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Agony letter

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This lesson is about writing agony letter , it appears in the productive tasks of the New Slimming of the syllabus.

Teachers can use the letters or Reading and Writing as brainstorming without referring to the Second Conditional ( since it is omitted according to the New Slimming )

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Agony letter

  1. 1.                                 Yellowdaffodil66@gmail.com                                                        
  2. 2.     File five: “Dreams, Dreams….” Reading and Writing Fourth Level Agony Letter   Lesson Focus:  Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests, apologizing….)? In this lesson I will teach the following aspects of language:  Function: Writing agony letter (Seeking for advice)  Grammar: Simple present tense + If type 1+ conjunctions of {similarities-result-opposition-conclusion}  Vocabulary related to: Vocabulary related to daily life routine. Objectives / Assessment: SWBAT by the end of the lesson, students will be able to : 1) Ask for advice (Write agony letter) Required material and / or resources: The manual’s flashcards (p133) & Script page 133 – 134 and 135. Yellowdaffodil66@gmail.com
  3. 3.   Time   Rationale  Interaction  Procedure  Swbat   Who are my learners?        Difficult Situations & Unpleasant experiences Difficult Situations & Unpleasant experiences Difficult Situations & Unpleasant experiences Difficult Situations & Unpleasant experiences Page 2      Teacher   ‐ students      students  ‐  teacher          students  ‐students                  Teacher    ‐    students    students    ‐  teacher        teacher  ‐  students                  students  ‐students          File 5                    MS4 level  Warm‐up : The teacher  greets his learners and welcomes them, he tries to interact with his leaners  about their daily life school.  Brainstorming :   The learners are invited to interact about the cartoon on page 133,the teacher may help them by  asking the following questions.  1. What does the picture represent?  2. What do the writings show?  3. What's going on with this woman?  The teacher listens to the learners' interpretation then explains the instructions of 'activity1p133'.    Activity1p133: Look at the illustration then guess from which newspaper page it is taken.  It's taken from a problem page of a newspaper.    The teacher invites the learners to give their answers, and then they are asked to give other  examples of newspapers that show such problems.  The pupils are invited to pay attention at the letter on page 133, the teacher may interact with his  learners about the lay out of the letter, then explains the new words and expressions contained in it  ,and then invites the learners to read and check their answers to the previous activity.{ wise –  opportunity – whether – abroad }  .  The teacher invites the pupils to pay attention at the second paragraph of the previous letter , he  reads it, explains the new words and expressions.  The teacher asks the learners to guess what the conclusion would be of Nacera's letter.    Activity6p134: Guess what Nacera will say in her letter. Choose the right letter.  I think Nacera will continue her letter by giving positive and negative prospects.    The teacher helps the learners to do the activity by asking some of them to read the parts of the  letter, then correct together.  The teacher invites the pupils to give their opinion since the end of the letter requested that.  The pupils are asked to pay attention at 'coping ' section that is based on how to organize their  writings and ideas while writing.        Interact                  Interpret                  Produce          Interact                      Interpret                    Produce                 . Interact about  daily life problems  Interpret a  cartoon   Produce the  appropriate  statements to the  given cartoon  Read and check  what they've  already improvised  Identify grammar  words such linkers  Recognize the use  of  each of the  linkers  Recognize the  function expressed  by each of the given  linkers.  Read and produce  coherent  paragraphs using  the appropriate  linkers  Imagine the end  of a story by  guessing the  appropriate answer             Yellowdaffodil66@gmail.com
  4. 4. Difficult Situations & Unpleasant Experiences Difficult Situations & Unpleasant Experiences Difficult Situations & Unpleasant Experiences Giving advice Page 3       Teacher   ‐ students      students  ‐  teacher          students  ‐students                  Teacher    ‐    students    students    ‐  teacher        teacher  ‐  students                  students  ‐students          Situation of Integration:           .    The pupils are asked also to talk about the way Nacera edited her letter.   The teacher explains the instructions of “write it out” section then invites the learners to do the tasks.  The teacher asks the pupils to pay attention at ‘Activity1p135’, he explains the instructions, and then  invites them to read the whole letter of Nacera and try to answer the activity.  Planning :   Activity 1p135: Match these heading to the five paragraphs of Nacera's agony letter'  Paragraph 1 :  "b" Introduction  Paragraph 2:   "d" The reality of the situation  Paragraph 3:" e “ Positive prospects  Paragraph 4 : " e "  Negative prospects  Paragraph  5 : " c "  Conclusion    The learners are invited to give back their answers and justify them  Drafting:  The teacher invites the learners to elicit their  ideas about any problem they see or live , then write  the first draft using the  above plan,  Editing :  The Learners are invited to revise their piece of writing  ( grammar, spelling , style and organization)  Publishing.  Possible answer:          The learners are invited to read their productions, the teachers reports on the board the best of the  productions   The learners read the corrected task then copy down on their copybooks.  Yellowdaffodil66@gmail.fr          Interact                  Interpret                  Produce          Interact                      Interpret                    Produce            Interact about  grammar linkers  and their functions  Look and  interpret tables and  charts  Compare the new  linkers to the ones  they have seen  Read and exploit  written text   Read and  complete the  missing information  in a text to make it  coherent  Discriminate   between the use of  the linkers  (similarities –  result‐ opposition  and concluding)  Bear in mind how  to organize a piece  of writing    Yellowdaffodil66@gmail.com Dear Dr, I 'm writing to seek your kind advice .I'm a four-year Middle School student .I took my Brevet last June and had a pass with merit .The problem is that I 'm facing a dilemma as to the choice of the stream in which I 'll register in the lycée .My parents want me to register in the scientific stream whereas my choice goes for the literary stream. Indeed ,if I decide to register in the stream of my choice ,I will realize the dream of my life which consists of becoming a translator .I will work very hard to get a literary stream Baccalaureate ,which will be really disappointed .They want me to become a doctor… In conclusion ,I 'm at a crossroads in my educational career .I don't know whether I must listen to my parents or decide about what do with my school life on my own .What should I do? Yours sincerely , Karim • Your friend is facing problems and needs some advice. He /she wants to write  agony letter to the newspaper to find solution to his /her problem.  • Help your friend to write an agony letter.  • Use Nacera’s letter as model. 
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