Preparation Sheet 9ème Année

Preparation Sheet N° 1
Subject: English (Revision). Class: 9th form

Duration: 1-hour Class Size:
R. L. L: (What’s your name? Where are you from? Where do you live? How old are you? Where do you go every morning? Date :
Revision of the 6th year book: Manga and Namondo on the way to Lagos Topic
Pre - evaluation
Content O P O S T R A T E G I E S EV
I. C
At the end of this lesson, stdts should Documents: EFSA book 1

Be able to: Visual Aids: Board, duster, chalk …
Write down the story about Manga and Namondo

Strategies
Teacher Students
• Asking questions about • remember words and structures •Asks questions: Where are Manga and Namondo from? • Cameroon
the previous Units they have learnt in the past; where are they going? Whose house did they go to? -Lagos, Alande’s
Did they go by plane? What’s wrong to them? - Taxi, a tree
Who are people you knew in the 7th and 8th form?
•Classroom situations • use classroom situations; •Asks stdts: Did the taxi go over the tree? Who helped them?
• No, Manga
cutting up the tree? Can they go to see the nurse?
• Vocabulary • recognize and use new words • Says new words 2 or 3 times: to go over the, on the - Yes, they can
connected to the old ones; way, whole, so, with, but …. • Listen
Manga and Namondo

Revision
- Practises with stdts, gives modal stences, stdts do so…

• Filling gaps, • fill the missing words and answer • Asks stdts to fill the gaps and say if the sentences •Taxi went over
T/F sentences by True/False; are true or false - True/False
- Corrects students - Correct
• Acting out and • act out in front of the blackboard • Asks stdts to act out some of the dialogues of the 6 year • Manga and
Reconstitution Some of the dialogues; book and corrects stdts Namondo
• Writing • write out the whole story • Asks stdts to write the whole story in their
• Write
exercise books.
Subject: English (Text studies). Class: 9th form
R. L. L: (Where does Bola live? Who wrote a letter to Bola? Where is he now? Who lives in the village? Date:
Topic
Pre –
I. C
evaluation
At the end of this lesson, stdts Documents: EFSA book 2. Teacher’s and student’s books
should be able to: Visual Aids: Text, picture of bus, scooter, clouds ……
Strategies
Teacher Students
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): a party, • Listen
Unit1: Going to work. (First session: Reading Comprehension)
teaching vocabulary words and use them in sentences; to get dressed, to slip, to fall down, a puddle …….
- Makes stdts to repeat by group, raw, show individually - a paty
- Explains words and uses them in sentences - Follow
After the breakfast, where do your father and you go?

- Asks stdts to uses them in their own sentences - I went to a party
• Context explanation • explain the context of the text; • Explains the context of the text in a general idea • Listen to
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Did Bola go • Yes, he went to …
to a party? Could he wake up? Was he late for work? - No, he couldn’t
• Text reading • read the text; • Reads the whole text expressively • Follow carefully
Hobbies
- Asks stdts to read the text silently - Read silently

• Comprehension • answer the comprehension • Writes the comprehension questions on the • Follow
Going to work.
Questions questions; board and reads them
- Asks stdts to read them and answer them by - Read and answer
See the summing up

discussing their answers orally by discussing
• Reading aloud • read the text aloud; • Rereads the text and asks stdts to read the text aloud • Read aloud
• Exercise • do the exercise. • Gives stdts (some comprehension questions, T/F questions • Do it at home
or Multiple-choice questions) as home work
Subject: English (Structure). Class:9th form
R. L. L: Give one modal verb you know. Give the different forms of this modal verb into the simple present Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Havy tools, board, chalk, duster ……
Unit1: Going to work. (Second session: Structure); Past form of « Can »
Strategies
Teacher Students
• Introduction • introduce the item of the new • Introduces the item of the new structure in a sentence • Follow
structure; - Pronounces the sentences (2 or 3 times): could you play • Listen
football last year? Could she hit her mother? - could you …?
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Could she …?
Grammar outline « Modal verbs »
- Asks stdts to practise with different verbs in - I could play,

different ways/situations she could play
- Introduces one other form and gets stdts to practise - I couldn’t run fast,
and so on until the end …. she couldn’t read
What are « savoir et pouvoir » in English ?

• Checking • check the way to pronounce; • Checks if the stdts can use it in a real-life classroom situation • Follow carefully
- Corrects stdts mis-pronunciations - Correct
• Writing • write the sentences; • Asks stdts to write their own sentences on the board and to • Write
work out « the rule » themselves
See the summing up !

- Corrects stdts production - Correct
- Asks stdts to copy down the right sentences in their - Copy down
Can.
copy books
• Exercise • do the exercise. • Gives stdts an exercise as home work. • Do it at home
Subject: English (Structure). Class:9th form
R. L. L: What’s the past form of « can »? Give its different forms. What does it express? Date :
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Water, sugar, pens, classrooms ……
Unit1: Going to work. (Third session: Structure). Much, many, a lot of, …
Strategies
Teacher Students
structure; • Pronounces the sentences (2 or 3 times): Have you got any • Listen
sugar? Has Ali got any pens? Are there many pupils …? - Repeat
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • have you got …?
Grammar outline « Determiners »
- Asks stdts to practise with different verbs in - Has Ali got …?

different ways/situations Are there many …?
What are « beaucoup and quelque » in English?

- Introduces one other form and gets stdts to practise - He has got a lot of,
Much, many, a lot of, any.

and so on until the end …. I haven’t got much

copy books
Subject: English (Function). Class: 9th form
R. L. L: What is Bola? What’s the teacher’s work? What’s the driver’s work? … Date:
Topic
Pre
I. C
evaluation
Unit1: Going to work. (Third session: Function: Identifying jobs/Profession)
should be able to: Visual Aids: Picture of workshops, people, chalk, blackboard ……
Strategies
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: Where does Bola • At hospital, doctor
Work? What’s his work? What’s the driver’s work? driving ….
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): a job, a profession • Listen
Function: People and their occupations
Teaching and use them in sentences; - Makes stdts to repeat by group, raw, individually - a job
- Asks stdts to use them in their own sentences - My job is studying
They go to their Job/Profession

• Practicing • practise the dialogue; • Says the the first reply 2 or 3 times and makes stdts to repeat • Listen
Where do people go every day after breakfast?

- Practises the 2 replies with his better stdts T SS - Hello, Ali. What .. ?
- Asks 2 stdts to practise in front of S SS - I’d like to be …
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • I’ll become a …
• Dictation • dictate the dialogue; • Asks stdts to dictate the dialogue • Dictate
- Writes the dialogue dictated by the stdts - Follow
See the summing up

• write the dialogue in their • Asks stdts to copy down the dialogue in their • Copy down
Copy books; copybooks
• Exercise • do the exercise. • Gives stdts an Evaluation as a homework. • Do it at home
R. L. L: (Where did Bola go last Sunday night? Could he wake up on time? Where does he work? Who took him to the hospital? Was he late? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Picture of ambulance, coat, thermometer ……
Strategies
Teacher Students
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): To get to, • Listen
Unit2: At the hospital. (First session: Reading Comprehension)
teaching vocabulary words and use them in sentences; ambulance, coat, waiting-room, bench, x-ray …….
At the hospital.
- Makes stdts to repeat by group, raw, show individually - a paty
- Asks stdts to use them in their own sentences - I get to school at…
Health and desease
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Was the doctor • Yes, he was
busy? Was Bola’s story true? Is the school boy very ill? - No, he wasn’t
See the summing up

Where does Bola work?
• Reading aloud • read the text aloud; • Rereads the text and asks stdts to read the text aloud • Read the text aloud
Subject : English (Structure). Class: 9th form
Duration : 1-hour Class Size:
R. L. L: What’s the past form of « can »? Correct the evaluation about the determiner’s « quantifiers »? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Brainstorm actions.
Strategies
Teacher Students
Unit 2: At the hospital (Second session: Structure) Need to # Need.
structure; - Pronounces the sentences (2 or 3 times): Do you need a pen? - Listen
do you need some milk? Do I need to study? - Repeat
Grammar outline « Need to and Need»
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Do you need a pen?
- Asks stdts to practise with different verbs in - Does Ali need a?
Brainstorm situations
different ways/situations Do you need to …?
- Introduces one other form and gets stdts to practise - You need mangoes,
and so on until the end …. He needn’t to ….
• Checking and • check the way to pronounce; • Checks if the stdts can use it in a real-life classroom situation • Follow carefully
Exception case - Corrects stdts mis-pronunciations - Correct
• Writing • write the sentences; • Asks stdts to write their own sentences on the board and to • Need + noun
work out « the rule » themselves Need + verb

copy books
Duration : 1 hour Class Size:
R. L. L : What’s « avoir besoin de … / Être obligé de » in English ? Correct the exercise on Need to and Need? Date:
Topic
Pre –
I. C
evaluation
Strategies
Unit2: At the hospital (Second session: Structure) Adverbs of Manner
Teacher Students
He drove carefully.
She spoke quietly.

structure; - Pronounces the sentences (2 or 3 times): Does the school boy - Listen
speak loudly? Does Mrs Bello speak quietly? … - Repeat
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • He speaks loudly.
- Asks stdts to practise with different adverbs in - she speaks quietly.
different ways/situations He drives carefully.
Grammar outline « Adverbs»
- Introduces one other form and gets stdts to practise - The classroom is …,
and so on until the end …. We spoke nosily ….
• Writing • write the sentences; How did Mrs Bello speak? • Asks stdts to write their own sentences on the board and to • adverb + ly
work out « the rule » themselves Easy (easi + ly)
How did Maboudi drive?

copy books
Duration : 1-hour Class Size :
R. L. L: How did Maboudi drive? What is carefully in French? How is an adverb formed? Date :
Topic
Pre –
I. C
evaluation
Strategies
Yes, If I pass my exam.

Teacher Students
Unit2: At the hospital (Second session: Structure) The conditional I
It is the conditional.
structure; - Pronounces the sentences (2àr 3 times): Will you write if - Listen
I give you a pen? Will he dance If I play the music? - Repeat
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Yes, I’ll write.
Grammar outline « Future tense»
- Asks stdts to practise with different verbs in - Yes, he’ll dance if

different ways/situations you play music.
- Introduces one other form and gets stdts to practise - He won’t dance if
and so on until the end …. You don’t play music
• Writing • write the sentences; What is « si » in English? • Asks stdts to write their own sentences on the board and to • If clause, Future
Are you going to go to Lycée?
work out « the rule » themselves Will not / Won’t

copy books
Subject: English (Function) Class: 9th form
R. L. L: Practise the last dialogue. Date:
Topic
Pre
I. C
evaluation
should be able to: Visual Aids: Picture hospital, people, doctor, ambulance ……
Strategies
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: Where does Bola • At hospital
Unit2: At the hospital. (Third session: Function) Heath and disease
Work? Why do people go there? … because they’re …
They go to the hospital because they are sick.

•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times) : to suffer, to be ill, a • Listen
Teaching and use them in sentences; Pain, medicine, a prescription, heath, disease - To suffer, to be …
- Makes stdts to repeat by group, raw, individually - Follw
- Asks stdts to use them in their own sentences - I suffer from ….
Function: Heath and disease
- Practises the 2 replies with his better stdts T SS - Good morning sir ..
- Asks 2 stdts to practise in front of S SS - Good morning, …
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • What’s your prob?
Why do people go to the hospital?

See the summing up

• Writing • write the dialogue in their • Asks stdts to copy down the dialogue in their • Copy down
Subject : English (Structure) Class: 9th form
R. L. L: What’s the past of « can »? What is « avoir besoin de…/ Être obligé de … ? How do we change an adjective to adverb? Give one exemple. Date :
Topic
Pre –
I. C
evaluation
Strategies
Unit3: There is a good film on this evening (past of « must » Have to
Teacher Students
I had to.
structure; - Pronounces the sentences (2 or 3 times): Had you to go to the - Listen
hospital? Had Moussa to learn his lessons? … - Repeat
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Had you to go …
- Asks stdts to practise with different verbs in - Had Moussa to go …
Grammar outline « Modal verb »
different ways/situations Had people to ...

- Introduces one other form and gets stdts to practise - I had to go to …
and so on until the end …. She hadn’t to …
I was sick. So, …. To go to the hospital,

• Writing • write the sentences; • Asks stdts to write their own sentences on the board and to • Must Had to
work out « the rule » themselves Have to Had to

copy books
Subject: English (Text studies) Class: 9th form
R. L. L: (Where does Bola work? Was he late for work? What happened on the main road? Were there many patients at the hospital? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Picture of people at the cinema …
Unit3: There’ s a good film on this evening (Reading comprehension)
Strategies
Teacher Students
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): To have to, what’s • Listen
teaching vocabulary words and use them in sentences; on, the land, until, the newsreel, love film …
- Makes stdts to repeat by group, raw, show individually - To have to
Films
- Asks stdts to use them in their own sentences - I have to go home …
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Does Hajo • No, she doesn’t
Entertainment
know about the film? Does she like music? Did they see … - Yes, she likes
See the summing up

What do you watch on T V?

• Exercise • do the exercise. • Gives stdts (some comprehension questions, T/F questions
or Multiple-choice questions) as home work • Do it at home
Subject: English (Function) Class: 9th form
R. L. L: Practise the last dialogue. (What did Hajo like in the film? Did she enjoy the fight at the end ? Date:
Unit3: There is a good film on this evening (Function: Expressing like/dislike Topic
Pre
I. C
evaluation
To dislike
should be able to: Visual Aids: Brainstorm situations
Strategies
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: What’s « aimer » quelque • To like
Chose in English ? What’s « ne pas aimer » quelque chose …. To dislike
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): to like, to dislike, • Listen
To like
Teaching and use them in sentences; to enjoy, to prefer, to entertain …
Function: People and their preferences
- Makes stdts to repeat by group, raw, individually - To like, to dislike
What is « ne pas aimer » quelque chose in English ?

- Asks stdts to use them in their own sentences - I like mangoes
What is « aimer » quelque chose in English? - Practises the 2 replies with his better stdts T SS - Hello, Karim …
- Asks 2 stdts to practise in front of S SS - Hi, Fatima …
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • I like living in …
See the summing up

• Writing • write the dialogue in their • Asks stdts to copy down the dialogue in their • Copy down
R. L. L: (Who are Bola’s friends? Where is Sikiru? Who lives in the village? Why did Bola ask his friends to come to his house? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Pictures of village and city, cars, lorries …
Strategies
Unit4: Bola’ s grandfather comes to Lagos (Reading comprehension)
Teacher Students
Bola’ s grandfather.
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): a long way, the • Listen
He comes to Lagos.
teaching vocabulary words and use them in sentences; journey, the lorry-park, to leave for, to hoot, to shout …
- Makes stdts to repeat by group, raw, show individually - a long way
- Asks stdts to use them in their own sentences - My sister went to …
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Does grand • No, she doesn’t
father live in the town? Was there a lorry-park in his …? - No, there wasn’t
Travelling
Questions questions; What can he do to see Bola? board and reads them
See the summing up

Who lives in the village?
Subject: English (Structure) Class: 9th form
R. L. L: What are “must and have to”? What do they express? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Pupils in front of
Unit4: Bola’ s grandfather comes to Lagos. (comparative & Superlative)
Strategies
Adjectives (The comparative and the superlative) outline.
Teacher Students
structure; - Pronounces the sentences (2 or 3 times): Is Dtza bigger than - Listen
Pétaka? Are you more intelligent than Ali? - Repeat
A is tall, B is small.
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Is Dtza bigger than ...
- Asks stdts to practise with different verbs in - are you more …
You compare.
different ways/situations Am I smaller than …?
- Introduces one other form and gets stdts to practise: Is grand - He is the oldest ….
father the oldest person? Is the lion the most dangerous …? It is the most …
• Writing • write the sentences; • Asks stdts to write their own sentences on the board and to • Adj + er/ more than
Two pupils on the board.
work out « the rule » themselves The + adj + est/ The +

- Corrects stdts production Most + adjective
See the summing up

copy books
What do I do?

Subject : English (Structure) Class: 9th form
R. L. L: Give one superlative sentence with a short and a long adjective. Date:
Topic
Pre –
I. C
evaluation
Strategies
Teacher Students
Relative pronoun.
Unit4: Bola’ s grandfather comes to Lagos. (Relative pronouns)
Who are you?

structure; - Pronounces the sentences (2 or 3 times): who are you? - Listen
The dog which is barking. The boy whom you see there … - Repeat
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Who are you?
- Asks stdts to practise with different verbs in - The dog which …
different ways/situations The boy whom …
Pronouns (outline).
- Introduces one other form and gets stdts to practise: Whose - Whose pen is this?
pen is it? The car that was stolen … The car that was …
Qui ?
What is “ la nature de qui » in French ?
Exception case How to know the name of someone? - Corrects stdts mis-pronunciations - Correct
• Writing • write the sentences; • Asks stdts to write their own sentences on the board and to • “Who” for people
work out « the rule » themselves “which” for things …

What is “ who” in French?
- Corrects stdts production “that” for both

copy books
Subject : English (Function) Class:9th form
Duration : 1 hour Class Size:
R. L. L: Practise the last dialogue. (Who lives in the village? Where is he now? Date:
Topic
Pre
I. C
evaluation
You ask information on him.

Unit4: Bola’ s grandfather comes to Lagos (Function: asking for/Giving infor

Strategies
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: Do you know Dtza? How • Yes.
Can we get to eat? How to get there …? At the restaurant
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): to ask, to give, • Listen
Teaching and use them in sentences; Information, …
- Makes stdts to repeat by group, raw, individually - To ask, to give ….
- Asks stdts to use them in their own sentences - I ask him questions
How do we do to know more somebody? - Practises the 2 replies with his better stdts T SS - Good morning …
- Asks 2 stdts to practise in front of S SS - Hello, I’m Issa …
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • Could you tell me
Function: News

See the summing up

Subject : English (Function) Class:9th form
R. L. L: Practise the last dialogue. How did grandfather get to Lagos? What did he see in Lagos? Date:
Unit4: Bola’ s grandfather comes to Lagos (Function: Means of transportation Topic
Pre
I. C
evaluation
Strategies
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: How do we travel? • Car, bus, train, ...
How do we call them? Means of transport
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): Road transport, • Listen
Teaching and use them in sentences; Rail transport, air transport, water transport.
Car, bus, train, ship, plane, …

- Makes stdts to repeat by group, raw, individually - Road transport
Means of transportation.
Function: Means of transportation

- Asks stdts to use them in their own sentences - I use road transport
- Practises the 2 replies with his better stdts T SS - I’m going to Dakar
- Asks 2 stdts to practise in front of S SS - How are you tra …
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • By plane. It’s …
See the summing up

How do we call them?
How do we travel?

Subject: English (Structure) Class : 9th form
R. L. L: Give one superlative sentence with a short and a long adjective. Correct the evaluation about the relative pronoun. Date:
Topic
Pre –
I. C
evaluation
Strategies
Teacher Students
structure; • Pronounces the sentences (2 or 3 times): are you always at • Listen
home? Does he sometimes go to the cinema? - Repeat
Unit5: The naming-ceremony. (The adverbs of frequency)
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Are you always …?
- Asks stdts to practise with different verbs in - Does he sometimes?
different ways/situations Do we usually …?
- Introduces one other form and gets stdts to practise: do we - Do we often …?
Always.
Adverb of frequency
often leave school? I have never seen a lion. I have never seen …
Adverbs
• Writing • write the sentences; • Asks stdts to write their own sentences on the board and to • Adverbs between
work out « the rule » themselves the subject and the

- Corrects stdts production verb/after the auxi …
When do you drink water?
copy books
What is always?
R. L. L: (Who lives in the village? Was there a lorry-park in his village? Where is he now? How did he get to the bigger village? How did he get to Lagos? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Pictures of people gathering …
He is in Lagos for the naming-ceremony

Strategies
Teacher Students
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): the Ifa priest, a • Listen
teaching vocabulary words and use them in sentences; guest, a relative, a speech, a present
- Makes stdts to repeat by group, raw, show individually - the Ifa priest
Unit5: The naming-ceremony (Reading comprehension)
- Asks stdts to use them in their own sentences - The priest gave …
Customs and Traditions
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Was grandfather • Yes, he was
Worried about …? Was the speech all about the guests …? - No, it wasn’t
- Asks stdts to read and answer them by discussing - Read and answer
Why is grandfather in Lagos?
their answers orally by discussing
See the summing up

• Reading aloud • read the text aloud; • Rereads the text and asks stdts to read the text aloud • Read the text
aloud
R. L. L: correction of the evaluation on adverbs of frequency. Date:
Topic
Pre –
I. C
evaluation
Strategies
Teacher Students
Unit5: The naming-ceremony. (The adverb/Adjectives + Enough)
structure; • Pronounces the sentences (2 or 3 times): Are you rich • Listen
enough? Have we got enough work? - Repeat
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Are you rich …?
- Asks stdts to practise with different verbs in - Is Moussa …?
different ways/situations
- Introduces one other form and gets stdts to practise: You are - You’re not …
not rich enough, I haven’t got enough chalk. I haven’t got …
Adverbs
• Writing • write the sentences; • Asks stdts to write their own sentences on the board and to • write

copy books
R. L. L: correction of the evaluation on Have enough. Date:
Topic
Pre –
I. C
evaluation
Strategies
Teacher Students
structure; • Pronounces the sentences (2 or 3 times): Can you stop • Listen
writing? Could you start reading? - Repeat
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Can you stop writing?
- Asks stdts to practise with different verbs in - Could you start …?
Unit5: The naming-ceremony. (Infinitive in ing)
- Introduces one other form and gets stdts to practise: I start - I started learning
doing my exercise. You mustn’t stop driving… You mustn’t stop ...
Tense

copy books
Subject: English (Function) Class :9th form
R. L. L: Practise the last dialogue. Who were there at the naming-ceremony? Date:
Unit4: Bola’ s grandfather comes to Lagos (Function: Inviting/Accepting or Topic
Pre
I. C
evaluation
Strategies
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: What do we need to be at • An invitation.
Declining
The guests.
Because they were invited.
a private party? Are you obliged to go? Why? To accept /decline
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): To invite, to accept, • Listen
Teaching and use them in sentences; to decline, to wonder …,
- Makes stdts to repeat by group, raw, individually - To invite, to accept
- Asks stdts to uses them in their own sentences - I invite you to my …
Who were there at the naming-ceremony? - Practises the 2 replies with his better stdts T SS - I Hello, this is Sitan.
- Asks 2 stdts to practise in front of S SS - This is Nafi …
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • Oh, hi Nafi.
Function: Hobbies

Why did they come there?
See the summing up

Subject: English (Function) Class : 9th form
Topic
Pre
I. C
evaluation
Unit4: Bola’ s grandfather comes to Lagos (Function: Greeting people and

Strategies
I greet him/ Greeting

Teacher Students
Leave taking
I say goodbye/Leave him.

• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: What do you do when you • Greeting.
see somebody? What do you say to him after that? leave taking
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): To greet, greeting, • Listen
Teaching and use them in sentences; to leave, leave taking, to wish …
Function: People and their traditions
- Makes stdts to repeat by group, raw, individually - To greet, greeting

- Asks stdts to use them in their own sentences - I greeted you.
What do you do when you see somebody? - Practises the 2 replies with his better stdts T SS - Hello, Issa. What …
- Asks 2 stdts to practise in front of S SS - Hi, Boury. How …
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • Oh, sorry! I whish
What do you tell him after that?

See the summing up

Subject: English (Revision) Class : 9th form
R. L. L: (What is the past form of “can”? How did Maboudi drive? Was Bola late for the cinema? Why? What’s a countable noun? Date:
What’s an uncountable noun? What’s “faut-il que … in English ? Give one « if clause » Give one stence into the present perfect.)
Topic
Pre –
I. C
evaluation
Strategies
Teacher
Who can say this in English: Tout le monde parle Anglais?

• Asking questions about • remember words and structures • Asks questions: What are the different adverbs • always, often
the previous Units they have learnt in the past; of frequency you know? Use them in sentences usually, rarely
What is the preterit of these verbs? Use them - looked, saw, …
• Classroom situations • Use classroom situations; • Asks stdts: What do we call “to leave a place to • Travelling
Everybody speaks English.

another place? How can we do this? Plane, car, …
• Listen
Revision Two: Everybody speaks English
• Vocabulary • Recognize and use new words • Says new words 2 or 3 times: airways, air-hostess,
Revision
Connected to the old ones; to look after, a passenger, all over, seat { airways}
- Practises with stdts, gives modal stences, stdts do so… - Malian airways
• Filling gaps, • Fill the missing words and answer • Asks stdts to fill the gaps and say if the sentences • True
T/F sentences by true/false are true or false - False
See the summing up

• Comprehensin • answer the comprehension • Asks stdts questions: What’s Bosede? Where does she • An air-hostess
questions questions Work? What does she do on the plane …? for Nigereia …
• Exercise • do the exercise • Asks stdts to write the whole story in their • Do it at home
exercise books.
Subject: English (Structure) Class:
R. L. L: correction of the evaluation on the infinitive in … ing Date:
Topic
Pre –
I. C
evaluation
Strategies
Unit6: The journey home (Present perfect and with “ just, already …”
Teacher Students
structure; • Pronounces the sentences (2 or 3 times): Have you opened • Listen
the window? Has Ali eaten mangoes? - Repeat
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Have you opened …?
- Asks stdts to practise with different verbs in - Has Ali eaten …?
- Introduces one other form and gets stdts to practise: I have - I have broken the …
Brainstorm situation
broken the pen. She hasn’t spoken. She hasn’t spoken.
Tense

copy books
R. L. L: (Why is grandfather in Lagos? What was the baby’s name? What was grandfather’s speech about? Is the baby a boy or a girl? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Brainstorm situations.
Strategies
Teacher Students
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): a journey home, • Listen
teaching vocabulary words and use them in sentences; Another, other, towards, at the side of, to jump out …
The journey home.

- Makes stdts to repeat by group, raw, show individually - A journey home
- Explains words and uses them in sentences • Follow
- Asks stdts to use them in their own sentences - he’s on his journey …
Unit6: The Journey home (Reading comprehension)
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Did grandfather • Yes, he did
stay long in Lagos? Was this his first visit to Lagos? - Yes, it was.
Travelling

How do we call a travel back?
See the summing up

R. L. L: (How long did grandfather stay in Lagos? Did he get the first lorry to Oshogbo? Whom did he see in the lorry? Was the lorry a new one? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Envelope, picture of people on road …
Strategies
Teacher Students
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): to hitch-hike, the • Listen
A letter.
teaching vocabulary words and use them in sentences; Day before yesterday, the day after tomorrow …
- Makes stdts to repeat by group, raw, show individually - To hitch-hike
- Asks stdts to use them in their own sentences - I hitch-hike to Koro
Unit7: A letter from Scotland (Reading comprehension)
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Did Sikiru wrote • No, he didn’t
Bola a lot of letters? Did they meet their old friend in …? - Yes, they did.
Information
How did people communicate in the past?

See the summing up

Subject: English (Structure) Class: 9th form
R. L. L: (What is the present perfect in “French”? Give one sentence in the present perfect in all the forms. Correct the exercise … Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Countable and uncountable objects
Strategies
Unit7: A letter from Scotland (The adverbs of quantity: A little, A few …)
Teacher Students
structure; • Pronounces the sentences (2 or 3 times): Do you speak • Listen
English? Did you get a lot of pens? - Repeat
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Do you speak English?
- Asks stdts to practise with different verbs in - Did you get a lot of …?
- Introduces one other form and gets stdts to practise: I have - I speak a little English.
Brainstorm situation
broken the pen. She hasn’t spoken. I’ve got a few friends.
Quantifiers

copy books
Topic
Pre
I. C
evaluation
Félicitations
Strategies
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: What do you do when you • To congratulate.
Unit7: A letter from Scotland (Function: (Expressing good wishes
see someone well-dressed? What’s “Félicitation” in English? To wish
Congratulations
Congratulating)
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): To wish, to congratulate • Listen
Teaching and use them in sentences; happiness, joy, healthy, prosperity …
What do you do when you see someone well-dressed

- Makes stdts to repeat by group, raw, individually - To wish …
- Asks stdts to use them in their own sentences - I wish you a good ...
- Practises the 2 replies with his better stdts T SS - Happy birthday …
What is “ Félicitation” in English? - Asks 2 stdts to practise in front of S SS - Oh, my princess …
Function
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • I hope being …
See the summing up

R. L. L: (Who wrote a letter to Bola? Where is he now? When did he go round Edinburgh Castle? When is he going to buy presents? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Picture of people at airport , plane ...
Strategies
Teacher Students
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): Empty full, runway • Listen
teaching vocabulary words and use them in sentences; airport building, to go through Customs, to shave …
- Makes stdts to repeat by group, raw, show individually - Full, empty
- Asks stdts to use them in their own sentences - My bag is full of ...
Unit8: Sikiru comes home (Reading comprehension)
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Did Bola wait • Yes, he did
Who is in England? How can he see his friends?

long for ataxi? Did Hajo get to the airport in a taxi ?.... - No, she didn’t
Traveling.
He comes to Lagos.
See the summing up

Subject: English (Structure) Class :
R. L. L: Give a sentence in the Present Perfect in all the forms Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Brainstorming ……
Strategies
Teacher Students
structure; • Pronounces the sentences (2 or 3 times): Have you live • Listen
here since 2000? Has Ali learnt English for years ? - have you lived ...?
Unit8: Sikiru comes home. (Second session: Since and For
Grammar outline « use of since and for
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • has Ali learnt ...?
- Asks stdts to practise with different verbs in - I have lived ....,
different ways/situations She has learnt...
- Introduces one other form and gets stdts to practise - I haven’t lived...
Brainstorming
and so on until the end …. He hasn’t learnt...

copy books
R. L. L: Use since and for in a sentence in Present Perfect. Date:
Topic
Pre –
I. C
evaluation
Strategies
Teacher Students
Unit9: Sikiru visits his village (First session: Reflexive Pronouns)
structure; • Pronounces the sentences (2 or 3 times): Did you look at • Listen

yourself in the mirror? Did she hurt herself ? - Did you look ...?
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Did she hurt...?
- Asks stdts to practise with different verbs in - you looked your....,
different ways/situations she hut herself...
Grammar outline « Pronouns »
- Introduces one other form and gets stdts to practise - I didn’t hurt .....,
Brainstorming
and so on until the end …. It can’t write itself

copy books
R. L. L: (Where’s Sikiru now? How did he come? Did he go home in his car? Has he got a car? Date:
Topic
Pre –
I. C
evaluation
(in village)
should be able to: Visual Aids: Picture of village, powder, board, string of ...
Strategies
Teacher Students
(Sikiru visits his village)

• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): To borrow, the • Listen
teaching vocabulary words and use them in sentences; bumpy road, the powder, to spread, a string, to quarrel
- Makes stdts to repeat by group, raw, show individually - to borrow, the ...
(in Lagos) Where do his ancestors live?

- Asks stdts to use them in their own sentences - can I borrow your ...
Unit9: Sikiru visits his village. (Reading comprehension)
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Did Sikiru go • No , he didn’t
in his car? Did he go alone? Are village people stupid? - No, he didn’t/ yes, ...
Village life
How can he see his ancestors?

See the summing up

Where is Sikiru?
R. L. L: Correct the last home work. Date:
Topic
Pre –
I. C
evaluation
Strategies
Teacher Students
Unit9: Sikiru visits his village (Third session : The Exclamation)
structure; • Pronounces the sentences (2 or 3 times): what bumpy roads! • What bumpy...!
How stupid ! What a pretty girl! How old is he! - How stupid !
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • What a pretty...!
- Asks stdts to practise with different verbs in - you look so nice !
different ways/situations She’ so beautiful ‘
Grammar outline « Sentence »
- Introduces one other form and gets stdts to practise - I didn’t hurt .....,
Brainstorming
and so on until the end …. How wonderful!

copy books
R. L. L: Practise the last dialogue. (What is felicitation in English? Use it in a sentence) Date :
Topic
Pre
I. C
evaluation
No, it is not/ Yes, it is

Strategies
I agree/ I disagree.
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: Is Douentza better than • No, it isn’t
Unit9: Sikiru visits his village (Function: Asking for/ Giving opinion
Bamako? Is Kalilou more intelligent than Ali? Yes, I agree

Agreeing/ Disagreeing
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): Asking for, opinion • Listen
Teaching and use them in sentences; Agree, disagree,
Function: People and their preferences
- Makes stdts to repeat by group, raw, individually - Asking for, opinion

- Asks stdts to use them in their own sentences - I’m asking for …
Do you think Douentza is better than Bamako?

- Practises the 2 replies with his better stdts T SS - Hey, Moussa …
- Asks 2 stdts to practise in front of S SS - Well, in my …
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • Yes, that’ true …
Kalilou is more intelligent than Ali

See the summing up

R. L. L: (What did the priest say about Sikiru and Hajo? Has Sikiru got a job? What kind of job do you think he wants? Date:
Topic
Pre –
I. C
evaluation
(Sikiru quarrels with Hajo)

should be able to: Visual Aids: Picture of people in a restaurant, bag-pipe, ...
Strategies
Teacher Students
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): Tonight, in a bad • Listen
teaching vocabulary words and use them in sentences; mood, to spend, to be fed up with, the bill.
- Makes stdts to repeat by group, raw, show individually - tonight, in a bad ...
Unit10: Sikiru quarrels with Hajo. (Reading comprehension)

- Asks stdts to use them in their own sentences - I’m going to a .......
Misunderstanding.
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Has Sikiru • No , he hasn’t
just come back from U.S.A? Does he want to work...? - yes, he does.
What did the priest say to Sikiru about Hajo?

See the summing up

R. L. L: Correct the last home work. ( Give one exclamative sentence) Date:
Topic
Pre –
I. C
evaluation
Strategies
Unit10: Sikiru quarrels with Hajo (second session: The tag-questions)
Teacher Students
structure; • Pronounces the sentences (2 or 3 times): You’re lucky, aren’t • Listen
you? He will come, won’t he? I went, didn’t I?
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Aren’t you?
- Asks stdts to practise with different verbs in - Won’t he?
different ways/situations Didn’t I?
- Introduces one other form and gets stdts to practise - he isn’t hurt, is he?
Brainstorming
Grammar outline Question.
and so on until the end …. I come, don’t I?


copy books
Subject: English (Revision) Class : 9th form
R. L. L: (Give a sentence in the simple future and the “if clause” in all the forms). Build one sentence in the “Present Perfect” in all the forms. Date:
Use since, for and ago in sentences. Give a sentence in the “Present Perfect continuous”.
Topic
Pre –
I. C
evaluation
Mansa Musa
Strategies
Teacher Students
• Asking questions about • remember words and structures • Asks questions: Give a simple future sentence • I’ll go to the …
the previous Units they have learnt in the past; A present perfect stence, use since, for, ago He has gone …
We are in Africa
How is a preterit sentence formed? - They saw …
What famous king do you know in your country?

• Classroom situation • Use classroom situations; • Asks stdts: In what country are we in? What famous • Africa, Mansa
Revision Three: Africa – History and Culture.
king do you Know in your country …? Musa. A storian

• Vocabulary • Recognize and use new words • Says new words 2 or 3 times: To attach, to drop, the • Listen
Revision
Connected to the old ones; sky, the earth, the gold, Mecca, the holy place, famous To attach …
- Practices with stdts, gives modal stences, stdts do so… - the earth
• Filling gaps, • Fill the missing words and answer • Asks stdts to fill the gaps and say if the sentences • True
T/F sentences by true/false are true or false - False
What country are we in?
See the summing up

• Comprehensin • answer the comprehension • Asks stdts questions: Who was Mansa Musa? Why was • An air-hostess
questions questions he rich? Was he famous…? for Nigereia …
• Exercise • do the exercise • Asks stdts to write the whole story in their • Do it at home
exercise books.
R. L. L: (What happened between Sikiru and Hajo? Where did they go one evening? Why did they quarrel? How will Sikiru go to Kano? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Picture of accident, chalk, water, duster …
Strategies
Teacher Students
(An accident)
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): a crush, the • Listen
teaching vocabulary words and use them in sentences; Countryside, the sharp bend, the hole, the brakes …
- Makes stdts to repeat by group, raw, show individually - A crush, the …
- Asks stdts to use them in their own sentences - I saw a car crush
What would happen if you drove badly on a road?

• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Has Sikiru • No , he hasn’t
Unit11: A car crush. (Reading comprehension)
finished packing all his cases? Was Mr. Musaya with … - No, he wasn’t
Traffic
See the summing up

R. L. L: Correct the last home work. Date:
Topic
Pre –
I. C
evaluation
Strategies
Teacher Students
structure; • Pronounces the sentences (2 or 3 times): Were you cooking • Listen
Unit11: A car crush. (second session: The Past Progressive)
when the baby cried? Was he doing his exercise?

• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Were you …?
- Asks stdts to practise with different verbs in - Was he doing …?
different ways/situations Were they …?
- Introduces one other form and gets stdts to practise - You were doing …?
Brainstorming
and so on until the end …. He wasn’t doing ..?
Grammar outline : Tense.

copy books
R. L. L: Practise the last dialogue. (What did Hajo think about Sikiru? Date :
Topic
Pre
I. C
evaluation
Strategies
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: Why do you go for • To unwind
walking? What do you think to be alone? Why? When sad, …
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): To feel, feeling, • Listen
Teaching and use them in sentences; sad, unhappy, angry, furious, annoy
- Makes stdts to repeat by group, raw, individually - To feel, feeling
Unit11: A car crash. (Function: Expressing feelings.
- Asks stdts to use them in their own sentences - I’ feel better

Function: People and their life
- Practises the 2 replies with his better stdts T SS - why didn’t you …
Brainstorm situations - Asks 2 stdts to practise in front of S SS - I stayed home …
• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • What was your …
See the summing up

R. L. L: (Has Sikiru got a job? What kind of job has he got? Was the road to Kano good? What happened to them when going to Kano? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Picture of people in the market, fields …
Strategies
Teacher Students
(The storm).
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): The field, the • Listen
teaching vocabulary words and use them in sentences; headman, the tarred road …
- Makes stdts to repeat by group, raw, show individually - the field, the …
Unit12: A storm in the country. (Reading comprehension)
- Asks stdts to use them in their own sentences - I grew my field

• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Was Sikiru • Yes, he was
What comes before the rain in the rainy season?

Very busy? Were the streets of Kano animated? - Yes, they were
Weather

See the summing up

R. L. L: Correct the last home work. ( Give one sentence in present progressive then put it in past progressive in all the forms. Date:
Topic
Pre –
I. C
evaluation
Unit12: A storm in the country. (Second session: The double comparative)

Strategies
Teacher Students
structure; • Pronounces the sentences (2 or 3 times): Are you getting • Listen
richer and richer? Does the school become bigger and bigger?
• Practicing • practise the new structure; • Makes stdts to repeat by group, raw, show individually • Are you getting …?
- Asks stdts to practise with different verbs in - Does the school …?
Structure outline: The comparative
different ways/situations Am I getting …?

- Introduces one other form and gets stdts to practise - He becomes more
Brainstorming
and so on until the end …. We’re getting … ?

copy books
R. L. L: Practise the last dialogue. Date :
Topic
Pre
I. C
evaluation
Strategies
Teacher Students
• Introduction • introduce the new dialogue; • Introduces the new dialogue by asking: When does it rain? • To The rainy …
When does it cold? How do we call these? The cold, weather
•Vocabulary • recognize the new words • Pronounces the new words (2 or 3 times): To feel, feeling, • Listen
Teaching and use them in sentences; sad, unhappy, angry, furious, annoy
Unit12: A storm in the country. (Function: The weather.
- Makes stdts to repeat by group, raw, individually - Weather, sunny …

- Asks stdts to use them in their own sentences - The weather is bad.
- Practises the 2 replies with his better stdts T SS - I wish it was …
Function: The weather
Brainstorm situations - Asks 2 stdts to practise in front of S SS - That’s true …

• Memorizing • memorize the dialogue; • Asks stdts to practise with other stdts in pairs • It would rain …
See the summing up

R. L. L: (Where is Sikiru now? Where was he last Monday? How were the streets of Kano? Why did they run to the nearest village? Date:
Topic
Pre –
I. C
evaluation
should be able to: Visual Aids: Picture of hunters, hunting scene …
Strategies
Teacher Students
What do you do when there is a lion which eats animals in your village?
• Setting scene and • recognize the scene, the new • Pronounces new words (2 or 3times): To hunt, hunter, • Listen
Unit13: An elephant hunt. (First session:Reading comprehension)
teaching vocabulary words and use them in sentences; the crop, the sunset, the sunrise …
- Makes stdts to repeat by group, raw, show individually - To hunt, hunter …
- Asks stdts to use them in their own sentences - I go hunting
• Pre – questions • answer the pre – questions; • Asks pre – questions written on the board: Was the • Yes, it was
Elephant eating all the crops? Was Sikiru a good hunter? - No, he wasn’t
Hobbies
Questions questions; We’ ll go hunting it. board and reads them

See the summing up


Preparation Sheet 9ème Année

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Preparation Sheet 9ème Année

Uploaded by

Copyright:

Available Formats

Preparation Sheet N° 1

Subject: English (Revision). Class: 9th form

At the end of this lesson, stdts should Documents: EFSA book 1

Write down the story about Manga and Namondo

Manga and Namondo

- Practises with stdts, gives modal stences, stdts do so…

After the breakfast, where do your father and you go?

- Asks stdts to read the text silently - Read silently

See the summing up

- Asks stdts to practise with different verbs in - I could play,

What are « savoir et pouvoir » in English ?

See the summing up !

- Asks stdts to practise with different verbs in - Has Ali got …?

What are « beaucoup and quelque » in English?

Much, many, a lot of, any.

See the summing up !

They go to their Job/Profession

Where do people go every day after breakfast?

See the summing up

See the summing up

See the summing up !

She spoke quietly.

See the summing up !

Yes, If I pass my exam.

- Asks stdts to practise with different verbs in - Yes, he’ll dance if

work out « the rule » themselves Will not / Won’t

See the summing up !

Work? Why do people go there? … because they’re …

They go to the hospital because they are sick.

- Corrects stdts mis-pronunciations - Correct

See the summing up

different ways/situations Had people to ...

I was sick. So, …. To go to the hospital,

See the summing up !

See the summing up

discussing their answers orally by discussing

- Makes stdts to repeat by group, raw, individually - To like, to dislike

What is « ne pas aimer » quelque chose in English ?

See the summing up

See the summing up

work out « the rule » themselves The + adj + est/ The +

See the summing up

• Exercise • do the exercise. • Gives stdts an exercise as home work. • Do it at home

Who are you?

See the summing up !

- Corrects stdts production “that” for both

You ask information on him.

should be able to: Visual Aids: Brainstorm situations

- Corrects stdts mis-pronunciations - Correct

See the summing up

Car, bus, train, ship, plane, …

- Explains words and uses them in sentences - Follow

See the summing up

• Exercise • do the exercise. • Gives stdts an Evaluation as a homework. • Do it at home

See the summing up !

He is in Lagos for the naming-ceremony

See the summing up

See the summing up !

work out « the rule » themselves

See the summing up !

- Corrects stdts mis-pronunciations - Correct

- Writes the dialogue dictated by the stdts - Follow