This document outlines a lesson plan for a teacher. The ultimate objective is for students to be able to profile changes in human capabilities. Key functions, grammar, vocabulary, and skills are identified. The plan includes listening exercises to practice modal verbs like can, may, and could. It also covers prefixes used to form opposites. Students will research and write a report on an endangered animal. The lesson aims to develop students' language skills while learning about animal life expectancy.
MS4 File Three "Great Expectations" file and lessons plans including: a writing guide to _describing people, making plans, expressing conditions, time clauses words' formation, anatyzing features of a song...... and so many interesting tools.
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellahMr Bounab Samir
Good afternoon, my name is ...... I'm here to interview you for the contest. Could you please introduce yourself?
Contestant: Good afternoon. My name is ...... I'm ..... years old. I'm .... tall with .... eyes and .... hair. I weigh .... kg and my height is .... m. I'm a pupil.
The document provides instructions and activities for an English language lesson. It begins with introducing a conversation about asking for and showing directions to an open-air theatre. Students then practice pronunciation, answer comprehension questions, and perform a drill asking about distances and times. Later activities include planning future activities, inquiring about distances and times, identifying tenses, and discriminating between distance and time. The overall goal is for students to learn how to ask for and show directions, make polite requests, and inquire about distances and periods of time.
File one communication 3rd am- atf & aef competenciesMr Bounab Samir
The document provides a lesson plan for teaching English communication skills to third level students. It includes the following key points:
1. The lesson focuses on functions such as greeting, introducing oneself, describing personality and physical appearance, and expressing requests, apologies, and causes. Grammar, vocabulary, and pronunciation points related to these functions are also covered.
2. The objectives are for students to demonstrate greeting, introducing, describing appearance and personality, and expressing polite requests, similarities, opposition, and causes. Students will also identify intonation in questions.
3. The lesson plan outlines warm-up activities, listening comprehension exercises, role plays, and a final production activity where students practice the target language functions. Inton
The document outlines a lesson plan for teaching communication skills to third level students. The lesson focuses on greetings, introductions, describing personality and physical appearance. Students will practice asking and answering questions about likes/dislikes and making polite requests. Assessment objectives include interacting, interpreting pictures/dialogues, and producing oral messages using target grammar, vocabulary and functions.
Ms4 file 4 then and now- with atf & aef competenciesMr Bounab Samir
The document contains a lesson plan template for an English language class. It includes sections for objectives, competencies, language focus, procedures, and assessment.
The lesson will focus on describing people's past lives using the simple past tense and "used to". It will teach vocabulary related to old jobs and crafts. Students will listen to a script about the past careers of famous people. They will practice a conversation using "used to" and identify how the letter "d" is pronounced in this context. The lesson aims to develop students' communicative competence through interactive activities.
MS4 File Three "Great Expectations" file and lessons plans including: a writing guide to _describing people, making plans, expressing conditions, time clauses words' formation, anatyzing features of a song...... and so many interesting tools.
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellahMr Bounab Samir
Good afternoon, my name is ...... I'm here to interview you for the contest. Could you please introduce yourself?
Contestant: Good afternoon. My name is ...... I'm ..... years old. I'm .... tall with .... eyes and .... hair. I weigh .... kg and my height is .... m. I'm a pupil.
The document provides instructions and activities for an English language lesson. It begins with introducing a conversation about asking for and showing directions to an open-air theatre. Students then practice pronunciation, answer comprehension questions, and perform a drill asking about distances and times. Later activities include planning future activities, inquiring about distances and times, identifying tenses, and discriminating between distance and time. The overall goal is for students to learn how to ask for and show directions, make polite requests, and inquire about distances and periods of time.
File one communication 3rd am- atf & aef competenciesMr Bounab Samir
The document provides a lesson plan for teaching English communication skills to third level students. It includes the following key points:
1. The lesson focuses on functions such as greeting, introducing oneself, describing personality and physical appearance, and expressing requests, apologies, and causes. Grammar, vocabulary, and pronunciation points related to these functions are also covered.
2. The objectives are for students to demonstrate greeting, introducing, describing appearance and personality, and expressing polite requests, similarities, opposition, and causes. Students will also identify intonation in questions.
3. The lesson plan outlines warm-up activities, listening comprehension exercises, role plays, and a final production activity where students practice the target language functions. Inton
The document outlines a lesson plan for teaching communication skills to third level students. The lesson focuses on greetings, introductions, describing personality and physical appearance. Students will practice asking and answering questions about likes/dislikes and making polite requests. Assessment objectives include interacting, interpreting pictures/dialogues, and producing oral messages using target grammar, vocabulary and functions.
Ms4 file 4 then and now- with atf & aef competenciesMr Bounab Samir
The document contains a lesson plan template for an English language class. It includes sections for objectives, competencies, language focus, procedures, and assessment.
The lesson will focus on describing people's past lives using the simple past tense and "used to". It will teach vocabulary related to old jobs and crafts. Students will listen to a script about the past careers of famous people. They will practice a conversation using "used to" and identify how the letter "d" is pronounced in this context. The lesson aims to develop students' communicative competence through interactive activities.
The document provides a term plan and module of integration for grammar, lexis, pronunciation, and projects. It includes:
- The second term schedule from January to March, divided into weeks.
- Learning objectives for each week covering grammar, lexis, pronunciation, and a module of integration (project).
- Details of tests, exams, and holidays during the term.
The provided document outlines the curriculum and assessments for the second term, dividing it into weekly modules focused on specific language skills, with integrated projects to apply the learning.
File3 2nd am-health-+file five 1st am adapted -atf & aef.1Mr Bounab Samir
This file is adpated with File five " food" of the MS one level since the slimming of the syllabus June 2008 , so teachers have to teach it before dealing with " healthy food and ideal meal"
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,
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)
The document provides information about a theatre language lesson plan. It includes 3 sequences with activities to teach students how to:
1. Ask and show directions, inquire about distances and times, describe biographies, and inquire about daily life using various verb tenses and question words. Activities include role plays, interviews, and describing photos.
2. Make plans, express likes and dislikes, and report on past events using structures like gerunds, present perfect, and past simple. Students complete questionnaires, interviews and compare sounds.
3. Inquire about past events and moods using past tenses and the present perfect. Students identify parts of plays, order sentences, and read texts to answer questions.
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 document provides instructions for teachers to lead classroom activities around a reading passage. It includes:
1. Having students work in pairs to ask and answer questions from a personality quiz, to see who is most honest.
2. Explaining grammar points around the second conditional and "I wish" constructions.
3. Having students match vocabulary words to definitions and test their partners' recall of meanings.
Salam
MS 1 Sequence 2 "Me & My Family Part 2"
Here is Seq 2 planned with :
- PPU speaking lessons ( introducing members of family - naming jobs ...
- PDP reading lesson ( expressin likes ...
- PIASP teaching grammar and pronunciation items...
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
The document provides a detailed lesson plan for teaching modals to students. It includes objectives, topics, materials, and a step-by-step procedure. The procedure involves an opening activity to motivate students, presenting sample sentences with different modals to analyze their functions, and concluding with student understanding of modals like can, could, may, might, will, would, shall and should. The lesson aims to help students correctly use modals and understand their meanings.
Ms1 level file 3 sports with atf and aef competenciesMr Bounab Samir
This document contains information about an English lesson for MS1 level students. It includes:
1. The learning objectives for the lesson, which are for students to be able to name sports using simple present tense verbs and pronouns.
2. A description of the activities in the lesson, which include a warm up, pre-listening, during listening and post-listening activities focused on a script about sports. Grammar points like pronouns and verb tenses are practiced.
3. Details of exercises for students to complete individually and in pairs, involving ordering words to form sentences, matching sentences to ideas, and practicing pronunciation of sounds like "sh" and "ch".
The document provides an outline
This new lesson planned in the new slimming of the syllabus September 2013.The aim is how to raise citizens who care about their environment and complain in civilized way
Ms1 level file 5 environment according to atf & aef Mr Bounab Samir
In this file 5 of the MS one level teachers need to teach only sequence One and Two , the third one is omitted according to the New Slimming of the syllabuss september 2013. Good Luck
This lesson plan teaches 9th grade students about modal verbs. It includes objectives, materials, procedures and activities. The procedures involve identifying modal verbs like may, might and shall in sentences. A discussion is presented on how modals indicate modality, ability, permission or obligation. Example sentences are given for may, might and shall. Students do activities constructing sentences with modals and identifying the appropriate modal in given sentences. They learn that shall expresses suggestion in yes-no questions, might expresses less probability and may expresses permission, probability or wish.
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
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 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
This document provides a summary of 7 units covered in an English reflection essay. It summarizes the key lessons and activities from each unit, including discussions of living abroad, complaints, social/environmental issues, and lifelong learning. Grammar topics covered include noun phrases with relative clauses, past participles, gerunds, infinitives, and modal verbs like "would rather" and "would prefer." Main activities included role-plays, conversations, reading comprehension exercises, and writing assignments like letters and reflections. The document was written by a student and reviewed by their English teacher at the Institute of Technology of Cambodia.
This document provides a lesson plan for a English class focusing on the topic of talented people. The 80 minute lesson will include warming students up with pictures of famous talented individuals, having students listen to and fill in a chart about the biographies of 4 talented people, reading and answering questions about a man who can create drawings in his sleep, practicing modal verbs of ability, and concluding by having students research and write about a talented person for homework. The lesson aims to develop students' speaking, listening, reading and writing skills through cooperative and communicative activities integrated with technology.
This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
The document provides an overview of a lesson unit about discussing cooking abilities. It includes conversation starters where students talk about their cooking skills, exercises to practice expressing abilities, and a conversation model using tone to convey sarcasm. Students then identify their abilities and volunteer for tasks to plan a class party. Additional links provide supplemental listening practice about making dessert.
The document provides a term plan and module of integration for grammar, lexis, pronunciation, and projects. It includes:
- The second term schedule from January to March, divided into weeks.
- Learning objectives for each week covering grammar, lexis, pronunciation, and a module of integration (project).
- Details of tests, exams, and holidays during the term.
The provided document outlines the curriculum and assessments for the second term, dividing it into weekly modules focused on specific language skills, with integrated projects to apply the learning.
File3 2nd am-health-+file five 1st am adapted -atf & aef.1Mr Bounab Samir
This file is adpated with File five " food" of the MS one level since the slimming of the syllabus June 2008 , so teachers have to teach it before dealing with " healthy food and ideal meal"
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,
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)
The document provides information about a theatre language lesson plan. It includes 3 sequences with activities to teach students how to:
1. Ask and show directions, inquire about distances and times, describe biographies, and inquire about daily life using various verb tenses and question words. Activities include role plays, interviews, and describing photos.
2. Make plans, express likes and dislikes, and report on past events using structures like gerunds, present perfect, and past simple. Students complete questionnaires, interviews and compare sounds.
3. Inquire about past events and moods using past tenses and the present perfect. Students identify parts of plays, order sentences, and read texts to answer questions.
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 document provides instructions for teachers to lead classroom activities around a reading passage. It includes:
1. Having students work in pairs to ask and answer questions from a personality quiz, to see who is most honest.
2. Explaining grammar points around the second conditional and "I wish" constructions.
3. Having students match vocabulary words to definitions and test their partners' recall of meanings.
Salam
MS 1 Sequence 2 "Me & My Family Part 2"
Here is Seq 2 planned with :
- PPU speaking lessons ( introducing members of family - naming jobs ...
- PDP reading lesson ( expressin likes ...
- PIASP teaching grammar and pronunciation items...
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
The document provides a detailed lesson plan for teaching modals to students. It includes objectives, topics, materials, and a step-by-step procedure. The procedure involves an opening activity to motivate students, presenting sample sentences with different modals to analyze their functions, and concluding with student understanding of modals like can, could, may, might, will, would, shall and should. The lesson aims to help students correctly use modals and understand their meanings.
Ms1 level file 3 sports with atf and aef competenciesMr Bounab Samir
This document contains information about an English lesson for MS1 level students. It includes:
1. The learning objectives for the lesson, which are for students to be able to name sports using simple present tense verbs and pronouns.
2. A description of the activities in the lesson, which include a warm up, pre-listening, during listening and post-listening activities focused on a script about sports. Grammar points like pronouns and verb tenses are practiced.
3. Details of exercises for students to complete individually and in pairs, involving ordering words to form sentences, matching sentences to ideas, and practicing pronunciation of sounds like "sh" and "ch".
The document provides an outline
This new lesson planned in the new slimming of the syllabus September 2013.The aim is how to raise citizens who care about their environment and complain in civilized way
Ms1 level file 5 environment according to atf & aef Mr Bounab Samir
In this file 5 of the MS one level teachers need to teach only sequence One and Two , the third one is omitted according to the New Slimming of the syllabuss september 2013. Good Luck
This lesson plan teaches 9th grade students about modal verbs. It includes objectives, materials, procedures and activities. The procedures involve identifying modal verbs like may, might and shall in sentences. A discussion is presented on how modals indicate modality, ability, permission or obligation. Example sentences are given for may, might and shall. Students do activities constructing sentences with modals and identifying the appropriate modal in given sentences. They learn that shall expresses suggestion in yes-no questions, might expresses less probability and may expresses permission, probability or wish.
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
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 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
This document provides a summary of 7 units covered in an English reflection essay. It summarizes the key lessons and activities from each unit, including discussions of living abroad, complaints, social/environmental issues, and lifelong learning. Grammar topics covered include noun phrases with relative clauses, past participles, gerunds, infinitives, and modal verbs like "would rather" and "would prefer." Main activities included role-plays, conversations, reading comprehension exercises, and writing assignments like letters and reflections. The document was written by a student and reviewed by their English teacher at the Institute of Technology of Cambodia.
This document provides a lesson plan for a English class focusing on the topic of talented people. The 80 minute lesson will include warming students up with pictures of famous talented individuals, having students listen to and fill in a chart about the biographies of 4 talented people, reading and answering questions about a man who can create drawings in his sleep, practicing modal verbs of ability, and concluding by having students research and write about a talented person for homework. The lesson aims to develop students' speaking, listening, reading and writing skills through cooperative and communicative activities integrated with technology.
This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
The document provides an overview of a lesson unit about discussing cooking abilities. It includes conversation starters where students talk about their cooking skills, exercises to practice expressing abilities, and a conversation model using tone to convey sarcasm. Students then identify their abilities and volunteer for tasks to plan a class party. Additional links provide supplemental listening practice about making dessert.
This document provides an overview of Unit 8 from an English language learning textbook. The unit focuses on talking about health habits and making excuses. It includes conversations where friends discuss their good and bad health habits, exercises to practice adjective and verb phrases for making excuses, and a conversation model where a woman invites a man to do something and he makes the excuse that he is too busy. The document provides guidance for teachers on how to introduce the topics and language points in the unit through warm-up activities, listening exercises, vocabulary practice, and role-plays.
This document outlines a lesson plan for teaching English using a story about the Lao New Year as a context. The goal is for students to effectively communicate experiences of the Lao New Year using descriptive sentences with adverbs of frequency. Key points covered include understanding the traditions in the story, identifying adverbs of frequency and their proper use in sentences, performance tasks to assess understanding like describing pictures using adverbs, and learning activities like reading the story, relating personal experiences, and writing an essay using the new grammar.
The document provides information about improving English skills for Korean elementary students. It discusses tactics and activities for developing reading, listening, speaking and writing skills. It recommends using picture books, leveled readers, word cards, games and role plays to engage students and help them practice their skills. Various websites that provide resources for teaching English to young learners are also listed.
This document provides an overview of the present simple tense and modal verbs in English. It begins with an introduction to the present simple tense and the verb "to be", explaining how it is used for permanent states, habitual actions, descriptions, locations and time. Examples are given for affirmative, negative and interrogative sentences. Modal verbs such as can, could, may and must are then introduced. It explains that modal verbs provide additional meaning to the main verb and do not conjugate or use auxiliary verbs. The proper structures for affirmative, negative and interrogative sentences using modal verbs are outlined.
This document outlines a learning plan for a 7th grade English class on modal verbs. The lesson will introduce students to modal verbs like can, may, must, would, and their meanings and uses. Students will practice identifying modal verbs in sentences through a matching activity. They will also discuss the importance of modal verbs in constructing grammatically correct sentences and their uses in different contexts like writing letters. The lesson aims to help students understand and properly use modal verbs.
The document discusses developing speaking skills in the classroom and provides examples of speaking activities and exercises. It outlines an activity focused on helping students gain confidence using question forms by reviewing auxiliary verbs and having students ask each other questions. The document also asks the reader questions about teaching speaking skills to children and developing activities to improve oral proficiency.
The document outlines lesson objectives and activities about sentence structure, pronunciation of vowel sounds /e/ and /i/, and vocabulary building. The lesson plan includes reviewing parts of speech, defining sentences and identifying fragments and run-on sentences. Students will practice differentiating words with /e/ and /i/ sounds through exercises and identifying these sounds in sentences. The lesson will evaluate students' understanding of words from a story and their ability to identify subjects, predicates, and sentence types.
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.
The document contains a letter discussing a student's semester. The student has been very busy studying and has not had time to write. Several of the student's classes seem more difficult this semester. However, the student has begun to enjoy their physics class, where they have been studying Newtonian physics and learning many interesting things. The student asks how the recipient has been and sends their best wishes.
This document contains a daily lesson plan for an English class at the University of St. La Salle for Grade VII. The lesson plan aims to teach students about the four types of sentences according to their purpose: declarative, interrogative, imperative, and exclamatory. A variety of activities are outlined, including group work to construct different sentence types based on pictures and a short quiz to test understanding. The lesson concludes with an activity where students write a short story using at least four sentence types.
This document describes an effective way to teach vocabulary using reading material and stories. It advocates avoiding dictionaries in the classroom and minimizing teacher explanations so students must work to understand meanings themselves. When teaching vocabulary from a story, the teacher should ask questions to help students explore word meanings and relationships between ideas. Relating words to students' own lives personalizes learning. By choosing engaging stories and facilitating discussion, the teacher can help students learn vocabulary through questioning, guessing, and applying their understanding in new contexts in a memorable way.
1. The document provides teaching techniques and strategies for various language skills including listening, speaking, reading, and writing. It also discusses classroom management strategies and techniques for teaching grammar and vocabulary.
2. Specific techniques discussed include dictations, discussions of song lyrics, jigsaw puzzles, using pictures to teach grammar, drilling grammar patterns, and games to practice vocabulary.
3. The document emphasizes making language learning meaningful, memorable, and fun for students through using engaging activities and examples relevant to students' lives.
This document discusses strategies for integrating pronunciation instruction into English language teaching. It begins by noting common excuses teachers give for neglecting pronunciation, such as lack of time or knowledge. It then proposes the concept of "Pron-tegration", which is making pronunciation an integral part of teaching other skills like reading, listening, grammar, vocabulary and speaking. Some specific ideas provided include connecting pronunciation to grammar rules being taught, word stress patterns for new vocabulary, and using rhyme and phonesthesia in reading tasks. The document provides sample activities and sequencing suggestions for implementing pron-tegration in a systematic yet incidental manner.
This document outlines strategies for creating a positive classroom experience on the first day of school. It discusses using icebreaker activities to build relationships and set clear expectations. Specific activities described include a "Four Corners" game to get students moving and interacting, creating a "Word Wall" poster to define respect, and having students complete a "Diamante Poem" about themselves. The document also provides tips for effective classroom discipline, such as remaining calm, separating behavior from the individual, and giving students opportunities to make decisions. The overall goals are to set the right tone, build rapport with students, and relay techniques that worked well for classroom management.
The document discusses student misconceptions about English idioms and proverbs. An exam question testing understanding of the idiom "take the plunge" showed that most students answered correctly, but some chose incorrect answers due to misinterpreting words in the idiom or question. To help students learn idioms and proverbs, teachers should frequently expose students to and discuss their meanings and origins. Sample exercises are provided to incorporate idioms and proverbs into class discussions and writing assignments.
The document discusses student misconceptions about English idioms and proverbs. An exam question testing understanding of the idiom "take the plunge" showed that most students answered correctly, but some chose incorrect answers due to misinterpreting words in the idiom or question. To help students learn idioms and proverbs, teachers should frequently expose students to and discuss their meanings and origins. Sample exercises are provided to incorporate idioms and proverbs into lessons.
The document contains a poem and lesson plans about a poem called "Mr. Nobody". The poem talks about a persona called Mr. Nobody who is blamed for mischief and irresponsible behavior by children. Several activities and worksheets are proposed to help students understand and analyze the poem, including matching words to their meanings, drawing character traits of Mr. Nobody, role playing an interview with Mr. Nobody, and writing a letter to Mr. Nobody. The lessons aim to teach responsibility and proper behavior.
This lesson plan focuses on teaching modals to 7th grade students. It includes objectives of appreciating a song about modals, analyzing a comic strip using modals, and composing sentences with modals. Activities include viewing a music video, a vocabulary activity matching words by meaning, analyzing a comic strip, answering questions about modal uses, and completing exercises practicing modal uses. The plan aims to help students understand and apply modals.
A recipe has three main components: a list of ingredients including amounts, a name that indicates what is being made, and preparation instructions that specify the steps to combine the ingredients. Recipes provide precise directions for making a food or drink by detailing the list of ingredients, amounts needed, and how to prepare and cook the items. The instructions may include actions to take like peeling, chopping, mixing, and cooking methods such as baking, boiling, and frying, as well as places to put the food like in a pan, oven, or microwave.
The document contains lyrics to the song "Everything At Once" by Lenka, which uses descriptive adjectives and metaphors to convey wanting to experience everything. It includes the full lyrics broken up with gaps to be filled in by listening to the song. There is also an activity that asks the reader to describe pictures using adjectives from the song.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
MS4 Project Three Lessons' Plans is a complete guide to the learning objectives, the communicative tasks and the language forms to teach for third term. It includes detailed presentation and exlpanation to: reporting past events, reading the news " decoding headlines and writing news reports", responding to various situations..... and so many interesting facts
MS4 Project Two File 4 "Then and Now" Part Two lessons' plans
How to write a biography, notes taking, tribes of Native Americans,the true story of Pocahontas, story of black America.....MLK
This document appears to be a lesson plan for a class on comparing the past and present ("Then and Now"). The objectives are for students to make a differences poster, use the simple past tense, describe a leader's biography, report past events, and describe historic places using relative pronouns. The lesson covers grammar like the simple past tense and relative pronouns. It includes vocabulary, skills building, and practice activities. The teacher invites students to describe how a city has changed from the colonial period to present. Sample dialogues are provided to practice using "used to" to talk about past habits.
Oxford Read and Discover "Schools" is a complete guide for SHOOL vocabulary: types of schools, schools around the world, school uniforms, activities......
Ms3 project 2 Lesson Plan Checking Understanding and Asking for ClarificationMrs. F B Kh Mrs. F B Khj
The document provides instructions for three listening tasks about animals. The first task has students identify animals in slides and compare their habitats, families, diets and attitudes. The second task has students complete sentences about animal populations using lions, pandas or dinosaurs. The third task matches vocabulary words like abundant, endangered and extinct with their definitions. It also lists extinct or endangered animal species for students to learn more about, like woolly mammoths, dodo birds and polar bears.
This document provides examples of how to greet people in different situations and introduce oneself and others. It includes greetings for meeting and parting like "Hello," "Goodbye," and noting the time of day. Introductions involve stating your name, age, location, and other brief details. It also shows how to introduce two people to each other by saying "This is [name]" and providing short descriptions.
Cleopatra was the last pharaoh of Egypt who ruled from 51 BC until her death in 30 BC. She was highly intelligent and spoke multiple languages. Two powerful Roman rulers, Julius Caesar and Mark Antony, both fell in love with her. After her death, Egypt became a Roman province ruled by Rome.
This document provides instruction on how to use the present continuous tense in English. It explains that the present continuous is used to talk about actions that are happening now, at the moment, or today. It gives the affirmative form of the tense using am, are, and is with a verb plus -ing. Examples are provided of asking what someone is doing now using this tense. The negative and interrogative forms are also explained and examples given. Questions using who, what, where, when are discussed to ask for information in the present continuous. Pictures are included for students to practice making sentences in this tense.
This document provides instruction on how to use the present continuous tense in English. It explains that the present continuous is used to talk about actions that are happening now, at the moment, or today. It gives the affirmative form of the tense using am, are, and is with a verb plus -ing. It provides examples of questions and negative forms. It also discusses using question words like who, what, where, when to ask information questions in the present continuous tense.
This document discusses the different pronunciations of verbs ending in "ed" in the past tense. There are three possible pronunciations: /t/, /d/, or /id/. The pronunciation depends on whether the final sound of the verb's infinitive form is voiced or voiceless. Verbs ending in voiceless sounds like /p/, /k/, /f/ take on the /t/ pronunciation. Verbs ending in voiced sounds like /b/, /g/, /v/ take on the /d/ pronunciation. Verbs ending in /t/ or /d/ sounds take on the /id/ pronunciation. Examples are provided to illustrate each case.
This document discusses healthy eating and nutrition. It defines healthy eating as consuming a variety of foods that provide nutrients like proteins, carbohydrates, fats, vitamins, and minerals. It explains the roles of these different nutrients in the body. It also discusses healthy eating habits like eating several meals a day, consuming lean proteins and avoiding processed foods. Overall, the document provides information on maintaining a balanced diet and healthy lifestyle.
5 key differences between Hard skill and Soft skillsRuchiRathor2
𝐓𝐡𝐞 𝐏𝐞𝐫𝐟𝐞𝐜𝐭 𝐁𝐥𝐞𝐧𝐝:
𝐖𝐡𝐲 𝐘𝐨𝐮 𝐍𝐞𝐞𝐝 𝐁𝐨𝐭𝐡 𝐇𝐚𝐫𝐝 & 𝐒𝐨𝐟𝐭 𝐒𝐤𝐢𝐥𝐥𝐬 𝐭𝐨 𝐓𝐡𝐫𝐢𝐯𝐞 💯
In today's dynamic and competitive market, a well-rounded skillset is no longer a luxury - it's a necessity.
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Go through the carousel and let me know your views 🤩
Learnings from Successful Jobs SearchersBruce Bennett
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
LinkedIn for Your Job Search June 17, 2024Bruce Bennett
This webinar helps you understand and navigate your way through LinkedIn. Topics covered include learning the many elements of your profile, populating your work experience history, and understanding why a profile is more than just a resume. You will be able to identify the different features available on LinkedIn and where to focus your attention. We will teach how to create a job search agent on LinkedIn and explore job applications on LinkedIn.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
Khushi Saini, An Intern from The Sparks Foundationkhushisaini0924
This is my first task as an Talent Acquisition(Human resources) Intern in The Sparks Foundation on Recruitment, article and posts.
I invitr everyone to look into my work and provide me a quick feedback.
1. Nothing will work unless you do.
If you don't work for something, you will not
Teacher: Mrs. FBKh
El Cheikh Moulay Bencherif Middle School Sidi Ali
File Two
Plan
You Can Do It
2. cherish it. Life is a succession of events, and
success is gradual.
Skills Building
File Two PlanFile Two Plan
Ultimate Objective:
By the end of this file, students should be able to make a
profile of changes in Man’s capabilities.
Functions and Notions
-Expressing ability
-Expressing possibility
-Asking for and giving permission
-Expressing certainty
-Making requests ( consolidation)
- Exressing agreement and
disagreements
Language Learning
Grammar
-Modals : can, may, might and could
-Irregular forms of the modals can and
could: am able / will be able / was able
-Agreement and disagreement patterns:
so can I / Neither can I
-Modals: must / have to / need
Words and Sounds
-Vocabulary related to technology and animal life
-Equivalents of defective verbs (modals): allow to, permit to, capable of
-Prefixes of opposition: il, im, in, in, ir, un and dis
-Stress in words starting with prefixes
-Strong and weak forms of auxiliaries: was, were, can, do and have
Words and Sounds
-Vocabulary related to technology and animal life
-Equivalents of defective verbs (modals): allow to, permit to, capable of
-Prefixes of opposition: il, im, in, in, ir, un and dis
-Stress in words starting with prefixes
-Strong and weak forms of auxiliaries: was, were, can, do and have
Primary Skills
-Listening for functions (agreements and
disagreements)
-Listening for intonation patterns
-Listening for gist
-Reading for details
-Predicting and checking prediction
-Transposing information to a graph
-Interpreting texts with the help of an illustration
-Writing a short news paper article/ school report
Social Skills
-Making a survey
-Managing through
conversation
-Drawing rules for charter
3. Present to your students the theme of the file through the
description of the pictures p42. Ask them as many questions as
possible about the two illustrations.
Make your students deduce the message behind the pictures which
is
SUCCESS or ACHIEVEMENT
Explain to your students that nothing of great
value in this life comes easily. And strong and
deeply rooted desire is the starting point of all
achievements.
All what you must have to achieve your goal is
to believe in yourself and have the courage to
pursue your dreams.
Self-doubt is the little voice in
your head saying : » You Can Do
It ». And the big voice saying: “I
Wish You Would”. So, listen to the
little voice!
Sean O Donnell
Self-doubt is the little voice in
your head saying : » You Can Do
It ». And the big voice saying: “I
Wish You Would”. So, listen to the
little voice!
Sean O Donnell
I don’t want to reach
immortality through my work. I
want to achieve it through not
dying.
I don’t want to reach
immortality through my work. I
want to achieve it through not
dying.
4. Listen and Consider
Learning Objectives :
By the end of this lesson, students should be able to
-Express their abilities
- Find specific information from a dialogue
- Distinguish between strong and weak forms of can
Step One : Review
Recycle the use of modal verb can
What is a modal verb?
All the auxiliary verbs except: be, do and have are called modals.
Unlike other auxiliary verbs, modals only exist in their helping form; they cannot
act alone as the main verb in a sentence.
Be, Do and Have also differ from the other
auxiliaries in that they can serve as ordinary verbs
in a given sentence.
Could
The
modals
are
Can
Must
Might
May
Will
Would
5. Should
Shall
Ought
to
Can
expresses
Present ability General possibility Give permission Request something
Lyn can use the
laptop
Susan and her
friend can come
to the party. Our mother said
that you can go
to the woods
I left my bag at
home. Can you
lend me your book,
please
Can’t
Absence of ability Impossibility Deny permission
Time machine is not
real. It can’t get you
back to centuries ago.Chinese is very
difficult. I can’t learn
it.
You’ re
messy.
You can’t
go to the
party.
6.
7. Step Two : listen and consider
Before you listen: Presentation of the theme
Draw your students’ attention to the magazine cover page and ask them
Possible questions
What is the cover page about? –It’s about a contest.
What kind of contests is it? -It’s talent show contest.
Ask your students to name some of the most famous talent shows.
Eg: Star Academy / America’s got Talent ………….
Make your students read about the contest then ask them about their
talents. Activity 1 p 43
As you listen: Listen and Do
1-Read the questions carefully then listen to the teacher to answer the
questions p44
2-Strong and Weak forms
What is a talent show?
Talent : a natural ability of a superior quality to do something.
Talented: Adj; a person who has talents
Talent show: a live performance or spectacle (sometimes on TV)
where contestants perform acting, singing, dancing, acrobatics
and other art forms
"I believe that every person is
born with talent." - Maya
Angelou
Some words not only verbs that are used in speaking, have one weak sound
and one strong sound.
Weak forms are used in connected speech, that is when you are having a
normal, everyday conversation or when they are in the middle of a
sentence.
8. Strong forms are normally used when we say a word isolated from
speech with an emphasis on the vowel. These forms are used by
native speakers of English when talking to a foreigner, for example
or in questions.
Modal verbs usually have these two forms. But negative
forms of these verbs have only a strong pronunciation
Answers to questions p44
a-Bob politely requests Wendy to give him some of her time . He says : « Can you
spare a moment to answer a few questions, please ?”
b-Wendy to offer help, she says: “Sure, what can I do for you?”
c-Yes, she can.
d-Yes, she can.
e-No, she couldn’t.
f-Her parents accepted to let her play music because she was able to convince
them.
Answers to questions p44
a-Bob politely requests Wendy to give him some of her time . He says : « Can you
spare a moment to answer a few questions, please ?”
b-Wendy to offer help, she says: “Sure, what can I do for you?”
c-Yes, she can.
d-Yes, she can.
e-No, she couldn’t.
f-Her parents accepted to let her play music because she was able to convince
them.
Grammar Window
9. Be able to
Although we look at be able to here, it is not a modal verb. It is
simply the verb be plus an adjective (able) followed by the
infinitive. We look at be able to here because we sometimes use it
instead of can and could.
We use be able to: to talk about ability
The structure of be able to is:
subject + be + able + infinitive
subject
be
main verb
able
adjective infinitive
+ I am able to drive.
- She
is not
able to drive.
isn't
? Are you able to drive?
Notice that be able to is possible in all tenses, for example:
• I was able to drive...
• I will be able to drive...
• I have been able to drive...
Notice too that be able to has an infinitive form:
I would like to be able to speak Chinese.
USE OF BE ABLE TO
Be able to is not a modal auxiliary verb. We include it here for convenience, because it is
often used like "can" and "could", which are modal auxiliary verbs.
be able to: ability
We use be able to express ability. "Able" is an adjective meaning: having the power, skill or
means to do something. If we say "I am able to swim", it is like saying "I can swim". We
sometimes use "be able to" instead of "can" or "could" for ability. "Be able to" is possible in
all tenses - but "can" is possible only in the present and "could" is possible only in the past
for ability. In addition, "can" and "could" have no infinitive form. So we use "be able to"
when we want to use other tenses or the infinitive.
• I have been able to swim since I was five. (present perfect)
• You will be able to speak perfect English very soon. (future simple)
• I would like to be able to fly an airplane. (infinitive)
Aim : To make students aware of the functions of the modals :
can / could and be able to
10. Aim : students should be able to express Man’s past and present abilities
-find out what old travelers could achieve during their life
Neil Armstrong Marco Polo
Aim: students should be able to write a short school report about a student’s
past and present performances then future expectations.
Aim: students should be able to predict and check predictions
Before you read: Presentation of the theme
Invite your students to see the picture p46 and guess why the pupil has
stopped taking his test.
Make them try to give all the possibilities and probabilities that come to
their mind using: perhaps or maybe
Write it Up
Practice
Read and Consider
11. You: Why has he stopped taking his test?
Your partner: I don’t know. Maybe / Perhaps he doesn’t know the
answer.
Maybe / Perhaps he trying to remember the suitable answer.
Maybe and Perhaps
In British English, both of these adverbs are still very commonly used
and have the same meaning. We use them to say that something is
possible or maybe true, but you are not certain. They can be used
interchangeably but of the two:
PerhapsMaybe
Is used in more formal
sitautions
Is very appropriate for
more informal contexts
There were perhaps as many as
fifty badly wounded soldiers in
the hospital.
How old is Jane?
I don’t really know. In her
twenties certainly. Twenty-
five maybe.
12. What do you think Professor Kane will say about exam preparation?
In my opinion, Professor Kane will talk about the importance of exam
preparation and the advantages of group revision and its role in fighting
stress and anxiety before exams’ period.
Aim: to make students aware of the functions of May and Might
Aim: to reinforce students’ mastery of the modals may and might and use
them in contexts.
1-Students should be able to ask for permission
2-Give or refuse permissions using responses on the table p49
Aim: students should be able to write meaningful notes about what is most
likely to happen at the end of the school year.
Grammar Window
Go back to file plan page 6
Practice
Write it Out
13. Words and Sounds
Aim: Students should be able to form new words (opposites): adjectives,
nouns or verbs using the prefixes of opposition: il, im, in, ir, un and dis
Presentation
Try to make your students distinguish between the three words
above (form and meaning).
Prefix Suffix
Unhappy
adj
Happiness
noun
Happy
adj
To feel joy
To be in a good
mood
The feeling of
satisfaction,
pleasure or joy
Not happy
To feel mesirable
Unhappy HappinessHappy
Root
A root is a word in its basic simple form. Other word
may be built up or have its meaning changes by an
addition at the beginning “prefix” or at the end “suffix”
Prefix
A word or letter placed at the beginning of another
word (root) to adjust or qualify its usage or meaning
14. disagree
disable
disadvantage
disappear
dishonest
dislike
discomfort
disobey
disappointed
disarm
disbelief
discomfort
…
imperfect
imbalance
immaturity
immobility
immodest
impartial
imperfect
impolite
impersonal
impiety
impractical
…
irrational
irrelevant
irrationality
irregular
irresistible
irresponsible
irreverent
…
illegality
illiterate
illogical
illegitimate
illegible
illicit
illegal
…
…
Several prefixes are used in English to give words (nouns, verbs or adjectives) a
negative meaning. The most common ones are:
There are no rules to choose them, as each one goes with certain words and not with
others, so the best is to use your dictionary. However, there are certain rules that
apply to the Latin prefix in- (which is often followed by words of Latin origin):
In fact, those three prefixes are just variations of in-.
The rest of prefixes have either a Latin or a Greek origin, and are normally followed
by words coming from those languages. Un- is the only prefix of English origin and it’s
mostly attached to native words, but it combines with non-native words too.
When new words are coined, it is usually the preferred prefix, for example in
ungooglable and unhackable.
unfair
unable
unsafe
unkind
unlucky
unpack
undress
unpleasant
unpredictabe
unarmed
unjust
unfortunate
unacceptable
unconscious
untrue
uncertain
unpack
unlock
…
informal
injustice
invisible
incredible
indecisive
inadequate
independence
inefficiency
inexperienced
inability
intolerant
invalid
inactive
incompetent
incapable
incomplete
inexperience
inaccuracy
…
il / im / in / ir / un / dis
disi
m
irinu
n
il
I had never seen such
an irresponsible player
before! And he’s so
dishonest!!!
15. 1. The rumours about their
reconciliation were completely
unfounded.
2. He didn’t like Lisa’s boyfriend. It
would be dishonest of him to pretend
otherwise.
3. It was impossible for her to arrive
on time to the meeting.
4. The tickets are invalid. You haven’t
stamped them.
5. Many illegal immigrants were
arrested last night.
6. I am convinced now. His arguments
were irresistible.
7. I hate to wait in queues. I’m too
1. The rumours about their reconciliation were
completely ____founded.
2. He didn’t like Lisa’s boyfriend. It would be
____honest of him to pretend.
3. It was ____possible for her to arrive on
time to the meeting.
4. The tickets are ___valid. You haven’t
stamped them.
5. Many ____legal immigrants were arrested
last night.
6. I am convinced now. His arguments were
____resistible.
7. I hate to wait in queues. I’m too
____patient.
8. Look at her shoes. They’re so ____usual.
Key answersFill in the gaps with the appropriate
prefix
il im in ir un dis words
√ regular
√ capable
√ possible
√ responsible
√ legal
√ justice
√ probable
√ definite
√ polite
√ obey
√ agree
16. Research and ReportAim: to develop students’ desire to learn about endangered animals.
Students should be able to write a report about an animal in danger of
extinction.
Present and explain the instruction p52
-What’s the graph about? -It’s about some animals’ life expectancy.
What is life expectancy?
SOS
It is a statistical measure of the average length of
survival of a living thing. It means the expected time
: how long an animal can live
It is a statistical measure of the average length of
survival of a living thing. It means the expected time
: how long an animal can live
The life spans of animals are either the average life or the most extreme age
recorded or both.
Some animals live a very extreme life; others very short.
What determines the average life expectancy of a particular animal is dependent
on many evolutionary pressures
1-Speed of metabolism
2-age of sexual maturity
3-body or brain size
4-Risk of predation
The life spans of animals are either the average life or the most extreme age
recorded or both.
Some animals live a very extreme life; others very short.
What determines the average life expectancy of a particular animal is dependent
on many evolutionary pressures
1-Speed of metabolism
2-age of sexual maturity
3-body or brain size
4-Risk of predation
17. -Ask your students to list the animals on the graph.
-One of the most frequently asked questions is “how long are animals
expected to live?”
Tortoise
Bat
Horse
Dolphin
Lioness
Cat
Giraffe
Elephant
5 10 12 15 22 24 38 100
Ask your students some questions about the graph
How long do these animals live on the average?
2-Discuss the maximum age to which people and each of the animals on the
following table can live. Use the auxiliaries on the graph below to express
degree of possibility
100
(higher possibility)
80 may well
60 might well
40 may (smaller possibility)
20 might
0 Can’t live to the age of 30
Life expectancy graph
18. Animals Average age Maximum age
Human
Elephant
Giraffe
Cat
Lion-lioness
Dolphin
Horse
Bat
Tortoise
78
05
10
12
15
22
24
38
100
122
70
30
25
35
50
40
50
125
Example:
Humans live for78 years on the average, but they may live for up to 122
years.
Activity 4: Animals in danger of extinction
Presentation:
On planet Earth, live humans, animals and plants
How many species of animals are there? Species = kinds = sorts
There are more than 1.5 million species of animals.
Animals face a great danger. What is it?
-It is the danger of extinction.
Extinction (noun) / to become extinct( verb)
The above information is compiled from a number of sources: Encyclopedia
Britannica and animal’ lifespans.com
Living things
Humans Animals Plants
Extinct species
Are plants or animals that once
lived on Earth, but no longer live
anywhere in the world. You’ll never
see an extinct animal such as
Dinosaurs, Dodo birds, Passenger
pigeons because they are all
extinct.
Extinction
The complete disappearance of a species
19. Extict species
Pachyrhinosaurus (dinosaure)
Dodo birdPassenger pigeon
Since 1600, about 500
species of animals
have become extinct.
Dinosaures lived on Earth 200 million
years ago and dominated it for
almost 100 million years.
Endangered species
Are plants or animals whose
number is so few that they are in
danger of extinction, or becoming
extinct.
Endangered species are most in
danger of extinction; Even large
populations of animals can be at
risk
Threatened species
Are plants or animals whose total
numbers are falling and they are
on the way of becoming
endangered.
The VaquitaWhite-Headed
Langur
Extinction has always happened naturally, but in
modern times, people have pushed wildlife to the
brink much more quickly than ever before. We are
losing wildlife at a rapid rate.
20. What animals are in danger of extinction? -They are: African elephant, Tigers,
Koalas, Mexican crocodiles, Pandas, Polar bears, Brown bears, Mountain gorillas,
hippotamuses, Orangutans, River otters…
What causes their extinction? -Here are nine of the main reasons why animals become
Extinct:
1-Habitat loss 2-Illegal hunting 3-Introduction of a foreign species
4-Predation 5-Sport hunting 6-Folk medicine
7-Poaching 8-Fur trade 9-Pollution
Choose an animal which in danger of extinction and write a report about it:
Name of animal: Mountain Gorilla
Where does it live: Virunga volcanoes mountains Eastern
Africa: Congo, Uganda
What does it look like: big, black fur, bounding chest, big
bared teeth
What is special about it: vegetarian, peaceful
How long does it live: 20 years
What is the maximum age to which it can live: 55 years
What may cause its extinction: civil war, meat, trophies
What can we do to save it: set agreements to ban hunting
gorillas, establish natural parks to protect them
The report :
An Animal in Danger of Extinction
One of the animals in danger of extinction is the Mountain Gorillas.
Mountain gorillas live in Virunga Volcanoes Mountains, some regions in
Eastern Africa: Uganda, Rwanda and Congo. They are huge animals with
black fur (hair), bounding chest and big bared teeth.
Mountain gorillas are gentle, peaceful and mainly vegetarian creatures.
They live for 20 years in the average, but they may well live for up to
55 years.
Life for mountain gorillas is not at all peaceful. They are
threatened by: civil war in some African regions. Hunters kill them for
food and trophies. Their forests are chopped down for farm land, fuel
and housing.
Here are some ideas that may help save the mountain gorillas:
African authorities should sign international agreements to officially ban
the hunting of this species and establish natural protected areas where
mountain gorillas can live in peace.
21. WWF
5-Group work : Presentation
Aim: listening for functions (agreeing) and for intonation patterns
Students should be able to make agreements positively and negatively using
so and neither
Presentation: So…………./ Neither…………
World Wildlife FoundationWorld Wildlife Fund
World Wildlife Fund is an international organization founded in 1961
by the biologists: Sir Julian Huxley and Sir Peter Scott.
World Wildlife Foundation is another organization. It’s a name
coincidence. The main point is that both the two organizations work
for the same aim: a better planet, where all species live peacefully.
W. W. Fund has been doing a lot of strong, beautiful and committed
actions related to the preservation of environment and its
endangered species for nearly 50 years.
W.W. Foundation is much younger, but works for the same goals and
strives to make a difference for the entire world to benefit from.
Listening and Speaking
22. Positive agreement :
If you agree with someone about an opinion, you can simply say: “ I agree” or “ you
are right.”
Eg: A- I think you need more time.
B-You are right / I agree OR
A-I am in a hurry./positive statement
B-Me, too. I am in a hurry, too OR So am I
A-I need to go to the bathroom./ps OR So do I
B-Me, too. I need to go ……,too.
Use: SO …..I IN A POSITIVE SENSE TO SHOW THAT WE FEEL THE SAME WAY AS
ANOTHET PERSON? OR HAVE PERFORMED THE SAME ACTION.
CHANGE THE AUXILIARY VERB RELATED TO THE ORIGINAL STATEMENT.
THE FORM IS USUALLY USED IN THE FIRST PERSON SINGULAR; HOWEVER, OTHER
FORMS ARE ALSO POSSIBLE.
Find the suitable responses to the following statements:
A-I would like to visit Geneva some day.
B-……………………………………….
A-I could run 10 kms when I was young.
A-I am meeting a colleague tomorrow. B-……………………………………………
B- ……………………………………..
A-I work in a bank.
A-I went to the cinema last night. B- ………………………………
B-…………………………………..
Note that « too » usually comes at the end of the sentence and « so » at the
beginning
To agree with a positive statement, we use :
So + auxiliary / modal + pronoun
A-I am cilmbing a ladder.
B-So am I A-I love Maths.
B-So do I
A-Helen teaches Maths.
B-So does her husband.
23. Negative agreement
To agree with a negative statement, we use « NEITHER “in place of SO
and EITHER in place of TOO
Examples Neither am I
A-I am not hungry. B-
I am not either
Neither do I.
A-I don’t have enough money. B-
I do not either.
These expressions can also be used in the 2nd
or 3rd
person
Example:
A-Tod does not want to quit smoking.
B-Neither does Louis. / Louis doesn’t either.
Aim: to provide further practice of: So and Neither
You can give your students different kinds of exercises such as:
*Add a response to the following statements
*Which of the following is a correct agreement?
*Which of the following is not correct?
To agree with negative
statements, we use
Neither + auxiliary or
modal + pronoun
Note that NEITHER is used with
positive verbs and EITHER with
negative verbs
Practice Activities
Types of Activities
24. JSC2009-E-155295 (28 July 2009) --- NASA and General Motors have come
together to develop the next generation dexterous humanoid robot. The robots –
called Robonaut2 – were designed to use the same tools as humans, which allows
them to work safely side-by-side humans on Earth and in space.
A variety of activities
are available
at:English-zone.com
A variety of activities
are available
at:English-zone.com
Reading and WritingAim: Students should be able to interpret a passage with the help of an
illustration
Pre-reading: presentation of the theme
The magazine’s cover page
The answers:
1-The name of the magazine is: Popular Science
2-The title of this issue of the magazine is: Flash Forward Life in the future
3-The magazine deals with topics about: Science, Medicine, Technology,space
4-The illustration on the cover page represents: a robot holding a baby
5-I think the most important article will be about: Robots
ROBOTNASA
25. The talent of success is nothing more than
doing what you can do, well.
Henry W. Longfellow
When you rehearse success in
your mind, you experience it in
your life.
Remez Sasson
After climbing a great hill, one
only finds that there are many more hills to climb.
Nelson Mandela