) Key:

Verb Nouns Adjectives

economize Economy Economic
Warming
economist Economical
5Mts up
Uneconomical

5mts Task one p T&Ls The rule: Shift of stress: verb/noun –to adjective
57 Stress on penultimate (2nd from the end) syllable for words ending in –ic, -ics and
-ical.
 Task two p
57
20Mts Ls
Ls are invited to pick out sentences that express obligation and prohibition from
the last paragraph of the text on pages 54 and 55.
Task three Key:
p 57 1-These consumers know well that they mustn’t buy imitations. (prohibition)
Ls 2-They must refrain from buying them.(obligation)
3-They have to buy them. (necessity)
10Mts Task four Now Ls are asked to answer questions A-C
p57 Key: Page 16
A. must (obligation) and have to (necessity)
T B. mustn’t
Task p57 C. Rich people don’t have to buy imitations.
15mts
T&Ls
Task p58

❀ Personal Goals:

➺ During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your situation
🖎 Supported and purposeful development
🖎 Meaningful Activities / Tasks.

❀ Lesson Focus:

➺ In this lesson I will teach the following aspects of language:

 Function: - Skimming/scanning/responding to a text
Grammar: - Reference words

❀ Competencies:
🙡 Can help sustain a basic discussion and group decision making that includes the exchange of ideas and opinions.
🙡 Can read and understand the gist and significant details in texts of three or more paragraphs.

❀Objectives /Assessment:

➺ SWBAT: by the end of the lesson, students will be able to write an advert. / A letter of complaint.

❀ required material and / or resources

● Pictures of the manual (given) / Manual’s text given as a worksheet.

LESSON PLAN -13-

Target overall competency: Producing Unit 2: Advertising, Consumers & Safety
Subsidiary overall competencies: Interacting & interpreting Sequence 3: Reading & Writing
Main skill: Writing Class profile/ grade: 3rd Year (Scientific stream).
Subsidiary skills: Listening / Speaking / Reading Teacher:Mr.Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to predict the content of a text , skim through it and scan it for details.
Interactio
Time Stages Rationale Procedure Materials
n Pattern
-1- Warming up
To revise
Warming the ▪ TT interacts with pps to elicit information related to the previous session briefly.
10 up previous ▪ Pps remind TT of the previous session
mns lesson and T&Ls 🖎 Before Reading
introduce ▪ T attracts the Pps attention by showing them a picture (about advertisement) and ask them
the new
the following questions to be discussed:
one
 Teacher’s questions:
To make Ls
students
Before interact 1. What does it represent?
Reading 2. Do have a phone? If yes, what’s its brand?
To brain 3. Where did you first hear about your phone?
10 storm the Ls
mns Pps’ mind ● So this means that this advert persuades you to buy it (T: writes persuade and explain it).
and
introduce 4. Which of the following advertising
them to
T media is the most influential in Algeria?
the
topic of (TV– radio – internet – newspaper and
the magazines – billboards).
paragraph. T&L
5. Have you ever bought something after
To make seeing an advertisement about it? Give me
predictions. examples.
6. What types of products are advertised
mostly in Algeria?
7. Which products are bought mostly, those
which are advertized or those which are not?
To acquire
new T&Ls Justify?
vocabulary
items
through - Pupils’ possible answers:
skimming.
Ls 1) The picture represents Samsung’s advertisement of a mobile phone. (Galaxy
While Note5).
Reading 2) Yes, I have. Its brand is (Oppo, Condor, Galaxy S5...)
3) I heard about in advts in T.V? Newspaper and billboards.
To 4) TV ,Radio ,Internet, Web Site, Street …
understan 5) Yes, Cars, Cell Phones, Perfume ….
25 d the Ls
mns 6) Shampoo; Drinks; Cars, Oil ….
nature of
the text 7) Those which are advertized. Through it we know the products because advertising plays
and skim a big role in convincing people to buy.
through 🖎 While Reading
the text. T
▪ T asks Pps to skim through the text and do the following tasks.
.
Task 1: TT asks Pps to skim the text then choose the correct answer that completes each
T&L sentence.
To improve
pupils' 1- Food companies try to sell their products to kids when they …………………..
reading a) play games on the Internet.         b) have live chats         c) do research for schoolwork
capacities  
by finding T&Ls 2- A new report says more than…………… of the world’s food companies are using a clever
the missing method.
notes while a) 08%                                b) 18 %                       c) 80%
reading a  
text. 3- The advergame is ……………………………………………………………………
a) an ethical technique to get kids attracted while they are having fun online.
Ls b) an unethical technique to get kids attracted while they are having fun online.
c)  a safe technique to get kids attracted while they are having fun online.
 
Keys: 1. play games on the Internet (a) 2. 80% (c) 3. an unethical technique ….online. (b)

Task 2: Say whether the following statements are TRUE or FALSE

To order a) When playing Internet games, children are encouraged to buy junk food.
the ideas Ls b) Few companies use the new method of advertising their products online.
according c) Online ads attract more children than TV ads do.
to their d) Child obesity is mainly caused by food advertising.
occurrenc
e in the
Key: 1. False 2. False 3. True 4. True
text. T

Task 3: Put the ideas below in the right order according to their occurrence in the text.
T&L
a)   An analysis has been made on how food companies advertise to children on the web.
To answer
b)  Childhood obesity is one of the consequences of online food advertisements.
the Qs
c)   Junk food is sold through online advertisements.
through
 scanning Ls Key: a) §2 b) §3 c) §1
.
Task 4: Answer the following questions according to the text.
15
a)  What are the different means that food companies use to sell their products?
mns
b)   How do food companies encourage children to buy more products?
T&Ls
c)   What conclusion has the report made?

Keys:
To identify
and use a) The different means that food companies use to sell their products are: on TV, in the
reference streets and at school, and online.
words b) The food companies fill the games with logos and advertisements. They encourage
children to e-mail their friends about products and brands. They also recommend
children to join special clubs related to the games. Children can increase their chances of
winning games by buying the products and typing in special codes found inside the
packaging.
c) The conclusion is that: some specialists warn the reach of online advertising is much
deeper than that of television.

Task 5: what/ who do the underlined words in the text refer to?
Keys:
To Ls
Fill in th a. It (§2): a report b. Their (§3): children
After gaps.
Reading

T&Ls

Ls
 🖎 After Reading

Task 6: Fill in the gaps with the appropriate words:

(regulations – manufacturers - Products - production – advertisers)

15 Almost every company which manufactures or sell .......1..........uses advertisement. This
mns T&Ls
technique and practice produces important benefits for the ........2........by convincing and
persuading consumer to buy whatever is being advertised. However in many countries, a
variety of........3......... control the.........4........... in several ways in order to prevent deceptive
practice in commerce. Food and drugs........5......... are the most controlled by legislations.

Keys:
1. Products 2. Advertisers 3. Regulations 4. Manufacturers 5. production

🖎 Written development      

                                                                        
Topic: Is advertising always harmful? Why or why not?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………….……………
………………………………………………………………………………..
 LESSON PLAN -14-
Target overall competency: Producing Unit 2: Advertising, consumers and safety
Subsidiary overall competencies: Interacting & interpreting Sequence 3: Reading & Writing
Main skill: Writing Class profile/ grade: 3rd Year (Scientific stream).
Subsidiary skills: Listening / Speaking / Reading Teacher: Mr.Hassaine
Material needed: The book, videos, the internet, etc. Time expected: 60 mns
Main objective: By the end of the lesson, pupils will be able to write a letter of complaint.
Time Stages Rationale Interactio Procedure Materials
n Pattern
To -1- Warming up
activate ▪ TT interacts with her pupils to elicit information related to the pre-requisites.
learners’ ▪ Pupils respond orally to T’s questions.
Warming prior
5 up knowled 1-pre-writing:
mns ge and T&Ls ▪ TT sets a purpose for writing to raise pps’ interest and link them to the topic.
prepare ▪ While introducing the topic, TT brainstorms the main ideas paving the way to mind mapping.
them to
Writing the 2- Composing /drafting:
Develop- writing ▪ TT links her pps with a real situation to set them for drafting (T writes the instruction on the
Ment phase. board).
▪ Pps start writing their first draft
10 (page:130) To set a ▪ TT divides the class into balanced groups
mns purpose ▪ Pps are conferencing with their peers and TT.
for ▪ TT reminds her pps forget about the introduction if they find difficulties in starting their draft.
writing ▪ TT reminds her pps to feel free to ask any help in order to put in practice their ideas.
▪ TT sets sufficient time for drafting.

To Ls 3- Revising organisation / content:

scheme ▪ TT asks each group head to communicate the drafts to the class.
the first ▪ TT reminds the class to listen carefully and have comments.
. draft by ▪ TT asks her pps to exchange drafts for peer assessment (comments).
expandin ▪ Pps exchange their drafts with peer group for eventual comments
15 g the ▪ TT checks the group works, helps pps with his constructive remarks
mns notes in
 the mind 4- Rewriting/ editing: TT. Asks the groups to write the final draft paying attention to spelling,
mapping. punctuation, capitals and grammar mistakes.
Pps start writing the final draft.
To spot TT. Reminds pps that the best article will be published on the next school wall magazine.
the areas
of If time doesn’t to finish the work, T. will give it as an assignment for pps to be completed at home.
15 weakness T&Ls
mns and Letter of Complaint
revise
organizati
on and
content.

Improvin
g the
Writing learner's
Develop- writing
Ment skills by
following
(Page:13 a guiding
0) procedure
15 .
mns
To make Ls
the pupil
aware of
organizin
g his
written
passages
by
including
a topic,
support,
transition
al and
concludin
g
sentences