Time Steps Interaction Input/Output Aims

pattern&VAK procedure
T
20 Unit’s T-Ss -The teacher tells students to give him a ruler and asks them To -
minutes introduction Ss-T what is its function. What is the science that deals with introduce
measurements the unit
A-V -Students report their answers: GEOMETRY. theme and
the
-The teacher asks to mention other sciences that they know.
project's
-The teacher writes on board a semantic map and asks Ls to
.outcome
define each word.
Targeted words:
-geometry, geometrical, science, scientific, sociology, algebra,
algebraic, melt, boil, astronomy, chemistry, ….

30 Project
minutes announcemen -The teacher informs students about the project they are to
t prepare and asks them to decide on the procedure to be
followed to produce it.
Project’s theme: Report on Scientific Experiments
Tasks to be achieved:
*carry out experiments, make careful observations, keep a
record of the results using IF CONDITIONAL
* Give the details of the work in charts, diagrams…

-The teacher splits students into groups of 04 and appoints a

representative of each one.
Students agree on the roles of each one, the materials they -
.use to produce the project and its final format

Time Steps Interaction Input/Output Aims

pattern&VAKT procedure
20 Think it over T-Ss Students are asked to have a look at the pictures in order - to familiarize-
minutes page 79 Ss-Ss .to interpret what they can see on each of them pupils with
Ss-T Students look at the pictures carefully and express their - the topic of
.ideas concerning the content of the two pictures unit four, to
A-V introduce the
unit
Key: The two pictures illustrate Arab science during .implicitly
the Abbasids period.

15 Words to say T-Ss A list of words is provided on the right side of the page. - to familiarize-
minutes page 79 Ss-T .The words are mostly science-related concepts pupils with
The teacher reads each word individually focusing on the - specific
A-V stress and intonation. It is possible, in the meanwhile, that spoken
English
students repeat along with the teacher, and late
. sounds
encourages individual readings with a discussion of the
 .meaning
The geometrical figure on page 80 represents different -
Discovering the T-Ss angles that students, belonging to a scientific stream, are to motivate -
language Ss-Ss .supposed to recognize easily the oral and
Ss-T free
The activity gives them a chance to recognize the names -
20 Before you expression of
minutes
of different angles in English, and to get some of the key
read page 80 A-V pupils in a
words and vocabularies used in theforthcoming activities precise
of reading comprehension rubric. Therefore, the context, to
teacher encourages them to exchange roles (question vs. familiarize
answer) to make comparisons between the drawings and pupils with
.their measures geometry-
:Suggested answers to pre-reading stage related
Students will come to the following conclusions by the vocabularies,
:end and use and
.The "acute angle" has less than 90 degrees• practice the
comparatives
.The "reflex angle" has more than 180 degrees•
.
.The "right angle" has exactly 90 degrees•
.The "obtuse angle" has more than 90 degrees•
.The "straight angle" has 180 degrees•

30 As You read T-Ss Students read the text to check their previous answers in - to get the -
minutes Ss-T .the "before you read" section pupils check
Activity 1 page Students read the text silently and compare their - their
80/81 answers to the questions of pre-reading stage with the responses to
A-V the Before
.correct notes given in the text
you read
.activity

20 As You read T-Ss The teacher asks students to read the whole text silently - to make -
minutes Ss-Ss :to answer the given questions students able
Activity 2 page Ss-T ?what is plane geometry-1 to look for
81 .give a definition to length-2 specific notes
A-V in the text,
?When do we have equal opposite angles-3
identify the
?What is the advice that the teacher gives to learners -4
main and
:Key secondary
ideas of the
reading
Yes, there is. A point in geography has -1 passage, and
provide them
no dimensions (length and thickness) whereas with the
.a dot has length, width and thickness correct
The stress is on have. (A straight line -2 methodology
that we draw on paper with pencil have width of answering
and thickness) .questions
The teacher advises his/her students to -3
.revise today’s lesson
 -The teacher asks students to consider the sentences:
30 After reading T-Ss 1-If you revise today’s lesson, you’ll get a good mark to identify -
minutes Ss-T 2-If two lines cross, the opposite angles are always equal. the
Grammar desk -Then he asks them about the results of every condition: conditional
page 81 A-V clause,
which result real and which may not happen.
recognize the
-Students report their answers: The first is a hypothesis
construction
but the second is a reality/ general truth. and building
-The teacher asks students to formulate rules for using If of the
Conditional sentence to express a reality and making a conditional
hypothesis. sentences ;( if
Reality: when/ if + present simple, present simple. clause/main
Hypothesis: if + present simple, future simple. clause – main
-The teacher asks Ls to express a general truth in clause/if
sentences of their own using their prior knowledge of clause), and
math… discriminate
between the
Key:
usage of the
a- The result clause of sentence 1 is in the future simple.
two different
The result clause of sentence 2 is in the present simple. types of
b- The condition in sentence 2 is true at any time because conditional:
it is a general truth. Type (0) and
The condition in sentence 1 is of the domain of prediction. .type (I)
The students may or may not get good marks.
c- When can replace if in sentences 2 and 4.
2- When two lines cross, the opposite angles are always
equal.
4- When there are two points, the shortest distance
between them is called a straight line.
d- The order of the sentences is as follows: (2-4) (1-3)

20 Practice T-Ss The teacher asks students to read the sentences carefully -
minutes Ss-Ss in order to distinguish which ones can be used with To )1
Activity 1 page Ss-T "CONDITIONAL TYPE 0" and which ones can be used with practise the
82 .""CONDITIONAL TYPE 1 use of the
conditional
The students read the sentences and try to get their -
A-V clause in
.meaning in order to know which conditional type to use
.context
.The teacher provides enough time- To )2
.A collective correction is done- enable pupils
differentiate
:Answers to activity one between the
two types of
.a. We shall get wet if it rains conditional:
b. If you boil water at 100 degrees centigrade, it Type (1) and
.evaporates .(0)
.c. If you throw water on fire, it will stop burning
.d. If you take an aspirin, you will feel better
.e. She will feel sick if she drinks from that polluted water
25 Practice T-Ss The teacher asks students to read the given sentences to - To )1
minutes Ss-Ss .conjugate the verbs between brackets in the sentences give pupils
Activity 2 page Ss-T The teacher then asks students to mach these last to the - additional
82 :appropriate function chances to
practise the
:Answers of the first part of the activity*
A-V .conditional
.If you buy two, you will get one free .1
To )2
.I will help you do the exercises if you want .2 make pupils
If you do not stop making a noise, I will switch off the .3 aware of the
.TV diverse
He will understand if you just explain why you Came .4 functions a
.late conditional
.If you touch that wire, you will get an electric Shock .5 sentence may
.If this jacket is the correct size, it will fit me .6 .have
:Answers of the second part of the activity*
F=1
B=2
D=3
E=4
C=5
A=6

20 Practice T-Ss The teacher encourages pupils to write other sentences - To practice -
minutes Ss-Ss .of their own to express (some) of the functions above the use of
Activity 3 page Ss-T The teacher asks students to make predictions, offers, - conditional
82 .warning, threats …using conditional sentences sentences for
A-V different
Students do the task either as homework or pair work in -
functions
.the classroom
The students will write similar sentences identifying their -
.functions
.A collective correction is done-
Some samples of sentences expressing the same
:functions
1. If you work hard, I will reward you.
2. I will lend a hand if you ask me.
3. If you do not stop smoking, you will get a
cancer.
4. He will forgive you if you just tell the truth.
5. If you touch that wire, you will get an electric
shock.
.If these jeans fit me, it will buy them .6
promise = 1
offer = 2
threat = 3
advice = 4
warning = 5
prediction = 6
25 Practice T-Ss The teacher asks students to play a chain game speaking - to get pupils -
minutes Ss-Ss about their plan if they pass their exam using conditional express freely
Activity 4 page Ss-T .sentences their own
82 This is a game. So the teacher lets the students express - ideas as long
A-V as the
freely their own ideas as long as the conditional is used
conditional is
.appropriately
used
This activity will be done by each group separately - appropriately
.before doing it as a class .
:A sample of dialogue
If you pass your exam, we’ll go to Brazil.
G1: What will we do if we go to Brazil?
.G1: If we go to Brazil we’ll visit Maracana Stadium
..…………………………………………………………

20 Practice T-Ss In preparation and as warming up for the following task, -

minutes Ss-Ss the teacher makes pupils aware of the different degrees To )01
Activity 5 page Ss-T of certainty that the modals 'can', 'may', and 'will' differentiate
83 .express between
A-V conditional
Once students have got the different degrees of certainty -
sentences
that the modals express,the teacher sets students to do
with 'may'
.the activity in pairs .'and 'can
To )02
:Answers to activity five recognize the
difference in
a- If you fall down, you may break your arm. the degree of
b- That boiler can explode if you put too much certainty of
pressure on it. conditional
sentences
c- He may hurt himself if he mixes chemical using 'may'
products carelessly. .'and 'can
d- They can fail their mathematics and physics To )03
.exams if they don’t learn the theorems reinforce the
use of 'may'
and 'can' in a
Other possible sentences: Predictions given
language
a- If you drive too fast, you may have an accident. .context
b- If you spend too much money you can run out
of it soon.
c- If you overuse your old car, it may break down
one day.
d- If you don’t pay your taxes on time, you can
.have a fine
hour 1 Write it right T-Ss
Page 83 Ss-Ss -The teacher brainstorms the topic with students. The To )01
Ss-T topic is familiar to them. So they can add other interesting practise the
ideas about water properties. use of
A-V -In as much as the topic is the changes occurring on water, conditional
the topic is expected to be familiar to pupils. This makes with 'may',
the up coming task easier. However, the teacher explains 'can' and
what exactly the task is, and then tells pupils to write a .''will
descriptive essay using the notes given and fuse them To write )02
depending on conditionals with the three modals they have a descriptive
learnt. essay using
-Students will use conjunctions: "if/when/as". .given notes
-The task can be assigned as homework or done in pairs. To )03
-A collective correction is held. improve
pupils'
Key: .writing skills
Like air, water is found almost everywhere.
It is familiar to us in different forms, as drinking
water, water vapour, ice and snow.
Water has some surprising qualities. For
example, most liquids freeze and become
denser, but water becomes lighter. When you fill
a pan of water, with ice cubes, you note that
unmelted particles remain on the surface. The
reason is that frozen water is lighter than water
in liquid form. When water expands, it becomes
ice and it exerts pressure. If you fill a glass
bottle and put it in the freezer, the bottle breaks.
As the frozen water expands, it exerts pressure
on the glass bottle.
Water molecules have a strong attraction
to each other. The force of attraction is called
cohesion. If you moisten two pocket mirrors and
stick them together, you will not be able to pull
them apart. The water molecules on the surface
of the pocket mirrors attract each other. But it
is not difficult at all to separate dry mirrors
because ...