- The document is a transcript of an interview between a 14-year-old English girl named Jenny and her grandmother Elizabeth about her childhood in the 1930s-40s.
- Elizabeth describes growing up on a farm in the Lake District with her parents and several aunts/uncles, sharing a room with her three sisters and having outdoor plumbing.
- She discusses the simple meals they ate, wearing homemade clothes, and playing with rag dolls or hopscotch for fun as children.
- Her favorite childhood memory was starting elementary school at age 6 in a gymslip and blouse uniform.
Salam ,
MS1 level: Sequence 2 " ME & My Family"
This sequence is planned with PPU speaking ( grammar & pronunciation ) lessons and PDP reading frame work + PIASP teaching grammar and pronunciation items
Good Luck
by Mr.Samir Bounab ( Teacher trainer at MONE)
the links
Salam
MS1 Seq 4 " Me and My School"
Part 1 : My school rights and duties
This part is planned with PPu speaking lesson and PIASP teaching pronunciation sounds /g/ and / dʒ /
by Mr Samir Bounab ( Teacher trainer at MONE)
the links
Salam,
Sequence 1 ; 2 first lessons
Here are The 2 first lessons of Sequence 1 "Me & My friends"
The lessons are planned rescpecting the four learning situations where the two first ones have been taken into account " intial problem situation & in put one"
The first lesson is planned using PPU speaking frame work and the second one using PIASP grammar item " punctuation"
any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
Ms1 full sequence 3 me & my daily activitiesMr Bounab Samir
Salam
MS1 level - "FULL" Sequence 3: - Me & My Daily Activities
The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features
The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
The links
« Tutorial Classes = One to One teaching»
By. Mr.Samir Bounab
1) The tutorial classes :
--> What is it?
--> Why ? when?
--> For whom?
--> How?
--> How often?
--> For whom?
--> Where?
2) Why is grouping important in tutorial sessions?
3) What are the suggested types of grouping?
4) What are the group work objectives throughout the middle school cycle?
5) What typology of tasks and activities that can be used in Tutorial sessions?
6) What lesson plan and progression for Tutorial sessions?
Salam ,
MS1 level: Sequence 2 " ME & My Family"
This sequence is planned with PPU speaking ( grammar & pronunciation ) lessons and PDP reading frame work + PIASP teaching grammar and pronunciation items
Good Luck
by Mr.Samir Bounab ( Teacher trainer at MONE)
the links
Salam
MS1 Seq 4 " Me and My School"
Part 1 : My school rights and duties
This part is planned with PPu speaking lesson and PIASP teaching pronunciation sounds /g/ and / dʒ /
by Mr Samir Bounab ( Teacher trainer at MONE)
the links
Salam,
Sequence 1 ; 2 first lessons
Here are The 2 first lessons of Sequence 1 "Me & My friends"
The lessons are planned rescpecting the four learning situations where the two first ones have been taken into account " intial problem situation & in put one"
The first lesson is planned using PPU speaking frame work and the second one using PIASP grammar item " punctuation"
any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
Ms1 full sequence 3 me & my daily activitiesMr Bounab Samir
Salam
MS1 level - "FULL" Sequence 3: - Me & My Daily Activities
The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features
The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
The links
« Tutorial Classes = One to One teaching»
By. Mr.Samir Bounab
1) The tutorial classes :
--> What is it?
--> Why ? when?
--> For whom?
--> How?
--> How often?
--> For whom?
--> Where?
2) Why is grouping important in tutorial sessions?
3) What are the suggested types of grouping?
4) What are the group work objectives throughout the middle school cycle?
5) What typology of tasks and activities that can be used in Tutorial sessions?
6) What lesson plan and progression for Tutorial sessions?
Salam ,
MS1 level Sequence 4 " Me and my Class"
part 2:
a) school rights and duties ( negative form)
b) Talki about school hobbies & PIASP "present continuous)
c) pronuciation PPU ” speaking lesson / ŋ/ & /j/ + PIASP teachign sounds ” sounds / ŋ/ & /j/
Good luck
By : Mr Samir Bounab ( teacher trainer at MONE)
salam
MS2 levem seq 1 lesson 1 " describing physical appearance"
Many teachers feel worried about how to start the new program as if it is something exceptional ,
Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G
like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2
For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game
just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum
for further inquiries you are welcome
By Mr Samir Bounab
Salam
MS1 level Sequence 1 ( part 2)
In this part I planned ( PPU speakign greeting - PIASP grammar - PPU pronunciation short vowel /i/ - practice and PDP read lesson)
This part can last for more than two weeks
Good luck
Mr Samir Bounab ( teacher trainer at MONE)
Salam,
MS1 level ; Sequence 3 - Me & My daily activities ( Part 1)
The Sequence is planned with PPU speaking lessons and PIASP teaching grammar and pronunciation items
Good luck
By Mr Samir Bounab ( teacher trainer at MONE)
the links
2 g ms1 level pre-sequence - now we have englishMr Bounab Samir
Salam
2G MS1 level " Pre-Sequence"
Now we have English
The MS1 level "pre-sequence" planned conform to the 2 Generation curriculum with " teaching values & cross curricular competences"
The teaching frame work is PPU one " presentation - practice & use " conform to the " Planning Learning " and training on the 2G curriculum
The lesson plan model is also conform to the one syggested by the ministry with slight modifications to make it conform to CBA and learner centered teaching and of course to the 2G principles
Thank You
By : Mr Samir Bounab ( teacher trainer at MONE)
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
Salam
MS2 diagnostic and assessment tasks
Here are some tasks that will help teachers disgnose and assess MS 2 level learners
The tasks deal with 2G MS1 program , teachers may select what suit their learners needs and interests
Teachers have to deal with such tasks during September in order make their learners ready for the MS2 program
Good Luck
By Mr Samir Bounab ( Ex - teacher trainer at MONE)
The links
PIASP is a teaching grammar and pronunciation method conform to CBA and Bloom taxonomy that I developed since 2009
1)P= Presentation<Presenting the context in which the structure appears>
For example: After teaching the first session where the learning objectives are tackled in functional way through PPU speaking or PDP listening / reading sessions ,the teacher can invite the learners for a feedback about the last session
The context :Using the learners feedback or the script or the reading text already seen and exploited in the previous session ,the teacher can introduce the new language form using the previous context seen in the first session where teacher can read or invite some of the learners to do it and underline or circle the new grammar item ,this is the presentation phase of the new grammar structure without making the learners aware about it and focus on the functional aspect of the target language ...
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
Salam ,
MS1 level Sequence 4 " Me and my Class"
part 2:
a) school rights and duties ( negative form)
b) Talki about school hobbies & PIASP "present continuous)
c) pronuciation PPU ” speaking lesson / ŋ/ & /j/ + PIASP teachign sounds ” sounds / ŋ/ & /j/
Good luck
By : Mr Samir Bounab ( teacher trainer at MONE)
salam
MS2 levem seq 1 lesson 1 " describing physical appearance"
Many teachers feel worried about how to start the new program as if it is something exceptional ,
Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G
like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2
For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game
just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum
for further inquiries you are welcome
By Mr Samir Bounab
Salam
MS1 level Sequence 1 ( part 2)
In this part I planned ( PPU speakign greeting - PIASP grammar - PPU pronunciation short vowel /i/ - practice and PDP read lesson)
This part can last for more than two weeks
Good luck
Mr Samir Bounab ( teacher trainer at MONE)
Salam,
MS1 level ; Sequence 3 - Me & My daily activities ( Part 1)
The Sequence is planned with PPU speaking lessons and PIASP teaching grammar and pronunciation items
Good luck
By Mr Samir Bounab ( teacher trainer at MONE)
the links
2 g ms1 level pre-sequence - now we have englishMr Bounab Samir
Salam
2G MS1 level " Pre-Sequence"
Now we have English
The MS1 level "pre-sequence" planned conform to the 2 Generation curriculum with " teaching values & cross curricular competences"
The teaching frame work is PPU one " presentation - practice & use " conform to the " Planning Learning " and training on the 2G curriculum
The lesson plan model is also conform to the one syggested by the ministry with slight modifications to make it conform to CBA and learner centered teaching and of course to the 2G principles
Thank You
By : Mr Samir Bounab ( teacher trainer at MONE)
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
Salam
MS2 diagnostic and assessment tasks
Here are some tasks that will help teachers disgnose and assess MS 2 level learners
The tasks deal with 2G MS1 program , teachers may select what suit their learners needs and interests
Teachers have to deal with such tasks during September in order make their learners ready for the MS2 program
Good Luck
By Mr Samir Bounab ( Ex - teacher trainer at MONE)
The links
PIASP is a teaching grammar and pronunciation method conform to CBA and Bloom taxonomy that I developed since 2009
1)P= Presentation<Presenting the context in which the structure appears>
For example: After teaching the first session where the learning objectives are tackled in functional way through PPU speaking or PDP listening / reading sessions ,the teacher can invite the learners for a feedback about the last session
The context :Using the learners feedback or the script or the reading text already seen and exploited in the previous session ,the teacher can introduce the new language form using the previous context seen in the first session where teacher can read or invite some of the learners to do it and underline or circle the new grammar item ,this is the presentation phase of the new grammar structure without making the learners aware about it and focus on the functional aspect of the target language ...
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
Salam ,
THE NOVICE TEACHER ORIENTATION CARD
This document is very important which MONE adopted to help the new comers have an idea about our teaching system
Welcome to the family for the novice teachers and good luck
Special thank to our great Inspector for providing such documents
by Mr Samir Bounab ( Teacher trainer at MONE)
The links
Teaching English in The Algerian Middle SchoolsMr Bounab Samir
Salam
Teaching English in the Algerian Middle Schools
The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
M) lesson plan
N) Sequence plan
o) planning learning
I woild like to thank also the head of Lycee Omar Racim for her warm welcome and her staff and all the teachers for their collaboration
Thank you
Mr Samir Bounab
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
Salam , MS1 2 G yearly planning 2016 2017
Here is the 2 generation MS1 yearly planning for the school year 2016 2017
The planning is planned through weeks
Any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
Đề thi Giao lưu Violympic Tiếng Anh Tiểu học - Tỉnh Thanh Hóatieuhocvn .info
Thầy cô và các bạn để tìm tất cả các đề thi Tiếng Anh tiểu học dành cho các cuộc thi Huyện , thành phố hay quốc gia - Của Hà Nội - hồ Chí mInh - Hay Hải phòng xin thầy cô và các bạn hãy vào trang http://tienganh.tieuhoc.info
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
lexis & tasks related to travelling & revision of simple present tense.pdfMr Bounab Samir
task 1 : Look at the picture and answer the questions
task 2 : match the abbreviations with the cardinal directions
task 3 : name the famous places to visit in Algeria
task 4 : Match the names of transport with the their pictures
task 5 : How do we travel ? Classify the means of tranpsort
task 6 : What do we need to travel . Re-order the words
task 7: Ask the questions ( auxiliaries questions)
task 8: complete the questions with thr right "wh qq" words
task 9 : Give the right form of the verbs in brackets ( use the simple present tense )
task 10 : Write into the negative form
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
Being Good Citizen
Part 1: Reading passage about being good citizen to save the world
Part2 : Reading Comprehension tasks exploiting the passage
Part3 : Using the imperative more tasks about protecting the world (afformative and negative imperative forms)
Worksheet " Reported Speech Part 2 -All tenses"
=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*==*=*=*=*=*=*=*=*
Task 1 : Re-write into the direct speech
task 2: Change the sentences from indirect to indirect speech
Task 3: Re-write the indirect questions into the direct ones
Task4 : Change the sentences into indirect speech (auxialary
questions)
Task 5: re-write into indirect speech (wh qq words questions)
Task 6 : Correct the mistakes
Task 7 : Report using mixed tense....
Best of Luck
Mr.Samir Bounab ( Teacher Trainer )
2 AS Types of Disaster and where they occur & Reported Speech.pdfMr Bounab Samir
Disaster & safety
Part 1:
task 1 : WOrd CLoud "listing the words related to natural disaster
task 2: Matching pictures with names of natural disaster
Task 3 :Mtaching words with the right natural disaster definitions
Task4: Word seard games " find the natural disaster names"
Task 5: Write the warning natural signs names
Task 6: Classify the types of natural disasters
Part2 :
Reported Speech
task1: Re-write into the indirect speech
task 2: Put the intorductory verb into the past then write the sentences into the indirect speech
Task 3: Make indirect sentences into the present
task 1 : Unscramble the words to make correct sentence
task2 : Put the verbs in brackets into the correct trense
task 3: What do the sentences mean
task 4: Complete the dialogues with the simple present tense or the future simple tense
task 5: Supply the punctuation and capital letters
Task 6 : Complete the sentence with your own words
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
*= Technology & Innovations =*=*
Worksheet : ** Writing Agony Letter &
** If type O+1 &
** Diphthongs +
** Text Sample “The Golden Age of Arab Science"
** Passive
** conditionals
** Number of syllables in a word
** Written Expression "Writing Biography
imperative do & don't health safety recommendations.pdfMr Bounab Samir
task 1 : Look at the coronas virus pictures and match them with the right numbers
task2 : re-order the words to make correct sentences about corona virus healthy recommendations
task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
Asking & Telling the time & Sample text School timetableMr Bounab Samir
Describing daily activities
telling the time
reordering the words to make correct sentences sayingthe time
matching the sentences with the correct clock time
writing the time in full
writing the time in letters
re-ordering the questions asking about the time
sample text abotu school timetables & sounds "th" &"the" &/ei/ & /i/
writing letter intorducing oneself and school timetable
2AS passive-voice & text oil & letter of advice & conditional & stressed sy...Mr Bounab Samir
General revision about Passive Voice
a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
d) find the correct form of the verbs
e) Sample text about "oil" + word formation + conditional & passive & stressed syllables + written expression : writing letter of advice
general grammar revision for MS4 learners seq 2Mr Bounab Samir
MS4 worksheet: ***Sequence 2 General Revision***
1) writing the superlative form of the adjectives
2) Forming Adjectives Using the Suffixes: "ful" and "less"
3) Narrating using The past continuous and the past using "while" & when "
4) Prefixes: (dis; un; in; im; il and ir).
5) The present perfect with time markers "always - ever-never-just)
6) The Contrast Markers "like, unlike and whereas"
7) Pronunciation of "ed" endings in past simple and past participle of regular verbs
8) : Situation of integration
-->Write a letter to a friend talking about
one's personality and interests, childhood/ school memories,
dream job ,ideal teacher and friend.
Best of luck for our angels
Mr .Samir Bounab ( teacher trainer)
2 as unit 3 technology & innovation & if type 0 & suffixes.pdfMr Bounab Samir
2AS level worksheet: Technology & Innovations
Part 1:
1) word cloud: eliciting lexis related to technology and inventions
2) Conditionals: Type 0 + Type 1
3) Forming Adjectives
Part 2 : Text " Astronomy "
-> conditionals
-> Final "ed" sound
-> Written Expression ( situation of integration ) "Letter of advice"
Wish you best of luck
Mr.Samir Bounab ( teacher trainer)
The links
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
Classroom management : Part 12
****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
(P) = Presentation
(P) = Practice
(U) = Use “produce”
--> NB: "Use" has wider usage *in and outside* the class than
**Produce** which can occur just in class.
1) Pre stage : This can be "an ice- breaker, warmer or lead in".
2) Presentation :
A/ The teacher : **[decides on the teaching aids to be used]**
Conveys the meaning of new material / language to students (inductively or deductively)
Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood.
Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim, practice different ways of student participation..........
2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning}
3. Post Stage : **USE** = **Produce** = feed back
For further reading please download the PFD copy
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How libraries can support authors with open access requirements for UKRI fund...
3 ms scripts
1.
2.
3. SCRIPTS FOR: I LISTEN AND DO.
ME, MY ABILITIES, MY INTERESTS AND MY PERSONALITY
( BOOK 3 – SEQUENCE 1 )
4. 4
Tasks 1 and 2: I listen to the definitions.
Definition 1: Manga is a Japanese comic book that tells stories in pictures.
Definition 2: Anime is a Japanese television animation or cartoon.
Definition 3: Sodoku is a Japanese puzzle in which players write numbers from 1 to 9
into a grid consisting of nine smaller grids, each of them with nine squares. Each number
must not be repeated in any square, or down and across the whole grid.
Definition 4: Karaoke is a Japanese form of entertainment. People go to karaoke clubs
to listen to the music of popular songs and sing the words in a microphone.
__________________________
Tasks 4 and 5: I listen to this Japanese Middle School student introduce
himself during a local radio programme for young people.
My name’s Enzo Yashimoto. I was 13 last month. I live in Tokyo. Japanese school
children and teenagers like Manga, Anime and Sudoku. These are very popular in Japan.
I like Manga, too. I always read them in my free time, together with books about wild
animals. I love Anime, too. My favourite TV Anime is always at 5 pm on Sundays. I’m
not a real fan of Sudoku because I’m not good at arithmetic. I’m not a smart boy! I can’t
understand this game. I find it boring, so I never play it. I prefer video games because
they’re so exciting! I like music, too. I’m fond of karaoke. I always go to karaoke clubs
with my classmates at weekends. I love Japanese teen songs but I can’t play any musical
instrument.
__________________________
Tasks 6 and 7: I listen to the interviewer.
Interviewer: What do you like reading?
Interviewer: How often do you read?
Interviewer: What kind of music do you listen to?
Interviewer: What kind of games do you like?
SCRIPTS FOR: I LISTEN AND DO
ME, MY ABILITIES, MY INTERESTS AND MY PERSONALITY
( BOOK 3 – SEQUENCE 1 )
5. 5
Tasks 10 and 11: I listen to the BBC radio interview (Part 1).
The BBC Radio presenter James Smith welcomes in his studio the two winners of the BBC
Radio International Contest “An Interesting Teenager’s Profile”. They are middle school
students from two different continents.
BBC presenter: Welcome to this BBC Radio programme. Let’s start with you, Adamou.
Please, introduce yourself to our audience.
Adamou: Hi, there! My name’s Adamou Fafana. I’m 13. I’m from Niger and I go to
middle school in the capital Niamey.
BBC presenter: Your turn, Maria.
Maria: Hello, everyone! I’m Maria Perdito. I’ll turn 14 next December. I’m Peruvian. I
live in a small village in the Andes Mountains.
__________________________
Tasks 13 and 14: I listen to the BBC radio interview (Part 2).
BBC presenter: Now, Adamou, what are you most interested in learning about?
Adamou: Well, I’m fond of birdwatching. This is what I like most. I want to be an
ornithologist. I love reading about birds. At weekends, dad always takes me to the Niger
River to watch migratory birds, like flamingos, storks and wild geese. Their colours are
fabulous! They come all the way from Europe. They can fly hundreds of kilometres a day.
I can watch them for hours, and I never get bored. I think all animals should be respected.
Birds mustn’t live in cages. They must be free, like you and me.
BBC presenter: I think you’re right, Adamou. What about you, Maria? What’s your main
interest in life?
Maria: Well, learning more about nature. I’m very keen on botany. I love reading about
plants in general. I want to be a botanist. I always go for a walk in the mountains on
Sundays. I’m interested in all kinds of plants, flowers and trees. I can give you the names
of many plants in my native language Quechua but I can’t remember all of them in English.
__________________________
Tasks 15 and 16: I listen to the BBC radio interview (Part 3).
BBC presenter: Let’s talk about something more personal. What kind of person are you,
Adamou?
Adamou: I guess I’m cool. Birdwatchers must be patient and relaxed. I’m not the nervy
type of person at all. My friends think I’m shy but I don’t think so. I can be very sociable.
BBC presenter: And you, Maria? How would you describe yourself?
Maria: I think I’m like Adamou. I’m very calm. I can’t live in a noisy town or city. I love
6. 6
the silence and the quietness of the Andes Mountains. I’m always respectful towards
nature. I’m also a very curious girl. I always want to learn more. I like people, too. All
my schoolmates say I’m friendly.
BBC presenter: You’re really great kids! Thank you for answering my questions.
Adamou and Maria: You’re welcome. Thank you for inviting us.
__________________________
Tasks 18 and 19: I listen to the conversation.
Nadia is Karim’s new classmate.They don’t know each other well. So, Karim asks her a
few questions to know more about her.
Karim: Tell me, Nadia, do you always tidy your room?
Nadia: Yes, of course! I’m not the messy type of person at all.
Karim: And do you always get on well with your classmates?
Nadia: Sure. I’m very friendly and outgoing
Karim: Are you keen on chess?
Nadia: No, not really. I never play such games. I get bored very quickly.
__________________________
Tasks 21 and 22. I listen to the conversation.
Karima and Ali (two Algerian middle school teens from two different Algerian towns) met
on an Internet forum last month. Now, they’re good friends. They always chat together
at weekends via Skype or Viber.
Karima: Hello, mate! What’s up?
Ali: Not much. I have a maths test on Monday morning.
Karima: Well, you don’t seem to be happy about it!
Ali: I can’t understand maths. I always feel bored in class.
Karima: I think you should get more interested, Ali.
Ali: I know I’m not smart but I’m hard-working and perseverant!
Karima: Good! So I can help you with your maths over the weekend.
Ali: Oh, can you do that for me? Thanks a lot, Karima.
7. SCRIPTS FOR: MY PRONUNCIATION TOOLS
ME, MY ABILITIES,
MY INTERESTS AND
MY PERSONALITY
( BOOK 3 – SEQUENCE 1 )
8. 8
SCRIPTS FOR: MY PRONUNCIATION TOOLS
ME, MY ABILITIES, MY INTERESTS AND MY PERSONALITY
( BOOK 3 – SEQUENCE 1 )
1. Pronunciation of “ can / can’t ”
a. I listen and repeat.
b. I listen and repeat.
– Can /k@n/ you play the piano?
– Yes, I can. /kæn/
I can /k@n/ play the piano.
– No, I can’t. /kA:nt/
I can’t /kA:nt/ play the piano.
2. Pronunciation of “s” endings in plural nouns and present simple verbs
(3rd
person singular: he, she, it).
I listen and repeat.
/Iz/ classes – quizzes – washes – garages – watches – cages
/s/ apps – ornithologists – interests – storks – roofs – maths
/z/ birds – believes – puzzles – phones – trees – flamingos
mangas – things – plays – games – clothes – sudokus
/@/ arithmetic – flamingo – Peru – sociable – never – manga
/&/ Africa – Andes – maths – fan – personality – Algeria
/A:/ art – answer – plant – classmate – far – hard-working
9. 9
I pronounce.
Tasks 1 and 2. I listen and tick the correct pronunciation of the words in bold.
– I can’t do my homework. I’m not good at geography.
£ /k@nt/ £ /kA:nt/
– This is an interesting website. You can download many apps and exciting games.
£ /kæn/ £ /k@n/
– Can you play a musical instrument? £ /kæn/ £ /k@n/
– Yes, I can. £ /k@n/ £ /kæn/
– No, I can’t. £ /k@nt/ £ /kA:nt/
Task 3. I listen and repeat the questions.
Question 1: What can you do with a tablet?
Question 2: Can you use it as a printer?
Question 3: Are you a fan of new technologies? Which ones?
Question 1: What can you do with a tablet?
Question 2: Can you use it as a printer?
Question 3: Are you a fan of new technologies? Which ones?
Question 1: What can you do with a tablet?
Question 2: Can you use it as a printer?
Question 3: Are you a fan of new technologies? Which ones?
Task 4. I listen again and write the questions.
Task 5. I listen again and write my answers to the questions in task (4).
10. 10
Task 7. I listen and tick the right pronunciation of the “s” ending in each word.
1. /Iz/ /s/ /z/
profiles £ £ £
webpages £ £ £
tablets £ £ £
fans £ £ £
pianos £ £ £
smartphones £ £ £
months £ £ £
places £ £ £
2. /Iz/ /s/ /z/
emails £ £ £
messages £ £ £
video clips £ £ £
downloads £ £ £
features £ £ £
botanists £ £ £
prizes £ £ £
mountains £ £ £
Tasks 9 and 10. I listen and match each word with the corresponding
pronunciation of its “s” ending.
personalities
abilities
studies
cries
activities
technologies
countries
cities
prizes
carries
/Iz/
/z/
11. SCRIPTS FOR: I LISTEN AND DO.
ME AND LIFESTYLES
( BOOK 3 – SEQUENCE 2 )
12. 12
Tasks 1, 2, 3 and 4: Jenny, a fourteen-year-old English girl is filming her
grandmother Elizabeth and interviewing her for a school project about the old days
due on “Grandparents Day”.
I listen to the interview (Part 1).
Jenny: Look at the camera, grandma, and answer my first question. When were you
born?
Grandma: In 1939, the same year the Second World War began.
Jenny: Were you born here, in London?
Grandma: No, sweetheart. I was born in the North, in a farmhouse five miles away
from the nearest village in the Lake District, now a very beautiful National Park. My dad
used to raise cows and sheep. We also had ducks, geese and chicken.
Jenny: Can you tell me a little more about this farmhouse, grandma? Was it big?
Grandma: Not really. Actually, we shared it with my three uncles and two aunts. My
mum and dad had got only two rooms. My three sisters and I shared one of them.
Jenny (bewildered): What? You were four in the same room?
Grandma: Yes, sweetheart. You’re so lucky to have a room for you alone, today. We
didn’t have that chance. The toilets were outside in the farmyard, near the cowshed. We
had no bathroom. We used to take a bath once a week in a tub made of wood and placed
on the kitchen floor. There was a wood-burning stove in the kitchen on which my mother
used to cook or boil water. Today, things are quite different. How often do you take a
bath, Jenny?
Jenny (laughing): Almost every day! I usually take a quick shower in the morning
before I go to school.
Grandma: You’re lucky kids, today! We used to help mum with housework and tidy
our room every day. We also took turns to feed the chickens, ducks and geese. I learnt
to milk cows at 12.
Jenny: This is really hard work!
__________________________
SCRIPTS FOR: I LISTEN AND DO
ME AND LIFESTYLES
( BOOK 3 – SEQUENCE 2 )
13. 13
Tasks 7 and 8: I listen to the interview (Part 2).
Jenny: Tell me, grandma, what did you use to eat in those days?
Grandma: Porridge at breakfast. Oh, I hated it! And Yorkshire pudding with roast beef
on Sundays. Everyday meals consisted of boiled potatoes with gravy, meatballs, kidney
pies and brown bread. We had homemade cookies with the afternoon tea. The family
used to gather around the table, in the kitchen. Mum used to serve dad first, and then
us. We weren’t allowed to put our elbows on the table or talk with our mouths full.
We didn’t have the right to leave the table before the meal was over. No such things as
hamburgers or pizza on the table, of course!
Jenny: I don’t like fast food, grandma. I sometimes eat a cheeseburger when I go out with
friends but I often have a vegetarian meal.You know, salads and rice with vegetables.
Grandma: That sounds reasonable, young lady. This is what I call a healthy diet.
__________________________
Tasks 9 and 10: I listen to the interview (Part 3).
Jenny: Now, tell me grandma. What did you use to wear back then?
Grandma: We didn’t use to wear leggings or jeans eighty years ago, for sure! Our clothes
were quite formal, not casual like yours today. They were made of wool or cotton. We
used to wear long dresses, blouses, shawls which mum knitted for us, headscarves and
clogs made of wood for farm work. My dad bought us new clothes only once a year, on
our birthdays.
Jenny: What did you use to wear on special occasions?
Grandma: Well, when we were invited to weddings, for example, I used to swap my
clothes with my cousins. They had beautiful dresses and nice blouses. We also used
to wear hats on such occasions, not headscarves. I loved hats! I still love them today;
they’re so classy and elegant! Just look at Queen Elizabeth!
Jenny: Girls rarely wear hats, these days. We prefer berets or caps. And wooden clogs
can be seen only in a museum!
Grandma: Well, sweetheart, times change!
__________________________
Tasks 12 and 13: I listen to the interview (Part 4).
Jenny: Did you have fun, grandma? What games did you use to play in those days?
Grandma: Well, girls used to play with rag dolls. They were made of old pieces of cloth
and stuffed with wool. We also played hide-and-seek, hopscotch and skipping rope.
Boys played with marbles or made their own toys from wood. Today, you have all this
technology to entertain you on your mobile phones, tablets and laptops.
14. 14
Jenny: You’re right, grandma, but I never play video games, for example. I’m not very
fond of all this technological entertainment as you call it. I sometimes play board games
like scrabble or chess with my friends but I prefer sports and books.
Grandma: Nothing can replace books.You should keep reading all your life, sweetheart.
Books teach you a lot about life.
__________________________
Tasks 18, 19, 20, 21, 22 and 23: I listen to the interview (Part 5).
Jenny: One last question, grandma. What is your best childhood memory?
Grandma: My first day at school. I went to elementary school the year WWII ended,
seventy years ago. I was about 6 at the time. I put on my new school uniform: a nice
black gymslip and a white blouse with a nice big collar.
Jenny: What is a “gymslip”, grandma?
Grandma: It’s a dress without sleeves which we used to wear over a blouse some sixty
or seventy years ago. So, I was very happy that morning when dad drove me to the
village school in his cart. I was impatient to learn things, and I learnt a lot at school.
I will remember that day for the rest of my life! You’re still wearing school uniforms
today, Jenny.
Jenny: Yes, grandma but mine is quite different from yours. It’s more like a “blazer-
and-tie” uniform style: a black blazer and skirt, a white blouse and socks, and a red tie.
Plus, in winter, a V-neck jumper, a black coat and trousers.
__________________________
Tasks 26 and 27: I listen to the interview (Part 6).
Grandma: Well, life is not what it used to be. Times change, my little darling.
Jenny: I guess they’ll always do, grandma.
Grandma: You’re right, Jenny. Times will always change.
Jenny: Thanks, grandma, for being so patient with me and my questions.
Grandma: I don’t like cameras but your questions reminded me of the good old days.
So, thank YOU, sweetheart.
Jenny: I love you so much, grandma! Give me a hug.
__________________________
15. SCRIPTS FOR: MY PRONUNCIATION TOOLS
ME AND LIFESTYLES
( BOOK 3 – SEQUENCE 2 )
16. 16
SCRIPTS FOR: MY PRONUNCIATION TOOLS
ME AND THE SCIENTIFIC WORLD
( BOOK 3 – SEQUENCE 2 )
1. Pronunciation of the vowel sounds /u;/ and /U/
2. Pronunciation of the vowel sounds /3;/ and /@/
a. I listen and repeat.
b. I listen and repeat each pair.
a. I listen and repeat.
b. I listen and repeat each pair.
/3;/ /@/
diverse divers
chauffeuse chauffeur
foreword forward
dessert desert
refer differ
/u;/ oud – school – room – afternoon – food – cartoon – boot – June – flute
rule – fruit – crew – interview – blue – true – shoe – flu – two
/U/ look – wood – wool – cook – book – cookies – childhood – good
understood – foot – took – should – couscous – full – put – push
/3;/ early – heard – learn – girl – birthday – bird – first – skirt – shirt – serve
person – world – work – turn – burn – hurt – prefer – refer
/@/ about – again – alone – allowed – ago – potatoes – today – collar – semolina
second – picture – shower – blazer – pizza – camera
/u;/ /U/
fool full
pool pull
food foot
stool stood
suit soot
17. 17
3. Pronunciation of the vowel sounds /&/, /V/ and /e/
a. I listen and repeat.
b. I listen and repeat each pair.
/&/ /V/ /e/
bat but bet
bad bud bed
bag bug beg
pan pun pen
track truck trek
4. Silent letters: “t” and “w”
a. I listen and repeat.
Silent letter “t”: listen – glisten – whistle – castle – fasten – nestle
wrestle – pestle – moisten – beret – ballet – gourmet
Silent letter “w”: wrong – wreck – wretched – write – wrote – written
writer – who – whose – whole – answer – two
/&/ actually – and – scrabble – grandma – began – national – casual – hat – cap
family – gather – hamburger – salad – back – have – had – thank
/V/ uncle – us – mother – London – love – sometimes – come – mum – tub
duck – fun – but – lucky – plus – stuffed – jumper – young
/e/ every – elbow – then – project – very – chess – never – memory – beret
leggings – vegetarian – breakfast – bread – head – friend – said
18. 18
I pronounce.
Tasks 1 and 2. I listen and tick the correct pronunciation of the letters in bold.
Tasks 3 and 4. I listen and tick the correct pronunciation of the letters in bold.
– He’s such a fool to swim in a pool where the water is so cool.
£ /u;/ £ /U/
– It’s good to read a cookery book and learn about cooking
£ /u;/ £ /U/
– He heard birds chirping in the fir tree early in the morning.
£ /3;/ £ /@/
– She took a lot of pictures of her grandparents with her digital camera
£ /3;/ £ /@/
1. /u;/ /U/
tool £ £
glue £ £
shoot £ £
shook £ £
soup £ £
new £ £
flew £ £
bull £ £
2. /3;/ /@/
stir £ £
fur £ £
across £ £
above £ £
teacher £ £
urban £ £
rural £ £
actor £ £
19. 19
Tasks 5 and 6. I listen and tick the correct pronunciation of the letters in bold.
Tasks 7 and 8. I listen and write each of the following words in its
corresponding column: rag, rug, sack, suck, head, had, sat, said, set, met, mat,
mad, dead, dad, dud, red, fed, blood, bled, drag, drug, jump, lump, bump.
/&/
….…rag....…
……………...
……………...
……………...
……………...
……………...
……………...
……………...
/V/
….…rug....…
……………...
……………...
……………...
……………...
……………...
……………...
……………...
/e/
….…head....…
……………...
……………...
……………...
……………...
……………...
……………...
……………...
3. /&/ /V/ /e/
couple £ £ £
apple £ £ £
butter £ £ £
better £ £ £
gut £ £ £
get £ £ £
tab £ £ £
tub £ £ £
20. 20
Tasks 9 and 10. I listen and tick the correct pronunciation of the letters in
bold.
Tasks 11 and 12. I listen and write between slashes the appropriate phonetic
symbol (/u;/, /U/, /3;/, /@/, /&/, /V/, /e/) and between brackets the words “silent” or
“pronounced” that correspond to the letters in bold type.
Letter “t”
Silent Pronounced
bouquet £ £
bucket £ £
bustle £ £
hasten £ £
hasty £ £
soften £ £
mortgage £ £
buffet £ £
Letter “w”
Silent Pronounced
answer £ £
wrinkle £ £
wrangler £ £
two £ £
twelve £ £
wrap £ £
writing £ £
wreath £ £
A “gymslip” is a dress /..../ without (...................) sleeves which
(...................) we used /..../ to wear over /..../ a /..../ blouse some
/..../ sixty or seventy /..../ years ago /..../. So, I was very /..../ happy that /..../
morning when (...................) dad /..../ drove me to the village school / .... / in his
cart (...................). He was happy /..../, too /..../. He whistled (...................) all
the way and I listened (...................) to him. I looked /..../ up /..../ and saw a few
/..../ wrinkles (...................) on his face. After /..../ a thirty-minute /..../ ride on that
country /..../ road, we finally arrived /..../ at the school. I was impatient to learn
/..../ things, and I learnt /..../ a lot at school and from books /..../. I will remember
/..../ that day for the rest /..../ of /..../ my life! You’re still wearing school uniforms
/..../ today /..../, Jenny /..../.
21. SCRIPTS FOR: I LISTEN AND DO.
ME AND THE SCIENTIFIC WORLD
( BOOK 3 – SEQUENCE 3 )
22. 22
Tasks 1 and 2: Interview with Professor Belgacem Haba (Part 1)
Algerian scientist and inventor, Professor Belgacem Haba, is interviewed by Dr. Riyadh
Baghdadi, an Algerian researcher in the Computer Science and Artificial Intelligence
Laboratory at MIT (Massachusetts Institute of Technology), USA.
I listen to the interview (Part 1) and complete Prof. Haba’s ID card.
Dr. Riyadh Baghdadi: Welcome Prof. Haba. Can you give us an overview of your
journey starting from Algeria to where you are now, in California?
Prof. Haba: Let’s start from the very beginning. I was born in 1957 in EL-M’ghayer,
a small town 120 km south of Biskra. Back then we only had one middle school, so I
went to Amir Abdelkader High School in Touggourt before joining the University of
Bab Ezzouar in Algiers, where I completed a DES (Diploma of Higher Education) in
physics. Then, I got a scholarship to study in the US. By the way, back then I had never
heard of Stanford University having come straight from the desert! I did a master’s
degree in applied physics and then I wanted to get into solar energy. So, I did another
master’s degree and a PhD in this field. After graduating from Stanford, I joined IBM’s
research labs in New York working on the application of lasers to microelectronics.
Dr. Riyadh Baghdadi: IBM, for those who don’t know it, is one of the biggest IT
(Information Technology) companies and one of the key drivers of the IT industry.
__________________________
Tasks 6 and 7: Interview with Professor Belgacem Haba (Part 2)
I listen to part (2) of the interview and complete the dialogue bubbles.
Prof. Haba: That’s right. After that, I was contacted by Nippon Electronic Corporation.
So, I went to Japan and stayed there for 6 years. I was working in the application of laser
technology to microelectronics while I was living there. Then, I moved on to work on
miniaturisation.
Dr. Riyadh Baghdadi: The miniaturisation of electronics.
Prof. Haba: Yes. When I returned to the US, I joined Tessera, which was a small
company back then. Our aim was to miniaturise the mobile phone. Phones were big and
we knew that if we managed to make them smaller, they will sell more.
__________________________
SCRIPTS FOR: I LISTEN AND DO
ME AND THE SCIENTIFIC WORLD
( BOOK 3 – SEQUENCE 3 )
23. 23
Tasks 8, 9, 10, 13 and 14: Interview with Professor Belgacem Haba (Part 3)
I listen to part (3) of the interview and do the tasks.
Dr. Riyadh Baghdadi: When was this?
Prof. Haba: In the nineties. By 1998, we started to see results and the technology that
we produced started to get used from that point to this day.
Dr. Riyadh Baghdadi: So, any person right now is using some of the technology that
you have developed as part of this company?
Prof. Haba: Exactly. And we were also doing other things while we were working on
the miniaturisation of mobile phones and mobile phone chips; we were working on
the miniaturisation of cameras. Then, I moved on to a company called Rambus, which
specialises in memory chips used today in memory sticks, memory cards and smart
cards. It was there that we designed and developed the console games “PlayStation
Two” and “Three”.
__________________________
Tasks 15 and 16: Interview with Professor Belgacem Haba (Part 4)
I listen to part (4) of the interview between Prof. Haba and Dr. Baghdadi, and circle
only the words I hear between brackets.
Dr. Riyadh Baghdadi: I think most students listening to this interview would like to get
advice from you. What advice would you give them?
Prof. Haba: The first thing one must do is to fill in the gap of your points of weakness.
Secondly, when you are about to do some work, work on something you are able to
accomplish. Finally, you must have a goal, an objective and a plan to achieve it. I
feel sorry for people who don’t have a plan, a vision of where they are going in life.
When you have an idea to realise, don’t give it up because of problems or obstacles. Be
perseverant. Perseverance is more important than intelligence if you want to succeed.
Also, find people who can help you. Many of us want to do everything by themselves;
you can’t clap with one hand.
Dr. Riyadh Baghdadi: Thank you very much Prof. Haba for speaking with us and for
your advice.
Prof. Haba: I hope it’s going to be beneficial.
__________________________
24. 24
Tasks 17 and 18: A History Class (Part 1)
I listen to my history teacher and complete the timeline (Part A).
Teacher: Our class today is about a famous Maghrebin scholar who invented modern
sociology, the study of the development and functioning of human society. This eminent
scholar was born on May 27th 1332 in Tunis. His ancestors immigrated to Tunisia from
Andalusia (al-Andalus) in the first half of the thirteenth century. His parents died during
an epidemic of the plague which hit Tunis in 1348–1349, leaving Ibn Khaldun orphan at
the age of 17. In 1354, he accompanied his teacher to Fez, where he became a secretary
of the sultan of Morocco. From 1365 to 1374, he travelled a lot, moving from Bejaia
to Biskra, Tlemcen, Fez, Granada, Seville and then returned to North Africa after many
political problems.
__________________________
Tasks 19 and 20: A History Class (Part 2)
I listen to my history teacher and complete the timeline (Part B).
Teacher: Our great Maghribi scholar then withdrew from politics and found refuge in
Qalat beni Sellam, near Frenda, Algeria. He spent 4 years there – from 1375 to 1378 –
writing his “Muqaddimah” and part of “Kitab al-Ibar” or the history of Muslim North
Africa. A few years later, in 1383, he settled in Cairo, Egypt where he became a teacher
and a Cadi or a judge. The following year, his wife and four daughters died in a shipwreck
on their way to join him in Cairo but his two sons survived. Three years later, he went to
Mecca on the pilgrimage and returned to Cairo 18 months later, where he died on 17th
March 1406.
__________________________
25. SCRIPTS FOR: MY PRONUNCIATION TOOLS
ME AND THE SCIENTIFIC WORLD
( BOOK 3 – SEQUENCE 3 )
26. 26
SCRIPTS FOR: MY PRONUNCIATION TOOLS
ME AND THE SCIENTIFIC WORLD
( BOOK 3 – SEQUENCE 3 )
1. Pronunciation of the sounds /f/ and /v/
a. I listen and repeat.
b. I listen and repeat each pair.
/f/ four – first – find – famous – from – Fez – Frenda – field – physics
phone – orphan – refuge – Africa – scientific – Professor – artificial
Stanford – beneficial – half – stuff – laugh – enough – tough
/v/ very – vision – visit – travelled – invent – invention – inventor – never
living – leaving – moved – interview – developed – development
discover – advice – survived – give – have – achieve
/f/ /v/
fan van
fast vast
leaf leave
off of
safe save
27. 27
I pronounce.
Tasks 1 and 2. I listen and tick the correct pronunciation of the letters in bold.
Tasks 3 and 4. I listen and tick the correct pronunciation of the letters in bold.
Tasks 5 and 6. I listen and write the phonetic symbol (/f/ – /v/) corresponding
to the pronunciation of the lettersin bold type in each word.
Al-Farabi /…/ (870 – 950 CE) was an Islamic philosopher /…/ and scientist.
He was referred /…/ to in the Arab world as the “Second Teacher” (after /…/ the
Greek philosopher Aristotle known as the “First /…/ Teacher”). He was also a
musician who invented /…/ and played a variety /…/ of musical instruments. He
travelled /…/ to Egypt and visited /…/ Damascus and Aleppo. He suffered /…/
great hardships during his life /…/. He wrote a lot of /…/ books on philosophy
/…/, physics /…/, mathematics, music and medicine.
– Inventors develop devices that help us almost every day.
£ /f/ £ /v/
– We know little about al-Farabi’s life or biography. He was a tenth-
century Muslim philosopher who also wrote a book on music.
£ /v/ £ /f/
1. /f/ /v/
free £ £
information £ £
vitamin £ £
staff £ £
vaccine £ £
brief £ £
rough £ £
photo £ £
2. /f/ /v/
pharmacy £ £
friend £ £
love £ £
alphabet £ £
drive £ £
elephant £ £
heavy £ £
phenomenon £ £
28. SCRIPTS FOR: I LISTEN AND DO.
ME AND MY ENVIRONMENT
( BOOK 3 – SEQUENCE 4 )
29. 29
Tasks 1, 2, 3 and 4: Algeria’s National Parks (Part 1)
I listen to the UNESCO representative speaking on BBC radio about biodiversity
in Algeria, and tick the box next to the name of each national park I hear.
Text (Part 1): Algeria is a North African country that lies between Morocco and Tunisia
along the Mediterranean coast of North Africa. It is Africa’s largest country, covering an
area of 2,381,741 square kilometres. Algeria’s vast landscape is endowed with a variety
of ecosystems. Algeria is home to a number of national parks with great ecological
and cultural significance. The country has established these national parks to preserve
biodiversity. Notable National parks include Belezma National Park, Chrea National
Park, El Kala National Park, Djurdjura National Park, Gouraya National Park, Hoggar
National Park, Tassili n’Ajjer National Park, Taza National Park, Tlemcen National
Park, Mount Aissa National Park and Theniet el-Had National Park.
__________________________
Tasks 6 and 7: Algeria’s National Parks (Part 2)
I listen to the UNESCO representative (part 2) and write down on the map the
number corresponding to the name of each Algerian national park I hear and the
name of the nearest town.
Text (Part 2): Belezma National Park is located in the Belezma Mountains, the north-
western part of the Aures Mountains, near the town of Batna. Chrea National Park is
named after the neighbouring town of Chrea. It is located in the mountainous region
of Blida. Djurdjura National Park, Gouraya national Park and Taza National Park all
three are located in north-western Algeria, in the Kabylie region. Djurdjura National
Park took its name from the Djurdjura Mountains found within the park, not far from
the town of Tizi-Ouzou. Gouraya National Park lies on the Mediterranean coast. It
occupies a mountainous massif which dominates the north-west of the town of Bejaïa.
Taza National Park is located in Jijel province, on the Mediterranean coast about 90
km east of Bejaia. El Kala National Park is also in the north-eastern region of Algeria.
El Kala is a seaside town about 80 km east of Annaba, not very far from the Tunisian
border. Tlemcen National Park is situated around the town of Tlemcen, not far from the
Moroccan border. Mount Issa National Park is located in the western High Plateaux,
about 100 km southeast of the town of Naama whereas Theniet el-Had National Park
is about 50 km north of the town of Tissemsilt, in the Tell Atlas Mountains. Both the
Hoggar and Tassili n’ajjer National Parks are in the Great South. The former is near the
town of Tamanrasset and the latter near Djanet.
SCRIPTS FOR: I LISTEN AND DO
ME AND MY ENVIRONMENT
( BOOK 3 – SEQUENCE 4 )
30. 30
Tasks 9 and 10: Algeria’s National Parks (Part 3)
I listen to the UNESCO representative and complete the information he gives about
“Biosphere Reserves”.
Biosphere reserves are areas including terrestrial, marine and coastal ecosystems. Each
reserve gives solutions for the conservation of biodiversity and prevention of conflicts
or problems between man, animals and plants. Biosphere reserves are special places
for scientists and researchers to understand changes and interactions between man and
ecological systems.
As Algerian national parks have a rich variety of ecosystems, we have turned eight of them
into Biosphere Reserves, and these are: Tassili n’Ajjer. It was the first Algerian park to be
designated in 1986 as a Biosphere Reserve. Then comes El Kala, followed by Djurdjura,
Chrea, Taza, Gouraya, Belezma and, finally, Tlemcen Mountains – the last Algerian
Biosphere Reserve to be designated in 2016.
__________________________
Tasks 11, 12, 13 and 14: Algeria’s National Parks (Part 4)
I listen to the UNESCO representative (part 4) and complete the table.
Text (Part 4):
Belezma National Park was designated as a UNESCO Biosphere Reserve in June 2015.
It covers an area of 262.5 square kilometres. The diverse ecological regions of the park
accommodate over 300 animal species and 440 plant species. Endangered species such as
Cuvier’sgazelle,Dorcasgazelle,Barbarysheepandtheservalinhabitthepark.Additionally,
the park has rare plants such as the Atlas cedar which is native to Algeria and Morocco.
Belezma contains one third of the cedar forests in Algeria.
Gouraya National Park, which covers an area of 20.8 square kilometres, was designated
as a UNESCO Biosphere Reserve in 2004. It is smaller than Belezma. There is rich flora
and fauna. The forests contain troops of Barbary apes or macaques and other endangered
mammals such as the jackal and Algerian hedgehog.
Taza Biosphere Reserve (designated in 2004) is characterized by spectacular cliffs, beaches,
mountains and valleys and is noted for the Barbary ape, an endangered species of monkey
and the only macaque primate in North Africa. Taza Biosphere Reserve is also home to the
Algerian nuthatch, a small rare sparrow endemic to the Babors Region and Algeria. The
park covers an area of 3,807 square kilometres. It is more important than the first two parks
in terms of area.
The Tlemcen Mountains Biosphere Reserve, designated in 2016, covers the same area as
the Tlemcen National Park: 985.32 square kilometres. The biosphere reserve is home to a
diverse flora with over 1,130 species, 40 of which are protected such as The Montpellier
maple, the Atlas pistachio, the green oak and the Thuya. So, this reserve needs great care.
_________________________
31. 31
Tasks 16 and 17: Algeria’s Endangered Fauna and Flora
I listen to the IUCN representative talking to Algerian journalists about protected
animal and plant species in Algeria, and I complete the fact file.
Many Algerian plants, trees and animals have been inscribed on the red list of our
organization – the International Union for Conservation of Nature (IUCN) – as vulnerable
or endangered species. Therefore, the country’s environmental authorities and Algerian
people themselves must protect all these species.
The Atlas cedar has been registered as an endangered species on the IUCN red list since
2013. Barbary sheep has been listed as a vulnerable species on the same list since 1986.
Barbary macaques have been inscribed on the IUCN red list of endangered species since
2008. The Algerian nuthatch has been classified as an endangered species since 1994.
Dorcas gazelles have been considered as vulnerable species since 1988, and Cuvier’s
ones since 2016. The Saharan cheetah, which lives in the Hoggar Mountains, has not
been evaluated and classified but it is considered as a rare species. The Atlas or Barbary
lion became extinct in the wild around 1942 but there are some descendants still living
in captivity in many zoos around the world.
__________________________
Tasks 21, 22, 23, 24, 25 and 26: Saving the Barbary Macaque.
An interview with Dr. Sian Waters
The Barbary macaque occupied in the past the entirety of North Africa. It now dwells in
isolated parts of Morocco and Algeria. This species has been classified as endangered
by the International Union for Conservation of Nature (IUCN) because it is threatened
in the wild by a loss of habitat developed for tourism, by local and international wildlife
trafficking and hunting. Dr. Sian Waters, from the University of Durham in England, has
studied this forgotten animal population for the last ten years.
Journalist: Thank you Dr Waters for accepting to answer our questions. Macaques face
many dangers. What is the primary threat in your opinion?
Dr. Waters: The main threat is development for tourism without thought for the
environment. However, illegal trade in Barbary macaques is more dangerous.
Journalist: Is the wildlife trade a local or an international problem?
Dr. Waters: It is an international one because many Barbary macaques are smuggled
by tourists as pets from Morocco to Europe. We must put an end to this illegal trade of
wild animals.
Journalist: Your project is involved in educating local communities. How can football
games change people’s attitude towards macaques?
Dr. Waters: Traditionally, the macaque is thought of as funny or shameful. So, the
32. 32
football tournament is a way to reward the boys and men of the villages for their change
in behaviour: becoming macaque protectors instead of persecutors. Macaques shouldn’t
be kept as pets or used to entertain people and make money. They should live in the wild,
in nature.
_________________________
Tasks 27 and 28: Eco-Schools (Part 1)
“Eco-Schools”isaninternationalprogrammethathasinvolvedmillionsofschoolchildren
in environmental issues around the world for more than twenty years. I listen to the BBC
interviewoftheUKEco-Schoolrepresentative.
BBC Journalist: Thank you for sparing some of your time for this interview. My first
question is: how should a school run a litter campaign?
UK Eco-School representative: The first thing to do in any good campaign is to let
everyone know what it is all about. It is important that everyone should understand why
litter is not a good thing, and know what they can do to prevent it.
BBC Journalist: Let’s define the word “litter” in the first place.
UK Eco-School representative: Litter can be described as ‘rubbish that is in the wrong
place’. It can be food, chewing gum, sweetie papers, syringes, crisp packets, plastic
bags or banana skins – in fact, any item left by a person that should not be there. Natural
matter, such as leaves that have fallen from trees, are not classed as litter. Litter can take
a very long time to degrade (rot away), or may never degrade at all. It is dangerous to
people and wildlife – it is a form of pollution.
_________________________
Tasks 29 and 30: Eco-Schools (Part 2)
BBC Journalist: How long can litter stick around?
UK Eco-School representative: The amount of time that litter stays around once it has
been dropped depends on what it is made from. Fruit waste such as banana skins will
take up to two years to rot away and disappear. A rolled up newspaper can take up to
10 years to rot away. Supermarket plastic bags can last between 10 and 20 years. Glass
bottles and jars, plastic bottles, plastic trays, yoghurt pots, etc. will NEVER rot away.
These are more dangerous than fruit waste.
Tasks 31, 32, 33 and 34: Eco-Schools (Part 3)
BBC Journalist: How can litter be dangerous to wildlife?
UK Eco-School representative: Well, we have found animals killed by swallowing
balloons. Many of them are trapped inside cans, bottles and plastic bags. Some are
33. 33
poisoned by cigarette butts. Food containers, like crisp packets and plastic bags, can be
blown out to sea by the wind. Fish and sea birds will eat them, thinking they are food.
Scientists estimate that a million birds and 100,000 marine mammals and turtles die
every year from eating plastics.
BBC Journalist: Are there other problems that litter can cause?
UK Eco-School representative: Firstly, fires can be caused by the careless discarding
of matches and cigarettes, or by the sun being magnified through the glass of a bottle.
So, this can lead to forest fires that will destroy both plant and animal habitats. Secondly,
food litter attracts rats and other vermin, which will spread disease among people and
other animals. There is now the same number of rats as people in the UK!
_________________________
Tasks 35, 36, 37, 38, 39 and 40: Eco-Schools (Part 4)
BBC Journalist: How can schools participate in solving this problem?
UK Eco-School representative: Here are a few recommendations that any schoolchild
can follow. First of all, the three “Rs”: REDUCE the amount of litter you create by buying
items with less packaging; REUSE whatever you can by buying durable, reusable items
not disposable ones, such as paper plates and cups; RECYCLE by buying goods with
packaging that can be easily recycled. Second, don’t litter; put your rubbish in a bin; if
there isn’t one near, put it in your pocket until you find one or take it home. Third, use
reusable bags (“bags for life”); don’t use plastic ones. Fourth, organize “litter patrols” at
school: each class should take it in turn to pick up litter on the school grounds throughout
the week. Fifth, classes can put up posters or make a display on the notice board to
remind everyone of the dangers and damage that litter can cause to the environment
in general. Finally, schoolchildren should raise awareness of this litter problem among
their community by talking about its causes and dangers to their friends outside school,
their family and relatives, and also to their neighbours in the place where they live,
whether in towns or in villages. Young people can be more responsible than adults. We
shouldn’t forget that!
________________________
34. SCRIPTS FOR: MY PRONUNCIATION TOOLS
ME AND MY ENVIRONMENT
( BOOK 3 – SEQUENCE 4 )
35. 35
SCRIPTS FOR: MY PRONUNCIATION TOOLS
ME AND MY ENVIRONMENT
( BOOK 3 – SEQUENCE 4 )
1. Pronunciation of the sounds /Z/ and /dZ/
a. I listen and repeat.
/Z/ genre – leisure – television – conclusion – equation – usually
massage – beige
/dZ/ general – jackal – journalist – jar – Algeria – endangered – pigeon
hedgehog – packaging – education – syringe – damage – village
language
b. I listen and repeat each pair.
/Z/ /dZ/
leisure ledger
pleasure pledger
lesion legion
massage message
beige badge
2. Silent letters: “k”; “w”; “h”; “t “
I listen and repeat.
Silent letter “k”: know – knew – known – knowledge – knife – knock – knee
Silent letter “w”: write – wrote – written – wrong – wrist – sword – playwright
Silent letter “h”: hour – honest – diarrhoea – Thailand – what – white
Silent letter “t”: listen – castle – whistle– nestle – wrestle – Christmas
36. 36
3. Intonation in questions
I listen and repeat.
I listen and repeat.
a. “Wh-Questions”: falling intonation ()
b. “Yes–No Questions”: rising intonation ()
1. What is the primary threat in your opinion?
2. How can litter be dangerous to wild life?
1. Is the wildlife trade a local or an international problem?
2. Are there other problems that litter can cause?
I pronounce.
Tasks 1 and 2. I listen and tick the correct pronunciation of the letter in bold.
a. When I start my revision for an exam, I usually forget all about leisure.
£ /dZ/ £ /Z/
b. Environmental projects, like litter management, should be part of educational
programmes in all Algerian schools.
£ /Z/ £ /dZ/
c. Our environment is more valuable than any treasure. We must make the right
decisions and take preventive and repressive measures to preserve it.
£ /dZ/ £ /Z/
37. 37
Tasks 3 and 4. I listen and match together the words that rhyme. Then, I match
each rhyming pair with its corresponding phonetic symbol (/dZ/ – /Z/).
An example is given.
cage
danger
explosion
carriage
evasion
casual
implosion
marriage
visual
invasion
page
stranger
/dZ/
/dZ/
Tasks 6 and 7. I listen and tick the box corresponding to the pronunciation of
the letter in bold type in each word.
1. Pronounced Silent
honour £ £
knuckle £ £
fastener £ £
right £ £
honesty £ £
knit £ £
Thames £ £
rhinoceros £ £
2. Pronounced Silent
cheetah £ £
whale £ £
two £ £
why £ £
writer £ £
knot £ £
when £ £
wrap £ £
Tasks 9 and 10. I listen and mark the intonation of each question: or .
Interview Questions
Question 1: Was there a waste-paper basket in your classroom when you were at
primary school?
Question 2: Were there any litter bins in your schoolyard or playground?
Question 3: Are there any recycling bins in your neighbourhood?
Question 4: What materials make up most of your family’s rubbish?
Question 5: How many plastic rubbish bags does your family throw away every
day?
Question 6: What kinds of waste material can be recycled?