Unit: Getting Through.

Theme: Intercultural Exchanges

Level/Stream: Year One, Both Streams Academic Year: 2024 / 2025
Unit Map
Targeted Allotted
Seq Rubric Objectives of the lesson Competency time

Identifying and defining the concept of intercultural exchanges, to have a general overview about /// 01 hour
Getting Started
this unit, to introduce the project, and learn some new lexis related to the theme.
Listening and Speaking

Listen To develop the listening skill, to name the main parts of a computer, give sequenced instructions Interact
and to access an e-mail, and express preferences. Interpret 02 hours
Check Produce
To develop the listening skill, to listen and mark intonation (↘ or ↗) in polite requests, transform
Say it Clear Interact 01 hour
statements into requests with the right intonation, and classify two syllable words according to
Interpret
their stress pattern.
To practise and consolidate the speaking skill with reference to functions (e.g., instructing and Interact
01 hour
It’s your Turn expressing purpose) and related language forms to produce an argumentative paragraph Interpret
defending a point of view about the usefulness of the Internet. (Say it in Writing). Produce
To develop the reading skill, to read icons in a computer screenshot, interpret an e-mail, to Interact
Read and Check discover information about it¸ and to learn some new lexis related to computing and messages. Interpret 02 hours
Produce
Discover the Interact
To develop the reading skill, to rreport one’s regular activities using adverbs of frequency, degree
Reading and

Interpret 02 hours
Language adverbs and the simple present tense.
Produce
Writing

To develop the writing and the reading skill, to reinvest the use of frequency adverbs, to write a Interact
01 hour
Write it Right reply to an electronic mail introducing themselves. Interpret
Produce
To develop the writing and the social skills, to distinguish between formal and informal letters (style/ content), Interact
Developing

Interpret 01 hour
to write formal, informal invitations, and apology letters.
Skills

Interact
To express purpose using in order to, so as to or to in the affirmative or the negative form. 01 hour
Interpret
Produce

To write a set of school rules using the expressions of obligation, prohibition, absence of obligation, necessity Interact
 Interpret 01 hour
Produce
To use the correlative conjunctions correctly to join pairs of sentences. Interact
Interpret 01 hour
Produce
Consolidatio Interact 02 hours
Write it To read, analyze the form and the meaning of CV (Curriculum Vitae), fill in a résumé and write a job Interpret
n Out application letter. Produce
& Extension
Project /// 01 hour
To make a job application booklet.
Workshop
Unit ///
To mobiliz and reinvesting what has been learned in the unit through oral or written exercises. 02hours
Assessment
Consider
Stop &
 Lesson Plan
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Getting Started & Project Announcement.
Theme: Intercultural Exchanges. Time Allowance: 01 hour.
Targeted competencies: interacting and interpreting. Materials: Whiteboard, worksheets and pictures.

Objectives: by the end of this lesson, my learners will be able to: identify and define the concept of intercultural exchanges, to have a general
overview about this unit, to introduce the project, and learn some new lexis related to the theme.

Interaction Aims Targeted Tim

steps Procedures/Correction Competency e

Brainstorming
 The teacher greets his/ her pupils and welcomes them. Interact 05
Warm

and presenting
Interpret Mns
Up

 S/he interacts with them to set a suitable and positive atmosphere the lesson through
for learning. communicative
 S/he invites some of them to introduce themselves through using tasks.
the ball game (focusing and correcting the learners’ pronunciation)

A/ Puzzle: Reorder the scrambled letters below to get the right word:

o n c m t C a n o i i u m
Key answers:
* Communication: is the process of passing information (sending) and understanding (receiving) the
To introduce the Interact 10
Pre-Task

same from one person to another through verbal and non-verbal means.
topic by interpreting Interpret Mns
B/ Check the pictures (1, 2 and 3) then discuss: the pictures
- What do the following pictures represent?

Preparing the
1 2 learners for the
C/ What do you think the common thing between them is? coming tasks.
 Key answers:
→ The pictures represent a group of people from different countries all over the world. And this
describes the concept of communication between people from different nationalities.

Activity 01: A/ Label the following items (a-f) with its appropriate name:
Key answers:

Interact 10
Labeling pictures Mns
A. Newspapers. B. Smartphone C. Television Interpret
During Task

D. Magazines E. Telephone F. Radio

B/ Pictures (A-F) represent: Means of Communication.

Activity 02: Complete the chart below as shown in the example given.
Key answers: To get new
Verb Noun Adjective vocabulary
Example Items
To communicate Communication Communicative
Interact 15
To connect Connection Connective
Interpret Mns
To create Creation Creative
To invite Invitation Invited
To enrich pupils
To enquire Enquiry Enquirable vocabulary
To check Checking Checkable / Checked
To use Usage Useful / Useless
To accept Acceptance Acceptable
To announce Announcement Announced
 Project Assignment
In pairs (group of 2), prepare a written and an oral (addressing classmates) presentation
about one of the following topics.

* Topic 1. Writing an Email.

Post Task

(Use a printed mobile screenshot for both the sender and the receiver To introduce the Interact 15
letters’). topic of the project Interpret Mns

* Topic 2. Making Informal Notes.

(Write invitations for: house warming, birthday, wedding party… )
* Topic 3. Making a Job Application Booklet.
(Make your own CV, application letter, and a letter of reference )

N.B: The project presentation will take place at the end of unit 01.
 Lesson Plan 01
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Anticipate & Listen and Check P. 16/17
Sequence One: Listening and Speaking. Time Allowance: 02 hours.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, pictures, and schoolbook.

Objectives: by the end of this lesson, my learners will be able to: name the main parts of a computer, give sequenced instructions to access an e-mail,
express preferences, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

To set LS in
Warm

context Interact 05
Up

 The teacher greets his/ her pupils and welcomes them. Interpret Mns
 S/he interacts with them to set a suitable and positive atmosphere for learning.
 The teacher asks learners to open their books on page 16 and do the activities.
 S/he invites them to look at the pictures then match them with the parts of computer that follow.
A/ Match the following words (A-F) with the right picture (A-F):

Screen _ Speaker _ Printer _ Mouse _ Central Unit _ Keyboard

To interact and
identify the Interact 10
listening

different parts of Interpret Mns

the pc.
Pre-

1 2 3 4 5 6
Key answers:
1. Central Unit. 2. Keyboard. 3. Screen. 4. Mouse. 5.  Speakers. 6. Printer.

B/ Mention other terms that are related to the computer or internet:

 Cd–rom , scanner, flash disk, excel, modem, windows, e-mail…
To listen for Interact 05
specific details of Interpret Mns
C/ Listen and say the e-mail address written below, then create your own address. information
Key answers:
You see/ write: You say/ read:
sihem2008@[Link] sihem two thousand and eight at yahoo dot com

Activity 01 p. 17: A/ Re-order the following sentences to get coherent instructions for
accessing e-mail.
a. Select ISP (Internet Service Provider). ……
b. Switch on the computer. …… To listen for Interact 07
specific details of Mns
c. Click on e-mail. …… Interpret
d. Signe in. …… information
e. Click on write a message. ……
f. Enter your ID and password. ……
g. Wait for the connection to your e-mail. ……
During Listening

Key answers:
Instructions a b c d e f g
Order 2 1 3 5 7 4 6

B/ Listen and check your answers to (activity 01). Then rewrite the instructions in using the
given sequencers:
First, Then, Next, After that and Finally
To give sequenced 10
Start like this; In order to access an e-mail, you need to do the following… Produce Mns
instructing and
Key answers: related language
In order to access to an e-mail, you need to follow a number of stages. First, you need to
switch on the computer. Then, you have to select an ISP from the menu. Next, you should click
on e-mail and enter your ID and password. After that, you have to sign in and wait for the
connection. Finally, you have to click on read or write to send or check your message.
 Activity 03 p. 17: The table below compares “e-mail” with “snail mail”. Listen to your
teacher simulating a dialogue and tick (√) what Interviewees A and B:
Interviewee A Interviewee B To compare e-
Features E-mail Snail- mail E-mail Snail- mail mail with snail
Interact 10
mail
Interpret Mns
Faster  
Cheaper  
More interesting  
Less personal  
Less convenient 

Activity 05 p. 17: Write a short paragraph about your preferences using the information in
the table above. Then read it to the class:
Start like this:
To revise the 15
Post Listening

 I prefer e-mailing messages… functions of Produce Mns

comparing and
Key answers: expressing
opinion/point of
I prefer to send my messages by e-mail rather than send them by snail mail because of
view
many reasons. Firstly, e-mails are faster. Secondly, they are cheaper. Thirdly, they are more
convenient. Finally, I favor e-mails because I like the internet.
 Lesson Plan 02
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Say it Clear P. 18
Sequence One: Listening and Speaking. Time Allowance: 02 hours.
Targeted competencies: interacting and interpreting. Materials: Whiteboard and schoolbook.

Objectives: by the end of this lesson, my learners will be able to: Listen and mark intonation (↘ or ↗) in polite requests, transform statements
Into requests with the right intonation, classify two syllable words according to their stress pattern, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

 The teacher greets his/ her pupils and welcomes them.

Interact 05
Warm up

 S/he interacts with them to set a suitable and positive atmosphere for learning. To set learners in
 S/he asks them some questions to pave the way to the lesson: context. Interpret Mns
*How to ask someone in a polite way?
*Formal and informal requests?
*What does intonation mean?
 The teacher invites them to open their books on p.18 and follow and do the tasks.

Task 01 Activity 01: Listen to your teacher reading each of the sentences below and mark
intonation(↘ or ↗) at the end of each sentence with an arrow: To familiarize the Interact 10
p.18
learners with Interpret Mns
Key answers: intonation in polite
requests.
a- Could you speak more slowly↘, please↗?
b- Can you speak louder↘, please↗?
c- Can you say that more clearly↘, please↗?
d- Could you go less quickly↘, please↗?
Activity 02: Transform the statements below into requests and say them with the right To enable them
Task 02 making requests out 10
intonation: Interact
p.18 of information Mns
a- You want someone to type more/less quickly (than s/he does) Interpret
provided in the form
b- You want someone to press the key more smoothly (than s/he does) of statements
c- Someone to use the computer less/more frequently (than s/he does)
 d- You want someone to arrive earlier (than s/he does)

Key answers:
a- Could you type more quickly↘, please↗?
b- Can you press the key more smoothly↘, please↗?
c- Could you use the computer less frequently↘, please↗?
d- Can you arrive earlier↘, please↗?

To familiarize the
learners with words Interact 05
syllables and stress Mns
Interpret

Activity 03: The words below have two syllables. Copy them either in column A or in B
Task 03
according to their stresses pattern:
p.18
 The teacher shows the learners how to split the words into syllables. Then, he directs that
there two kinds of syllables: (stressed and unstressed syllable.)
Key answers:
Stress on the first syllable: Stress on the second syllable:
To draw the rule for 10
‘Browser Co’nnect accentuation/word Interact Mns
‘Modem E’rase stress in two syllable Interpret
‘Cursor E’scape words
‘Pointer Pro’tect
‘Windows Re’move
‘Floppy Dis’play
‘Keyboard

Set the Remark :

reminde In two- syllable words, stress usually falls on the second syllable when the word is a verb, To initiate the 10
Interact
r but it is placed on the first syllable when the word is a noun. learners to phonetic Mns
transcription. Interpret
The hidden message:
 Decipher the message below and use the letter of the alphabet to write it:
→ Your floppy disk contains a virus. Remove it from my computer
 Lesson Plan 03
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: It’s your Turn & Say it in Writing P. 19
Sequence One: Listening and Speaking. Time Allowance: 02 hours.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard and schoolbook.

Objectives: by the end of this lesson, my learners will be able to: practise and consolidate the speaking skill with reference to functions (e.g.,
instructing and expressing purpose) and related language forms to produce an argumentative paragraph defending a point of view about the
usefulness of the Internet, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

 The teacher greets his/ her pupils and welcomes them.

Interact 05
Warm up

 S/he interacts with them to set a suitable and positive atmosphere for learning. To set learners in
context. Interpret Mns
 S/he asks them some questions to pave the way to the lesson:
* T/S: What do you think about/of the Internet? * T/S: Is it useful or not? Why?
* T/S: Can you give other reasons? Explain/Justify…
 The teacher invites them to open their books on p.19 and do the tasks.

Activity 01: Match clauses in column A (1-4) with clauses in column B (a-d) to get coherent
Task 01 sentences
p.19 * The pupils should read the sentences quickly to get the main idea .This will help them to have an To make the
overall impression of what the sentences are about .(pair work) learners reproduce
Interact 07
* The teacher interacts with them and check their answer : what they have Interpret Mns
It’s Your Turn

learnt.
Key answers:

Column A 1 2 3 4

Column B b a d c
 To encourage the
learners to pay
attention to the 10
Task 02
Activity 02: Now, reorder the sentences above to get a coherent paragraph using modals organization of ideas Produce Mns
p.19 and sequencers : in a form of
paragraph
Key answers:
Ok, you want to create an e-mail account? It is very easy. First, you have to switch on the
central unit and the monitor to start the computer. Next, you need to go to the address section
to choose a site .Well, if you want to create an e-mail account, click on the e-mail option in the
menu. After that, click on the sign in icon in order to open the page for personal details.

In no more than 5 paragraphs, write a short speech / paragraph about the usefulness of the
internet and its hidden dangers. Help yourself with the notes on the computer screen.

* Follow the plan below.

The Drafting Stage
Pre-Writing

 The teacher divides learners to work into groups and assigns steps of the writing.
The Reviewing Stage
 The teacher asks learners to exchange draft to check relevance of ideas, cohesion, coherence
and use of sequencers, connectors, repetition of ideas, words…
The Editing Stage
 The teacher asks learners to re-read their parts and correct errors in grammar and
mechanics.
 The teacher can help learners identify their mistakes/Word order s.v - spelling –Punctuation-
capitalization…)
The Publishing Stage
 The teacher encourages learners to share their final draft with other groups for peer-
assessment.
 The teacher directs asks learners to write their paragraphs in the class sheet to be read of the
representative.

Key answers:

The Advantages and the Drawbacks of the Internet.

I think that the internet is one of the human greatest inventions ever, which has
 brought significant changes to our lives. However, it is still important for us to be aware of
both its positive side as well as its negative one in order to be able to use it adequately.
The internet is very beneficial to us. It has turned the world into a small village. People can
connect and interact with each other instantly, cheaply, and from the comfort of their
houses. In addition to that, the Internet has facilitated life in general for us, as we are now
able to work, shop, and learn just by a simple click. Besides, the internet is a great means
of entertainment, especially for those who like to listen to songs, watch movies, or play
games. Well, the advantages of the Internet are countless and we must be grateful for that. To write an Interact 30
On the other hand, the Internet has an unsafe side that we must protect ourselves argumentative Interpret Mns
essay
from. The internauts can be exposed to a set of threats by overusing the net, misusing it, or
falling victims to malicious people like the hackers. Spending long hours in front of the
screen can cause not only physical, but also mental health issues, like depression.
Moreover, users of the internet have to know how to protect their smart devices from
viruses and themselves from potential dangerous people. What is more is that some
internauts need to know how to manage the time spent online in order to keep up with the
real life and have a healthy relationship with those who are around, especially the family
members. To sum up, the Internet can be really threatening for us.
In conclusion, the Internet is a double-edged sword. So, It is up to us whether to
bring the best out of it, or to harm ourselves by using it incorrectly.

To present an
Writin

10
Post

* Now, address your classmates and read the corrected version of your letter to the class. argumentative Produce
Mns
g

essay
 Lesson Plan 04
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Anticipate & Read and Check p. 20/21
Sequence Two: Reading and Writing. Time Allowance: 02 hours.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, pictures, and schoolbook.

Objectives: by the end of this lesson, my learners will be able to: read icons in a computer screenshot, interpret an e-mail, to discover some
information about it¸ to learn some new lexis related to computing and messages, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

 The teacher greets his/ her pupils and welcomes them. To set learners
Interact 05
Warm up

 S/he interacts with them to set a suitable and positive atmosphere for learning. in context.
Interpret Mns
 S/he asks them some questions to pave the way to the lesson:
* T/S: What do you think about/of the Internet? To pave the way to
* T/S: How do you communicate through the internet? the lesson.
* T/S: Do you usually send e-mails? What should you have in order to write them?
 The teacher invites them to open their books on p. 21 and do the tasks.

Activity 01 p. 20: Match icons (1-6) in the screenshot below with their functions (a-f):
Key answers:

Functions A B C D E F
Pre-reading

Icons 3 1 6 4 5 2 05
Mns
* The screenshot is used for electronic mail. (e-mail)
* The website is used for
 Activity 01 p. 21: Now read the e-mail p.21 and check your answers to the previous task.

Activity 02 p. 21: Use the information from the e-mail to fill in the blanks in the screenshot. To extract general Interact 05
Key answers: information from Interpret Mns
 To: Amel. (the receiver/ recipient). the text
 From: Kirsi. (the sender).
 Subject: Correspondence between key pal. (pen friend).
During Reading

Activity 03 p. 21: Read the e-mail again then say whether the statements are “true” or “false”:
To retrieve general Interact 10
Key answers: Mns
information from Interpret
A. Kirsi is Finnish (from Finland).
the text
B. kirsi wants to correspond with Amel to know more about her and her country.
C. Sauna is a room designed for heat sessions. / the equivalent in my language is: ‫حمام معدني‬
D. kirsi lives in town. / Justification → we live in Central Finland in a tiny Village called
Tikkakoksi.
E. She rarely goes out at the weekend.
To scan the text for Interact 07
Activity 04: Say who or what do the words written in bold refer to in the e-mail: Interpret
specific words Mns
Key answers:

1. Your (§1) → possessive adjective (Amel’s e-mail address)

2. Country (§1) → Algeria
3. Myself (§3) → Kirsi
4. All (§4) → kirsi’s family
5. Them (§4) → dog and parrot.
6. Pets (§4) → dog and parrot (tame animal kept at home)
7. It (§5) → Jyvaskila.
8. Country (§5) → Finland.
9. It (§6) → Finland

Write it Right p. 23
st Reading

Homework
You want to correspond Kirsi and an online friendship with her. Write a short reply to kirsi’s
To write a short
email following the plan below: 20
 reply to an Produce Mns
 Say thank you and introduce yourself briefly. electronic mail
 Tell her about your hobbies and interests.
 Introduce your family.
 Introduce your country briefly.

Dear Kirsi,
Dear Kirsi,
I'm very pleased that we're going to be pen friends. Thank
you for your photo. It’s really beautiful. It’s wonderful to have I'm very pleased that we're going to be pen friends. Thank
someone with whom I can share my opinions and experiences. In you for your photo. It’s really beautiful. It’s wonderful to have
this first letter, I'll write a few words about myself, my family, my someone with whom I can share my opinions and experiences. In
daily activities and also the place where I live. this first letter, I'll write a few words about myself, my family, my
My name is Amel. In Arabic, it means hope. I’m 16 years old, I daily activities and also the place where I live.
go to Secondary School. The subjects I like best are English and My name is Amel. In Arabic, it means hope. I’m 16 years old, I
Arabic. I’m average height, and I have black fair hair and big brown go to Secondary School. The subjects I like best are English and
eyes. Arabic. I’m average height, and I have black fair hair and big brown
I live in the city of Setif, a beautiful city situated in the eyes.
Northeast of Algeria. Algeria is situated in the North Africa. Its I live in the city of Setif, a beautiful city situated in the
capital city is Algiers. My house is situated in the outskirts of the Northeast of Algeria. Algeria is situated in the North Africa. Its
city and it takes a lot of time to get to the city centre by bus. capital city is Algiers. My house is situated in the outskirts of the city
Despite this disadvantage, I like my house very much because it’s and it takes a lot of time to get to the city centre by bus. Despite this
spacious. disadvantage, I like my house very much because it’s spacious.
We’re family of five. My father has his own business and my We’re family of five. My father has his own business and my
mother takes care of the house. I also have an older sister who mother takes care of the house. I also have an older sister who
studies at Setif University, and a younger brother who is studing at studies at Setif University, and a younger brother who is studing at
middle school. middle school.
I am a pet lover and have a dog, a cat, and two canaries. They I am a pet lover and have a dog, a cat, and two canaries. They
need a lot of attention. Music is my hobby. I love chaabi and el oud need a lot of attention. Music is my hobby. I love chaabi and el oud
music. I have lots of CDs and I listen to them whenever I have music. I have lots of CDs and I listen to them whenever I have some
some free time. I also like cycling. I wish I could ride a bike every free time. I also like cycling. I wish I could ride a bike every day, but
day, but I usually have no time. I usually have no time.
I’m looking forward to hearing from you soon. Take care of I’m looking forward to hearing from you soon. Take care of
yourself. yourself.

Best regards, Best regards,

…..…………
 …..…………

PS. You’ll find my photo in attachment.

PS. You’ll find my photo in attachment.

Lesson Plan 05
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Discover the Language p. 22
Sequence Two: Reading and Writing. Time Allowance: 01 hour.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, pictures, and schoolbook.

Objectives: by the end of this lesson, my learners will be able to: identify, use frequency and degree adverbs to express degrees and daily
activities, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

 The teacher greets his/ her pupils and welcomes them. To set learners
Interact 05
Warm up

 S/he interacts with them to set a suitable and positive atmosphere for learning. in context.
Interpret Mns
 S/he asks them some questions to pave the way to the lesson:
* T/S: What do you do after school? To pave the way to
* T/S: How do you spend your weekends? the lesson.
* T/S: Do you usually visit your grandparents? What are your favourite hobbies?

A/ (adapted) Check the pictures (1 - 5) then attach them with captions (a - e) that follow.
To activate ls prior
Knowledge.

To set Ls in context. Interact 10

Interpret Mns
tation
Pre
a. kirsi generally gets up very early. .→ ……………
b. kirsi always goes to school by bus. → …………… To interact with the
c. kirsi rarely listens to music. → …………… learners about the
d. kirsi often visits her grandparents on weekend. → …………… sentences.
e. kirsi sometimes watches TV. → ……………
B/ What do the pictures of Kirsi represent?
C/ What are the words in bold?
Key answers:
a- a/3, b/4, c/5, d/2, e/1
b- The pictures represent (1-5) Kirsi’s daily activities (regular habits).
c- The words written in bold express; the adverbs of frequency.

Adverbs of frequency are often used to indicate routine or

repeated activities, so they are usually used with the present To derive rules.
simple tense.

The Position of the Adverb in a Sentence To analyze the

structure / form of Interact 10
 An adverb of frequency goes before the main verb. Interpret
frequency adverbs Mns
Form: Subject + adverb + main verb E.g: I always remember to e-mail my key-pals.
 An adverb of frequency goes after the verb to be.
Practice

Form: Subject + to be + adverb E.g: Kirsi is usually aware of the drawbacks of the
internet. To know the
position of degree
 When we use an auxiliary verb (have, will, must, might, could, would, can, etc.), the adverbs.
adverb is placed between the auxiliary and the main verb. This is also true for (to be).
Form: Subject + auxiliary + adverb + main verb E.g: You must always check your in-
box.

Activity 01 p. 22: Arrange the frequency adverbs in the box below according to the degree of To arrange
frequency they express : frequency adverbs 10
Interact
Key answers: according to the
Interpret Mns
degree they express
00 % 05 % 30 % 50 % 70 % 90 % 100 %
 never Hardly ever Occasionally sometimes Often Usually always
( rarely)

Activity 02 p. 22: Read kirsi’s e-mail again, and pick out four (4) ordinary adjectives with
degree adverbs. Order the adverbs from the highest to the lowest degree:

To arrange degree Interact

Key answers: Interpret 07
adverbs according
Degree adverbs Ordinary adjectives Degree % to the degree they Mns
Very Our town is very nice. 80 % express
Quite Kirsi is quite common name. 50 %
Rather Our house is rather small. 30 %
A bit Our school is a little bit far from my house 20 %

Remark:
A degree adverb is a modifier; it is placed before ordinary adjectives to modify their degree.

Activity 03: (adapted) Use the degrees and the frequency adverbs in brackets to form
correct sentences.
1. I’m skilled at playing the piano. (quite)
2. Salima have to arrive early for work. (always)
To reinvest what
3. Rayan goes to the gym in the evening. (often) have been learnt.
4. The movie was rather disappointing. ( rather)
Use

5. They eat out on the weekends. (sometimes)

6. He checks his email. (never) Produce 10
Mns
7. The soup is too spicy for my taste. (a bit)
8. The restaurant was very crowded, so we had to wait for a table. (very)
Key answers:
→ I’m quite skilled at playing the piano.
→ Salima have to always arrive early for work. To write sentences
about daily routine
→ Rayan often goes to the gym in the evening. using the given
words, frequency and
 → The movie was rather disappointing. degree adverbs.

→ Our neighbours sometimes eat out on the weekends.

→ He never checks his email.
→ The soup is a bit too spicy for my taste.
→ The restaurant was very crowded, so we had to wait for a table.

Lesson Plan 06
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Formal and Informal Letters p. 26 / 27
Sequence Three: Developing Skills. Time Allowance: 01 hour.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, pictures, and schoolbook.

Objectives: by the end of this lesson, my learners will be able to: distinguish between formal and informal letters (style/ content), to write
formal, informal invitations, apology letters, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

 The teacher greets his/ her pupils and welcomes them. To set learners
Interact 03
Warm up

 S/he interacts with them to set a suitable atmosphere for learning. in context.
Interpret Mns
 S/he shows them some invitation cards and asks them:
* T/S: Do you usually celebrate your birthday or wedding parties? To pave the way to
* T/S: How do you invite your friends to attend these parties? the lesson.
* T/S: Do you usually send invitation letters?

Activity 01 p. 26: Read texts 1, 2, 3 & 4 on page 27. Then

identify what type of message each of them is.
To enable pupils
entation

Key answers: skim through the Interact 10

texts trying to
Number of text Type of message Interpret Mns
P
1 - A formal Invitation. identify their types
2 - An informal Invitation by themselves.
3 - A Formal Acceptance of Invitation
4 - An Informal Refusal of Invitation.

Activity 02 p. 26: Read texts 1 again and tick (√) the correct answer:
Key answers:
1- A house warming is a party celebrated when :
a- A person sells his/her old house.
b- A person moves to a new house. √ Interact 07
c- A person restores his/her old house. To make pupils Interpret Mns
guess meaning
2- A house warming is going to be on: from context
a- On Saturday 12th November. √
b- On Sunday 01st March.
c- On Friday 25th July.

Activity 03: (adapted) Look at the invitations 1, 2, 3 & 4 on page 27 again. Then classify
these items in the table below:

Order (come…) - polite request (R.S.V.P) - Dear + first name - regards, my best wishes… - full To study the main
date - casual date - abbreviations ( I’ll / I’m …) - Dear + Mr. / First and Last name - Yours characteristics of
formal and
sincerely, informal styles.
Key answers: Interact 10
Invitations 1/3 Invitations 2/4 Interpret Mns
The type A formal invitaion An informal invitation To distinguish
between formal
The Form Well organized Simple / straightforward and informal types.

- polite request (R.S.V.P) - Order (come…)

- full date - casual date
- Dear + Mr. / First and Last name - Dear + first name
Practice

The Content
- Yours sincerely, - regards, my best wishes…
- abbreviations ( I’ll / I’m …)
 Activity 03 p. 26: Read texts 5, 6 & 7 on page 27. Then identify what type of message each of To make pupils
them is. skim through the Interact
texts trying to Interpret 07
Key answers: identify their types
Mns
by themselves.
Number of text Type of message
5 - A formal note to ask for leave of absence.
6 - A formal letter of apology.
7 - An informal note of apology.

Activity 04 p. 26: Take turns to write an invitation letter (formal or informal). Use texts 1,
2, 3 & 4 as models.
Key answers:

Nov. 17th, 2023

Dear Slimane,

We’ll celebrate my brother’s Ahmed wedding to

Fatima on Monday 31st from 6 p.m to 9 p.m. It will be a
great pleasure if you come and share this moment with us.
Besides, he wants to show you his wedding dress .So try
to come.
Regards,
Mohamed To produce formal
Produce

and informal Produce 10

Activity 06 p. 26: Imagine you made a mistake. Write a letter of apology (formal or Mns
letters.
informal). Use texts 5, 6 & 7 as
models. October 27th, 2023
Key answers: Dear Madam Benyahia,
I am the mother of Hossem and I am writing to
apologize for the absence of my son from school
yesterday. Unfortunately, he had to go with his
father to visit my little son Yacine at the hospital of
Mostafa Bacha at Algiers.
Yours sincerely,
Mrs. Lynda Mebarki
 Lesson Plan 07
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Expressing Purpose p. 29
Stop and Consider Time Allowance: 01 hour.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, pictures, and schoolbook.

Objectives: by the end of this lesson, my learners will be able to: express purpose using in order to, so as to or to in the affirmative or their
Negative form, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

Warm To set learners Interact 03

up  The teacher greets his/ her pupils and welcomes them. in context. Interpret Mns
 S/he interacts with them to set a suitable atmosphere for learning.
Presentation Activity 01 p. 29: Read sentences a-d in the box below. Then answer questions a-c. Check To isolate, analyze
your answers with the reminder that follows. and interpret the
grammar items and
Key answers: deduce their rule of
→ I am writing to inform you… /→ In order not to lose … / → So as to arrive… / → So as not to form and meaning Interact 15
repeat the year… Interpret Mns
→ ‘In order to/so as to / to’ can be used at the beginning or in the middle of a sentence. To draw the
reminder of
E.g. * In order to travel abroad, she must have a valid passport.
expressing
* She must have a valid passport in order to travel abroad. purpose.
→ Their negative forms are ‘in order not to/so as not to / not to’
E.g. * We must burn more wood so as not to be cold.
The pupils are asked to write reminder 1 p. 29 on their copybooks.

Activity 02 p. 29: Fill in the blanks in messages (A-D) below with ‘In order to/so as to / to’ or
To use ‘so as to’, ‘to’
their negative form. There may be several choices. Interact 15
and in order to’ or
Practice

Key answers: their negative forms Interpret Mns

A. We are writing in order to/ so as to/ to congratulate you for your success in the to fill in the gaps.
competition
B. In order to/ so as to/ to complete your registration, you have to pay the fees before
September 12.
C. I will go to university in order not to/ so as not to study Mathematics, but in order to/ so
as to/ to study literarture.
D. Read your message silently in order not to/ so as not to disturb the other internauts.

Activity 03: (adapted) Write sentences using the prompts as well as ‘so as to/ in order
to/to’ or their negative form.
To reinvest what
Key answers: have been learnt.
1- Your / improve / succeed / you / skills /, / must.
Produce 15
→ In order to succeed, you must improve your skills. Mns
Use

2- should / environment /the/plastics / we / reduce / harm.

To write sentences
→ We should reduce plastics so as not to harm the environment. using ‘so as to’, ‘to’
and in order to’ or
3- lifestyle /daily / maintain / exercise / it's /, / essential /a healthy / to.
their negative forms
 → To maintain a healthy lifestyle, it's essential to exercise daily.
4- problem / need / solve / the math / a calculator / you.
→ You need a calculator to solve the math problem.

Lesson Plan 08
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Types of Pronouns p. 30
Stop and Consider Time Allowance: 01 hour.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, pictures, and schoolbook.

Objectives: by the end of this lesson, my learners will be able to: identify, distinguish, and use the different types of pronouns; ‘reflexive/
Subject/ Object pronouns’ correctly, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

Warm To set learners Interact 03

up  The teacher greets his/ her pupils and welcomes them. in context. Interpret Mns
 S/he interacts with them to set a suitable atmosphere for learning.
 Activity 01: Match each of the sentences below with the appropriate reflexive pronoun: To introduce the
grammar items in a
Sentence Reflexive Pronoun given context and get
1) You have to introduce…………….. to the guests. Herself Ls engaged
2) Farid admires…………….. Itself
Task 01 p. 30

3) Amel describes…………….. Themselves Interact 15

Interpret Mns
4) Karim and Rachid have to clean…………….. from dirty. Yourself
5) My friend and I enjoyed …………….. very much at the party. Ourselves
6) The parrot is looking at …………….. in the mirror. Himself To isolate, analyze
and interpret the
Key answers: grammar items and
1 2 3 4 5 6 deduce their rule of
Yourself himself herself themselve ourselves Itself form and meaning
s

The pupils are asked to write reminder 2 p. 30 on their copybooks. To draw the
reminder of
Personal Pronouns Personal Pronouns Possessive Reflexive ‘reflexive
Subject Object Adjectives Pronouns pronouns’.

I Me My Myself Interact 15
You You Your yourself Interpret Mns
Singular He Him His himself
She Her Her herself
To draw the
It It Its itself reminder of
We Us Our Ourselves singular/ plural
Plural types of pronouns.
You You Yours Yourselves
They Them Their Themselves.

Activity 02: Fill in blanks with the appropriate pronoun.

Key answers:
 a- It is not my fault .You can’t blame me. To reinvest what
have been learnt.
b- What I did was very wrong. I am ashamed of myself.
c- We‘ve got a problem. I hope you can help us.
Produce 15
d- “Can I take another biscuit?” Of course .Help yourself. Mns
To fill in gaps in
e- Take some money with you in case you need it. sentences using
f- Don’t worry about Tom and me .We can look after ourselves. ‘reflexive/ subject/
object pronouns’.
g- I gave them a key to our house so that they could let themselves in.
i- When they come to visit us, they always bring their dog with them.
j- She climbed out of the swimming pool and dried herself with a towel.

Lesson Plan 09
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Grammar (Modal Verbs) p. 31
Stop and Consider Time Allowance: 01 hour.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, pictures, schoolbook and coursebook.

Objectives: by the end of this lesson, my learners will be able to: use the modals to express Obligation, Prohibition and Absence of Obligation
correctly, to consider them in context both deductively and Inductive, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

Warm To set learners Interact 03

up  The teacher greets his/ her pupils and welcomes them. in context. Interpret Mns
  S/he interacts with them to set a suitable atmosphere for learning.

The pupils are asked to write reminder 2 p. 30 on their copybooks.

Reminder :
 Have to/ must / needn’t: are called modal verbs, and they always accompany the base form of
another verb having semantic content.
1- We use affirmative/ interrogative form (must / have to) to express obligation.
E.g. - I must send a message to Jake. → Affirmative form
- Do I have to send a message to Jake? → Interrogative form
Presentation

* We use “must” to talk about the present action or future intention, but not the past.
To draw the Interact 15
E.g. -You must go now. / -You must go tomorrow. (but not you must go yesterday )
reminder of
2- We use (mustn’t / must not) to express prohibition. Interpret Mns
‘modal verbs.
E.g. - You must not / mustn’t switch off the computer before quitting the program.
3- We use (needn’t – do/ does not have to) to say that there is no obligation to do something.
E.g. - You needn’t / don’t have to send a message to her.
4- We use (had to / didn’t have to) to express obligation and absence of obligation in the past.
E.g. - We had to switch off the computer before leaving.
* We can use ‘have to’ instead of “must”. / * The past of “must” is “had to”.

Activity 01: (adapted) Study and say which function does each model express.
a- She has to send a message to Jenny. She is her best friend.
b- You don’t need to buy her a present. To apply the rules 07
about the use of the Interact
c- John must not e-mail his application very quickly. Interpret Mns
language forms to
d- I must check my e-mail before 6 o'clock. express obligation
e- You don't have to worry. The message will arrive soon. and absence of
f- you had to forget about her message. It's not important. obligation.

Key answers:
Practice

a. Obligation. / b. No obligation. / c. Prohibition. / d. Obligation. / e. No obligation. / f. Absence of

obligation.

Activity 02: (adapted) Find and correct the mistake in each of these sentences.
Key answers:
1. I didn't has to go to work yesterday because it was a public holiday.
 → I didn't have to go to work yesterday because it was a public holiday.
2. You have to finished your homework before you can go out to play.
→ You have to finish your homework before you can go out to play. Interact 07
To find and rectify
Interpret Mns
3. In order to pass the exam, you must studies regularly. the mistakes in
→ In order to pass the exam, you must study regularly. modals
4. You needn't to worry about the weather; it's supposed to be sunny all week.
→ You needn't worry about the weather; it's supposed to be sunny all week.
5. You mustn't to speak loudly in the library; it's a quiet zone.
→ You mustn't speak loudly in the library; it's a quiet zone.

 The teacher sets the pupils in groups and asks them to prepare a list of School Rules.
Activity 01 p. 31: Write some rules for class and school under the three headings:
(Obligation, Prohibition and No Obligation ) To write sentences
about ancient
Key answers:
civilisations using
Use

1- Students have to wear their uniforms in class the prompts, 15

Produce
modals and Mns
Must/ should/ ought to 2- Students must respect their teachers. articles
/have to/ need to/
3- They ought to do their homework

1- Students mustn’t leave the classroom without permission.

Mustn’t 2- Pupils must not eat gum in the classroom.

To get the learners
3- They mustn’t cheat at tests and exams. to use the acquired
knowledge.
1- They don’t have to skip a line when writing the lesson.

Needn’t/ don’t have to 2- Students needn’t use corrector pen.

3- They needn’t work in pairs, each one can work alone.

 Lesson Plan 10
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Grammar (Time/ Place Markers & Articles) p. 32
Stop and Consider Time Allowance: 01 hour.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, pictures, and schoolbook.

Objectives: by the end of this lesson, my learners will be able to: use the preposition of time and place appropriately, use the definite and
indefinite articles correctly, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency
 Warm To set learners Interact 03
up  The teacher greets his/ her pupils and welcomes them. in context. Interpret Mns
 S/he interacts with them to set a suitable atmosphere for learning.

The pupils are asked to write reminder on their copybooks.

Reminder :
 ”On” –“In” – “At”: are called prepositions of time.
1- We use “At” for the time of day and in these expressions:
E.g. at 5 o’clock / at 11:15. / at midnight. / at lunch time/ at sunset. at night . / at the
Presentation

weekend(s) / at Easter. / at the moment. / at present . / at the same time .

To draw the
2- We use “On” for days and date : E.g. On Friday. / On April 11th, 2008. / On my birthday. reminder of Interact 07
3- We use “In” for longer periods: months, years, seasons, and parts of the day... ‘preposition of Interpret Mns
E.g. In spring / In winter / In the morning. / In April. time/ place’.
 ”On” –“In” – “At”: are called prepositions of place.
1- We use “At” for a point:
E.g. at the corner / at the bus stop /at the top of the page. / at the end of the road / at the front desk .
2- We use “On” for surface:
E.g. On the wall / On the door. / On the floor / On the cover. / On the menu
3- We use “In” for enclosed space:
E.g. In Spain / In the garden. / In my pocket. / In a car. / In a building.

Reminder :
A / An and The are called articles.
1: “ A” and “An” are called indefinite articles .We use them before singular countable nouns.
*We use “a” before a consonant. Ex: a message. To draw the
Setting the *We use “an” before a vowel. Ex: an e-mail . reminder of Interact 07
reminder *We use “a” and “an” to say what kind of thing or person something or somebody is: ‘definite/
Interpret Mns
E.g. -A mobile phone is an invention. E.g. -What a lovely printer! indefinite articles’.
*We use “an” and “a” to describe the physical appearance of people :
E.g. Jack has a nice nose and a nice face.
*We use them to talk about someone’s job. E.g. Sandra is a journalist. / John is an electrician.
2: “The” is a definite article. We use it in front of any noun whether it is: singular countable noun,
uncountable noun or plural noun.
*When a noun has no article before it, we call this a “Zero article”.
*Some and any are often used as the plural of a/ an.
 Activity 03 p. 32: Fill in the passage with ‘a’, ‘an’, ‘the’ or zero article To consolidate the
Key answers: use of ‘time and
place markers’
Hello ,
I am writing to say I am happy to know that you want to be my keypal. Thank you for
the photo. It is really very beautiful. It is my turn to inform you about myself, my country and
my family. 15
Interact
My name‘s O Amel. In O Arabic, it means “hope” .I am 16, and I go to the Secondary
Practice

Interpret Mns
School. The subjects I like best are Physics and English. I am average height, and I have a fair
hair and a blue eyes. To use ‘a/an’, ‘the’
I live in the Northeast of O Algeria. O Algeria is situated in North Africa. Its capital is and zero article to
O Algiers. fill in the gaps in
We‘re a family of four. My father is an engineer and my mother is a housewife. I have the passage
a younger brother and an older sister .They‘re O students, too.
I look forward to hearing from you soon. Take care of yourself.
Best regards.

Activity 02: (adapted) Fill in each blank with one of the prepositions: ”in” –“on” – “at”:

a- To start the computer, you must click ............this button.

b- The stop is ............the end of the street. 10
To reinvest what
Use

c- The exams will be ............Sunday 21st. Produce Mns

d- I have a meeting ............Dubai has been learnt
e- I look forward to seeing you ............Friday ............8 p.m.
f- The author's name is ............thecover of the book.
g- When will you arrive............the office?
h- Do you work............ a bank?

Key answers:
a- on. / b- at. / c- on. / d- in. / e- (on / at). f- on / g- at. / h- in.
 Lesson Plan 11
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Grammar (Correlative Conjunctions).
Stop and Consider Time Allowance: 01 hour.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, pictures, and worksheets.

Objectives: by the end of this lesson, my learners will be able to: use correlative conjunctions ‘Both…and…’, ‘either…or…’, ‘neither…nor…’
correctly to join pairs of sentences, and learn some new lexis related to the theme.

Interaction Aims Targeted Time

steps Procedures/Correction Competency

Warm To set learners Interact 03

up  The teacher greets his/ her pupils and welcomes them. in context. Interpret Mns
  S/he interacts with them to set a suitable atmosphere for learning.
A. Look at the picture and read the following passage.
To introduce the
"The chef at the new restaurant offers both traditional and grammar items in a Interact 05
modern dishes. Customers can either order the traditional flavors given context and get Interpret Mns
of pizza or Thai pasta. Neither the cozy ambiance nor the Ls engaged
friendly staff should be overlooked, making it a delightful dining
experience for all."
B. Work in pairs on the questions and share answers with class.
Presentation

 Which dishes are available at the new restaurant?

 What food can costumers order at the restaurant?
 What are the words written in Italics? What are they used for?
Possible answers:
To isolate, analyze
→ The available dishes at the new restaurant are both classic and modern dishes. and interpret the Interact 05
→ Customers can either order the traditional flavors of pizza or Thai pasta. grammar items and Interpret Mns
→ ‘Both…and…’, ‘either…or…’, ‘neither…nor…’ are called correlative conjunctions. They are pairs deduce their rule of
of conjunctions that connect words or phrases that are the same part of speech or serve the form and meaning
same function within a sentence.

The chef at the new restaurant offers traditional dishes.

The chef at the new restaurant offers modern dishes. To highlight and Interact 05
elaborate the use Mns
 The chef at the new restaurant offers both classic and modern dishes Interpret
of ‘correlative
Customers can order the traditional flavors of pizza. conjunctions.
Customers can order Thai pasta.
 Customers can either order the traditional flavors of pizza or Thai pasta.
The cozy ambiance should not be overlooked.
The friendly staff should not be overlooked.
 Neither the cozy ambiance nor the friendly staff should be overlooked.
Reminder:
These correlative conjunctions enhance sentence structure and clarity, helping to convey
meaning effectively in various contexts.
* ‘Both…and…’ emphasizes the inclusion of two elements, showcasing their importance. To draw the 10
reminder of Interact
E.g. Huawei P30 is equipped with both powerful processors and high-resolution cameras. Mns
‘preposition of Interpret
Setting the * ‘either…or…’ offers a choice between two options, indicating a decision or preference. time/ place’.
reminder E.g. You can either use a password or a fingerprint recognition to unlock your computer.
* ‘neither…nor…’ highlights the exclusion of both options, signifying a double negation
that can be useful for emphasizing limitations or restrictions.
E.g. Neither Sarah nor John could attend the meeting due to bad weather.
 In correlative conjunctions like 'both...and...', 'either...or...', and 'neither...nor...', the verbs
agree in number with the subject closest to them.
 The verb should always agree with the subject closest to the second '…
and…/...or.../ ...nor...' in the sentence.

Activity 01: Circle the correct conjunction in each sentence.

1- I like this place, it is………….. beautiful ………….. large.
To select the
Practice

a. neither/nor. b. both/and. c. either/or. appropriate Interact 10

2- My sister failed at her exams. She is ………….. intelligent ………….. hard worker. conjunction form to Interpret Mns
form a meaningful
a. neither/nor. b. both/and. c. either/or. complex sentence.
3- That plane is Spanish. It is ………….. coming from Madrid ………….. Valencia.
a. neither/nor. b. both/and. c. either/or.
Key answers:
1- b. both/and. 2- a. neither/nor. 3- c. either/or.
Activity 02: Join the following pairs of sentences with ‘Both…and…’, ‘Either…or…’,
‘Neither…nor…’ Make the necessary changes.
1) a. The principle was not late for meeting. b. The teacher was not late for meeting.
2) a. I like playing PUBG game. b. My friend likes playing PUBG game. To use ‘Both…
3) a. We can leave today. b. We can leave tomorrow. and…’, ‘either…
10
4) a. Our new house is clean. b. Our new house is beautiful. or…’, ‘neither… Interact
Mns
5) a. I don’t cheat at tests. b. I don’t cheat at exams. nor…’ Interpret
to combine simple
Key answers: sentences

1) → Neither the principle nor the teacher was late for class.
2) → Both my friend and I like playing PUBG game.
3) → We can either leave today or tomorrow.
4) → Our new house is both clean and beautiful.
5) → I neither cheat at tests nor at exams.
 Activity 03: Write 4 sentences using different correlative conjunctions and the prompts
below.
1. I / a hike / home / watch TV.
To write
2. Jerry / rich / famous.
complex
3. He / intelligent / very funny. 10
sentences using
Produce Mns
4. Would /you / shopping / at the beach? the prompts and
correlative
Key answers: conjunctions.
1. I will either go for a hike or stay home and watch TV.
2. Jerry is neither rich nor famous.
3. He is both intelligent and very funny.
4. Would you either go shopping or spend at the beach?

Lesson Plan 12
School: Academic Year:2024 / 2025
Level: Year One, Both Streams. Teacher:
Unit One: Getting Through. Rubric: Write it out p. 35
Sequence Four: Consolidation and Extension. Time Allowance: 02 hours.
Targeted competencies: interacting, interpreting and producing. Materials: Whiteboard, schoolbook and lessons’ copybook.

Objectives: by the end of this lesson, my learners will be able to: read, analyze the form and the meaning of CV (Curriculum Vitae), fill in a
résumé, write a job application letter, and learn some new lexis related to the theme.
Interaction Aims Targeted Time
steps Procedures/Correction Competency
Warm To set learners Interact 03
up  The teacher greets his/ her pupils and welcomes them. in context. Interpret Mns
 S/he interacts with them to set a suitable atmosphere for learning.

Activity 01 p. 35: Read the ‘Help Wanted’ ad. Then write 4 sentences using: “must” and
“have /has to” to say what characteristics potential candidates are required to have:
To set learners in
Key answers: context to build the
1- The potential candidates must be tolerant. necessary
knowledge.
2- The applicants have to be patient.
Pre-writing

3- He must be open-minded.
To brainstorm
4- She has to be cheerful and understanding. ideas related to the Interact 15
topic and get Ls Interpret Mns
Activity 02 p. 35: Read the letter of application and decide whether the applicant has a
engaged
chance to be hired as a camp leader or not?. Explain.
Key answers:
→ Yes, I think she has a chance to be hired as a camp leader. Because:
a- She often volunteers to work in infant hospital wards.
b- She often looks after his brothers and sisters when his mother and father are at work. To classify the
letter ideas
Activity 03: (adapted) Read the letter of application again and re-order the elements
according to their appearance in the text.

Key answers:
Ideas Experienc Reason for Qualification Personal Final Greetings
e writing s information salutation
Order 5 2 4 3 6 1
Activity 03 p. 36: Fill in this Résumé / CV (Curriculum Vita) with information from Joy’s letter
of application.
Key answers:

To fill in a Interact 10
résumé Interpret Mns
 RESUME
Name: Joy Junior Parfit.
Address: 46, Regent Street. Madison 15026, Wisconsin.
Place of birth: Columbus.
Age: 16 years old.
Education: Junior at Thomas Jefferson High School.
Languages: English.
Previous work experience: infant hospital wards.
Interests: photograph, music.
Reference: Mr. John Clarke. Miss. Emma Smithson.
To provide learners 10
Activity 05 p. 36: Make your own résumé/curriculum vitae. Then write a letter of application in with the needed Interact Mns
response to the advert below. Use Joy’s letter of application as a model. information. Interpret
Help wanted Activities include: swimming, singing,
* Camp leaders for 7-10 years old during dancing, cooking, drama, telling stories and
school vacation. sports.
The job requires: tolerant, patient, open-
minded, cheerful and understanding. Apply to:
Duties: dealing with children, organizing and Mr. Michael Armstrong,
participating in daily activities. Director, Haryton Bay Summer
Camp, 2178 Mountain Street
Miami, Florida 60306

Drafting

To write a job
application letter.
48 El falah Street
Biskra, Biskra
December 15th, 2023 40
Mr. Michael Armstrong, Produce Mns
Director, Haryton Bay Summer
Camp, 2178 Mountain Street
Miami, Florida 60306
 Re: Camp Leader
Dear Mr. Armstrong
I have read your advertisement for the position of “Camp Leader” in the USA
TODAY and I am interested to apply for the position.
I am an open-mindedness person. I am patient; tolerant and I enjoy telling
stories for my brothers. CAMP LEADER has been my dream carrier. I am available to To engage
start the work the next summer. So I think that I am suitable for that job. learners in self-
I was born in Biskra and I am sixteen years old. I live with my family there. assessment and
I have worked for three months as a doctor assistant in infant hospital. Moreover, I correction.
often volunteer to teach some special courses of dancing and singing for boys in a
private school in Setif. I am sure that my qualifications will benefit Camp, 2178
Mountain Street in Florida.

Yours sincerely,

Editing
* The teacher helps his/her learners to find out typological errors in grammar, style and spelling
and correct them.

Publishing 10
Writing

To present the Produce

Post

* The teacher invites 2/3 students to read their final letters. letters. Mns

* The teacher selects the best work with fewer mistakes to be written on the white board.