1. sambounab@hotmail.fr

2. Page 2
Term
Month
&
weeks
File competence Learning objectives
Type of
task
Resources
Module of integration
(BEM proposed themes )
Exercises and BEM
samples
Grammar Lexis Pronunciation Learning to integrate Assess integration
FirstTerm
october
Week
4
novem
week
1
novem
week
1
novem
week
2
novem
week
3
novem
week
4
decem
Week
2
decem
Week
3
FileTwo"2""Youcandoit"
Autumn
Holidays
Interact
Interpret
Produce
Autumn
Holidays
Expressing
ability and
possibility
Asking and
giving
information
Making
requests.
Expressing
agreement and
disagreement
N.B:
Test n°2:
First Term’s Exams :
Correction of exams :
Winter Holidays:
Autumn
Holidays
( oral and
written )
( oral
and
written)
( oral)
( oral)
Autumn
Holidays
Modals:
can/ could/
may/ might
Am/ was / will
be : ( able to )
Modals:
have to / need
to / must
So / neither
Autumn
Holidays
Vocabulary
related
technology
animal life
Equivalent of
defective
verbs
(modals):allo
w to ,permit to
, capable of …
Prefixes :
"il, im, in, ir,
un and dis"
Autumn
Holidays
WORDS &
SOUNDS
Stress in
words
starting with
prefixes
Weak
and strong
forms of
auxiliaries
"was – were
– can – do–
have"
Autumn Holidays
A new school chart with rights
and duties.
Each year the school
administration gives the pupils
" a correspondence leaflet ".
This leaflet contains the time
table ,school results with
teachers remarks ,but it also
includes the school chart and
regulation.
You read this chart ,you
agreed with some regulations
and disagreed with others.
Make a new school regulation
in which you state what the
pupils should do and the way
they have to behave & the
rights they should be given .
List your regulations ,use
official regulations (national or
international UNECEF )
Put your regulations in a
leaflet .
Present your work to your
teacher and classmates first
,then propose it to the school
administration.
SWBAT :
Show duty and
responsibility .
Autumn Holidays
Where do we
stand now? (p61 to
p 62)
Progress check .
(activities A –B –C
p 61 & p62)
Reading and
Writing
( activities1-2 -3
p62)
Free exercises
BEM samples :
Text as : 'table' '
Text as
"Instructions "
By Mr. samir bounab
(sambounab@hotmail.fr)

3. File Two [You can do it] Listen and consider Fourth Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Two-way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening
(e.g. interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message). 2)The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about
themselves and their community ,and about their country and the world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.
Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening) and productive skills (
speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.
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 : Expressing ability and possibility
Grammar: Modals: can/ could/ may/ might & Am/ was / will be : ( able to )
Vocabulary related to: technology & animal life
Pronunciation : Strong and weak form of “can”
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you
lesson.
Can interact orally start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others)..
Can listen and understand the gist and some important details of :”Short monologs and dialogs”
Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures ,writing or drawing modeling,
demonstration). Broken down step- by- step .
Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations
Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to :
1)express ability & inability , possibilities (using the models “can-could-may- might –‘am/was/will be able to )
2) Use stressed prefixes to form opposites
Required material and / or resources : The manual’s flashcards (p42- 43 ) & “Script p 167”
sambounab@hotmail.fr
page 3

4. time Rationale
Type of
interaction Procedure Swbat
Who are my
learners?
Greeting
and
welcoming
Ways of
speaking
Success and
achievement
Skill , talent
and ability
Skill , talent
and ability
Teacher -
students
Students
– teacher
Student –
student
Teacher
-
students
Students
–
teacher
Teacher
–
students
Students
–
teacher
Students
–
students
File Two You can do it 4th Am Level
Warm-up :
The teacher greets his learners and inquires about them and their daily school life.
The teacher interacts with his learners about the previous file “file one “ It’s my treat” , they are invited to open
their books on page 39 and try to discuss if they have really acquired what has been taught to them “summative
assessment”[asking for information & agreement using tag questions /making polite request/ fact and opinion – suffixes ……]
The learners are asked to open their books on page41; the teacher explains the new features of "File Two", and the
new tasks and functions.
The learners are asked to open their books on page42, look at the pictures and try to interpret them.
Food for thought task p42: look at the pictures then try to interpret them.
Picture One: The teacher may help the learners by asking the following questions.
a-Why is the girl in the picture at the top of the page holding up a pick?
b- Is she happy? Why?
c-What has she managed to do?
d-Can you do what she did?
Picture Two : The learners look at picture two and then try to answer the following questions.
1.What does picture Two represent?
2.Why is the man shaking hands with the girl?
3.What do the two pictures have in common?
The teacher listens to the learners' interpretation, lists some of their idea on the board. He should lead them to
understand the idea of "achievement" and discriminate between {physical and intellectual achievement}
The learners are asked to read the interpretation on the board, then copy down on their copybooks.
Pre-listening : [Recycling "can" an its uses]
The teacher tries to interact with his learners about the way we express our “ability & inability” in order to lead
them use the model “can” and its different uses.
Expressing ability ( I can speak English) Expressing inability ( I can’t speak Italian)
Asking for permission (Can I go out?) Making requests (Can you open the window please?)
The teacher explains the instructions of the activity and the new words then asks the pps to answer the following
questions about the given picture on page 43.
What is the big picture about? It's about talent show.
Do you like talent show? Do you watch talent show on TV? Yes, I sometimes do.
Have you ever participated in a talent show? Which one? No, I 've never done it.
What is your talent? What can you do exactly? I can play {music- build- farm…}
Interact to
greet and
welcome
Interpret
the
summative
Sheet p39
Produce
some
examples
using the
previous
learning
objectives
Interpret
the
picture
to decode
the
message
“ physical &
intellectual
achievement
”
Interact
about “can”
and its uses
and try to list
what has
been seen in
the previous
years”ability
–inability –
permission
& request”
Interpret
the
flashcard
to
describe
talent
shows
Greet and
welcome
Discuss and
sum-up what
has been learnt
before
Describe
different sorts of
pictures and
photos to decode
the message in
them
Identify
person – place
Deduce the
meaning from a
picture of
physical and
intellectual
achievement
Talk about
what has been
learnt about
“can” and its
different uses
Discriminate
between the four
uses of “can”
(ability &
inability-
permission &
request)
sambounab@hotmail.
fr
Can

5. Skill , talent
and ability
Making
appeals
and
requests
Skill , talent
and ability
Skill , talent
and ability
Students
- teacher
Students
–
teacher
Teacher
–
students
Students
- teacher
Students
-
students
Teacher
–
students
Students
-
students
The teacher listens to the learners' answers, asks them to read the answers written on the board, then perform the
'activity' as question-answer.
The teacher asks the pupils to look at the small pictures and try to identify what type of talents they show. They
may use their pencils and define the types of talents. After that they are asked to look at the example and try to
perform by substituting the key words they have already defined.
Activity Onep43: Look at the pictures, then ask and answer questions.
You: Can you [dance- run- play hockey-tennis-volley ball- swimming-fishing surfing…]
Your partner: Yes, I can. No, I can't. But I can (sing) well.
The learners perform the drill pair by pair, and then they are asked to talk about themselves.
During listening
The teacher explains the instructions of activity 2p44, the new words ,then invites the pupils to listen and try to
find the answers:[Make the learners aware o f various functions forms of the modals 'can – could']
Activity 2p44: Read the questions then as you listen make notes for your answers."script1p167"
A: Bob politely requests Wendy to give him some of her time. What does he say?
Can you spare a moment to answer a few questions, please?
B: What does Wendy say to offer her help?
Sure, what can I do for you?
C: Can she sing?
Yes, she can.
D: Can she play the piano?
Yes, she can.
E: Could she do anything she wanted with her free time when she was a child?
No, she couldn't.
F: Her parents accepted to let her play music because she was able to convince them that music wouldn't
interfere with her studies.
G: When will Wendy be able to register?
She will be able to register this afternoon.
The learners are asked to listen and try to answer on their rough copybooks.
The teacher checks the learners' answers and writes them on the board; finally, the pupils are asked to go to page
167 and perform the dialogue pairs by pairs.
The teacher invites the learners to interpret the answers of “Activity2p44” and try to answer this exercise ;
Exercise: Listen again to the script and try to fill in the following table.
Past ability Present ability Future ability
she Couldn’t do anything she wanted
with her free time when she was a child
she can sing - she can play the
piano
She will be able to register this
afternoon
page 5
Produce
written
answer to
previous
questions
Learners
interpret
the small
flashcard
to
identify
the
different
types of
sport that
pupils
can
perform
Interpret
a
listening
script to
answer
the task
on p44
Deduce
the form
of “can”
–ability
in the
past –
present &
future
Answer written
question after
interpreting photos
or visual aid.
Use visual aids
to interpret drills
talking about
“present ability
and inability “
Interpret
listening script
Listen and
answer according to
the given question
Make difference
between present –
past and future
situations
Discriminate
between the different
forms of can and
make a link with the
new one talking
about future abilities
Pupils can
identify the theme of
the script
Can discriminate
between the
interlocutors
Can identify jobs
and hobbies
sambounab@hotmai.fr

6. Figurative
use of
language
Making
appeals
and
requests
Skill , talent
and ability
Students
–
teacher
Teacher
–
students
Students
–
teacher
Students
–
students
Post listening: [Discriminate between strong and weak form of "can" ]
Activity 1p43: Listen then identify the form of the modal 'can' << weak or strong form >>
Snippets of the dialogue Strong forms of 'can' Weak forms of can
Can you help me /k n/ /k n/
I can play the guitar /k n/ /k n/
Yes, I can. /k n/
No, I cannot. /k nt/
The learners are asked to listen and mark the forms then they are asked interview on page 167, pairs by pairs
Finally, the pupils read the written works on the board, then copy down on their copybooks
The teacher explains the instruction of the 'activity' then requires form the learners to work in pairs.
The pupils use their pencils to correct the tasks, correct orally then read and write down .
Listen and
discriminate
between the
“weak &
strong “
pronunciatio
n of “can”
Interpret the
“grammar
window” to
identify the
uses of
“can”
{permission-
request-
ability-
achievement
}
page 6
Discriminate
between weak and
strong forms
Recognize strong
form while uising
“yes and no”
questions
Read and analyze
the “grammar
window” to identify
the meaning of each
sentences listed in it
Discriminate
between all the uses
of “can”
sambounab@hotmail.fr
Consider sentences 'a-f' and answer questions "1-3"
Questions
a.Can you spare a moment?
b.I can play the guitar.
c.Can I take part in the contest?
d.When I was young , I couldn't do anything I wanted with my free time.
e.I was able to convince them.
f.When will you be able to come and register for the contest?
Answers
a) Sentence 'b'
b) Sentence 'e' (permission) ; Sentence 'a' (request);We use the same modal to ask for
permission and to make a request but the pronoun differ. We use 'I' when we ask for
'permission' and "you" when we make 'request'
c) Can has no future form .So we use "will be able to" when we talk about 'ability' in the
future.
d) "Was able to " is used to talk about – past – achievements.

7. Welcome
and greet
Skill , talent
and ability
Skilled
,talented
and able
Be better
able to do
something
Skilled
,talented
and able
Students
–
teacher
Teacher
–
students
Students
–
teacher
Students
–
students
File Two: 4Am level
Warm-up:
The teacher greets his learners and inquires about their daily life school.
The teacher interacts with his learners about the last séance and tries to check their understanding about “can” and its
different uses.
The learners are invited to perform more tasks about “can” and its uses using the past tense and future one.
The teacher asks the pupils to open their books on page 45, he explains the instructions o f 'Activity1' then invites them to
work on their rough copy books in pairs .
Activity 1p45: Look at the list below then say what people 'couldn't' do thousand years ago, but which they can do today
.[The aim is practise the use of 'could-couldn't]
{drive cars –live on the moon –go to the cinema- cure cancer – take photographs- clone a human being-forecast
earthquake}
You: Could people drive cars two hundred years ago?
Your partner: No, they could not. People did not know anything about cars then.
The learners are asked to perform the drill and substitute key words in the list above , he may help them to choose the
correct words.
The teacher explains to the learners how to deal with 'activity2p45' then invites them to work in pairs on their rough
copybooks
Activity 2p45: Look again at the list above and say what people "will be able" to do soon.[The aim is to practise the use of
'will be able to ]
You: Will people be able to live on the moon soon?
Your partner: No, they will not be able to do that soon. But I am sure they will be able to do it some day.
The pupils perform and substitute the key words; the teacher provides them with the appropriate words, and then writes on
the board the good examples.
The teacher explains the instructions of 'acitivty3p45', and then invites the learners to interact about the famous
personalities and their achievements.
Activity3p45: Match the pairs, then write sentences about these famous personalities.{the aim is to practise the use of
'was/were able to' to talk about past achievements and use the synonym 'managed to' }
Ferdinand Magellan - set a foot on the moon for the first time in human history.
Ibn Battuta - sail through the Strait (of Magellan) at the tip of South America, cross the ocean, he
named the Pacific Ocean.
Neil Armstrong - travel with his father to China when he was still young.
Marco Polo -Make a journey of 120.675km, a journey that took him more than 30 years.
The sentences:
Ferdinand Magellan (circa 1480-1521) was able to sail through the Strait (of Magellan) at the tip of South America, cross
the ocean, he named the Pacific Ocean.
Ibn Battuta (1304-1368) was able to make a journey of 120.675km, a journey that took him more than 30 years.
Marco Polo (1254-1324) was able to travel with his father to China when he was still young.
Neil Armstrong (1930- ) was able to set a foot on the moon for the first time in human history.
page 7
interact
to greet
and
welcome
interpret the
last séance
about
expressing
ability and
inability &
achievement
produce
drills
using
past
abilities
“could/w
as able
to”
Compose
drills talking
about future
abilities and
expectations
Interpret
the task
to talk
famous
people’s
achievem
ents
- Can greet ,
welcome and
inquire about
each others’
matters
- can talk and
sum up what
had been learnt
before and
recycle it
-
Can identify
the form and
use of “can”
in the past –
present – and
future .
- can produce
drills using the
learnt
language and
perform it in
pairs
-can name and
describe
famous
personalities
and their
achievements
sambounab@hotmail.fr

8. Acting
,being or
existing
together
Skill , talent
and ability
Skill , talent
and ability
Students
–
teacher
Teacher
–
students
Students
–
teacher
Students
–
students
The teacher invites the learners to split in groups of four, he explains the instructions of
'Activityp45'[integrated Situation] then asks them to work together.
The learners are invited to pay attention at the introduction of the problem solving situation
The teacher invites the learners to read the introduction, he explains it and tries to interact with his
learners about the problem exposed in the situation of integration.
The learners are invited to work in groups specially who have been the same for many years and did the
primary school together
The learners are invited to :
1) Elicit their information about the theme
2) Select the information which go with their real life situation
3) Flesh out the selected information.
Suggested Answer:
1) Elicit the learners’ information about the theme
School In the past Now In the future
Abilities Primary School Middle School Secondary School
Can
Could was able to
Will be able to
- Study Arabic- French….
-Practise Sport, games…
-Eat canteen…..
- Go on excursion
- Teachers( one or two….
- Primary School final exam
- Study Arabic- French- English….
-Practise Sport
-school clubs…
-Eat canteen…..
- Go on excursion
- Teachers
-BEM Exam
Streams: scientific-Maths-
languages….
-Practise Sport
-school clubs…
-Eat canteen…..
- Go on excursion
- Teachers
-BAC Exam
page 8
Interact
with the
teacher
about the
group
setting
Interpret
the
introducti
on of the
problem
solving
situation
Interpret
the
situation
to list all
the ideas
- can understand
the integrated
situation task
and how it
should be done
- Can read the
set of
instructions and
the listed ideas
in order to be
involved in the
problem
- work in groups
- organize their
ideas
- use the real life
situation to talk
about the
exposed theme
school
experience
sambounab@hotmail.fr
One of your English pen friends sent you an email talking about British pupils during their school
life
In his email he explained you what British pupils could do and study at Primary School , what they
can do in Middle School and what they will be able to do in Secondary School……
He wants to know what Algerian pupils can do during their school life
Look at the example on page 45 to give you a clear idea in order to organize your work
Use “could- was able- can – will be able”

9. Skill , talent
and ability
Skill , talent
and ability
Students
–
teacher
Teacher
–
students
Students
–
teacher
Students
–
students
2) Selecting information constituents from the learners:
School In the past Now In the future
Abilities Primary School Middle School Secondary School
Can
Could was able to
Will be able to
learn Arabic- French….
Primary School final exam
Study Arabic- French-
English….
BEM Exam
Streams: scientific-
Maths-languages….
-Practise Sport
-BAC Exam
3) Expand the selected information:
The learners work in rough , the teacher supervises the learners works, offers his help if needed , then
invites them to correct and read their productions.
The teachers reports on the board one of the learners production “as model” to be followed in order
to help the weak learners follow it and produce their own one while writing down.
The teacher invites some of the learners to read the corrected task on the board , then write down on
their copy books.
Page 9
Study the
elicited
informati
on and
select
what
suits their
own
situation
Produce a
short
composition
adapted to
their own
real life
situation
- select ideas and
try to adapt them to
their own situation
- make written
production
talk nig about
their own school
life experience
-Discuss their own
ideas among their
classmates
sambounab@hotmail.fr
School Report
In Primary School, I could learn Arabic and French. I was able to pass the Primary School Final
Exam and succeed to Middle School. Now at Middle School I can speak French and English. I can
take part in the BEM Exam next June. Next Year at Secondary School , I will be able to follow the
Scientific Stream If I study hard I will be able to pass the BAC Exam….

10. File Two [You can do it] Read and consider Fourth Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Supported and purposeful development.[ Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build
logically towards achieving and developing specific competences
Meaningful Activities / Tasks. Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out
of class .
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 : Expressing possibility
Grammar: Modals: can may/ might
Vocabulary related to: School and daily life routines
Pronunciation : Stress in words starting with prefixes
Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you
lesson.
Can read and understand the main points and some important details. Medium –length texts (e.g. three paragraphs) demonstration). Broken down step- by- step .
Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations
Can read and understand the gist of : Simple arguments or opinion that are:
Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to :
1)Express ability & , possibilities (using the models “can--may- might )
2) Use stressed prefixes to form opposites
Required material and / or resources : The manual’s flashcards (p42- 43 ) & “Script p 167”
sambounab@hotmail.fr
page 10

11. time Rationale
Type of
interaction P R O C E D U R E SWBAT
Who are my
learners?
Greet and
welcome
Skill ,
talent and
ability
Possible
and
probable
Facing
anxiety
and worry
in tests and
exams
Facing
anxiety
and worry
in test and
exams
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
File Two 4AM
Warm up:
The teacher greets his learners and inquires about their daily life school.
The teacher does a quick review about the last hour [skill , talent & ability]
Pre-reading:
The teacher asks the pupils to interpret the picture on page 46 and give their own opinion about the situation. The
learners will talk about:1) The place that the photo is taking place/2) Who is in the photo? /3) What is he doing?
The teacher invites the learners to think try to make a short composition later the learners are invited to read their
compositions.
The teacher reports on the board the learners’ productions.
The teacher explains the new words (maybe and perhaps)& the instructions of “Activity One p 46” then lets the
learners do the activity "orally"
☺ Activity 1p46: Look at the picture and guess why the pupil has stopped taking his test.
You: Why has he stopped taking his test?
Your partner : I don't know .May be /perhaps he does not know the answer
The teacher encourages the learners to give their own suppositions.
During –reading: [ the aim is check and develop predictions]
The teacher explains the instructions of the activity, the new words and then invites them to work on their rough
copybooks
☺Activity1p46: Read the lead-in to a newspaper report below and check your answer to 'activity1.
The answer: “The student has panicked .he suffers from test anxiety.”
The teacher invites the learners to interact about the answer and compare it with the one they have already given in
the first activity.
Post -reading:
The teacher explains the instructions of 'activityp46',then invites the learners to read the text on page 47and try to
find the answer to question 2.The teacher may explain the new words on the report such as {preparation- majority-
revise-alone-method-possibly-suitable-failure-chances- success-reduce-felt- believe-panic}
☺☺☺☺Activity2-3p46/47: Read the report and check your answer.
Professor Malcolm Kane says that exam preparation in groups is important for reducing stress and for
success in exams. They help one another by asking and answering questions that they might have in exams.
The teacher listens to the learners’ answers, writes it on the board then invites the learners to read it and copy it on
their copy books.
The learners are invited to read and perform the text as an interview (pairs by pairs)
The learners are invited to open their books on page 47, listen to the explanation of the activity then try to do the work
on their rough copybooks
The learners are asked to open their books on page 47, listen to the teacher reading and underline what he requires from
them to underline.
Page 11
Interact to
greet and
welcome
Interact
about the
last séance
“talking
about ability
& inability”
Interpret the
flashcard to
state the
problem
showed in it.
Interpret the
task to
deduce the
real problem
“test
anxiety”
Interpret the
written text
to discuss the
causes and
effects of test
anxiety
Can greet and
welcome
Discuss the last
séance through
concert examples
or applied tasks
Describe photos
to understand the
hidden meaning
Can describe
the three major
features of any
visual aid “place-
subject- action”
Can improvise
and guess what
would the situation
be
Discuss the
exposed problem
and list the
opinions stated in
the text
Suggest
solutions to
exposed problem
sambounab@hotmail.fr

12. Achievable
Allowing
and
permitting
Achievable
Allowing
and
permitting
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students
–
students
The learners are invited to read and perform the text as an interview.
The teacher asks the learners to remind him what has been underlined previously;
Presentation:
The underlined statements are :
1. You may ask.
2. The method may possibly be suitable for some children.
3. It may well be the cause of the failure of many others.
4. Children who revise in groups may have better chances of success
5. Group preparation may also reduce stress if the children practise under test conditions.
6. May I ask you a personal question?
7. You may not believe it…
The learners are invited to read the selected sentences.
Isolation: the teacher requires from the learners to read the isolated sentences.
Analysis: The teacher leads the learners to analyze the following sentences.
Children who revise in groups may have better chances of success. May I ask you a personal question?
Subject + Verb + Object verb subject object
may + have may + ask
model verb “infinitive” model verb “infinitive”
verb verb
« possibility » « permission »
Example : May God Bless you . May you have long and fruitful life.
Model verb
“wish”
Stating rule:
- “may” is a model verb, it expresses : Subject + “may”+ verb ‘infinitive’+ object
- “ might” past form (refers to the future)
“ possibility”
“wish” “ permission”
Page 12
Interpret
the text
to list the
“may”
uses
Interpret
the
statement
s to
identify
the form
and use
of
“may”
State
rules :
use and
usage of
the
model
“may”
Read and list the
required instructions
Discriminate
between the uses of
“may” possibility
and permission”
Analyze the
selected statements
Identify the main
constituents of a
statement
Identify the form
of the verb after a
model verb
Discriminate
between the type of
statement
State the rule
after a detailed
analysis
sambounab@hotmail.fr
« may »
Model verb

13. 1-Which sentences contain an auxiliary 'may' which expresses positive future possibility?
z This method may possibly be suitable for some children. (Positive possibility)
z It may be the cause of the failure of may others. (Positive possibility)
z Group preparation may also reduce stress.( Positive possibility)
2- Which sentence contains the negative of 'may'?
z You may not believe. (May has not a short/contracted form) ex: He may or may not believe
it.
3-Which sentences contain the past tense form of the auxiliary 'may'? Does the auxiliary in
these sentences refer to the past or the future?
z 'They might have in exams ' .(Might is the past form of may / It refers to the future. It
expresses 'remote possibility')
4- Which auxiliary does the journalist use to ask about possibility?
z ' Can pupils fail their exams ? "Can" instead of 'may' is used when asking about possibility.
Achievable
Allowing
and
permitting
Wanting
things
Achievable
Allowing
and
permitting
Wanting
things
Achievable
Allowing
and
permitting
Wanting
things
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students
–
students
Practice: The teacher invites the learners to perform the following tasks:
Exercise 1: re-order the words to make correct sentences. (based form task)
a) use / pen / please / ? / may / I / your /
b) succeed / your / . / in / BEM / may / you/ Exam/
c) not / may / it / . / rain / today/
Exercise 2: Complete with “ permission – wish- possibility”
1. I wish you can come to my party. (.......................)
2. Algeria football team may qualify to CAN 2012. (...............)
3. The pupils may borrow books from the school library. (....................)
Exercise 3: The teacher explains the instructions of the “grammar window” and invites the learners
to use their pencils and answer its questions.
The teacher supervises the learners works , invites them to correct on the board ,then read the corrected
task , later they are asked to copy down on their copy books and for the grammar window , they use their
pencils to correct , then at home write down on their copy books
Page 13
Interpret
the three
sorts of
tasks to
identify
the form
of “may”
in a
sentence
&
discriminate
between
“may”
possibility &
permission”
Interpret
the three
sorts of
tasks to
identify
the form
of “may”
in a
sentence
&
discriminate
between
“may”
possibility &
permission
Perform written
practice after
complete analysis
and stating rules
Discriminate
between the
meaning of “may
possibility ,
permission & wish”
Read the given
text and answer the
question in a
communicative way
To show the
message hidden in
the task and its
value and the moral
that holds to serve as
a lesson for the
learners
sambounab@hotmail.fr

14. Achievable
Allowing
and
permitting
Wanting
things
Achievable
Allowing
and
permitting
Allowing
and
permitting
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students
–
students
File Two 4Am
Warm up:
The teacher greets his learners and inquires about their daily life school.
The teacher does a quick review about the last hour [ “may” expressing possibility & permission ]
The learners are invited to perform more tasks about “may” and it uses.
Practice:
The teacher asks the learners to go to page 48, look at 'Activity 1', listen to the teacher's explanation, then try to work in pairs.
-Activity 1p48: Re-write the lines written in bold in the dialogue below using 'may' or 'may not + verb. instead of
'perhaps' [ It's a transformation activity the learners are asked to use 'may instead of 'perhaps]
Said: Karim has invited me to visit him in England.
Amine: Will you go?
Said: I don't know. I may go next June. I may ask for a school leave.
Amine: The head master may not let you go.
Said: Well, I may go without asking for leave then.
Amine: I advise you not do that .The headmaster may mark you absent.
The learners work in pairs, the teacher tries to supervise their work, then invites them to give back their answers, he
reports the dialogue on the board.
The teacher explains the instructions of 'Acitivty3p48', and then invites the pupils to work in pairs. The pupils
should bear in mind that "may" is more formal than" can'.
-Activity2p48:Consider the situations below, then write questions using 'may' or 'can' to ask for permission to do
something .Use the verb in bold type. [ The aim is to use 'can and may' to ask for permission in suggested situations]
a. An English guest who does not know well is in your home .he wants to use your telephone to give a call to his parents.
Question : May I use your telephone to give a call to my parents, please?
b. You are in your English class. You've forgotten your dictionary at home and you want to borrow your friend's dictionary to look up
a difficult word:
Question: Can I borrow your dictionary, please?
c. You are at the beginning of your English class .You ask your teacher for permission to leave early to visit a friend of yours in the
hospital.
Question: May I leave early, please?
d. You are now in the hospital .You ask the doctor for permission to give a drink to a friend of yours who just had an operation.
Question: Doctor, may I give him/her a drink?
The teacher invites the pupils to give their answers 'orally'; he reports the answers on the board, then try to interact with the pupils
about their answers to justify them. Finally, they're asked to correction their books using their pencils.
The learners listen to the explanation of 'activity3p49', they are asked to use the answers in 'activity2p48' and try to do the work in
pairs.
Activity3p49: Take turns to give or refuse permission using the responses in the table below.
A : May I use your telephone to give a call to my parents, please?
B : Yes, you may/Yes, certainly. /Please do./Please go ahead.
B : No, you may not. / No, you cannot.
A : Can I borrow your dictionary, please?
B : Yes, you can/ Yes, of course./Yes,sure./Yes,all right./Yes,certainly./Yes,go ahead.
B :I'm afraid/Sorry, you can't./No, you can't.
Page 14
Interact to
greet and
welcome
Interact
about
“may” its
form and
usage
Interpret
the “task”
in order to
substitute
“perhaps”
by “may”
Interpret
the task to
ask for
permission
using
“may” or
“can” and
identify
that “may”
is more
formal
than “can”
Produce
dialogues
using
“may” to
give and
refuse
permission
Can greet ,
welcome and
discuss daily
school life tasks
Sum up what
has been learnt
previously
Recognize the
model “may” use
and usage
Locate places
& countries
Identify jobs
and occupations
Recognize the
model “can” and
its different uses
Discriminate
between “may”
and “can”
permission
Perform drills
using “may &
can”
Accept and
refuse
permission
sambounab@hotmail.fr

15. Achievable
Allowing
and
permitting
Wanting
things
Morphology
& parts of
words
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students
–
students
The learners work in rough and in pairs, then they're asked to perform their works, the teacher should lead the
learners to distinguish between the use of "can" and "may" .They also should know the way how to accept and refuse such
permission using the given models.
The teacher explains the instructions of 'Activity4p49" then asks the learners to work in pairs.
Activity4p49: Match the sentences in column A with their functions in column B [make the learners
aware of the different functions of the model 'might' can be used.]
Don't swim here. You might be attacked by sharks a. expressing a wish.
May you live long and have a lot of children b. Warning.
There are no clouds in the sky, but it might rain before noon c. Suggesting.
You are not good at English. Well, you might try these grammar exercises anyway. d.Remote possibility
The teacher explains the new functions and their use then they are asked to perform pairs by pair. Later they are
asked to write down on their copy books.
The learners are asked to open their books on page 50, the teacher explains the instructions of the activity , then invites
the learners to work in pairs . or strong form
Activity 1p50: Copy the table then tick in the appropriate box of the prefix to form the opposites of
the words.
The teacher invites the learners to correct "orally" and use their pencils to report the answers on their books , he
should lead the learners to distinguish between the prefixes and their uses to make the opposite of a such word .
"ir" 'r' "il" 'l' "im" 'p ' "in" 'c-j-d' "dis" 'o- a'
The learners are invite d to listen to the explanations of “Activity4p50” , then try to answer using their pencils on their
books Page 15
Il Im In Ir Un Dis Words Transcription
Regular /'iregj l /
Capable /inkeip bl/
Possible /'impos bl/
Responsible /iri'spons bl/
Legal /'ili:gl/
Justice /in stis/
Probable
/impr b bl/
Definite /'indefnit/
Polite /imp lait/
Obey /dis 'b /
Agree /dis gr /
Interact
about the
models
“can” and
“may”
while
dealing
with
permission
Interpret
the
different
uses of
“may”
Interpret
the
different
types of
photnetic
symbols
and their
sounds
Interpret
the task to
form
antonyms
using
prefixes
Work in pairs
Use the model
verb “may” to
produce written
dialogues
Interact and
discuss among
each other
Identify the
different sorts of
functions “wish-
warning-
suggesting and
possibility”
Can recognize
“affixes” and
their use
<prefix= opposite
& suffix= word
formation
“adjective
Recognize
some of the
phonetic symbols
sambounab@hotmail.fr

16. Morphology
& parts of
words
Morphology
& parts of
words
Talk
about
things
that are
possible
and
probable
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students
–
students
Activity2p50: Re-write the new words obtained in 'activity 1' using the phonetic transcription.
1) irregular /'iregj l / 2) incapable /inkeip bl/ 3) impossible /'impos bl/
4) improbable /impr b bl/ 5) impolite /imp lait/ 6) illegal /'ili:gl/ 7) injustice /in stis/
8)indefinite /'indefnit/ 9) disobey /dis 'b / 10) disagree /dis gr /
The learners are asked to write the words on their class copy books, read and respect stress and intonation.
The teacher asks the learners to take their pencils and look at 'activity4p50' ,listen to the teacher and try to fill in
the gaps, they work in pairs first , then give their answers orally .
Activity 4p50: Fill in the gaps with the appropriate 'opposite ' form the box in exercise 2 above.
a-Verbs can be divided into two groups .There are regular verbs and 'irregular 'ones.
b- "an" is an 'indefinite' article It is used before a vowel sound.
c-It is illegal to steal .You can go to prison.
d- It is 'impossible ' to arrive on time at school .It's nearly 8 o'clock.
e-This mathematical equation is difficult .I'm 'incapable' of doing it.
f-It is 'impolite' to interrupt people like that .Next time wait for your turn to speak.
g-Mother punished me yesterday because I disobeyed ' her orders.
h- It is ‘improbable’ for a horse to live for more than 30years.
i- It is ‘irresponsible’ to call women weaker sex They are as strong as men.
j- I disagree with you, Rashid, when you say that studies are not important …..
k-You are totally wrong when you say that teenagers are incapable' of doing things right….
The learners are invited to use their pencils , correct on their books (later they copy on their copy books once at
home) and read the corrected task
The teacher invites the learners to pay attention at the “ write it out” = an integrated situation task’
The teacher explains the instructions , then invites the learners to do it as “homework”
Learning the Integration :
The pupils read the instructions of the “Integrated situation” then copy down the corrected tasks on their books.
Page 16
Interpret
the task
using the
formed
word in the
previous
task
Produce
communica
tive
statements
using
words with
prefixes
Interpret
the
problem
solving
situation
Use the
appropriate prefix
to form antonyms
Use the selected
words to build
correct
meaningful
sentences
Interact about
the problem
solving situation
Adapt the
problem solving
situation to one’s
situation
sambounab@hotmail.fr
Your classmate wants to know what you might do in your school studies and the things that are
“possibly/likely” to happen at the end of your MS4 school year.
Use the cues on page 49 & “may – may not – or might & might not” to make a short composition.

17. Talk
about
things
that are
possible
and
probable
Talk
about
things
that are
possible
and
probable
Talk
about
things
that are
possible
and
probable
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students
–
students
File Two : ASSESSING THE INTEGRATION & RESEARCH AND REPORT 4AM
Warm up:
The teacher greets his learners and inquires about their daily life school.
The teacher interacts with his learners about the least séance and its learning objectives [may & using stressed
prefixes to form antonyms]
Assessing the Integration [Write it out p49]
The learners are invited to interact about the homework “integrated situation”.
The teacher checks the pupils’ works and tries to correct them briefly then invites the learners to correct.
The learners are invited to listen to each other’s productions, take notes; the teacher tries to make the learners interact
between each other.
The teacher selects one of the learners’ productions and reports it on the board.
Suggested answer :
-Use the information below to write a note in your diary to list the things that are possible / likely to happen at the end of
your school year.[ The aim is to re-use modals may/might]
" Everything can happen at the end of the school year .I haven't really worked hard this year especially in maths .So I may fail
my brevet exam. I'm still young .So I may be accepted to repeat the year and take the exam again.
However ,exams are also a question of luck .So I may pass .I haven't made up my mind yet whether I will continue my studies
in a lycée.I may go to a vocational school instead because I like doing things with my hands. I 'm particularly fond of drawings
.So I might decide to train as a draughtsman. When I finish training, I may open a workshop .I'm sure that I 'll manage to
make a lot of money….."
The teacher invites the learners to read the corrected task , then copy on their copy books their own productions.
The learners are asked to open their books on page 52 and try to interpret the pictures .The teacher leads the conversation
about the animals' life, uses and then explains the instructions of the 'activity'
Activity onep52: Find out the average life span of each of the animals, and place them on the following graph.
Name of animal
Bats 6 to 15 months
Cats 15 years
Giraffes - Lions 20 years
Horses 25 years
Dolphins 50 years
Elephants 60 years
80 years
Turtles
5 15 20 25 50 60 75 100
The teacher requires form the learners to work in pairs, he may helps the learners by giving them the approximate life
expectancy of each animal, and then they are asked to draw the graph on their copybooks. Page17
Interact to
greet and
welcome
Interact
about the
homework
Interact
about the
learners’
productions
Interpret the
problem
solving
situation to
lead the class
to a common
discussion
Interact
about
animals’ life
expectancy
- can greet and
welcome
- discuss and
sum up the
previous hour
learning
objectives
-adapt the
learning
objectives to
talk about one’s
school life
possibilities
- name different
animals
- guess the life
expectancy of
some of the well
known animals
sambounab@hotmail.f

18. Talk
about
things
that are
possible
and
probable
Talk
about
things
that are
possible
and
probable
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students
–
students
The teacher invites the learners to correct and complete the life expectancy graph..
The learners are asked to read the graph and try to compare between the animals.
The teacher explains the instructions of "Activity 2p52" , then invites the learners to work
in pairs .
Activity 2p52: Discuss the maximum age of each of the animals represented on the life
expectancy graph.
100 may well (higher possibility)
80
60 might well ……
40 may ……….. (smaller possibility)
20 might ……….
0 can't live to the age of 30 (impossibility)
To help the pupils the teacher may give them the pattern.
Giraffes live for 20 years on the average, but they may well live for up to 25.
Bats cannot live to the age of 30.
Horses might live to the age of 25 years
Turtles might well live to the age of 80 years.
The teacher reports the pupils' answers on the board, they should be able to distinguish between use of
'may- might-and cannot'.
The explains the instructions of 'Activity4p53' then asks them to do it as a home research
which to be given back after the winter holidays. {a group work} .He explains the way the work
should be done.
The learners are asked to read and copy down all the written work on the board .
Page 18
Interpret
the graph
expectancy
To use the
modal
“may” –
can & can’t
– might
May well –
might well
-
Produce
sentences
using the
models
“can – may
– might “
- guess and
improvise the
life of some
domestic
animals
-discriminate
between “may –
may well –
might and can”
to state the
degree of
possibilities
- compare
animals
according to
their life
expectancy
sambounab@hotmail.f

19. File Two [You can do it] Listening & Speaking Fourth Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Ongoing assessment of Learning .[ Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can
provide useful information on individual progress and achievement, which teachers and learners can review to aid learning .
Active Learners. Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning cooperatively
with peers, and making connections to life outside of class.
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 : Expressing agreement & Expressing likes and dislikes
Grammar: so +auxiliary / neither +auxiliary
Vocabulary related to: School and daily life routines
Pronunciation : strong & weak form of “have-can-do”
COMPETENCIES: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you
lesson.
Can listen to and understand unfamiliar instructions and explanations that are : Very short and straightforward .Accompanied by visuals (e.g. gestures ,writing or drawings modeling,
demonstration) Broken down step – by – step
Can sustain a short oral narrative story experience or event) or a description. On topics of interest as a series or sequence of connected points .
Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to :
1)agree using “so or neither do I”
2) talk about one’s likes and dislikes
Required material and / or resources : The manual’s flashcards (p54 )
sambounab@hotmail.fr
page 19

20. time Rationale
Type of
interaction P R O C E D U R E SWBAT Who are my learners?
Greeting
and
welcoming
Talk about
things that
are
possible
and
probable
Accepting
and
agreeing
Accepting
and
agreeing
Accepting
and
agreeing
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students
–
students
Warm up:
The teacher greets his learners and inquires about their daily life school.
The teacher interacts with his learners about the least séance and its learning objectives [may “possibility & “might” remote
possibility]
Pre-listening:
The teacher invites the pupils to open their books on page 54, he explains the situation and the new words such as "bulldog-
mistreat – cruel – neither –pocket money-protection-funny-member-" then asks the learners to work in pairs.
Activity 1p54: Fill in each of the blanks in the speech bubbles with the appropriate auxiliary: "can- do or have"
Jill: I have got a bulldog.
Jack: So, have I.
Jill: I love bulldogs.
Jack: So, do I.
Jill: I don't like people who mistreat animals.
Jack: Neither do I.
Jill: I can't be friends with people who are cruel to animals.
Jack: Neither can I.
The teacher supervises the pupils woks, then invites them to listen to him reading the script on page 168, and check if they
were correct.
During-listening:
The teacher invites the learners to check their answer on the books while he read the drill
The learners listens twice and correct their answers
The teacher invites the learners to perform the drill (pair work)
The learners are invited to open their books on page 168 , listen to the teacher reading the script and underline the following
words and statements;
Jill: I have got a bulldog Jack: So have I Jill: I love bulldogs Jack: So do I. Jill: I am friendly. Jack: So am I.
Jill: I don’t like people who mistreat animals Jack: Neither do I.
The teacher invites the pupils to perform the script by pairs ( 4 to 6 pupils)
Post-listening:
- Presentation: The learners are invited to list what has been underlined previously in the script; the teacher selects from
the listed statements the following ones.
Jill: I have got a bulldog Jack: So have I Jill: I love bulldogs Jack: So do I. Jill: I am friendly. Jack: So am I.
Jill: I don’t like people who mistreat animals Jack: Neither do I.
-Isolation: the teacher focuses on the following sentences.
1. Jill: I have got a bulldog Jack: So have I 2 - Jill: I don’t like people who mistreat animals Jack: Neither do I
-Analysis: The learners are invited to pay attention at the following sentences and try to analyze them.
1) Jill: I love bulldogs
Jack: I love bulldogs, too. Jack agrees with Jill on the “love” of bulldogs . So + do + I
2)
Jill: I don’t like people who mistreat animals
Jack: I don’t like people who mistreat animals, too Jack agrees with Jill on the “ mistreat» of animals Neither +do +I
3) I love bulldogs (positive sentence) So + do + I
4) I don’t like bulldogs ( negative sentence) Neither + do + I page 20
Interact to
greet and
welcome
Interact
about the
last séance
learning
objectives
Interpret the
flashcards
To decode the
message and
identify ways
of agreeing
Listen the
script and
interpret it
Interact
about the
previous
suggested
answers
Interpret the
script to
identify ways
to agree
using “so do
I & neither
do I”
can greet and
welcome
talk about
daily life school
routines
Express
possibility using
the models “can
– may – might"
describe
flashcards and
detect the
message hidden
in them
recognize the
previous ways of
expressing
agreement
Identify
auxiliaries
interact and
exchange
identify the
meaning of
“stress”
express
agreement using
“so & neither “
sambounab@hotmail.f

21. Accepting
and
agreeing
Accepting
and
agreeing
Ways of
speaking
Ways of
speaking
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students
–
students
-Stating Rules: The teacher leads the learners to distinguish between the use of the modals in such situations
"So do I" with a positive statement,
an agreement
"Neither do I" with a negative statement.
-Practice: The learners are invited to perform the following tasks
The teacher explains the instructions of "Activity2p56" ,then asks them to work in pairs.
Activity 2p56: Complete the dialogue below using "so" or "neither" plus the appropriate auxiliary: [do – will – shall – have]
You: I have a bicycle.
Partner A: So, have I.
Partner B: That is very funny .I have bought one, too.
You: We're flying to England next Saturday at 5.
Partner A: So, are we.
Partner B: How extraordinary! We are going on the same flight, too.
You: I haven't seen B since last Monday.
Partner A: Neither have I .
Partner B: There is something wrong .I haven't seen him since last Monday, too.
You: Everybody hates snakes .But I love them.
Partner A: So do I .
Partner B: I love them too.
The teacher invites the learners to correct using their pencils on their books, later they are asked to perform pairs by pairs .
The teacher explains the instructions of 'activity4p54' 'and the difference between "strong and weak" form of
the auxiliaries in such sentences.
Activity 3p54: Listen then say which word is stressed most in the speech bubbles
So, have I. - So, do I. - Neither do I - Neither can I .
Stressed Stressed
Activity 4p54: Listen again and note the form of the auxiliary 'do, have & can'
Have Can Do
Strong form Weak form Strong form Weak form Strong form Weak form
/h v/ /h v/ /c n/ /c n/ /du:/ /d /
The learners listen and correct on their books .
The teacher invites the learners to read the corrected tasks on the board, then copy down on their
copybooks. Page 21
Interpret the
analysis to
state when “
so +do+ I &
when “
neither +do
+I” are used
Produce
written
messages
expressing
“agreement”
With positive
& negative
statements
Interpret the
agreement
ways to
identify the
stressed word
Interpret the
task to
identify the
stressed
auxiliary
express
agreement using
“so & neither
discriminate
between “positive
& negative”
statements
use the learnt
language to
produce dialogues
and exchanges
identify and
name means of
transport
identify periods
of times
recognize
points of time
name and
discriminate
between animals
express like
sand dislikes.
Identify the
stressed words
and their
meanings
Identify
auxiliaries words
sambounab@hotmail.f
When participating in a discussion, you sometimes agree and sometimes disagree with what the
other speaker says to you .It is not always necessary to use the verbs "agree" or "disagree" to
express –agreement- or –disagreement- . You can express this in a different way.
A . Use "so + auxiliary + subject when you respond to a positive statement .
Example: I can sing I can sing , too = So can I
B .Use "neither + auxiliary + subject when you respond to a negative statement.
Example : I can’t play tennis = I can’t play tennis, too Neither can I
"The rule is we use the weak forms of these auxiliaries when they occur in such sentences"

22. File Two [You can do it] Reading & Writing Fourth Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Facilitator ..[ Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind;
guiding and monitoring learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching .]
Supportive Learning Environment and Classroom Management. [Teachers have a positive impact on learner learning by creating a supportive and relaxed learning environment
and using appropriate classroom management : communicating warmth and respect for learners, encouraging them to participate and work cooperatively and to develop self-confidence.]
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 : expressing possibilities
Grammar: model “may” – “might” – “will be able to “
Vocabulary related to: science & discoveries (robots)
COMPETENCIES: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you
lesson.
Can plan for ,use and evaluate the effectiveness of several reading strategies to develop :Reading efficiency and speed - Guessing skills.
Can plan for ,use and evaluate the effectiveness of several writing strategies to Generate ideas Create a draft
Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to :
1)express possibilities using the modal “may”
Required material and / or resources : The manual’s flashcards (p57 – 58 – 59 ) & manual’s script page 57
sambounab@hotmail.fr
page 22

23. time Rationale Type of
interaction
P R O C E D U R E Swbat Who are my learners?
Greet and
welcome
Accepting
and
agreeing
Inventing ,
designing
and
innovating
Inventing
,designing
and
innovating
Inventing ,
designing
and
innovating
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
File Two : 4AM
Warm up:
The teacher greets his learners and inquires about their daily life school.
The teacher interacts with his learners about the least séance and its learning objectives [agree using “so & neither”]
Pre- reading:
The teacher invites the pupils to open their books on page 57 and asks them to try to interpret the photo .They are
asked to write a short composition about the picture.
The learners are invited to give their answers, they read their paragraphs and the teacher corrects their mistakes.
During –reading:
The teacher explains the instructions of “Activity1p57” and the new words such as : [ issue- deal with – cover page-
flash – forward –newsstand ]
The pupils do the “activity” on their rough copybooks, then correct on the board.
Activity1p57: Look at the picture of the cover page of the magazine below and answer the questions.
What is the name of the magazine? Popular Science
What is the title of this issue of the magazine? Flash Forward: Life in the Future.
Which topics does this issue of the magazine deal with? Technology /new inventions: cloning, computers…
What does the illustration on the cover page represent? A baby in the hands of a robot.
What do you think the most important article in the magazine? The most important article will be about robots.
The learners are asked to perform the ‘activity’ in pairs as question – answer.
The learners are requested to look at the “text “ of ‘Activity 2p57’,he explains the new words like: ( amazing –
invention- ever – surgeon- instruct – astronauts – pilot – Mars – mines – fire departments – nuclear plants – generation- smell
– invent- maids – rivals – artificial )
The teacher asks the pupils to open their books and read silently the text on page 57, do the task on their rough
copy books , the teacher supervises their works , then invites them to correct using their pencils on their books.
The learners are invited to open their books on page 58 ,they are asked to pay attention at the illustrations and the
instructions
The teacher explains the instructions of the task, and then invites the learners to read and answer.
Activity 3p57: Read the text again then identify the sentences (s) which each of the illustrations below helps you
understand.
“Picture one : “represents a robot maid and a robot student .It illustrates the following sentences:”They will be able to make robot
maids, which will do house cleaning .They may be able to invent robot students to do your homework while you just lie in your bed
listening to music.»
“Picture two: shows a robot cook .It illustrates the following sentences: “I ‘m sure scientists will be able to invent robot cooks,
which you can instruct to prepare your breakfast in the morning .”
“Picture three: illustrates the following sentences “They might even invent robot mechanics , which will repair broken robots “:
The pupils do the activity in rough in pairs, and then the teacher asks them to correct “orally” while he reports the
sentences on the board.
: The learners are asked to look at ‘ activity ‘four’ and try to interpret the graph, then he explains the instructions
and the way to fill in the table , next they’re asked to work in pair .
page 23
Interact to
greet and
welcome
Discuss the
last hour’s
learning
objectives
Interpret
the
flashcard
on page 57
to guess
what the
article is
about
“Technology
/new
inventions:
cloning,
computers”
Interpret
the text to
answer
task1
Interpret
the pictures
to identify
what
sentences
they
illustrate in
the text
Pps can greet ,
welcome and talk
about school daily
life routines
Can sum up the
last séance
learning objectives
Can use the last
hours objectives in
concrete situations
Describe
flashcards and
interpret them
Talk about
modern
technologies”
computers –
cloning
Discriminate
between the types
of writings (books-
magazines...)
Discriminate
between genders
Talk about
discoveries ,
planets
Discuss the
latest man’s
exploration to the
planet of Mars
Interact about
what can robots do
nowadays
sambounab@hotmail.fr

24. Inventing
designing
and
innovating
Pictures
in
nderstand
ding and
compre-
hending
Talking
about
achievable
Things in
the future
Talking
about
achievable
Things in
the future
Talking
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
☺ Activity 4p 58: Read the second paragraph of the article and rank the predictions that the author makes about robots from
the most to the least probable /possible .Use the graph .[Transfer of written information to a graph]
100%_ Scientists will be able to invent robot cooks.
80% They will be able to make robot maids.
60%_ They may be able to invent robot students.
40%_ They might even invent robot mechanics
20% _ _________________________
0% _ It is impossible for robots to be man's rivals.
The pupils copy the graph on their copy books, they're asked to read the second part of the text then try to fill in
it with the help of the teacher.
Post-reading:
The learners are invited to pay attention at "coping», he explains the importance of the 'illustrations ', then
requires from the learners to copy it on their class copy books.
The pupils are asked to open their books on page 59 and look at the instructions of 'activity 1p59' while the teacher
explains the instructions and the new words [ shopping – mind- vaccine ]
Activity1p59: Read the jumbled predictions and say how sure you are about each using "will be able – may well – may –
might – or won't be able + verb
Someday people will be able to do their shopping by computer.
Scientist won't be able to invent a computer which can read your mind soon.
In the future all children may well study at home using the computer.
Scientists will be able to make a vaccine against cancer in the future.
The teacher supervises the pupils works and helps them to build correct sentences, he should respect their own
opinions.
The learners use their pencils and correct on their books to save time
The teacher invites the pupils to use the sentences in the previous activity and "agree" using –even- or disagree
using-rather-
Activity 2p59:Discuss the opinions you have expressed in the previous exercise by 'agreeing or disagreeing"
Scientists won't be able to invent a computer which can read in your mind soon.
I think so too. / Oh , I even think scientists may well do all their best in medicine .
I think people will be able to d their shopping by computer .
Really? I don't think so .I rather think that people will go out and do their shopping by themselves
The pupils work together ,then perform their dialogues pairs by pairs .
Page 24
Interpret
the text to
complete the
graph
Interpret
“coping” to
identify the
role and
importance
of using
illustrations
in
understanding
texts.
Use the
modal
“may” &
will be able”
to produce
written or
oral
statements
expressing
future
possibilities
Identify the model
“may” its forms
and its uses
Read and exploit
written text
Can describe the
meaning shown
through
illustrations and
pictures
Discuss why
pictures and photos
can illustrate ideas
and simplify the
understanding of a
text and its difficult
lexis
Improvise and
guess how the
future will be
depending on the
nowadays
State how life
would be and how
some of the
problems will be
solved using “may-
might or will be
able”
Agree or disagree
on the stated points
talking about the
life in the future
sambounab@hotmail.fr
It is important to look at the illustrations which accompany texts .They may help you in various ways.
Illustrations can help you guess the topic of the general idea of the text .So make sure you look at them
before you start reading .This may help you better understand the text.
They can also help you understand the meaning of difficult words.

25. about
achievable
Things in
the future
Talking
about
achievable
Things in
the future
Teacher –
students
Students –
teacher
Teacher –
students
Students –
teacher
Students –
students
The learners are invited to pay attention to the set of instruction of the “integrated situation”
The teacher explains the instructions and the new words of "activity 3p59" such as [type –spaceship-mission-
exploration-communicate-sunlight- polar – rocks ]
The teacher invites the pupils to work in their rough copy books, he supervises their works and offers his help once
needed , then invites them to read their paragraphs,
The teacher reports the paragraph of on the board.
The teacher invites the pupils to read the paragraph on the board, then write it down on their copy books
Page 25
Use the
modal
“may” &
will be able”
to produce
written
composition
expressing
future
possibilities
Identify the
meaning of an
integrated where a
problem solving
situation is stated
Use what has
been learnt an
integrate it in the
problem sloving
situation
Work in pairs or
in groups
Build statements
and compostions
using the learnt
language
Discuss and
interact about the
exposed theme and
idea
sambounab@hotmail.fr
Your friend is making a project work about man’s space discoveries and explorations
You have an idea and you feel concerned by the subject so you decided to help your friend.
use the information of Act 3p59 to write a ten lines article to say what NASA "will /may/ might/well be able to
do / with robots in the future
Space News
The National Aeronautics and Space Administration is on its way to making new advances in the conquest of
space.
NASA scientist will be able to make a new types of spaceship soon. This spaceship will be more powerful than
those which the NASA has made so far .The future astronauts may well be a new generation of robots .This
new generation of robots astronauts might be able to go on missions of exploration to Mars. They may be able
to communicate with NASA specialists in the Kennedy Space Centre in Florida because they can speak English
.According a NASA director , these astronauts robots will be able to carry with them another robot
,Hyperion. Hyperion can work 24 hours a day because it runs with solar energy .Hyperion will be able to find
continuous sunlight in the polar regions of the planet Mars. It will be able to run over rocks and to take
clearer pictures than we already have of the red planet .