1 Lesson Plan
Stage Time Procedures Interaction Aims
Warm -Up 5
mins -T greets students and engages them in a quick discussion about their favorite
communication tools (e.g., smartphones, emails).
-T asks questions like, “What do you use to talk to your friends?” “How often do you
use your phone for studying?”
Ss respond and share their experiences. T to Ss To set the context and
activate prior knowledge
about communication
tools.
Introduction 05
mins -T introduces the topic of the unit 'Getting Through' by writing the unit title on the
board and explaining the importance of understanding different communication
tools in today’s world.
-T distributes the handout and asks Ss to observe the images.
-T explains that the first task will involve labeling these items. T to Ss To introduce the key
vocabulary and
concepts related to
communication and the
unit in general.
05
mins T asks Ss to label each item on the handout with its correct name (email, a
computer, the Internet, social media, letters, a smartphone).
Task 1: Label each item with its correct name. Then, answer the questions that
follow.
email - a computer - the Internet - social media - letters - a smartphone T to Ss, Ss
to Ss To assess students'
understanding of
communication tools.
Unit:
Getting Through
Teacher’s Name:
Sequence:
Unit Introduction
Level : 1st year
Learning Objectives:
By the end of this lesson, students will be able to identify key communication tools,
categorize them based on
their usage, and reflect on their relevance in modern life.
Targeted Competencies:
Interact, Interpret
Subsidiary Aim:
Students will be able to discuss the relevance and usage of different communication tools
in modern life.
Assumptions:
Students may already be familiar with some basic communication tools.
Anticipated Problems:
Students might struggle with categorizing tools due to overlapping uses (e.g., smartphones
for studying and
communication).
Suggested Solutions:
Provide clear examples and guide students through reasoning for categorization.
Materials:
Handout with labeled items, word search puzzle.
2
A. Which items do you use the most?
Why?
B. In your opinion, to which category
does each item belong? Justify your
answer.
o Communication →_________
o Studying →_______________
o The news →_____________
C. Which item is no longer used now? Why do you think so?
-T circulates the room to assist Ss as needed.
Key Answers: 1. The Internet , 2. letters , 3. A smartphone , 4. A computer , 5. Social
media , 6. Email.
02
mins -T asks Ss to answer questions about which items they use the most and why.
-Ss discuss their answers in pairs before sharing with the class.
-T then asks Ss to categorize the items into groups (communication, studying,
news).
Key Answers: Communication -> Email, social media; Studying -> A computer; The
news -> The Internet, social media. T to Ss, Ss
to Ss To deepen
understanding of the
categories and their
relevance.
02
mins -T asks Ss to reflect on which item is no longer commonly used and discuss why they
think so.
-Ss share their thoughts in groups and then with the class.
Key Answers: Letters (due to the rise of digital communication). T to Ss, Ss
to Ss To discuss the relevance
of some tools.
1
2
3
4
5
6
3 Closing 15
mins -T wraps up the lesson by handing out a
word search puzzle related to the key
vocabulary from the lesson.
-Ss work individually or in pairs to complete
the puzzle.
-T offers help as needed and reviews the
answers with the class.
Key answers →
T to Ss To reinforce vocabulary
and provide a fun,
engaging activity to
conclude.
Project
launch 15 T introduces the unit project where students will work in groups to compare
different communication methods.
T explains the objectives, assigns groups, and provides an overview of the timeline
and assessment criteria.
Project Components:
1. Curriculum Vitae (CV):
o Task : Students draft a CV, including sections like Personal Information,
Education, Work Experience, Skills, and References.
2. Application Letter:
o Task : Write a formal application letter tailored to a specific job,
highlighting relevant qualifications.
3. Letter of Reference:
o Task : Write a reference letter, either simulating one for a peer or
imagining one they would receive.
T to Ss, Ss
to Ss To set the stage for the
unit project and engage
students in applying their
knowledge creatively
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1
Lesson Plan
Stage Time Procedures Interaction Aims
Warm -Up 5
mins -T greets students and engages them in a brief discussion about their daily
communication
habits (e.g., “How do you usually communicate with friends and family?”).
-T introduces the topic of accessing emails and asks if Ss have ever used email before.
-Ss share their experiences. T to Ss To set the
context and
activate prior
knowledge
about
communication
tools.
Pre-
listening 5
mins -T distributes a handout with different tasks and asks Ss to read the first task.
-Ss match the words with the corresponding images.
-T checks the answers as a class.
Task 1: Match the following words with the parts of the
computer.
headphones - printer - monitor - mouse - speakers -
keyboard
A. List other words related to the computer and the Internet.
B. Tick or cross out the statement you agree or disagree with.
Personally, I use the computer to…. T to Ss To familiarize
students with
the vocabulary
they will
encounter in
the tasks.
Unit:
Getting Through
Teacher’s Name:
Sequence:
Listening and Speaking
Level:
1st year
Learning Objectives:
By the end of this lesson, students will be able to identify means of intercultural exchanges
and express their preferred
means of communication by comparing them.
Targeted Competencies:
Interact, Interpret .
Subsidiary Aim:
Students will be able to express preferences in communication tools using appropriate
structures.
Assumptions:
Students may already be familiar with basic computer and Internet vocabulary.
Anticipated Problems:
Students might find it challenging to reorder instructions or express preferences clearly.
Suggested Solutions:
Provide clear examples and practice sequences and preference structures.
Materials:
Handout, audio recording .
Allotted Time:
1 hour
2 Play video
games Connect to the
internet prepare projects
study access social
media send emails
Key answers:
1. Printer. 2. Keyboard. 3. Mouse. 4. Headphones. 5. Speakers. 6. Monitor.
A. Central unit, CPU, RAM, storage, social media, website… Etc.
B. Answers vary from one student to another.
While
listening 10
mins
10
mins
10
mins -T introduces the listening activity by explaining that Ss will listen to instructions on
how to access
email and compare communication methods.
-T plays the audio recording.
-Ss reorder the sentences to form coherent instructions for accessing email.
Task 1: Re-order the sentences below to get coherent instructions for accessing email.
Key Answers: 1. Open your browser, 2. Type [Link] , 3. Enter email and password,
4.
Click "Sign in", 5. Check "Inbox".
-Ss listen again to check their answers and rewrite the instructions using sequencers
Task 2: Listen and check your answers to the previous task. Then, rewrite the instructions
using
these sequencers: first, then , after that , and finally.
Key answer: In order to access your email, you should do the following. First, open your
browser.
Then , type [Link] . After that , enter your email and password. Finally , click "Sign
in"
and check your "Inbox".
-Ss listen to an interview and tick the features that apply to texting and social media
messaging
(e.g., cheaper, faster).
Task 3: The table below compares texting using phone (SMS) with social media messaging
(Facebook, Instagram…etc ). Listen to the interview and tick what the interviewee thinks
about texting and social media messaging.
A. Enter your email and
password. C. Click the sign in button.
B. Click on “inbox” to see
your emails D. Open your browser and
type [Link] T to Ss, Ss
to Ss To listen for gist.
To give
sequenced
orders using
sequencers.
To make
comparisons.
3 Key answers:
Features SMS Social media
cheap er
faster
more convenient
less personal
Post-
listening 10
mins -In pairs, Ss act out a short dialogue about their preferred communication tool using
the
structures provided in the Tip Box
(e.g., “I prefer texting to emailing because it’s faster”).
-T circulates to assist and monitor.
Key Phrases: "I prefer texting because it’s faster," "I like social media because it’s more
convenient." Ss to Ss To express
preferences .
4
[Link] and Teachلك احلقوق حمفوظة لصفحة
All rights reserved to the page [Link] and Teach
.اليسمح ب نرش أو إعادة بيع أي جزء من العمل
:ألي اس تفسار يرىج مراسةل الصفحة أو اإلمييل التايل
dzteacherofenglish@[Link]