Level : First year .

Stream : Literary & Scientific streams .

Unit 01 : Intercultural Exchange.
Unit plan :

In this unit , you will learn the following :

Grammar :
 The imperative : need to – have to .
 Compartives of superiority and inferiority with adverbs : less & more +adj + than .
 Expressing purpose : in order to – so as to – to .
 Frequency adverbs : always – often …
 Degree adverbs : very – quite …
 Reflexive pronouns : myself , yourself ….
 Modals : have to – hade to – must …..
 Prepositions of time and place : in – on – at …..
 Neither ….nor / either ….or / both ….and …
 Definite and indefintie articles : a – an – the – O .

Pronunciation :
Intonation in polite requests .
 Stress in two syllables words .
 Problem consonants : / t / - / d / - / s / - /z / - / f / - / v /.

Vocabulary :
 Words related to computing and messages .

Functions :
 Instructing & comparing .
 Expressing preferences & purpose.
 Describing people ‘s regular activities .
 Describing a place .
 Expressing obligation.
 Inviting / accepting and refusing invitation .
 Apologising .

Skills :  Listening to instructions and confirming understanding.

 Stating point of view and justifying it .
 Reading and interpreting an e-mail message.
 Listening and responding to telephone messages
 Writing a letter of enquiry .
 Reading and responding to an advert.
 Filling a form and writing a letter of application.
 Dealing with telephone conversation problems.

Project 01 : Making A Job Application Booklet .

Level : First year .

Stream : Literary & scientific streams .
Unit 01 : Intercultural Exchange .
Sequence 01 : Listening and Speaking
 Sequence plan :

Objective : By the end of this sequence , learners should be able to develop the listening
and speaking skills with references to the following functions :
-Instructing and expressing purpose, and related language forms eg : imperative .
-Recognising intonation in polite requests and stress in two syllables words.
-Using the comparative forms of adverbs .
Functions : -Instructing and expressing purpose.
-Expressing opinion & preferences .
-Practising intonation in polite requests.
-Using the comparative forms.
Skills : - Listening and responding to given instructions .
Language forms : - Imperatives eg : select , switch on ……
-Comparative forms of adverbs : less & more + adv +….
Lexis : -Topical lexis linked to computing eg : internet – message – e-mail…
Phonology : -Intonation in polite requests eg : Could you speak more quickly please ? .
Material needed : -The text book - the computer …
Time expected : 4 hours .

Step one : Anticipate :

Act 01 : asking & answering questions related to the topic .
Act 02 :Listening to a teacher and labelling the parts of the computer .
Act 03 : Listening to and saying aloud a given e-mail address .
Step two : Listen and Check :
Act 01 : Reordering instructions for accessing e-mail .
Act 02 : Listening to a dialogue to check answers to activity one .
Act 03 : Playing out the same dialogue using sequencers .
Act 04 : writing a short paragraph expressing preferences .
Step three : Say it Clear :
Act 01 : Listening to the teacher and marking intonation in polite requests
Act 02 : Transforming given statements into requests and saying them with the right intonation .
Act 03 : classifying two syllable words according to their stress pattern .
Step four : Your Turn :
Act 01 : Matching sentences in column A with sentences in column B. Then reorder them to create
and e-mail account .Using sequencers and modals.
Act 02 : Making a dialogue about how to open an e-mail account.(pair work).
Act 03 : Telling the class why using the internet in a short paragraph .Using given information and
sequencers.

Level : First year :

Stream : Literary & scientific streams .
Unit 01 : Intercultural Exchange.
Sequence 01 : Listening and Speaking .
 Lesson plan :

Objective : By the end of this sequence , pupils should be able to practise the following
functions : instructing , expressing purpose and preferences by using related language
forms.

Anticipate :

Activity 01 : warm up ( Q / A task ) .

Aim : To introduce the topic to the learners .

Activity 02 : Listen to your teacher reading the words in the box and pronounce them .
A : Label the parts of the computer in the picture below page 04 .
Aim : to develop the ppls listening and pronunciation skills as well as to make them know the
differents parts of the computer.
Procedures : the teacher reads the parts and ask them to repeat them the they label them on the black
board nd the teacher then interact with them and try to let them interpret the picture on their books.
Key :
1- Printer . 2- Central unit . 3- Monitor
4-Screen . 5-Speaker . 6- Mouse .
7-Keyboard. 8-Floppy disks . 9-floppy disk driver .
B : Find other words related to computers and write them on your copybooks :
Procedures : the teacher can help the student by translating them in English .
Key :
-Modem / Headphones / Microphone / Scanner ……
Activity 03 :
A : Listen and say aloud the e-mail address below :
Yacine 2009@yahoo.com .
B : Take turns to give your e-mail address to your partner.If you don’t have one invent it .
Aim : To check the learners understanding to how to ask and give personal information in relation
with e-mail address.
Key :
A:
You see / write : You say / read :
Yacine 2009@yahoo.com Yacine two thousand and nine at
yahoo dot com .
B : Simulate a dialogue with one of the learners :
T : Do you have an e-mail address ?
What is your e-mail address ?
Ppls : different answers .

Listen & Check

 Activity 01 :
A : Reorder the instructions below for accessing an e-mail .
Aim : to teach learners to recognise and sequence the main ideas in spoken interaction.
Procedures : the teacher directs the learners attention to the picture and interacts with them
about it to make them identify and interpret the content.
*The teacher ‘s interaction with the learners drifts gradually and smoothly towards the questions
asked in activity one .

a-Select an I SP (Internet Service Provider) from the menu.

b-Switch on the computer.
c-Click on e-mail.
d-Sign in .
e-Click on « read » or « send » to check or write your
messages.
f-Enter your ID and password.
g-Wait for the connection to your e-mail.
B : Listen to your teacher and check your answer to your exercise.
Key :

Numbers 1 2 3 4 5 6 7
Letters b a c f d g e
Activity 02: ( pair work) : listen again to the dialogue and paly it out using these sequencers :
first,then , nexts , after that , finally ….etc.
Aim : to train the learners to speak from notes or memory with reference to the function of instructing
and related language forms.
Key :
In order to access to an e-mail , you need to follow a number of stages .First , you need to switch
on the computer .Then , you have to select an ISP from the menu. Next , you should click on e-mail
and enter your ID and password. After that , you have to sign in and wait for the connection .Finally ,
you have to click on read or write to send or check your message.

Say it Clear
Activity 01 :Listen to your teacher reading each of the sentences below and mark intonation at the
end of each sentence with an arrow :
Aim : to familiarize the learners with intonation in polite requests.
Procedures : the teacher asks the pupils some questions to pave the way to the lesson.(warm up).
*How to ask someone politely .
*Formal and informal requests .
*What is intonation.
*Asks them to open their books and follow with him :
Key :
a-Could you speak more slowly , please ?
b-Can you speak louder , please ?
c-Can you say that more clearly , please ?
d-Could you go less quickly , please

Activity 02 : Transform the statements below into requests and say them with the right intonation :
Aim : to enable the students making requests out of information provided in the form of statements.
Key :
Could you type more quickly , please ?
Can you press the key more smoothly , please ?
Could you drive less quickly , please ?
Could you use the computer less frequently , please ?
Can you arrive earlier , please ?
Can you jump higher , please ?
Activity 03 : the words below have two syllables each. Copy them either in column A or in B
according to their stresses pattern :
Aim : to familiarize the learners with words syllables and stress.
Procedures : the teacher shows the learners how to split the words into syllables. Then , he directs
them that there two kinds of syllables : (stressed and unstressed syllable .)
*Once the learners know what is required of them , they should do the task alone.
Key :
Stress on the first syllable : Stress on the second syllable :
Browser . Connect .
Modem . Erase .
Cursor . Escape .
Pointer. Protect .
Windows . Remove.
Floppy . Display .
Keyboard .

Remark :
In two- syllable words , stress usually falls on the second
syllable when the word is a verb , but it is placed on the first syllable
when the word is a noun .

Your Turn
Activity 01 : Read the parts of sentences below and match each part in column A with its
corresponding part in B :
Aim : to make the learners reproduce what they have learnt.
Procedures : the pupils should read the sentences quickly to get the main idea .This will help them to
have an overall impression of what the sentences are about .(pair work)
*The teacher interacts with them and check their answer :
Key :
1 2 3 4
b a d c

Activity 02 : Now reorder the sentences above to get a coherent paragraph using modals
and sequencers :
Aim : to encourage the learners to pay attention to the organization of ideas in a form of paragraph .
Procedures : the teacher gives them the two introductory sentences .
Key :
Ok , you want to create an e-mail account ? It is very easy .First , you have to switch on the
central unit and the monitor to start the computer. Next , you need to go to the address section to
choose a site .Well , if you want to create an e-mail account, click on the e-mail option in the menu.
After that , click on the sign in icon in order to open the page for personal details.

Activity 03 : Write a short paragraph to tell the class why you use the internet and its advantages .
Aim : to encourage them to speak about the various purposes for which the internet is used .
Procedures :
*Directs the learners attention to the picture and ask them what the man is doing .
*The teacher asks them what people generally use the computer for .
*Refer them to the cues on the picture of the monitor screen.
Key :
I think that the internet is a very useful invention .It is a means of communication and
entertainment. First , it is used to navigate and search for information. It is used also to send and
receive messages. Then , it can be applied to read electronic newspapers. Finally , it can be used for
listening to music and playing games.

Level : first year.

Stream : literary & scientific streams .
Unit 01 : Intercultural Exchange
Sequence 02 : Reading and Writing .

Sequence plan :

Objective : the aim of this sequence is to enable the learners to read , respond to and write an
e-mail .In addition to this , describing a place and people’s regular activities using the present
simple , frequency adverbs , degree adverbs , reflexive pronouns and prepositions of place.
Functions : Reading and responding to an e-mail.
Writing an e-mail.
Describing a place and people’s regular activities.
Skills : Reading and responding to an e-mail.
Writing an e-mail.
Language forms : The present simple + frequency adverbs .
Degree adverbs + reflexive pronouns .
Prepositions of place.
Lexis : Words related to computing : icon ,screen shot ….
Material needed : The textbook.
Time expected : 3 or 4 hours.

Step one : Anticipate :

Act 01 : Saying which icon in the screenshot pupils should click on for certain purposes .
Act 02 :
A : Reading aloud the sender’s and recipient ‘s e-mail address .
B : Answering questions about a given e-mail.
Step two : Read and Check :
Act 01 :Reading an e-mail and answering questions .
Act 02 : Matching words with their corresponding definitions .
Step three : Discover The Language :
Act 01 : Learning how to pronounce the frequency adverbs .
Act 02 : Reading the text and listing Kirsi’s regular activities.
Act 03 : Interviewing each other using a given questionnaire.
Act 04 : Reporting to the class a pupil’s regular activities .
Act 05 : Learning how to pronounce the degree adverbs .
Act 06 : Pick out sentences with degree adverbs from the e-mail.
Act 07 : (pair work) Make dialogues about your country / town using the cues below .
Step four : Write it Out :
Act 01 : Writing a short reply to an e-mail following a given plan .

Level : first year .

Stream : literary & scientific streams.
Unit 01 : Intercultural Exchange
Sequence 02 : Reading and Writing .

Lesson plan :

Objective : by the end of this sequence learners should be able to read , interpret and write
an e-mail message , discover information , grasp meaning and know how to use the
different language structures related to this sequence.

Anticipate

Activity 01 : (warm up) .

*A quick review about what we have done in the previous lessons.
*Asking questions : -What is the internet ? How can you communicate through the internet ?
-Do you know how to send a message ? What should you have in order to write
an e-mail ?
Aim : to pave the way to the lesson .

Activity 02 : put numbers 1- 6 in the right boxes to say which icon in the screenshot you have to click
on so as to :
Aim : to help learners read icons in a computer screenshot.
Procedures : the teacher has to direct the learners attention to the first screenshot and let them
identify , interpret the different icons and information on the screenshot.
Key :
a b c d e f
3 1 6 4 5 2
Activity 03 :
A : Look at the screenshot below and read aloud the sender’s and recipient’s e-mail address.
B: What do you think the e-mail above is about ?
Who is the sender ?
What country is she from ?
Aim : to provide the learners with the right way of reading e-mail address and enable them make
predictions of what will come next.
Key :
A:
You see : You say :
Amel @yahoo.fr Amel at yahoo dot fr.
Kirsi@hotmail.com Kirsi at hotmail dot com
B : -The e-mail is about correspondence between keypal.(penfriend).
-The sender is Kirsi .
-She is from Finland

Read & Check

 Activity 01 : Read the e-mail above then choose the right answer :
Aim :To
Key :
1-The text is : a- Narrative b-Descriptive c-Expository .
2-The text is : a-a report b-A speech c- an e-mail

Activity 02 : Read the text again then say if the statements are true or false :
Aim :
Key :
a-In Finland ; it is very easy to find a job.→ False
b-In order to arrive on time , kirsi always takes the bus .→ True
c-Kirsi prefers to stay at home rather than going out at weekends .→ True
d-Kirsi’s family consists of six members.→ False
e-Kirsi lives in a very small village .→ True .

Activity 03 : Match the ideas with their right paragraphs :

Aim :
Key :
Ideas : Paragraphs :
a-Kirsi introduces her family. §4
b-Kirsi says why she is writing . §1
c-Kirsi introduces her country . §6
d-Kirsi describes her regular activities . §3
e-kirsi describes her small village . §5
f-Kisri describes herself . §2

Activity 04 : Read the text then answer the questions below :

Aim :
Key :
1-It is about Kirsi ‘s identity , family and country .
2- She is Kirsi .
3-She is Finnish .
4-She wants to correspond with Amel to know more about her.
5-She takes the bus to school in order not to arrive late.
6-She lives in the countryside.
7-She rarely goes out on weekends .
Activity 02 : Match each word with its corresponding definition :
Aim : To encourage the learners to guess the meaning of new difficult words from context :

Words : Definitions :
a-Pets . 1-To be one’s property .
b-Relax. 2-To prepare someone by practice for a job .
c-Housewife. 3-To have a rest .
d-Training. 4-A type of baths.
e-Belongs . 5-A woman who looks after her husband and children.
f-Saunas. 6-A tame animal kept at home.
Key :
a b c d e f
6 3 5 2 1 4

Discover the language

Activity 01 :
Aim : To familiarize the students with the frequency adverbs and their pronunciation .

Example : study the examples below :

Ex :
1 She always goes to school .

2- The dog is sometimes furious at the talkative parrot .

Reminder :
*Adverbs of frequency are often used to indicate routine or repeated activities,
so they are often used with the present simple tense.
* The Position of the Adverb in a Sentence :
An adverb of frequency goes before a main verb (except with To Be).
Subject + adverb + main verbI always remember to do my
homework.He normally gets good marks in exams.

An adverb of frequency goes after the verb

HYPERLINK "http://www.grammar.cl/Present/To_Be.htm" \o "To Be in Prese
nt Tense" To Be.
Subject + to be + adverbThey are never pleased to see
me.She isn't usually bad tempered.When we use an auxiliary verb (have, will,
must, might, could, would,
HYPERLINK "http://www.grammar.cl/Basic/Can_Cannot.htm" \o "Can vs Ca
nnot" can,
etc.), the adverb is placed between the auxiliary and the main verb. This is
also true for to be.
Subject + auxiliary + adverb + main verbShe can sometimes beat me in a
race.I would hardly ever be unkind to someone.
Activity 03 : ( pair work) :Take turns to interview each other using the questionnaire below .
Aim : To train pupils ask and answer questions using adverbs of frequency.
Key :
A: Hello , I am doing a survey about student’s regular activities .Can you help me ?
B : Yes , of course.
A : Well , my first question is : what time do you get up ?
B : I get up around 7 in the morning .
A : How do you go to school ?
B : I go to school by bus .
A : How often do you eat in the school canteen ?
B : I often eat in the school canteen .
A : How often do you revise your lessons ?
B : Everyday , I revise my lessons .
A : How long do you study in the morning?
B : I study in the morning from 8 to 12 hours.
A : How long are you studying in Secondary School ?
B : I am staying in the Secondary School until next year .
Activity 04 : Now , report to the class about your partner’s regular activities .Star like that :
Ex : Hamid ( frequency adverb ) gets up at 8 o ‘clock .
Aim : To train pupils to report their regular activities using frequency adverbs .
Key :
Hamid always gets up early.
He always goes to school by bus .
He often eats in the school canteen.
He revises his lessons everyday .
He is staying in the secondary school until next year .
Activity 05 :
A : Listen to your teacher and learn how to pronounce the degree adverbs on the chart above .
Aim : To train pupils to pronounce degree adverbs correctly.
B : Pick out sentences from Kirsi’s e-mail which have degree adverbs and copy them your chart .
Aim : to enable pupils list sentences using degree adverbs.
Procedures : the teacher asks them about Kirsi’s house and the weather in Finland ..etc .
Key :
Extremely = -Winter is extremely harsh .
Very = - Our town is very nice .
Quite = - Kirsi is quite a common name .
Rather = - Our house is rather small.
A bit = - Our school is a little bit far from my house.
Not very = -Our town is not very big.
Not at all = ///////////
Activity 06 : Now , spot the position of the degree adverb in each of the sentences .
Aim : to know the position of degree adverbs.
Key :
The degree adverbs are placed before adjectives to modify them .

Activity 07 : (pair work) : Make dialogues about your country / town using the cues below .
Aim : To train pupils to ask and answer question using degree adverbs .
Key :
1-Algeria is situated in North Africa .
2-It is bordered by the Mediterranean Sea to the North , Chad and Mali to the South ,
Tunisia to the East and Morocco to the West .
3- It is about 34 millions inhabitants.
4-It has an area of 2.381.741 Km square.
5-It is 2000 Km from the North to the South and 1500 Km from the West to the East.
6-Its average temperature in winter is 20° and in summer 40° .
7-It is famous for the diversity of its people’s traditions , customs , monuments , mountains and
great desert .
 Step four : Write it Out :
Activity 01 : Read Kirsi’s e-mail and write a short reply following the plan below .
Aim : To make the learners reinvest what they have learnt before and enable them to write the reply to
the e-mail message that they have read before.
Plan : * Introduce yourself briefly.
*Describe your regular activities .
*Introduce your family.
*Introduce your country briefly using degree adverbs with adjectives.
Procedures : the teacher should refer to Kirsi’s e-mail on page 09 for the learners to take it as a
model for building and organizing the paragraphs of their reply.
Key :

Hello ,

I am writing to say I am happy to know that you want

to be my keypal. Thank you for the photo . It is really very
beautiful.
Now , it is my turn to inform you about myself , my country and
my family.
My name is Ashwak .I am 25 years old and I go to the
university of Medecine in Oran. My favourite subjects are
English and French .I am tall and I have a black long hair and
brown eyes.I put a veil and I like travelling.
I live in Algeria .It is situated in North Africa .Its
capital is Algiers.It is famous for its great desert and the modesty
of its people hospitality .
We ‘re a family of five .My mother is a teacher of
English and my brother is an architect .My brother is a student
and my sister too.
I look forward to hear from you soon.Take care of
yourself
Keep in touch.

Best wishes .
Ashwak .
Level : first year.
Stream : Literary & Scientific streams.
Unit 01 : Intercultural Exchange .
Sequence 03 : Developing Skills .

Sequence plan :

Objective : to develop social skills for example : telephoning , writing a letter of enquiry and
making a group of presentation and conducting a meeting.

Functions : - Expressing obligation and polite requests as well as inviting , accepting , refusing
invitation and apologising.
Skills : -Listening and responding to telephone messages.
-Reading and responding to short messages.
-Writing a letter of enquiry and short notes ( invitations / apologies….)
Language forms : Link words ( to – in order to – so as to ..) Modals ( have to –had to –must…)
Lexis : lexis related to messages and letters eg : ( to invite , to congratulate , to apologise ….)
Phonology : Intonation in polite requests .
Material needed : The book - samples of invitation cards .
Time expected : 4 hours or more .
Step one : Phone tactics :
Act 01 : Circling the correct answer .
Act 02 : Listening and checking answers .
Act 03 : (Pair work) : Exchanging phone numbers.
Act 04 : Making telephone conversation and playing them out .
Step two : Types of messages :
( Invitations and thank you notes )
Act 01 : Identifying types of messages.
Act 02 :True / false statements.
Act 03 : choosing the best answer .
Act 04 : Reordering a given invitation.
Step three : Enquiry / Reply letters :
Act 01 : Reordering the component parts of a letter of enquiry.
Act 02 : Organizing the ideas of the body of a reply letter.
Act 03 : Writing a reply to Meriem ‘s letter of enquiry.
Level : first year .
Stream : literary & scientific streams .
Unit 01 : Intercultural Exchange
Sequence 03 : Developing Skills

Lesson plan :

Objective : to get pupils to perform with a purpose , to combine the four skills with attitudinal
patterns in problem situations such as : telephoning , conducting a meeting ,writing , writing a
letter of enquiry and making a group presentation .
Step one : Phone tactics :
Activity 01 :(warm up)
Aim : to introduce the topic .
Procedures : the teacher asks them about the internet ., what to use to communicate ….

Activity 02 :
A : what would you expect interlocutors on the phone to say in the following situations .
Circle the letter of the correct answer :
Aim : to make the students aware that language is not simply a question of grammar accuracy but also
that of appropriate use according to context .
Key :
A : The person at the receiving end says the number called :
02.73.22
B : The caller forgets to announce his / her identity ; the persona t the receiving end asks :
Who ‘s calling please ?
C : The person at the receiving end asks the caller to wait for a moment in order to get connected
to the person wanted :
Could you hold on please ?
D : The persona t the receiving end answers that the person wanted is not there :
I am afraid he is not here at the moment.
B : Now , listen to a telephone conversation and check your answers to exercise 1.
Activity 03 : ( pair work) : use the tactics summary on page 13 to make telephone conversation .
play them out once you’re ready .
Aim : to enable the learners to use tactics / strategies and language forms related to the social skill of
telephoning .
Key :
*Situation 01 :
Ahmed : Hello.
Omar : Hello , Is that Ahmed ?
Ahmed : yes, speaking .
Omar : Oh , hello Ahmed. It is Omar .How are you ?
Ahmed : Fine .Thanks and you ?
Omar : There will be a very fantastic football match at the Central studium this afternoon .Can you
join me there ?
Ahmed : I am sorry .I cannot .I will not be free this afternoon. I have something to do .
Omar : Ok , never mind. Good bye.
Ahmed : Good bye.
 *Situation 02 :
Secretary : Hello, Bristol company .Can I help you ?
John : Hello, my name ‘s John Smith. Could I speak to the manager, please ?
Secretary : hold the line please ? I will see if he is in .
John : Ok .
Secretary : I am sorry , he is out at the moment .Could you leave him a message
please ? John : Thank you , could you ask him to call me back , please ? He has already
got my number.

*Situation 03 :
William : 2786604 ,William speaking .
Tom : Can I speak to Mark , please ?
William : Who is calling please ?
Tom : I am sorry , he isn’t in .
William : Could you leave him a message , please ?
William : Yes , of course .
Tom : Would you ask him to phone me back please ? He has got my number.

Step two : Types of messages :

Activity 01 : (warm up) .
Aim : to motivate pupils for the lesson and introduce some of the new lexical items .
Procedures : the teacher shows his pupils a sample invitation card and asks them about it .He
interacrts with them about formal and informal cards

Activity 02: Read texts 1,2,3 and 4 then write the number of the text in the table below to identify
what type of invitation each of them is .
Aim : to make pupils skim through the texts trying to identify their types by themselves.
Key :

Text numbers : Types of messages :

2 -An informal invitation.
3 -A formal acceptance of invitation.
1 -A formal invitation.
4 -An informal refusal of invitation.
Activity 03 : Read the texts again then
say if the statements are true or false :
Aim : to make the pupils scan and have a detailed understanding of the text.
Key :
a-Maya cannot come to Nora’s party because she is ill. → False .
b-The house warming will be held on Sunday,12th October . → False .
c-Sam invited Peter for Anne’s passing her exam. → True .
d-Mr. and Mrs .Smith are enthusiastic to show their new house to their friends. → True.

Activity 04 : Read the texts again and choose the correct answer :
Aim : To make pupils guess meaning from context .
Key :
1-A house warming is a party celebrated when :
a-A person moves to a new house.
b-A person sells his / her old house.
c-A person restores his / her old house.
 2- R.S.V.P is a French abbreviation , it starts for :
a-Repetez s’il vous plait.
b- Rendre s’il vous plait.
c-Repondez s’il vous plait .
3-To attend to someone means :
a-To take care of him
b-To neglect him.
c-To bother him.

Activity 04: Re-order the following invitation .

Aim : to familiarize pupils with format of invitation card and to make them reconstruct the invitation
in its correct lay out .

We ‘ll celebrate Mary’s It will be a great

engagement to Peter . Dear Ritaj pleasure .

May 31st ,2009

If you could come and share this moment with us .

On Monday 31st from 6 to 9 Pm. Regards

Rose .

Besides , Mary wants to show you her engagement ring .

Key :

Date : May 31st , 2016 .

Dear Ritaj ,

We will celebrate Mary’s engagement to Peter on

Monday 31st from 6 to 9 Pm .It will be a great pleasure if
you could come and share this moment with us. Besides ,
Mary wants to show you her engagement ring .So try to
come please.

Regards
Rose .
Step three : Enquiry and Reply letters :
Activity 01 : put numbers 1-9 in the corresponding small boxes ( a- I ) below to get a coherent letter of
enquiry .
Aim : To focus on the formal layout of a ‘Business letter’.
Key :
1= I 2=b 3= a 4= d
5= f 6= h 7= g 8= c
9=e.
 Activity 02 : Meriem receives a letter of reply .Put numbers 1 -4 in
the boxes below to indicate the order in which her correspondents will…………….
Aim : To be able to build up a coherent letter .
Key :
a- Say they ‘re enclosing an information prospectus . = 3 .
b-Thank Meriem Djoual for her enquiry . = 1 .
c- Try to persuade her to follow summer courses at the Stratford School of English . = 2 .
d-Invite further contact enquiries . = 4 .

Activity 03 : Make the best use of the information above and the sentences below to write a reply to
Meriem’s letter of enquiry .Begin and close the letter correctly .
Aim : to reinforce and consolidate the writing skill of letters .
Key :

The Stratford School of English.

Road , Stratford-Upon-Avon.
England
October 06th , 2007.

Meriem Djoual
12 , rue Colonel Chabani .
Laghouat , Algeria .

Dear Meriem ,

Thank you for your enquiry about our summer courses.

We ‘re permanent , we ‘re professional , we offer you a

warm
welcome here at our school .Please find enclosed here our latest
information prospectus , which we hope will be of interest to you .

We look forward to hearing from you soon

Your faithfully ,
The headmaster.
 Level : First year
Stream : Literary & Scientific streams.
Unit 01 : Intercultural Exchange
Sequence 03 : Stop and Consider .

Sequence plan :

Objective : By the end of this sequence , my student should be able to express perfectly :
obligation and absence of obligation using “have to” ,”must” and “needn’t” .Besides, they
should be able to use correctly the reflexive pronouns and articles as well as the
conjunctions ‘neither …nor” , “either …..or” and “both ….and”.
Time expected : 3 hours .
Material needed : The textbook .

Step one : Expressing Purpose :

Act 01 : Warm up ( Q/ A task )
Act 02 : Studying the examples and answering the questions below .
Reminder .
Act 03 : Filling in the blanks using ( to – on order to- so as to and their negative form ) .
Step two : Reflexive Pronouns :
Act 01 : Warm up .
Act 02 : Interpreting the picture ( the parrot).
Act 03 : Complete each of the sentences below with the appropriate reflexive pronouns .
Reminder .
Step three : Expressing obligation & absence of obligation :
Act 01 : Reading the sentences and answering the questions .
Reminder .
Step four : Articles :
Act 01 : Filling in the blanks with an article ( a , an , or the ) if you don’t need it put zero article.
Reminder .
Step five : Time prepositions :
Act 01 : Fill in each blank with one of the following : (in –an- off- up – at - down ).
Reminder .
Step six : Neither …nor / Either ..or /Both ….and / Both of ...:
Act 01 : Answering the questions and joining the pairs of sentences using the conjunctions provided.
Act 02 : Join each pair of sentences below with “neither ….nor” – “either ..or” – “both…and”.
Reminder .
 Level : First year
Stream : Literary & Scientific streams.
Unit 01 : Intercultural Exchange
Sequence 03 : Stop and Consider .

Lesson plan :

Step one :Expressing purpose :

Activity 01 : Join the following sentences :
Aim : to introduce the structure.
Example :
a-We switch on the central unit.
b-We start the computer.
Key :
1-We switch on the central unit to start the computer .
2-We switch on the central unit in order to start the computer.
3-We switch on the central unit so as to start the computer.
Activity 02 : answer the questions below :
a-What do the underlined words express ?
b-Where are they placed ?
c-What ‘re the negative forms of ‘in order “ –“so as to” ?
Key :
a-They express purpose.
b- They are placed in the middle and they can be at the beginning .
c-The negative forms of “to” –“in order to “ – “so as to” are :
*Not to .
*In order not to.
*So as not to .
Reminder :
We use “to”- “so as to “ and “in order to “ to express purpose .
Ex : I sent her a message to / so as to /in order to congratulate her.
The negative forms are : not to / in order not to / so as not to .
Ex : I sent her a message not to invite her , but to congratulate her.
So as not to be late for the party , you have to go now.
You ‘ve to go now in order not to be late.

Activity 03 : Fill in the blanks in the sentences below :

Aim : To check my pupils understanding .
Key :
a-We ‘re writing in order to congratulate you for your success in the competition.
b-So as to complete your registration , you have to pay the fees before September 12.
c-I will go to university not to study Mathematics but to study Literature.
d-Read your message silently so as not to disturb other internauts.
 Step Two : Reflexive Pronouns :
Activity 01 : Interpret the picture on page 19 ( Q/ A task ).
Aim : to pave the way to the lesson.

Activity 02 : Complete each of the sentences below with the appropriate reflexive pronoun .
Aim : the learners should be able to use the right reflexive pronoun .
Key :
a-You have to introduce Yourself.
b-Farid admires himself .
c-Karima describes herself .
d-Karim and Rachid have to clean themselves.
e-My friend and I enjoyed ourselves very much at the party.
f-The parrot is looking at itself in the mirror.

Reminder :
Reflexive pronouns are used with certain verbs, when the object of the verb is the
same as the subject.
There are 2 kind of reflexive pronouns :
*Singular : myself . yourself (one person) himself /herself/itself.
*Plural : ourselves . yourselves (more than one ) themselves .
We don’t use the reflexive pronouns after “Bring” and “take” something with :
Ex : It might rain. I will take an umbrella with me ( not with myself).
We don’t use reflexive pronouns after : concentrate –feel – relax – meet – wash – shave –
dress .
Ex : - You must try and concentrate (not concentrate yourself).
- Do you feel nervous ? Yes , I can’t relax .
- What time shall we meet ? (not meet ourselves ) and (not meet us).
- He got up , washed , shaved and dressed (not washed himself ).
But we say : I dried myself .

Personal Personal Possessive adjectives Reflexive pronouns

pronouns subject pronouns object
I Me My Myself
singular You You Your yourself
He Him His himself
She Her Her herself
It It Its itself

We Us Our Ourselves
Plural You You Yours Yourselves
They Them Their Themselves.

Activity 03 : put in the appropriate pronoun :

Aim : to check the students understanding .
Key :
a-Julia had a great holiday .She enjoyed herself.
b-It is not my fault .You can’t blame me .
c-What I did was very wrong .I am ashamed of myself.
d-We ‘ve got a problem.I hope you can help us.
e-“Can I take another biscuit ?” Of course .Help yourself.
f-Take some money with you in case you need it.
g-Don’t worry about Tom and me .We can look after ourselves.
h-I gave them a key to our house so that they could let themselves in .
I –When they come to visit us , they always bring their dog with them .
J –She climbed out of the swimming pool and dried herself with a towel .
 Step three : Expressing obligation & absence of obligation :
Activity 01 : Read the sentences below and answer the questions below :
Aim : to consolidate the language forms related to the expression of obligation.
Procedures ; before that the teacher provides a warm up to pave the way to the lesson .
Examples :
1- I have to send a message to Jenny. She is my best friend .
2- You don’t have to buy her a present .She has told you that in her message.
3- John had to e-mail his application very quickly .He was late .
4- I didn’t have to e-mail the reply .I had enough time .
5- You needn’t e-mail an invitation to her. You just have to phone.
6- I know I mustn’t forget about her message .It is important.

Reminder :
Have to / Must / Needn’t :
1-We use ‘must’ and “have to” to say that it is necessary to do something or to express
obligation .
2-We can use “must” to talk about the present or future , but not the past .
Ex : -You must go now .
-We must go tomorrow. (but not we must go yesterday )
3-We use ‘mustn’t or ‘must not ‘ to express prohibition .
4-We can use ‘have to’ instead of “must” .
5- The past of “must” is “had to” .
6-We use ‘needn’t / do –does not have to / to say that there is no obligation to do something .
Ex : -You needn’t / don’t have to send a message to her .
7-We use ‘had to” –‘ didn’t have to ‘ to express obligation and absence of obligation in the
past.
Ex : We had to switch off the computer before leaving .

Activity 02 : Rewrite the sentences below to express obligation and absence of obligation in the past
Aim : To make the learners apply the rules about the use of the language forms to express obligation
and absence of obligation.
Key :
1-We didn’t have to send an invitation to Ryan .
2-We didn’t have to send him a message .
3-We needn’t write our address /We didn’t need to write our address..
4-We had to email the invitation before 6 o’clock .

Step four : Articles :

Activity 01 : Fill in the blanks with an article ( a –an – the ) if you don’t need it ,
put zero article :
Aim : To consolidate the use of definite and indefinite articles .
Key :
Hello ,
I am writing to say I am happy to know that you want to be my keypal .Thank you for the
photo .It is really very beautiful. It is my turn to inform you about myself , my country and my
family .
My name ‘s O Amel .In O Arabic , it means “hope” .I am 16 , and I go to the
Secondary School. The subjects I like best are Physics and English .I am average height , and I have a
fair hair and a blue eyes .
 I live in the Northeast of O Algeria . O Algeria is situated in North Africa. Its capital is
O Algiers .
We ‘re a family of four. My father is an engineer and my mother is a housewife. I have a
younger brother and an older sister .They ‘re O students , too .
I look forward to hearing from you soon. Take care of yourself.
Best regards.

Reminder :
A / An and The are called articles .
A : “ A” and “An” are called indefinite articles .We use the before singular countable
nouns.
*We use “a” before a consonant eg : a dog .
*We use “an” before a vowel eg : an event .
*We use “a” and “an” to say what kind of thing or person something or somebody is :
Ex : -A dog is an animal .
-What a lovely dress !
*We use “an” and “a” to describe the physical appearance of people :
Ex : Jack ahs a nice nose and a nice face.
*We use them when we say that somebody’s job is :
Ex : Sandra is a nurse .
B : “The” is a definite article .We use is in front of any noun whether it is singular
countable noun or uncountable noun or plural noun.
*When a noun has no article before it , we call this a “ Zero article” .
*Some and any are often used as the plural of a and an .
Ex : I have received an e-mail.
I have sent some e-mails .
Have you received any e-mails ?
I haven’t received any e-mails ?
Remark : The whole rule is handed out to the students .

Step five :Time prepositions :

Activity 01 : Fill in each blank with one of the following prepositions : in –on –off – for – up –at –
down .
Aim : To consolidate the use of prepositions and phrasal verbs .
Key :
1-To start the computer , you must switch on this button .
2-Click on the “Mail” option .
3-In order to check your e-mail , you have to sign up .
4-If you want to create an e-mail address you have to sign in .
5-If you want to move down the page, you have to use the cursor .

Reminder :
*”On” –“In” – “At” :are called prepositions of time .
1-We use “At” for the time of day and in these expressions :
Ex: at 5 o’clock at 11:15 . at midnight. at lunchtime
at sunset.
at night . at the weekend(s) at Christmas . at Easter.
at the moment.
at present . at the same time .
2-We use “On” for days and dates :
Ex : On Friday on April 11th ,2008. On my birthday .
3-We use “In” for longer periods : months ,years, seasons,parts of the day ..
 Ex : In spring In winter In the morning . In April .

Step six : neither….nor /Either …or /Both…and /Both of ….:

Activity 01 :
Aim : To pave the way to the lesson .
Procedures : The teacher refers again to Kirsi’s e-mail by studying the examples
Ex : Kirsi have a dog and a parrot , but neither of them really belongs to her .
Both of them are Jery’s pets .
I have lunch either at the school canteen or at a fast food restaurant.

Reminder :
“either …or” is a conjunction used to express a choice between alternatives .
Ex : Take either a book or a copy book .
John may either play football or tennis .
“neither …nor” is a conjunction. We use it to refer to two people or two things .It takes either
a singular or plural verb .
Ex : Neither Tom nor Mary know (s) computing.

Activity 02 : Join the pairs of sentences below with the suitable conjunction :
Aim : To check my students understanding .
1- My grandfather couldn’t read . He couldn’t write .But he is a very wise person.→ My grandfather
could neither read nor write ,but he is a wise person
2- Bring a raincoat . Bring an umbrella when you visit Seatle.→ Bring either a raincoat or an
umbrella when you visit Seatle.
3- San Francisco has beautiful harbors. Sydney has beautiful harbors.→ -Both of San Francisco and
Sydney have beautiful harbors.
4- Liz didn’t come to the party . Robin didn’t come to the party .→ -Neither Liz nor Robin came to
the party . / Both of Liz and Robin didn’t come to the party.
You apologise . I will never speak to you again.→ Either you apologize or I will never speak to you
again.
5- I am not sure where he is from. He is Spanish . He is Italian.→ -I am not sure where he is
from .He is either Spanish or Italian
6- Jim is on holiday and so is Carol.→ 7-Both Jim and Carol are on holiday
7- Salim doesn’t speak English . He doesn’t speak German .→ -Salim speaks neither English nor
German
8- Jawad didn’t succeed in his exam . Rachid didn’t succeed ,too.→ Neither Jawad nor Rachid
succeeded in their exam

Level : First year.

Stream : Literary & Scientific streams .
Unit 01 : Intercultural Exchange
Sequence 04 : Consolidation & Extension .

Sequence plan :
 Objective : by the end of this sequence , learners should be able all the material needed to
produce the following documents : “help wanted adverts” , “application letters”,
“curriculum vitae”, “”reply letters”’ (acceptance & refusal ).
These learners are required to help the learners accomplish their projects tasks. Besides ,
they should extended their knowledge of some pronunciation hints.

Skills : writing different kinds of formal letters.

Phonology : silent letters – assimilation .
Material needed : the book .
Time expected : 4 or 5 hours .

Step one : Write it Out :

Act 01 : reading the “help”adverts and finding the applicant activities.
Act 02 : Answering questions .
Act 03: Copying and filling in a résumé ( Curriculum Vitae) .
Act 04 : Matching reply letters with their opening sentences .
Act 05 : Finding what each message is .

Step two : Work it Out :

Act 01 : Completing each dialogue with its appropriate reply .
Act 02 : underlining the silent letter “r”.
Act 03 : Saying how to pronounce the underlined letters .
Act 04 : Saying which word is heard most.

Level : First year .

Stream : Literary & Scientific streams .
Unit 01 : Intercultural Exchange .
Sequence 04 : Consolidation & Extension .

Lesson plan :
 Step one : Write it Out :
Aim : To consolidate and extend the range of writing skills .

Activity 01 : read the “help wanted” adverts , and say what the applicant has to do in case he / she gets
the job .
Aim : to have an overall idea about a job advertisement.
Key :
In case the applicant gets the job s / he will have to deal with children, organize and participate in
their daily activities such as : swimming , singing, dancing , cooking , drama , telling stories ….etc .

Activity 02 : identity the most important piece of information that the applicant includes in her / his
application to show that s/he is suitable for the job :
Aim : to make the learners aware that we don’t write to ourselves but to particular readers .In this case
, good application letters should contain facts .
Key :
The important pieces of information that the applicant has included in her letter to show that she
is suitable for the job are :
a/ I often volunteer to work in infant hospital wards.
b/ I often look after my brothers and sisters when my mother and father are at work .
Activity 03 : copy and fill in this résumé ( curriculum vitae) with information from Joy’s letters of
application .
Aim : to encourage the learners guess what type of correspondence the job applicant will receive as a
result of her application .
Key :

Résumé :
Name : Joy.J.Parfit .
Address : 46 , Regent Street.Mdison 15026.Wiscon .
Place of birth : Columbus.
Age: 16 .
Education : Junior at Thomas Jefferson High School.
Language : English .
Previous work expensive : infant hospital wards.
Interest : photograph , music .
Reference : Mr.John Clarke. Miss.Emma Smithson.

Activity 04 : complete each of the three of reply below with one of the following opening sentences.
Match letters a-c with numbers 1-3.
Aim : to make the learners interpret three short texts ie: possible replies for the letter of application on
page 24 and to identity the appropriate topic sentence which goes with each text :
Key :
1=b.
2=c.
3=a.

Activity 05 : Now , find what each message is : refusal or acceptance ?

Aim : to enable the learners to identity what each type of message is and familiarize
them with the opening sentences corresponding to both acceptance and refusal .
Key :
All the messages indicate acceptance .If they indicate refusal , their opening sentences
will be as follow :
- I regret to inform you ……
- I cannot accept the position of …..
- I cannot offer you the position of ….
 Step two : Work it Out :
Telephoning problems :
Activity 01 : read dialogues ( 1-5) and identify the problem.Then , complete each of the dialogues
with replies ( a-e) :
Aim : to enable learners to solve problems related to telephoning .
Key :
1 2 3 4 5
c a b e d

Activity 02 : Imagine that you have one of the phone problems above. Play out a dialogue about it
(Books closed ) .
Aim : To produce written dialogues imitating the previous modals .
Key :
Suggested dialogue :
George : Hello ! Can I speak to Liz please ?
Bob : Yes , of course .Could you hold on please ?
George : Ok !
Liz : Hello ! Liz is here .
George : Finally I found you.I tried to call you all the afternoon
Liz : Really ! So what was the matter ?
George : Your line was engaged .

Pronunciation problems :
Activity 01 : Read the dialogues below and underline the words where the letter ( r ) is silent .
Aim : to focus on the problem consonant ( r ) ie: to recognize when the sound (r ) is silent and when it
is pronounced .
Key :
1 – A : I am afraid the doctor isn’t here at the moment .
B : Sorry , I don’t understand .Can you speak more slowly please ?
2- A :I am sorry to hear that Irma is sick .
B : I really appreciate how you feel about it.
3- A : Georgette rang you up at four. Her message is over there on the fridge .
B : Oh! This is great .She is inviting us to her birthday party .

Activity 02 : Now , listen to the teacher reading the dialogues and check your answers .Then , play out
dialogues with your class mates .
Aim : To check the learners predictions and give them the rules for the pronunciation of the ( r ) .
Remark :
* In American English all (r ) are pronounced .
*In British English all the ( r ) is pronounced only before a vowel or as a linking sound finally in a
word when the next word begins with a vowel .
Eg : more elegant .

Level : First year .

Stream : Literary & Scientific streams .
Unit 01 : Intercultural Exchange .
Project work shop .

Making a Job Application Letter

Objective : learners should be able to design a booklet for teenagers job seekers to help
them go through various stages and procedure.
 Task 01 :
Responding to help wanted adverts by :
*Circling advertisement on newspaper .
*Making initial phone call.
*Contacting referees .

Task 02 :
*Writing a letter of application.
*Writing a job description .
*Fill in a résumé and an application form .
*Writing a letter of reference .

Task 03 :
*Writing a reply to a letter of application .
*Responding to a reply through letter of acceptance .