104 Unit One - Getting Through

Unit
1
Getting Through
Intercultural Exchanges
p.14 – p.45
Level: 1AS
Stream(s): Scientific
Literary
Planning: Unit 1/4: Science and Technology

Unit 1/5: Literature
By: REFFAS Mounir Abdelmadjid

Secondary School Teacher of English
1AS | U1 | Progress Page 2
Progress (Scientific)
Progress
Unit: Getting Through Pages: 14-45
Timing Volume: 24 Hours Stream: Scientific
Session
Month
Week
Lessons % Observation
Sequence ONE: Listening and Speaking

1 Listen to, respond to, and give instructions using sequencers. (p.16 – 1.14%
p.17) (p.168/1)
2 Express and justify a point of view. (p.17) / express preferences and 2.28%
purpose. (p.17) (168/2)
3 Make requests with appropriate intonation. (p.18) / pronounce two- 3.42%
syllable words. (p.18)
4 Describing a process (p.19) 4.56%
5 Writing a short speech (p.19) 5.7%
Sequence TWO: Reading and writing
6 Reading and interpreting an e-mail message (pp. 20 -21) 6.84%
7 Frequency adverbs (p.22) 7.98%
8 Describing people’s regular activities (p.22) 9.12%
9 Degree adverbs (p.23) 10.26%
10 Reply to an email (p.23) 11.4%
Sequence THREE: Developing Skills
11 Listening and responding to telephone messages. (pp.24 – 25) 12.54%
12 Reading and responding to short written messages. (pp.26 – 27) 13.68%
Inviting / Accepting and Refusing invitation Apologising
13 Writing a letter of enquiry (p.28) 14.82%
14 Link words: to/ in order to… (p.29) 15.96%
15 Reflexive pronouns: myself … (p.30) 17.1%
16 Expressing obligation (p.31) 18.24%
17 Definite and indefinite articles. (p.32) 19.38%
18 from … to / until… (p.33) 20.52%
19 Neither… nor / either … or (p.34) 21.66%
Sequence FOUR:
20 Reading and responding to an advert (p.35) 22.8%
21 Filling a form and writing a letter of application (p.36) 23.94%
22 Dealing with telephone conversation problems (p.37) 25%
23
Project (p.39)
24
By REFFAS Mounir, Secondary Education Teacher of English

1AS | U1 | Progress Page 3
Progress (Literary)
Progress
Unit: Getting Through Pages: 14-45
Timing Volume: 20 Hours Stream: Scientific
Lessons % Observations
Sequence ONE: Listening and speaking (pp.15-19)
1. Listening to instructions and confirming understanding (pp.16-17)
2. Stating point of view and justifying it (p.17)

3. Intonation in formal and informal requests (p.18) / Stress in two-syllable words
(p.18)
4. Describing a process (p.19)
5. Expressing purpose (p.19)

Sequence Two: Reading and writing (pp.20-23)
6. Reading and interpreting an e-mail message (pp.20-21)
7. Describing people’s regular activities using frequency adverbs (p.22)
8. Degree adverbs (p.23)
9. Writing an e-mail message (p.23)

Sequence THREE: Developing skills (pp.24-28)
10. Listening and responding to telephone messages (pp.24-25)
11. Reading and responding to short written messages (pp.26-27)
12. Writing a letter of enquiry (p.28)
13. Expressing purpose (p.29)
14. Reflexive pronouns (p.30)
15. Expressing obligation (p.31)
16. Definite and indefinite articles (p.32)
17. from … to / until… (p.33)
18. Talking about two things (p.34)

Sequence FOUR: Consolidation and extension (pp.35-37)
19. Filling a form and writing a letter of application (pp.35-36)
20. Dealing with telephone conversation problems (pp.37)

Project: Making a job application booklet (p.39)
Project: Making an Internet user’s guide for beginners (p.39)
Assessment (p.43)

1AS | U1 | Unit Plan Page 4
Unit plan (Unit I: Getting Through (pp.14-45))
Unit plan
Unit I: Getting Through
Scientific Stream | Literary Stream
Pages 14 – 45
General aims: by the end of this unit, my learners will be able to:
❑ Making a job application booklet
❑ Making an Internet user’s guide for beginners
Target competencies Subsidiary Competencies Main skills Subsidiary skills
produce Interpret – Interact Speaking – Writing Listening - Reading
Project Workshop:
Making a job application booklet (p.39)
Making an Internet user’s guide for beginners (p.39)
Step / Sequence / Rubric ONE: Listening and speaking (16 – 19)

Intermediate objectives: by the end of this sequence, my learners will be able to:
❑ Write a short speech about the usefulness of the Internet and its hidden dangers.
Subsidiary
Target competencies Main skills Subsidiary skills
Competencies
Interact Interpret – Produce Listening – Reading Speaking - Writing
Functions Language forms Phonology
- Instructing - The imperative - Intonation in
- Comparing - Sequencers: first, next, etc. formal and
- Expressing - Comparatives of adjectives and adverbs informal
preferences - prefer something to something else, etc. requests
- Describing a process - in order to/ so as to, etc. - Stress in two-
- Expressing purpose syllable words
Step / Sequence / Rubric TWO: Reading and writing (20 – 23)

❑ Write a reply to an email while following a specific set of instructions
Subsidiary
Competencies
Interpret Interact – Produce Reading – Listening Speaking – Writing
- Describing people’s regular - Frequency adverbs: rarely/ seldom …
activities - Degree adverbs: very, quite, etc. /
- Describing a place - Reflexive pronouns: myself …

1AS | U1 | Unit Plan Page 5
Step / Sequence / Rubric THREE: Developing skills (24 – 28)
❑ Reply to a letter of enquiry
Interpret Interact – Produce Reading - Writing Listening – Speaking
- Modals: Have to/ had to
- Expressing - Prepositions of time and place: in/ in the
obligation north…/ on/ at
- Inviting / Accepting - Link words: to/ in order to…
/
and Refusing - Neither… nor / either … or
invitation - Definite and indefinite articles
- Apologising - have to/ had to…
- from … to / until…
Step / Sequence / Rubric FOUR: Consolidation and extension (35 – 37)

❑ Read and respond to an advert
❑ Fill a form and write a letter of application
❑ Deal with telephone conversation problems
Produce Interact – Interpret Writing Reading - Listening - Speaking
/ / /
Project:
Second year are searching for learners, who can fill posts in SE, TM, GE, and LG, H
With the following descriptions (for each class)
Write…. (the elements of the project, in accordance to that)

1AS | U1 | S1 | Sequence Plan Page 6
Sequence ONE: Listening and speaking (pp.16-19)
Sequence Plan
Sequence ONE: Listening and speaking
Scientific | Literary

Step / Sequence / Rubric ONE: LISTENING AND SPEAKING (p.16 – p.19)
General aims: by the end of this sequence, my learners will be able to:
Subsidiary
Competencies
Interact Interpret – Produce Listening – Reading Speaking - Writing
- Instructing - The imperative - Intonation in
- Comparing - Sequencers: first, next, etc. formal and
- Expressing - Comparatives of adjectives and adverbs informal
preferences - Prefer something to something else, etc. requests
- Describing a process - in order to/ so as to, etc. - Stress in two-
- Expressing purpose syllable words
SEQUENCE / RUBRIC / STEPS: LESSONS

Lesson 1. Listen to, respond to, and give instructions using sequencers. (p.16 – p.17) (p.168/1)
Lesson 2. Express and justify a point of view. (p.17) / express preferences and purpose. (p.17) (168/2)
Lesson 3. Make requests with appropriate intonation. (p.18) / pronounce two-syllable words. (p.18)
Lesson 4. Describing a process (p.19)
Lesson 5. Writing a short speech (p.19)
> DESCRIPTION:
LESSON 1. Listen to, respond to, and give instructions using sequencers. (p.16 – p.17) (p.168/1)
Intermediate objectives: by the end of this lesson, my learners will be able to:
❑ Write a set of instructions using sequencers.
Interact Interpret - Produce Listening – Speaking Reading – Writing
- Instructing - Sequencers: first, next, etc.
- Describing a process - In order to/ so as to, etc. /
- Expressing purpose - The imperative
LESSON 2. Express and justify a point of view. (p.17) / express preferences and purpose. (p.17) (168/2)
❑ Use comparison to take a side and argue their point
❑ Express what they prefer regarding a certain matter.
Interact Interpret – Produce Listening – Speaking Reading – Writing
- Comparing - Comparatives of adjectives and adverbs
/
- Expressing preferences - prefer something to something else, etc.
LESSON 3. Make requests with appropriate intonation. (p.18) / pronounce two-syllable words. (p.18)
❑ Produce the appropriate intonation to a request
❑ Pronounce stress in two-syllable words.
Target Subsidiary
Main skills Subsidiary skills
competencies Competencies
Interpret -
Interact Listening – Speaking Reading – Writing
Produce
- Intonation in formal and informal requests
/ /
- Stress in two-syllable words
LESSON 4. Describing a process (p.19)

❑ Write coherent instructions for creating an e-mail account
Interpret Interact - Produce Listening – Speaking Reading – Writing
- Describing a process / /
LESSON 5. Writing a short speech (p.19)

Produce Interact – Interpret Reading – Writing Listening – Speaking
/ / /

1AS | U1 | S1 | L1 | Lesson Plan Page 8
Lesson Plan
Unit One: Getting Through
Lesson: Listen to, respond to, and give instructions using sequencers. (p.16 – p.17) (p.168/1)
General aims: by the end of this lesson, my learners will be able to:
- Instructing - Sequencers: first, next, etc.
- Describing a process - in order to/ so as to, etc. /
- Expressing purpose - The imperative
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
Intermediate objectives: by the end of this step, my learners will be able to:
❑ Familiarize themselves with the text they hear afterwards
Interact Interpret - Produce Listening - Speaking
Instructions:
Anticipate, textbook p.16:
Task 1, textbook p.16:
The teacher asks learners to look at the pictures and say what comes to their mind
Next, explains (with mentioning of parts of speech) to learners keywords related to the unit and their
understanding in general of the lesson and upcoming lessons. Such as:
Match – many – parts – below – find – take turns – invent – email account – reorder – coherent
ASK LEARNERS TO GENERATE THEIR OWN SENTENCES REGARDING THESE WORDS.
ANSWERS/KEY:
1 2 3 4 5 6 7 8
Printer Central Unit (Console) Monitor Screen Speaker Mouse Keyboard Floppy Disk
Ask learners to brainstorm ideas from their own related to the matter
With focus on the pronunciation of the sign: @ (/æt/)
2. PRESENTATION:
❑ Improve their listening comprehension regarding a set of instructions for accessing an email.
Instructions:
Listen and check, textbook p.20
The teacher asks learners to jot down their own ideas on how sequences of instructions are generated, and what
are they concerning the accessing of an email, once done, they confirm by reading the sentences, understanding
related vocabulary, and organizing them into what they think is the most suitable order.
3. PRACTICE:
❑ Confirm the set of instructions they have ordered in the previous task.
Interpret Interact - Produce
Instructions:
The teacher reads Listening script, textbook p.168 and ask learners to check their answers.
Next, the teacher corrects the task on the board
ANSWERS/KEY:
1 2 3 4 5 6 7
B A C F D G E
4. PRODUCING:
❑ Employ sequencers to generate a set of instructions (accessing an email)
Produce Interact – Interpret Reading – Writing Listening - Speaking
Instructions:
The teacher explains how sequencers are organized among themselves, and how they are put in the sentence,
then ask learners to do the task.
ANSWERS/KEY:
In order to access email, you need to do the following. First, switch on the computer. Then, select an
ISP (Internet Service Provider) from the menu. Next, click on email. After that, Enter you ID and password.
After that, Sign in. After that, wait for the connection to your email (in-box). Finally, click on “read” or “send”
to check or write your messages.
The teacher puts a reminder for the imperative form of the verb:
Base form of the verb = imperative
Do not (don’t) + base form of the verb = negative imperative
Vocabulary:
Match (v) (imperative): meaning to find somebody / something that goes together with or is connected with
another person or thing. E.g.: Match the words from list A with their opposites from list B.
Many: (det.) to mean ‘a large number of’. E.g. many sentences, many guests, many devices.
Parts: (n) (pl.) part of something = some but not all of a thing. E.g.: parts of a computer, parts of a car.
Below (prep): at a lower level or position than somebody/something. E.g.: do the exercise below.
Take turns (v) (imperative): to do something one after another. E.g.: take turns to tell your email address.
Invent (v) (imperative): to produce or design something that has not existed before. E.g. invent an email
address.
Email (n): electronic mail
Account (n): “use ARABIC”
Reorder (v) (imperative): reorder something = to change the order in which something is arranged. E.g. reorder
the following sentences to get a coherent instructions.
Coherent (adj): logical and well organized; easy to understand and clear. E.g.: a coherent paragraph. Essay of
Mustafa is coherent.
Instruction (n): detailed information on how to do or use something.

Lesson 2. Justify and express a point of view, preferences, and purpose. (p.17)
Lesson Plan
Lesson 2. Justify and express a point of view, preferences, and purpose. (p.17)
Lesson: Justify and express a point of view, preferences, and purpose. (p.17)
Interact Interpret – Produce Listening – Speaking Reading – Writing
- Comparing - Comparatives of adjectives and adverbs
/
- Expressing preferences - prefer something to something else, etc.
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Brainstorm their knowledge about snail mail and email.
Interact Interpret - Produce Listening - Speaking Reading – Writing
Instructions:
Learners will brainstorm knowledge about snail mail and email before listening to script 2 pp.168-169
2. PRESENTATION:
❑
Instructions:
The teacher asks learners to look at the task.
Then, asks learners to take notes while he / she is reading script 2, pp.168-169
Features E-mail Snail mail
Faster x
Cheaper x
More interesting x
Less personal x
Less convenient x

3. PRACTICE:
Interpret Interact - Produce Reading – Writing Listening - Speaking
Instructions:
Correcting the table
Teacher makes learners express their own opinion regarding the advantages and drawbacks of sending
messages by email and ordinary mail.
Encourage learners to use one of the following phrases when they give their opinions: I think/believe/It seems
to me (that)… To my mind/In my opinion/ As far as I’m concerned…
4. PRODUCING:
Instructions:
Write what they have expressed orally in the previous task.
ANSWERS/KEY:
Write on the board what learners have provided.

Lesson Plan
Lesson: Make requests with appropriate intonation. (p.18)
❑ Produce the appropriate intonation to a request
- Intonation in formal and informal
/ / requests
- Stress in two-syllable words
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Revise intonation patterns in requests and get familiar with the comparatives of superiority of adverbs.
Instructions:
Intonation goes up at the end of requests
Requests will become orders in case you make them with a falling tone
Illustrate to your learners that a great deal of information is conveyed through the way you speak: speed of
speech, silences, pauses, hesitations, repetitions or, as in the case of task 1, by the tone of voice (rising or
falling tone)
Say it clear, textbook p.18:

All intonations are  because all sentences are requests.
2. PRESENTATION:
❑ Make requests out of information provided in the form of statements containing comparatives of
superiority.
Instructions:

a- Could you type more quickly, please? 
b- Can you press the key more smoothly, please? 
c- Could you drive less quickly, please? 
d- Could you use the computer more frequently, please? 
e- Can you arrive earlier, please? 
3. PRACTICE:
❑ Recognize stress patterns in two syllable words related to computers.
Instructions:
Teacher explains what they see / read and what they speak / hear (phonetics)
Then, explains how to do syllables (the rules)
ANSWERS/KEY:
• ˈbraʊzə • ˈflɒpi • ˈməʊdəm • prəˈtɛkt • ɪˈreɪz • dɪsˈpleɪ • ˈkɜːsə • ˈaɪkɒn • ˈpɔɪntə • ˈkiːbɔːd • ɪsˈkeɪp • rɪˈmuːv
• ˈwɪndəʊz • kəˈnɛkt
4. PRODUCING:
Instructions:
ANSWERS/KEY:
Column A Column B
Browser – floppy – modem – cursor – icon – pointer Protect – erase – display – escape – remove –
– keyboard – windows connect
The hidden message, p.18:

Your floppy disk contains a virus remove it from my computer

Lesson Plan
Lesson: Describing a process (p.19)
❑ Write coherent instructions for creating an e-mail account
- Describing a process / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Comprehend the notion of a process.
Instructions:
Teacher talks with learners about the notion of “process”.
2. PRESENTATION:
❑ Comprehend how to employ must, need to, and have to.
Instructions:
The teacher explains how to employ must, need to, and have to
Must  express obligation
Have to  express duty
Need to  express necessity
In order to  express purpose
Consider: It’s your turn, textbook p.19
3. PRACTICE:
❑ Get coherent instructions for creating an email
Instructions:

ANSWERS/KEY:
A B
1. In order to start the computer B. You have to switch on the central unit and the monitor.
2. If you want to create an e-mail account, A. You must click on the e-mail option in the menu.
3. To choose a site, D. You need to go to the address section.
4. You need to click on the “sign up” icon C. In order to open the page for personal details.
4. PRODUCING:
❑ Make a conversation in which they describe a process of creating an email.
Instructions:
The teacher reminds (if necessary) learners about the sequencers.
Next, ask each pair of learners to make the conversation about the process.
ANSWERS/KEY:
Correct the best of what learners can produce.

Lesson Plan
Lesson: Writing a short speech (p.19)
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Brainstorm ideas related to the usefulness of internet and its hidden dangers.
Interact Interpret - Produce Listening - Speaking Reading - Writing
Instructions:
Teacher asks learners to brainstorm their ideas on the usefulness of internet and its hidden dangers.
2. PRESENTATION:
❑ Comprehend the methodology on writing a short speech.
Interact Interpret - Produce Listening - Speaking Reading - Writing
Instructions:
The teacher explains how to make formal and informal requests and the relation of that with intonation.
3. PRACTICE:
❑ Organize their ideas.
Instructions:
Teacher asks learners to organize their ideas into sentences, and determine which sentence goes into which
bloc (introduction, body, conclusion)

4. PRODUCING:
Instructions:
Say it in writing, textbook p19:
Teacher asks learners to write the final piece.
It can be written on a double sheet, corrected, and included in the continuous evaluation mark of learners.
ANSWERS/KEY:
The best ideas from learners.

Sequence Plan

Step / Sequence / Rubric TWO: READING AND WRITING (p.20 – p.23)
❑ Write a reply to an email while following a specific set of instructions
Subsidiary
Competencies
Interpret Interact – Produce Reading – Listening Speaking – Writing
- Describing people’s regular - Frequency adverbs: rarely/ seldom …
activities - Degree adverbs: very, quite, etc. /
- Describing a place - Reflexive pronouns: myself …

Lesson 1. Reading and interpreting an e-mail message (pp. 20 -21)
Lesson 2. Describing people’s regular activities using frequency adverbs (p.22)
Lesson 3. Degree adverbs (p.23)
Lesson 4. Reply to an email (p.23)
> DESCRIPTION:
LESSON 1. Reading and interpreting an e-mail message (pp. 20 -21)
❑ Identify key words related to the structure of an email.
/ / /
LESSON 2. Describing people’s regular activities using frequency adverbs (p.22)

❑ Describe their pairs’ regular activities using frequency adverbs.
- Describing people’s
- Frequency adverbs: rarely/ seldom … /
regular activities
LESSON 3. Degree adverbs (p.23)

❑ Employ degree adverbs in sentences of their own.
/ - Degree adverbs: very, quite, etc. /

LESSON 4. Reply to an email (p.23)
❑ Write a reply to an email in which they describe a place.
- Describing a place
- Describing people’s - Frequency adverbs: rarely/ seldom … /
regular activities

Lesson Plan
Lesson: Reading and interpreting an e-mail message (pp. 20 -21)
❑ Identify key words related to the structure of an email.
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Assign functions to common navigator buttons
Instructions:
Anticipate, textbook p.20:
ANSWERS/KEY:
A  3; B 1; C 6; D 4; E 5; F 2
Learners brainstorm ideas about who are most likely to visit the website captured in the previous screen short.
2. PRESENTATION:
❑ Comprehend key features related to an email message.
Instructions:
Learners make predictions first, before confirming them by reading the text, p.21
ANSWERS/KEY:
The screenshot below is used for sending an email.
3. PRACTICE:
❑ Simulate reading and sending an email.
Interpret Interact - Produce Reading – Writing Listening – Speaking
Instructions:
Read and check, textbook p.21:
Learners read the text, and use the dictionary as a last resort.
Ask learners a set of comprehensive questions related to text first, then proceed to the screenshot.
ANSWERS/KEY:
To: Amel
From: Kirsi
Subject: Enquiry about Algeria.
Attached: Photos of Kirsi.
4. PRODUCING:
❑ Guess then answer comprehensive questions related to text.
Instructions:
ANSWERS/KEY:
A. Finnish
B. She wants to know more about Amel and Algeria
C. A sauna is a hot source of water. We call it “Hammam” in our dialect.
D. Kirsi lives in a small town called Tikkakoski.
E. Kirsi rarely goes out in the weekend because she prefers to relax at home.

Learners give their own guesses about words in bold. Teacher writes the best descriptions on the board.

1AS | U1 | S2 | L2 Page 22
Lesson Plan
Lesson: Describing people’s regular activities using frequency adverbs (p.22)
Produce Interact – Interpret Listening – Speaking Reading – Writing
- Describing people’s
- Frequency adverbs: rarely/ seldom … /
regular activities
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Name and list the frequency adverbs proposed.
Instructions:
Discover the language, textbook p.22:
Task 1:
Learners name the languages forms proposed as being frequency adverbs.
2. PRESENTATION:
❑ Discover language structure related to frequency adverbs.
Instructions:
Task 2:
1. I always go there by bus.
2. I rarely go out at the weekend.
Learners then go back to Task 1, and order the adverbs according to the degree of frequency they express.
always usually often sometimes rarely hardly ever never
100% +++++ ++++ +++ ++ + 0%
3. PRACTICE:
❑ Establish the grammar rules related to frequency adverbs.
Interpret Interact - Produce Listening - Speaking Reading – Writing
1AS | U1 | S2 | L2 Page 23
Instructions:
Task 2:
A. Frequency adverbs goes after the auxiliary verb be.
B. Frequency adverbs goes before other verbs.
Examples:
A. I am always early.
B. I often help my parents.
4. PRODUCING:
Instructions:
Task 4:
Learners go through the questionnaire in collaboration with their pairs.
Follow the procedure on Task 4.
Teacher takes the best of learners’ answers.
SUGGESTED ANSWERS/KEY:
A: Hello, I’m doing a survey about learners’ regular activities. Can you help me?
B: Yes of course.
A: Well, my first question is. What time do you get up?
B: I always get up early in the morning.
A: How do you go to school?
B: I always go on foot.
A: How often do you eat in the school canteen?
B: I sometimes eat in the school canteen.
A: How often do you revise your lessons?
B: I revise my lessons everyday.
A: How long do you study in the morning?
B: I usually study from 8 to 11 in the morning.
A: How long are you staying in Secondary School?
B: I am staying in secondary school until the Baccalauréat exam.
Task 5:
Learners report their findings from the questionnaire / interview about their pairs’ regular activities in form of a
narrative paragraph. (Pay attention to the employment of frequency adverbs)
Teacher takes the best of learners’ answers.
AYA always gets up early in the morning. She always go to school on foot. She sometimes eat in school
canteen. She revises her lessons everyday. She usually studies from 8 to 11 in the morning. She is staying in
Secondary School until the Baccalauréat exam.

Lesson Plan
Lesson: Degree adverbs (p.23)
/ - Degree adverbs: very, quite, etc. /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Comprehend the notion of degree adverb.
Interact Interpret - Produce Listening – Reading Speaking – Writing
Instructions:
A. Very angry §4= furious B. Very small §5= tiny C. Very bad §6= terrible Very cold 6= freezing
2. PRESENTATION:
❑ Comprehend the notion of gradable / non-gradable adjectives
Instructions:
The teacher explains the difference between gradable and non-gradable adjectives using an example with water:
freezing, cold, liquid, hot, boiling
Then, ask learners to proceed as described in the task.
Gradable adjectives Non-gradable adjectives
Angry Furious
Small Tiny
Bad Terrible
Cold Freezing
Gradable adjectives can vary in degree / intensity Non-gradable adjectives are extreme.

3. PRACTICE:
❑ Identify degree adverbs and order them according to their degree.
Interpret Interact - Produce Reading – Speaking Listening – Writing
Instructions:
1. Kirsi is a name which is quite common in Finland. §1
2. Our house is rather small. §4
Order: 1 > 2
4. PRODUCING:
Instructions:
ANSWERS/KEY:
1. good 2. hot 3. tired 4. interesting 5. large 6. sad 7. funny 8. clever
B. excellent H. boiling D. exhausted G. fascinating B. huge C. tragic F. hilarious E. brilliant
Learners make sentences of their own.
LIST OF ADVERBS OF DEGREE:

almost enormously how most rather too
absolutely entirely incredibly much really totally
awfully* extremely indeed nearly scarcely utterly
badly* fairly intensely perfectly simply very
barely far just positively so virtually
completely fully least practically somewhat well
decidedly greatly less pretty* strongly
deeply hardly little purely terribly*
enough highly lots quite thoroughly

Lesson Plan
Lesson: Reply to an email (p.23)
❑ Write a reply to an email in which they describe a place.
- Describing a place
- Describing people’s - Frequency adverbs: rarely/ seldom … /
regular activities
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Consult the email which they will reply to.
Instructions:
Read Kirsi’s e-mail with attention to form, structure, and details.
2. PRESENTATION:
❑ Prepare a reply.
Interact Interpret - Produce Reading – Writing Listening - Speaking
Instructions:
The teacher explains he assignment: Task 1, p.23
3. PRACTICE:
❑ Write a first draft of their reply.
Interpret Interact - Produce Writing – Speaking Listening - Reading
Instructions:
The teacher facilitate / assist learners in their production.

4. PRODUCING:
❑ Correct their mistakes and submit the final copy of their work.
Instructions:
Write it right, textbook p.23:
The teacher corrects on the board the assignment based on the best work / answers provided by learners.
Depends on what learners provide.

Sequence Plan
Scientific stream | Literary stream

Step / Sequence / Rubric THREE: DEVELOPING SKILLS (p.24 – p.28)
Interpret Interact – Produce Reading - Writing Listening – Speaking
- Expressing - Prepositions of time and place: in/ in the
obligation north…/ on/ at
- Inviting / Accepting - Link words: to/ in order to…
/
and Refusing - Neither… nor / either … or
invitation - Definite and indefinite articles
- Apologising - have to/ had to…

Lesson 1. Listening and responding to telephone messages (pp.24-25)
Lesson 2. Reading and responding to short written messages (pp.26-27)
Lesson 3. Writing a letter of enquiry (p.28)
Lesson 4. Expressing purpose (p.29)
Lesson 5. Reflexive pronouns (p.30)
Lesson 6. Expressing obligation (p.31)
Lesson 7. Definite and indefinite articles (p.32)
Lesson 8. from … to / until… (p.33)
Lesson 9. Talking about two things (p.34)
> DESCRIPTION:
LESSON 1. Listening and responding to telephone messages (pp.24-25)
❑ Prepare a telephone conversation
/ / /

LESSON 2. Reading and responding to short written messages (pp.26-27)
❑ Write a letter of apology
Interact Interpret – Produce Reading – Writing Listening – Speaking
- Inviting / Accepting and
Refusing invitation / /
- Apologising
LESSON 3. Writing a letter of enquiry (p.28)

/ / /
LESSON 4. Expressing purpose (p.29)

❑ Employ language forms related to expressing purpose.
/ - Link words: to/ in order to… /
LESSON 5. Reflexive pronouns (p.30)

❑ Employ reflexive pronouns.
/ / /
LESSON 6. Expressing obligation (p.31)

❑ Write sentences expressing obligation / prohibition / absence of obligation.
- Expressing obligation /
- have to/ had to…
LESSON 7. Definite and indefinite articles (p.32)

❑ Fill in blanks of a given text with articles.
/ - Definite and indefinite articles /

LESSON 8. from … to / until… (p.33)

❑ Employ “from … to” and “until …”.
- Prepositions of time and place: in/ in the north…/
/ on/ at /
LESSON 9. Talking about two things (p.34)

❑ Employ “both”, “neither”, and “either” to talk about two things.
/ - Neither… nor / either … or /

1AS | U1 | S3 | L1 Page 31
Lesson Plan
Sequence THREE: Developing skills
Lesson: Listening and responding to telephone messages (pp.24-25)
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Predict some tactics related to a phone conversation.
Instructions:
Task 1, p.24:
Learners provide their predictions, then teacher reads the listening script for them to confirm.
2. PRESENTATION:
❑ Confirm and acquire some tactics related to performing a phone conversation.
Instructions:
The teacher reads Listening Script, textbook pp.169-170
Learners confirm their predictions.
Task 2, p.24:
ANSWERS/KEY:
A B C D
c b b/c a/b
3. PRACTICE:
❑ Practice a phone conversation by exchanging their phone numbers.
Instructions:
Task 3, p.24:
1AS | U1 | S3 | L1 Page 32
The best answer(s) provided are to be put on the board.

A: I have bought a mobile phone.
B: Congratulations! Do you mind giving me your number?
A: It’s 06.52.41.93.87
A: Say it more slowly, please. I want to register it in my mobile repertory.
A: It’s zero-six, fifty-two, forty-one, ninety-three, eighty-seven.
4. PRODUCING:
Instructions:
The teacher assists learners on connecting the assignment’s aspects (phone conversation) with the proposed
resources (phone tactics summary)
Put the best answer(s) on the white board.
Situation 1:
A: Hello,
B: Hello, I’m Farid. Can I speak to ……., please?
A: Speaking.
B: Brahim and I are going out for a football match. Would you like to join us?
A: I’m sorry I can’t. I have to go to the dentist.
Explain to learners who’s the caller, and who answered the phone.
Focus on the reason, why s/he can’t come
Situation 2:
Company secretary: Hello, SEK company. Can I help you?
Caller: Hello, my name’s ………. . Could I speak to the manager, please?
Company secretary: I’m afraid he’s out at the moment. Can I take a message?
Caller: Please tell him to call me. My number is …. …. ….. .
Company secretary: So your phone number is …. …. ….. and your name is ………. .
Caller: That’s right. Thank you. Goodbye
Company secretary: Goodbye.
Situation 3:
A: Hello.
B: Hello, this is Ali. Is Karim there?
A: I’m sorry, Karim’s out at the moment.
B: Please tell him I expect his call this evening at 6:30. A: Can you remind me of your name, please?
B: Of course, it’s Ali, Ali Bachiche. A: I see.
B: Thank you; Goodbye.
A: Bye

1AS | U1 | S3 | L2 Page 33
Lesson Plan
Lesson: Reading and responding to short written messages (pp.26-27)
❑ Write a letter of apology
Interact Interpret – Produce Reading – Writing Listening – Speaking
- Inviting / Accepting and
Refusing invitation / /
- Apologising
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Make the difference between formal and informal in terms of context and usage.
Instructions:
Teacher discuss the notion of formal and informal with learners, in terms of context, and usage.
Formal:
Informal:
2. PRESENTATION:
❑ Establish the link between the description and the message.
Instructions:
Task 1, p.26:
ANSWERS/KEY:
A B C D
1 3 2 4
Task 2, p.26:
ANSWERS/KEY:
A. House warming means a party organized when people move to a new house.
B. November 2nd, 2007
C. From 7 p.m. to 9 p.m.

1AS | U1 | S3 | L2 Page 34
D. R.S.V.P means “Répondez s’il vous plais”. English use this expression because they borrowed it from
French during the occupation of England by France.
Task 3, p.26:
ANSWERS/KEY:
A B C
6 5 7
3. PRACTICE:
❑ Practice a phone conversation by exchanging their phone numbers.
Instructions:
Task 4, p.26:
The best answer(s) provided are to be put on the board.
Invitation:
October 30th, 2018
Dear ……. ,
We will celebrate the reminiscence of the outbreak of the Algerian War of
Revolution against the French colonial rule on the upcoming 1st of November. Come and
share with us the celebration in the House of Culture, Mofdi Zakariya, Saida Center, from
10 p.m to 3 a.m.
Regards,
Osama Talhi,
Director of Mofdi Zakariya’s House of culture.
Thank you note:
October 31st, 2018
Dear Mr. Talhi,
Thank you very much for the invitation. It is a great honour to come and celebrate with
you the events of the great Algerian Revolution.
Am looking forward to seeing you in the celebration.
Your sincerely,
………………
4. PRODUCING:
Instructions:
Task 5, textbook p.26: Depends on what learners provide.
Formal:
October 25th, 2018
Dear Mr. Kaddour,
Please excuse my son / daughter Hamid / Djamila for not coming to school on
October 22nd (twenty-second) as s/he had to go to hospital for an emergency.
Yours sincerely,
Hamid’s / Djamila’s parents.
Informal:
October 25th, 2018
Dear Teacher of English,
I am sorry for my behaviour during the last session. I know I must behave with
manners and respect inside the classroom. I promise it won’t happen again.
Your learner,
Allouche

1AS | U1 | S3 | L3 Page 35
Lesson Plan
Lesson: Writing a letter of enquiry (p.28)
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Comprehend the notion and the form of a letter of enquiry.
Instructions:
Task 1, p.28:
Teacher discuss with learners the notion of enquiry.
The teacher refer learners to the blue box, task 1, p.28 as the form of a letter of enquiry.
2. PRESENTATION:
❑ Discuss a letter of enquiry.
Instructions:
Task 1, p.28:
ANSWERS/KEY:
A. Your address ❑ 3 12, Rue Colonel Chabani, Laghouat. Algeria
B. Date ❑ 2 April 24th, 2008
C. Name and address of language school ❑ 8 The Stratford School of English, 8 Tiddington
Road. Stratford-Upon-Avon, Warwickshire, England.
D. Re: ❑ 4 Summer courses
E. Salutation ❑ 9 Dear Sir / Madam
F. Say why you are writing. ❑ 5 I am writing to enquire about your summer courses.
G. Introduce yourself. ❑ 7 I am sixteen and I am a student at Emir Khaled
Secondary School. I would like to take a course in
July or August of this year.
H. Ask for information. ❑ 6 Please send me information about course dates and
fees as soon as possible.
1AS | U1 | S3 | L3 Page 36
I. Closing 1 Yours faithfully, Meriem Djoual
+ name ❑
3. PRACTICE:
❑ Plan their reply to a letter of enquiry.
Instructions:
Task 2, p.28:
Learners try to do the task first, then check their answers with their teacher (Task 3).
ANSWERS/KEY:
1 2 3 4
B. Thanking Meriem A. Saying you are C. Persuading her to follow D. Inviting further
Djoual for her enquiry. enclosing an information summer courses at the contact/enquiries.
prospectus. Stratford School of English.
4. PRODUCING:
❑ Write the reply for a letter of enquiry.
Instructions:
The teacher assists learners on connecting the assignment’s aspects (phone conversation) with the proposed
resources (phone tactics summary)
Tiddington Road. Stratford-
Upon-Avon, Warwickshire,
England
April 27th, 2008
Meriem Djoual, 12, Rue Colonel Chabani, Laghouat. Algeria
Subject: Reply to enquiry about summer courses.
Dear madam,
Thank you for your enquiry about our summer courses. Please find enclosed
here our latest information prospectus, which we hope will be of interest to you.
We’re permanent, we’re professional and we offer you a warm welcome here at
a our school.
We look forward to hearing from you soon.
Yours sincerely,
James McCarthy,
Director of Stratford School of English.

1AS | U1 | S3 | L4 Page 37
Lesson Plan
Lesson: Expressing purpose (p.29)
/ - Link words: to/ in order to… /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Recall their previously seen language forms that express purpose.
Instructions:
Teacher refers learners to previously seen language forms that express purpose, especially Lesson 2 and 4.
2. PRESENTATION:
❑ Comprehend the notion of associated language forms.
Instructions:
Reminder I textbook p.29.
The teacher reads / illustrates / explains the Reminder I box, using Task 1, question A.
The teacher focuses on the notion of the associated language forms being link words.
Task 1, p.29:
Question A:
A. to inform you ….. / to process your personal file
B. not to lose the fourth coming game.
C. To arrive at school earlier
D. not to repeat the year
3. PRACTICE:
❑ Comprehend the employment of associated language forms.
Instructions:

1AS | U1 | S3 | L4 Page 38
Question B:
At the beginning, and in the middle.
The teacher draws learners’ observation and attention towards the position of the sentence expressing purpose
in relation to the link word.
Questions C:
The focus is on the position of not as a tool to form the negative.
Affirmative to so as to in order to
Negative not to so as not to in order not to
4. PRODUCING:
Instructions:
ANSWERS/KEY:
1 2 3 4 5
to / in order to / so as to / in order to / so as in order to / so as not not to / so as not to / in order
to to to to not to

1AS | U1 | S3 | L5 Page 39
Lesson Plan
Lesson: Reflexive pronouns (p.30)
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Comprehend the notion of “reflexive”.
Instructions:
Teacher discusses the notion of “reflexive” and one talking about himself / herself.
2. PRESENTATION:
❑ Comprehend the notion of reflexive pronouns.
Interact Interpret - Produce Reading – Speaking Listening – Writing
Instructions:
The teacher illustrates the relation between the object and the subject; and how that can affect the use of a
reflexive pronoun.
The teacher draws learners’ attention to the relationship between the different pronouns as described in the table
below.
Reminder II, textbook p30:
Reflexive pronouns are used when the object of the verb is the same as the subject.
Personal Personal Possessive Reflexive
pronoun subject pronoun object adjective pronoun
I me my myself
You you your yourself
He him his himself
She her her herself
It it its itself
We us our ourselves
You you your yourselves
They them their themselves

1AS | U1 | S3 | L5 Page 40
3. PRACTICE:
❑ Establish the relationship between the subject and the reflexive pronoun.
Interpret Interact – Produce Listening – Writing Speaking – Reading
Instructions:
The focus is on establishing the relationship between the subject and the reflexive pronoun.
Fill in the blanks with reflexive pronouns:
I bought dinner for myself.
You bought dinner for yourself.
James bought dinner for himself.
Lily bought dinner for herself.
The parrot is talking to itself.
Me and Henry bought dinner for ourselves.
You and Mark bought dinner for yourselves.
James and Lily bought dinner for themselves.
4. PRODUCING:
Instructions:
ANSWERS/KEY:
A. You have to introduce yourself.
B. Farid admires himself.
C. Amel 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.

1AS | U1 | S3 | L6 Page 41
Lesson Plan
Lesson: Expressing obligation (p.31)
- Expressing obligation /
- have to/ had to…
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Establish the relationship between meaning and associated language forms.
Instructions:
Consider the following sentences:
The focus is on establishing the relationship between meaning and the associated language forms.
You must turn on the computer before you can send an email.
You must not access illegal websites.
You don’t have to phone your friend. Just send him a message.
2. PRESENTATION:
❑ Comprehend the notion of associated language forms to obligation / prohibition / absence of obligation.
Instructions:
The focus is on establishing the relationship between “what to express” and the associated language form.
Reminder III, textbook p.31:
Obligation Prohibition Absence of obligation
Must not Need not to (needn’t to)
Must
Mustn’t Do not have to (don’t have to)
Have to:
Affirmative Negative
Past Had to Did not had to
Present Have to Do not have to
Future Will have to Will not have to

1AS | U1 | S3 | L6 Page 42
3. PRACTICE:
❑ Employ the associated language forms to establish the relationship between meaning and the language
forms seen.
Interpret Interact – Produce Reading – Writing Listening - Speaking
Instructions:
Task 1, p.31:
ANSWERS/KEY:
We must / have to… We mustn’t … We needn’t / don’t have to
We must wear a uniform. We mustn’t eat in class We needn’t / don’t have to study
We must be punctual. during the lesson. in school during the weekend.
We must be polite. We mustn’t telephone
We must play sports. in school.
We must do our homework in order to succeed.
4. PRODUCING:
Instructions:
Learners are encouraged to come up with sentences from their own.
ANSWERS/KEY:
Up to what learners provide.

1AS | U1 | S3 | L7 Page 43
Lesson Plan
Lesson: Definite and indefinite articles (p.32)
/ - Definite and indefinite articles /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Acquire the notion of countable and uncountable nouns.
Instructions:
Countable vs. uncountable:
The teacher can either present this as it is, or as an activity with the nouns given in random.
Countable nouns Uncountable nouns
Money Dinars
Glass Water
Apple Milk
Kilogram Sugar
2. PRESENTATION:
❑ Comprehend the employment of articles / zero article.
Interact Interpret - Produce Reading – Listening Speaking – Writing
Instructions:
How to use articles:
Known to Known to
Countable Singular Article Example
writer / speaker reader / listener
Yes Yes Uncountable / ∅ Algeria
Yes No Uncountable / ∅ Amel
Singular the the photo
Yes Yes Countable Plural the / ∅ the photos / photos
Yes No a / an a photo / an engineer
Countable Singular
No No a / an a photo / an engineer
* a before consonants. * an before vowels.

1AS | U1 | S3 | L7 Page 44
3. PRACTICE:
❑ Employ their comprehension about articles / zero article.
Interpret Interact - Produce Reading – Speaking Listening – Writing
Instructions:
Fill in the table below:
Learners establish the relationship between the noun and the employment of articles.
Noun Description Result
Photo Countable singular a / the photo
Photos Countable plural ∅ / the photos
Amel Uncountable ∅ Amel
Arabic Uncountable ∅ Arabic
Hope / hopes Countable singular / plural ∅ hope / the hopes
Secondary school Countable singular a / the secondary school
Subject / subjects Countable singular / plural ∅ subjects / a subject / the subjects
Physics Uncountable ∅ Physics
English Uncountable ∅ English
Fair hair Uncountable ∅ Fair hair
Blue eyes Uncountable ∅ Blue eyes
Northeast of Algeria Known to writer / reader The northeast of Algeria
Algeria Uncountable ∅ Algeria
North Africa Uncountable ∅ North Africa
Algiers Uncountable ∅ Algiers
Engineer / engineers Countable singular / plural an / the engineer / the engineers
Housewife / housewives Countable singular / plural a / the housewife / the housewives
Younger brother / brothers Countable singular / plural a / the younger brother / brothers
Older sister / sisters Countable singular / plural an / the older sister / sisters
Student / students Countable singular / plural a / the student / the students
4. PRODUCING:
Instructions:
ANSWERS/KEY:
1 2 3 4 5 6 7 8 9 10
the ∅ ∅ ∅ a the ∅ ∅ ∅ ∅
11 12 13 14 15 16 17 18 19 20
the ∅ ∅ ∅ ∅ an a a an ∅

1AS | U1 | S3 | L8 Page 45
Lesson Plan
Lesson: from … to / until… (p.33)
- Prepositions of time and place: in/ in the north…/
/ on/ at /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Comprehend the notion of verb + preposition, and how meaning can change by employing different
prepositions.
Instructions:
Task 4, p.33:
The teacher should explain that in, on, off, for, up, at, and down are prepositions.
Switch, click, sign, move are verbs.
The focus is on the fact that we can create meaning by forming verb + preposition.
ANSWERS/KEY:
A B C D E
on on in up down
Possible meanings from verb + preposition:
Switch on / switch off, click on, sign in, sign up, move up, move down.
2. PRESENTATION:
❑ Comprehend the notions of “from … to …” and “until …”.
Instructions:
The focus is on establishing the relationship between the language forms and period of / point in time.
Mention the fact that these language forms are prepositions of time.
Reminder V, textbook p.33:
From … to … Until …
To give a period of time. To give a point in time.

1AS | U1 | S3 | L8 Page 46
3. PRACTICE:
❑ Employ their comprehension about the notions taught.
Instructions:
Fill in the table below using from … to … / until … :
Time Period / point from … to … / until …
[1954 – 1962 ] Period From 1954 to 1962
[ May – July ] Period From May to July
[ Saturday - Thursday ] Period From Saturday to Thursday
[ May 1st – July 5th ] Period From May 1st to July 5th
[ dawn – dusk ] [ early morning – early night ] Period From dawn to dusk
[8 a.m. – 4 p.m.] Period From 8 a.m. to 4 p.m.
2021 Point Until 2021
December Point Until December
Monday Point Until Monday
st
November 1 Point Until November 1st
Until 11 a.m. Point Until 11 a.m.
4. PRODUCING:
Instructions:
The teacher discusses the answers with learners.
Just a short note to tell you that the Tower of London will be open for visitors until the 31st of October
from Tuesday to Saturday from 9 a.m. to 6 p.m. and on Monday and Sunday it will be open from 10 a.m. to 6
p.m.
However, from November 1st, it will be open for visitors from Tuesday to Saturday from 9 a.m. to 5
p.m., and on Monday and Sunday, it will be open from 10 a.m. to 5 p.m.

1AS | U1 | S3 | L9 Page 47
Lesson Plan
Lesson: Talking about two things (p.34)
/ - Neither… nor / either … or /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Comprehend what the lesson is about.
Instructions:
The teacher discusses with learners the language forms they know in regard of talking about two things at the
same time: together, either one of two, neither one of two.
2. PRESENTATION:
❑ Comprehend the notion and employment of language forms proposed.
Instructions:
Reminder IV, textbook p.34:
The focus is on the common parts, and the sentence structure concerning the employment of these language
forms.
A. “both … and …”, “either …. Or”, “neither … nor”
Language form
Both … and … I received an email from Kirsi I received an email from Both Kirsi and Lily.
and
I received an email from Lily
Either …. Or I will revise my lessons I will either revise my lessons
Or or read a book.
I will read a book.
Neither … nor I don’t want to watch TV I don’t want to Neither watch TV nor
and stay home doing nothing.
I don’t want to stay home doing
nothing.

1AS | U1 | S3 | L9 Page 48
B. “both of …”, “either of …”, “neither of …”
Language form
Both of … Did you know, your friend liked my Did you know, Both of your friends
picture on Facebook. liked my picture on
and Facebook.
Did you know, your friend liked my
picture on Facebook.
Either of … I will read from this book today. I will read from either of these books
Or today.
I will read from this book today.
Neither of … I will not read from this book today. I will not read from neither of these books
Or today.
I will not read from this book today.
3. PRACTICE:
❑ Identify and comprehend sentences containing the language forms proposed.
Instructions:
Task 1, p.34:
Learners skim through the text and identify language forms proposed.
1. I have lunch either at the school canteen or at a fast-food restaurant. §2
2. But neither of them really belongs to me. §3
3. Both of them are Jari’s pets. §3
4. PRODUCING:
Instructions:
ANSWERS/KEY:
1. Neither Hicham nor Fatima are late for class.
2. Both Farid and Foued likes learning languages.
3. We can leave either today or tomorrow.
4. Our classroom is both clean and beautiful.
5. I neither smoke, nor play cards.

1AS | U1 | S4 | Consolidation and extension | Sequence Plan Page 49
Sequence FOUR: Consolidation and extension
Sequence Plan

Step / Sequence / Rubric FOUR: Consolidation and extension (35 – 37)
❑ Fill a form and write a letter of application
❑ Deal with telephone conversation problems
Produce Interact – Interpret Writing Reading - Listening - Speaking
/ / /

Lesson 1. Filling a form and writing a letter of application (pp.35-36)
Lesson 2. Dealing with telephone conversation problems (pp.37)
> DESCRIPTION:
LESSON 1. Filling a form and writing a letter of application (pp.35-36)
❑ Write a letter of application in response to an advert.
Interact – Interpret Produce Reading – Writing Listening – Speaking
/ / /
LESSON 2. Dealing with telephone conversation problems (pp.37)

❑ Act out a dialogue about a phone problem.
/ / /

1AS | U1 | S4 | L1 Page 50
Lesson Plan
Lesson: Filling a form and writing a letter of application (pp.35-36)
Interact – Interpret Produce Reading – Writing Listening – Speaking
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Comprehend the notion of job appliance.
Instructions:
The teacher needs to get learners into context of “Job application”, “Help wanted”, and “Apply to”.
The teacher refers learners to the lesson about expressing obligation.
Write it out, textbook p.35
Task 1:
ANSWERS/KEY:
 The applicant must be tolerant, patient, open-minded, cheerful, and understanding with kids.
 The applicant will have to deal with children, as well as organize and participate in daily activities.
2. PRESENTATION:
❑ Analyse the content and structure of a letter of application.
Interact Interpret - Produce Reading – Speaking Listening – Writing
Instructions:
The aim of this task is to make the learners aware that we don’t write to ourselves but to particular readers. In
this case, a good letter of application should contain facts the prospective employer (Mr Michael Armstrong)
would like to know, what experience the applicant has, how useful s/he will be to the camp.
Learners analyse the letter of application for clues regarding the suitability of the candidate to the vacant
position.
Task 2:
- I often volunteer to work in infant hospital wards / I often look after my brothers and sisters  she has
experience with children.
- She is ready to start work  she accepted the job offer / advert.
- Two letters of reference (recommendation) from two of her teachers.

1AS | U1 | S4 | L1 Page 51
3. PRACTICE:
❑ Fill in a résumé (curriculum vitae).
Instructions:
ANSWERS/KEY:
RÉSUMÉ
Name: Joy J Parfit
Address: 46 Regent Street, Madison 15026, Wisconsin
Place of Birth: Columbus
Age: sixteen years old
Education: junior at Thomas Fellerson High School
Languages: /
Previous work experience: working in infant hospital wards.
Interests: arts, philosophy, photography, music, and meeting people.
References: two letters of reference from my teachers, Mr John Clarke and Miss Emma Smithson.
4. PRODUCING:
Instructions:
Learners make their own CV, submit it to teacher for checking.
Then, write their letter of application based on the modal proposed.
The best work is to be presented on the board.

1AS | U1 | S4 | L2 Page 52
Lesson Plan
Lesson: Dealing with telephone conversation problems (pp.37)
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Production
DESCRIPTION:
1. WARM-UP:
❑ Brainstorm problems related to conducting a conversation over phone line.
Instructions:
Learners brainstorm problems related to conducting a conversation over phone line.
2. PRESENTATION:
❑ Act out the telephone conversations proposed.
Instructions:
Learners act out the dialogues proposed, and try to figure out the problems they are in them. Then, confirm their
answers with the next task.
3. PRACTICE:
❑ Complete the dialogues by using the problems they have identified in the previous task.
Instructions:
Work it out, textbook p.37:
Task 1:
ANSWERS/KEY:
1 2 3 4 5
C A D E B

1AS | U1 | S4 | L2 Page 53
4. PRODUCING:
Instructions:
Learners write their dialogue in pairs, books closed
The best answer is to be displayed on the white board.

1AS | U1 | Project Outcome Page 54
Project outcome (1)
PROJECT OUTCOME (1)

Making a job application booklet.
Overall purpose: Designing a booklet intended for teenage job seekers.
Guidelines: Your booklet should include the following items:

1. Adverts with job descriptions.
2. Phone enquiries about job vacancies.
3. Résumés or C.V.s.
4. Letters of reference.
5. Letters of application.
6. Replies (positive, negative) from administration/company.
7. Letters of acceptance.
The project is the visible and assessable manifestation of learners’ competencies. The project designing
procedure runs in parallel with the unfolding of the unit. There are flash points throughout the unit:
1. Write it out, p.35.

2. Developing skills, p.28.
4. Letters of reference.
6. Developing skills, pp.26-27.
7. Write it out, task 4, p.36.

1AS | U1 | Project Outcome Page 55
Project outcome (2)
PROJECT OUTCOME (2)

Making an Internet user's guide for beginners.
Overall purpose: Designing an Internet user's guide for beginners.
Guidelines: Your Internet User's Guide should include the following items:
1. Description of a workstation / PC = (Personal Computer),
2. A set of instructions for using a PC (opening an e-mail account/ homepage, etc.),
3. Maintenance tips (e.g. no smoking, protection from dust, etc.),
4. Tips for solving problems when PC goes wrong,
5. Manners to be observed when using the Internet.
The project is the visible and assessable manifestation of learners’ competencies. The project designing
procedure runs in parallel with the unfolding of the unit. There are flash points throughout the unit:
1. Anticipate, p.16.
2. Listen and check, p.17.
3. It’s your turn, p.19.
4. Anticipate, p.20.
5. Say it in writing, p.19.

1AS | U1 | Assessment Page 56
Assessment (pp.40-45)
Refer to textbook p.43 for learners’ self-assessment.
Teacher employs these task in any way it seems fit and beneficial for learners.
Word search:
CHECK YOUR PROGRESS

ANSWERS/KEY:
Task 1, p.40:
Task 2, p40:
Task 3, p.40:
Grammar Review, p.40:

Task 1, p.40:
Task 2, p.40:
Task 3, p.41:
Task 4, p.41:
Task 5, p.41:
Task 6, p.41:
Task 7, p.42:
Task 8, p.42:
Task 9, p.42:
Task 10, p42:
Task 11, p43:
TEST YOUR WORD POWER, P.45

1AS | U1 | Assessment Page 57

104 Unit One - Getting Through

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Unit

Planning: Unit 1/4: Science and Technology

By: REFFAS Mounir Abdelmadjid

Sequence ONE: Listening and Speaking

By REFFAS Mounir, Secondary Education Teacher of English

2. Stating point of view and justifying it (p.17)

5. Expressing purpose (p.19)

7. Describing people’s regular activities using frequency adverbs (p.22)

8. Degree adverbs (p.23)

9. Writing an e-mail message (p.23)

11. Reading and responding to short written messages (pp.26-27)

12. Writing a letter of enquiry (p.28)

13. Expressing purpose (p.29)

14. Reflexive pronouns (p.30)

15. Expressing obligation (p.31)

16. Definite and indefinite articles (p.32)

17. from … to / until… (p.33)

18. Talking about two things (p.34)

20. Dealing with telephone conversation problems (pp.37)

By REFFAS Mounir, Secondary Education Teacher of English

Step / Sequence / Rubric ONE: Listening and speaking (16 – 19)

Step / Sequence / Rubric TWO: Reading and writing (20 – 23)

By REFFAS Mounir, Secondary Education Teacher of English

Step / Sequence / Rubric FOUR: Consolidation and extension (35 – 37)

By REFFAS Mounir, Secondary Education Teacher of English

Unit I: Getting Through

SEQUENCE / RUBRIC / STEPS: LESSONS

LESSON 4. Describing a process (p.19)

LESSON 5. Writing a short speech (p.19)

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

Say it clear, textbook p.18:

By REFFAS Mounir, Secondary Education Teacher of English

The hidden message, p.18:

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

Unit I: Getting Through

SEQUENCE / RUBRIC / STEPS: LESSONS

LESSON 2. Describing people’s regular activities using frequency adverbs (p.22)

LESSON 3. Degree adverbs (p.23)

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

Task 4, textbook p.21:

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

LIST OF ADVERBS OF DEGREE:

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

Unit I: Getting Through

SEQUENCE / RUBRIC / STEPS: LESSONS

By REFFAS Mounir, Secondary Education Teacher of English

LESSON 3. Writing a letter of enquiry (p.28)