Teacher:Miss: dj wLevel: 3 AMFile01 .Sequence:01 Hello again.Lesson: listen and speak.Function: Greetings . Introducing someone. describing personality.Lexical items: adjectives used to describe personality.Language forms: hello, hi, how are you doing? I like to introduce you to...visual aids: pictures/flash cards/textbook/BB.Phonetics: falling and rising tone.vowel sound.Objective: acquiring information from a text

PROCEDURE

Warm up: Recycling greetings. Teacher shows a sheet of paper with a wordchain game and asks PP to separate the words:hellohowareyougreat .ThisisFaridgladtomeetyou .PP act similar dialogues.

Step one: prelistening phase Teacher shows a picture2 p 14 . This is Mr Smith and this is Mr Jackson. They are teachers in Victoria School in London. The third man is Mr Green. He is a new teacher. Mr Jackson is introducing Mr Smith to Mr Green. What do they say? Step two listening phase T.asks PP To listen then find the right answers. Mr.Smith : Mr.Jackson , this is Mr.Green. Mr.Green. This is Mr. Jackson.. Mr.Green :------------------------. Mr. Jackson : -------------------------- , Mr. Green. Teacher presents the new expressions:( can/may I introduce you to...? I'd like to introduce you to... this is.... How do you do? PP speak.

Step three   : Postlistening phase T.asks PP to repeat after him.What’s the new teacher’s name ?

It’s Mr. Green.What’s he like ?He’s really cool. He never gets angry.

Reproduction   : pp combine the information to produce their own examples.Mr Hunt/intelligent/thinks well.Mr.Brown / nervy / gets angry very quickly.Mrs.Hunt / polite/ behaves correctlyMrs.Brown / impolite / behaves badly.

Step four   : pp use the acquired expressions in examples. T.gives extra adjectives ( serious = never jokes. Cheerful = always happy. Funny = comic , helpful = helps people,…

Step five  Say it clear (p15)1/ T.asks PP to listen to the dialogues and notice the RIZING or FALLING tone :How are you ? How do you do , James ?2/ Replace the word brother with the words below : mother , sister , …

HOMEWORKTranslate into your mother tongue the adjectives of personality you have just learnt. Teacher’s name : file 01 sequence 01 Hello again level 3 lesson: practice and imagine. Function: describing personality. Language forms: what's he like? He's polite. I 'm timid. I don't like peoplewho are easygoing. I'm trendy. I like T-shirts which have slogans. Pronunciations: stress on first/sec/third syllable in adjectives. Falling and rising tone.

Lexical items: adjectives used to describe personality. E.g. cool helpful,... visual AIDS: book(prohet Mohamed Peace be upon him) pictures. Objective: pupils will be able to describe a person's personality

Procedurewarm up: A review on describing people's physical appearance. What's p1 like? He's a tall thin boy with short straight hair and dark eyes,...

Step One: Introduction: Teacher shows a book on the prophet mohamed (pbuh): Today, we'll talk about a person that we love very much.It's our prophet Mohamed ( pbuh) . What was he like?He was helpful ( he helped everyone). He was generous,...

step two: development: picture of Mr. Hunt. Look at Mr. Hunt. Mr. Hunt/helpful. T. then P2 : Mr Hunt is a really helpful. Mr .Hunt/cheerful. P3: Mr Hunt is cheerful indeed.Mr. Green/cool, P4 :Mr Brown/strict,(severe, boring , sincere , ...)

step THREE: practice : Books page 16: 1/Read the dialogue with your partner.Substitution drill: Now act this dialogue using the following adjectives:( fantastic, cool, naughty, fabulous, funny, friendly, stupid, intelligent, clever, patient, helpful, shy, sweet, polite,...)

step four: Tell your partner what kind of person you are and the sort of people/things you like:e.g. I'm timid. I don't like people who are easygoing. I'm trendy. I like T-shirts which have slogans on.Drills: cool/get angry. helpful/ people who don't help. messy/rooms which are neat. polite/ songs which are impolite.

Step five: what do you say in these situations? Page 17. PP act dialogues.- Have a nice day . See you on Tuesday. Bye for now. Time is up.-I'm 18 today. Happy birthday to you.-I like you glasses. That's very kind of you.-You're welcome. Thank you very much.-Happy new year. Happy new year to you,too.

CLOSURE

Bring the picture of your favourite star/singer/actor,... and describe him/her(name, dat and place of birth, personality, nationality, physical appearance)

Level: 3 AMFile01 .Sequence:01 Hello again.Lesson: Read and writeFunction: Peole’s likes and dislikes. describing personality.Notions: but , and , because ,…Tenses   : : The Present Simple tense.Lexical Items: Adjectives describing personalty,Visual aids   : pictures , textbooks.Objective: seeking for information about people’s personalities , interests , likes & dislikes . Writing a short paragraph of description

PROCEDURE

Warm up: Teacher shows apicture of a fortune teller : Today, I tell you a true story about a man. He had a problem with his wife who didn’t have any children.He went to a fortune teller to ask about a cause. The fortune teller told him that he would have a baby in a

year. Unfortunately , his wife died amonth later. NOONE could wnow the future except ALLAH.

Step one: Theme Teacher shows a picture of a palmist.In Europe , when people have any problem , they go to a palmist who is a person that tells the future and describes your personality. He usually examines the hand of his visitor , …

Step two Whilereading Phase 1/ -Teacher asks PP to read the text on page 19 and tell him the expressions describing personality , physical appearance , likes and dislikes ,.. 2/ -Read the thirsd text and tell me why people like your patner :- Because he always says good things.

3/ An expression in the text explains the word ( cheerful ), what is it ?- You like jokes , parties , and loud music.

PractiseWhich adjective is POSITIVE or NEGATIVE in the sentences.

Step THREE WRITE OUT 1/Complete the following sentence :«  Noone is perfect »- My partner is messy but he works hard.- My partner is intelligent and he likes helping everyone.- ( nervy / speaks politely )- (brave and / tells the truth )- (Teacher / severe / helpful )- ( Sister /lazy / makes delicious meals )

2/What sort of person you are ?Write a short paragaraph starting with : ‘ I am not perfect ….

Teacher’s file 01 sequence 02 level 3 lesson: Listen & speak. Function: Making and answering requests. Language forms: Can I help you ?Could you give me … ?of course , … I’m sorry . I can’t Phonetics Vowel sounds ( ) and ( ). Intonation in yes/no QQ. Lexical items: Names of people : (Alex , Pat, Jasmin , …) visual aids: pictures , textbooks, BB Objective: Picking information & speaking at a simple level using the modal ( can / could)

Procedure

warm up: Kate is a secretary . She works in an office.What can she do there ?( types letters – helps her boss – meet people- makes appointments,…)

Step One: Introduction: Listen to these dialogues : (Page 21 )Excuse me, What’s your telephone number ? ,…

Step two Listening Phase   : 1/ Listen again to the dialogues and fill in the message ( Page 21 ) 2/ Complete this dialogue : -Hello. Is that ---(101274 ) ?-Yes, it is. Can I help you ?- ( I’d like ) to speak to Jane Smith , please.-( Could you give me you name, please ?)-Yes, of course.Mary Chapman.-Wait a minute, please.

step three: Say it clear p22 1/ Listen to the dialogues then repeat to distinguish between the sound ( ) &nd ( ) : 2/ Pair Work : act out the dialogues replacing the names of the characters.3/ Mark out the right intonation with an arrow in each request in the dialogue

file 01 sequence 02 level 3 lesson: Practise & imagine. Function: Making and answering requests. Making apologies and giving explanations. Language forms: I’d like, I want , Could you lend me… ?,… Phonetics Falling tone in statements. . Rising tone in QQ with ( can , Could) Lexical items: Verbs (pass,post , type)Expressions ( I’m sorry, …) visual aids: pictures , textbooks, BB Objective: Making and answering requests , apologizing and giving explanations in real life situations.

Procedure

warm up: Kate is a secretary . She works in an office.What can she do there ?

( types letters – helps her boss – meet people- makes appointments,…)

Step One: Introduction: Teacher shows a picture of a boss speaking with his secretary.Boss : Can/Could you type this letter, please ?Secretary : Yes, of course. PP repeat.

Step two Development   : T. shows some flash cards : Phone Mr.Smith , meet his customers , attend the meeting , send this telegram , write these messages on the dairy,Fill in this form , sign this cheque . e.g : Can / Could you phone Mr. Smith , please ? step three: Pair WorkNow , work in pairs . Make requests and answer them , like this :You : Could you post this letter for me, please ?Partner : Yes, of course.

step four Negative answersNow , do the same with No answers , like this :You : Could you type this letter for me, please ?Partner :I’m sorry . I’m very busy now.

step five PRACTISE p23Situation A : You need a pen , a pencil , a protractor , a pair of compasses. Ask you parner to pass a schoolthing to you .- Can / Could you pass me a pen , please ?- Here you are.- Thank you.Don’ mention it.( you’re welcome , not at all)Situation B   :You don’t undersstand anything in the class.Ask your partner/teacher to repeat again :- Sorry. Can / Could you repeat again , please ?- Yes , of course.- Thanks,Sir.

Act out the dialoguein a more polite / formal way using the following :I’d like … Can / Could I….., please ?, I’m sorry / afraid ….- ( I want ) : … to speak to JohnSmith. -Leave a message- call Daniel.- He’s not here.- By all means go ahead.- Repeat you name.- FineYou’re welcome.

file 01 sequence 02 Who’s calling ? level 3 lesson: Read and write Function: Thanking . Expressing sympathy , inviting , expressing congratulations Language forms: The Present Simple tense, the infinitive (to tell you ), Lexical items: hospitality , to hope , sorry/glad to hear , to wish , recovery , besides ,… visual aids: pictures , textbooks, BB Objective: Seeking information in a text and using the linguistic requisities. Writing a letter congratulating parents for their new born baby.

Procedure

warm up:

T. shows some pictures with different situations : new born baby , birthday party, receiving a present , dead person , sick person ,…

Step One: Pre-reading phase Teacher asks PP to listen :Last week , Ahmed had good and bad things.He celebrated his birthday, so he invited his friends. He received nice presents , so he thanked everyone.His sister had a baby , so he congratulated her.His friend’s brother died , so he expressed his sympathy .He didn’t go to work that day , so he explained that to the boss.

Step two Presentation of the theme T. explains the messages to PP.We have five occasions ( events) . On each occasion , we express a different message. Birtday ( inviting ) , receiving a present ( thanking ) , a new born baby ( congratulating ), dead person ( sympathy (being absent at work (explanation, clarification ) step three: Reading phaseLook at this text. It’s a message. Messages can be written or spoken.Open your books on page 27 . Read the text then guess what it is about._ Do you go to a shop at 12 :30 ?-No, We don’t because it’s closed. for lunch.Identify the messages in texts (2 , 3 & 4 ) .PP : ( thanking , expressing sympathy , inviting )-What’s the difference between text 1 and text 2 , three and four ?PP : ( notice , letter , bad and good events )

PRACTISE   :

1 / Reorder the sentences into a coherent paragraph :Dear Clara, I’m glad to hear that you’ve a new daughter. Her name is very beautiful.Long life for the new baby..I’m sure Antonia is very happy. Love , Ilisabeth.

Write it out   :

Write a letter to congratulate parents using information from The Times :Dear Andrian,I’m glad to hear that you have a new daughter.Her name is very beautiful…

file 01 sequence 03 What’s on ? level 3 lesson: Listen & speak. Function: Describing likes and dislikes. Language forms: What did you watch last night ? / catwoman / what was she like ? Ididn’t like her. Phonetics Intonation in yes/no QQ and short answers. Lexical items: names of famous movies, adjectives ( awful ,terrible , …) visual aids: pictures , textbooks, BB Objective: Picking information & speaking at a simple level

Procedure

warm up: Today , we’ll talk about American people and cinema.They often go there.They like new movies. What kind of films do they like watching ? T :( war , action , comedy ,horror, western , science fiction , …) Step One: Introduction: Last night , there was a nice film on BBC Prime.Listen to this dialogue :

Step two Listening Phase   : 1/ Listen again to the dialogues and answere these QQ :-What film are Jill and Jack talking about ?- Did Jack like that film ?-Why ? Why not ? 2/ Complete this dialogue : -Hello, jack. What did you watch last night ? 

-I watched a war movie.- Did you like it ?.-No, I didn’t. It was really awful. step three: Post-listening phase Say it clear 1/ Listen to the pronunciation of the word ( DO ) in the following :sounds( ) and ( ) : Pam  and Daniel . page30 2/ Now replace the horror films and cartoons by words in the box :3/ You are A and your partner is B. Accept or decline his invitition. Use expressions in the boxes below :A : Would you care for dinner tonight ?B : Thank you. What time ?A : Eight o’clock.B :That’s fine. Thank you.

Or ( declining) :B : Thank you, but I’m really busy this evening.( I’d love to but …, Why not , How nice / kind / thoughtful of you , Unfortunately, I’m busy this…4/ Replace «  thank you «  and ‘ that’s fine’ with the appropriate expression : ( it sounds good to me, good idea,..)

CLOSUREWrapping it uo   : Make correct sentences like this :e.g : I like watching horror films.Use : love , enjoy , be fond of , be kken on , be crazy about, dislike , hate , don’t like , loath

Tfile 01 sequence 03 What’ on ? level 3 lesson: Practise & imagine. Function: Describing likes and dislikes. Expressing preferences , .Making invitations. Language forms: Do you like /love/enjoy ? Yes, I really like… No, I don’t like at all. Phonetics Intonation in yes/No QQ and short answers.

Lexical items: Gerunds (painting , playing chess , riding horses , TV programme , types of movies ) visual aids: pictures , textbooks, BB Objective: Reusing acquired language about ( likes & dislikes )in real life situations

Procedure warm up: In England, people go to the theatre regularly.They like watching new plays.How about Algeria ? What do people like doing ? e.g : They like watching movies on TV.

Step One: Recycling ( likes )Teacher : What do people enjoy doing ? e.g : They enjoy reading/ love cycling /are fond of of swimming / are keen on travelling,…

Step two Introduction In England , people like playing Golf. How about in Algeria ?T : In Algeria, people don’t like playing golf.( hate / dislike / are not fond of / are not keen on playing golf )Step three development Fishing , reading , listening to music , riding horses , painting , …e.g : They don’t like fishing.Step four PRACTISE Pair work : Ask and answer QQ about… :1/ A : You : Do you like watching comedies ? B : I don’t really like comedies , but I like films very much.2/ You : Are you fond of watching comedies ? B : I’m not fond of comedies , but I ‘m keen on watching movies.3/ You : Do you like comedies ? B : I like comedies , but I prefer watching horror films.

* Act out dialogues . Invite your partner to the cinema , , to dinner ,… Make sure your partner is free first.1/ A : Are you free on.. ? Are you doing anything on … ? B : Yes, I am.

Then check your partner’s likes :- Do you like/ Are you fond of … ? If the answer is «  Yes «  , invite him/ her :e.g : The Battle of Algeria is on.. . Would you like to come and watch it with me ? If the answer is «  No « ,change your invitation :e.g : Could you come and help me at home , then ? IMAGINE ( page 32)1/ What would you say in the… ?2/What’s wrong with the dialogues below ?

File01 .Sequence:03 What’s on ?Lesson: Read and writeFunction: Describing events., likes & dislikes, interests,…Tenses   : : The Present Simple tense.Lexical Items: which ? why ? what ?New words channel , include , terrestrial, minority don’t miss Visual aids   : pictures , textbooks.Objective: Seeking for information about meduia ( television programmes ) . Writing a short TV programme

PROCEDURE

Warm up: Do you like watching TV ?How often do you do that ?What do you like watching ?PP speak

Step one: Theme Today , we speak about television in Britain. Do you know any famous English channel ?

PP give channel names .

Step two Whilereading Phase- 1/. Open books on Page 34 :1/ Read and play a radio presenter’s role :e.g : This isRadio Tiaret on 92.5.2/ Now , read the TV programme on page 35 and answer QQ :What’s on Channel 5 at 9 :25 ?Which channe is ‘ The Adams’ on ?Why do they usually use the expression ‘ Don’t miss it’ ?

Step Three PRACTISE 1/ Read the paragraph , page (34) and say True or False : -BBC has a lot of channels . -There are plays programmes on BBC1 -There are five terrestrial channels in the UK. -Minorities can follow programmes on Channel 5.2/ Exchange written notes in class like this :- Hi , Selma. What’s on TV tonight ?- Hello ! There a good film.’ Battle of Algeria’ At 10 :30 .

Step Three Write it out1/ Write with your partner a short TV programme of a channel you know.

level 3 file 01 Snapshots of culture Function: Describing people’s physical appearance. Language forms: The Present Simple tense. Lexical items: guard , royal , uniform , fur , Queen , tradition. visual aids: pictures , textbooks, BB Objective: Discussing a topic ( guards of royal buildings)

Writing a letter describing the Algerian Policeman ( uniform , equipment ,..)

Procedure

warm up: T. shows the picture of the Royal Guards : Have you seen these guards before ? Where are they from ? What do they do ? PP speak.

Step One: Presentation of the theme These guards are English soldiers .They protect places of the Queen. They have a special uniform. A lot of tourists who go to the United Kingdom , come to see them. The problem is that their hats are made of fur of wild animals. And a lot of people hate killing animals for such reason .

Step two: Discussion Now , read the text p37What do you think of that   ? PP give their opinions and the teacher guides the debates

Step three WriteWrite a paragraph about Algerian policemen ( iniform , equipments

, jobs , …)

Level 3rd yms File 01 lesson: Do the exercises and draw the rules. Function: Describing people , requesting politely , ... Notions: Prepositions , adjectives ( descriptions ), and , but , sorry ,... visual aids: pictures , textbooks, BB Objective: PP will work out rules through doing a series of exercises related to phonology, grammar, functional language, listening, speaking, reading and writing strategies. They will think over what they have already learned and increase their awareness of how language works.

Procedure

Step One Strategies PP formalize the rules that they have probably used unconsciously in the other sections and rubrics.

Consider the drawings and discuss your answers to the QQ below ( 1 page 40)

T.directs PPs’ attention to the pictures/drawings and asks them questions about the pictures :What is the woman talking about ? (e.g., We don’t know. It’s all Greek to us) What about the man in the picture? Did he understand anything? (e.g., No, he didn’t.) T.moves on to the exercise. But first he makes sure the learners have understood what they are asked to do. When he checks the exercise, he engages them in a discussion about listening strategies. Here are the keys for the ones included in the exercise:

1. When I listen I try to understand every word. (The answer is no)

2. When I listen I try understand the important words. (The answer is yes)

3. When I don’t understand I stop listening. (The answer is no) PP should be made aware that just as it is vain to try to understand

every single word when listening, it is also important to learn to recognize/identify key words, which in spoken conversation are usually stressed.

PP use the background knowledge to predict the ideas which the speakers in the dialogues may mention. This is a very important strategy to improve their listening capacities.

PP should keep in mind that note taking is especially important when T. wants PP to listen for specific details of information. He makes it clear to them that when they are assigned comprehension questions asking to retrieve specific details, they should take notes by writing down important words not full sentences likely to distract their attention from the listening task. Taking notes is a strategy which can make up for a faulty memory.

Tone of voice is a useful indication of meaning in spoken English. T . should pay attention to this aspect when simulating the dialogues and to make PP listen not only to the words but also the way they are

pronounced. The emphasis on stress and intonation in the Say it Clear aims to develop this strategy. PP should also be trained to pay attention to discourse markers when

listening. These discourse markers like sequencers «first, next, after that...» can help guide them through spoken conversation.

Step Two Grammar Write four sentences as in the example below ( page 40)

PP are required first to write sentences using the prepositions in, on and at and then to draw the rules and complete an illustrate table with these prepositions. T. makes PP study the examples and illustrates to them what a proposition of time is. Once they have become familiar with the place prepositions, he encourages them to use them for writing sentences.

- I use the time preposition at with expressions of clock time (e.g., hours of the day) points of time (e.g., at the moment», parts of the day (e.g., at noon / midday, lunch time/night). I also use it for some religious holidays (e.g., at Christmas)- I use the time preposition on for referring to days of the week (e.g., on Monday(s)) , to named days ( e. g, On Christmas day/New Year’s day/Christmas Eve/ Weekdays/Weekends) and to precise dates of the month on June 1, 2005)- I use in for referring to years (e.g., in 2004), to months (e.g., in June), to seasons (e.g., in (the) summer ) and to parts of the day (e.g., in the afternoon).

Step Three Functional Language Making PP synthesise the different uses of «like» in QQ.

Ask QQ and give answers about physical appearance , personality , likes and dislikes using the information in the boxes below ( page 41)

T.directs the PPs’ attention to the boxes and encourages them to interact by asking for and give information about physical appearance, personality features and likes and dislikes using the verb «like» in their QQ.PP complete the sentences by giving the rules about the use of «like» in QQ. Then T. asks them if they know other uses of the verb «like» QQ; (e.g., Would you like …? What would you like…?). I use : What is he like to ask about physical appearance. I use : What does he look like to ask about personality.I use : What does he like doing to ask about likes and dislikes. Respond to the following situations by writing short notes using

the word ' Sorry ' ( 3 page 41)a. I am sorry to hear that you are sick.b. I am sorry. I’m late.

c. Sorry. I don’t understand./What did you say? … I use sorry :

a) to express sympathy (e.g., I’m sorry to learn that you’re sick)b) to make an apology/excuse (e.g., I’m sorry. I’m late)

to ask for clarification (e.g., Sorry. What did you say?)

level 3 file 01 Activate your English Lexical items: Computer components visual aids: pictures , textbooks, BB Objective: Getting used to new technological terms

Procedure

warm up: Have yoy used a computer yet ? What do we use it for ? Where is it used ?

What does this machine consist of ?

Step One: Presentation Look at the picture on page 38.Let’s identify and name the different parts of the computer :e.g : Part one : This is a diskette . We use it for storing information.( keyboard , mouse , power botton , screen , diskette player , CD player , hard disk, motherboard )

Step two: DiscussionNow , read the text p37What do you think of that   ? PP give their opinions and the teacher guides the debates

Step three WriteTry to write a summary of the description of the coputer ( components and their functions)Step four Homework Find pictures of other means of communications ( TV set, radio set , VCR player , VCD/DVDplayer,…)Label them and write sentences describing their functions using (and / but ).

Level 3rd yms File 01 lesson: Do the exercises and draw the rules. Function: Describing people , requesting politely , ... Notions: Prepositions , adjectives ( descriptions ), link-words ( and – but ), sorry ,...

visual aids: pictures , textbooks, BB Objective: PP will work out rules through doing a series of exercises related to phonology, grammar, functional language, listening, speaking, reading and writing strategies. They will think over what they have already learned and increase their awareness of how language works.

Procedure

Step One Rhythm'N Sound PP formalize the rules that they have probably used unconsciously in the other sections and rubrics.

Ask the following QQ with the appropriate intonation. Put the appropriate arrow at the end of each question : ( 1 page 42)

T.gets PP work in pairs using the questions in short dialogues.T. illustrates with an example.

(e.g., Have you go a pencil? Yes? I have) Some PP write the short dialogues on board and indicate intonation with arrows. Once this is done, T. makes them observe the intonation patterns in the questions,how the questions are asked, and how they have responded to them. This will allow them to draw the following rule: The voice goes up in yes-no questions and goes down in wh-questions.

Listen to the pronunciation of the highlighted vowel sounds in the song. Then complete the table below with the highlighted sounds you see and hear. ( 2 page 42 )

T. directs PPs' attention to the tables below the nursery rhyme to illustrate the two vowel sounds (short andlong «i»). He reads it aloud to allow them to check their answers and lets them complete the two tables. Afterchecking the answers , PP complete the rule: There are two «i» vowel sounds in English. One is short as in «little» and the other is long as in «each».

Play with words: ( 3 page 42 ) This task should be carried out in such a way as to make PP relax. T. simulates the game with a pupil, then encourages the other PP to find English words containing the short and long «i» vowel sounds. Samples of the game (dialogue) are written on board in order to be copied down by PP. Step Two Word Formation Match one word from column A with another word from column

B to form compound words( p. 43) T. copies the table on the board and matches a word from column A with another word from column B. Then lets PP do the same with the other remaining words on a rough exercise book.. Colour TV, Central unit, Evening news, Science fiction, computer science, mystery films, pen friend, switch button, sitcoms (situation comedies). T. makes them observe the corrected exercise and draw the rules: I can join two words to form a (new) compound word; When I pronounce compound words I put the stress on the first part (element) of the compound word. (The stress is highlighted in red) Step Three Sentence Structure

Join these pairs of simple sentences with the right link-words ( and – but ) to form compound sentences. Make any necessary changes : ( page 43 )

T. joins two of the simple sentences and writes the compound sentence on board. PP will join the restof the sentences. The keys of the exercise are as follows:

a) I like the pictures in this book, but its story is not interesting (for me). Or

I like the pictures in this book, but I don’t find its story interesting.b)Harry Potter is a very amusing film, and I like watching it.c) She likes tennis, but she prefers football.d) I’m sorry, but I’m busy this evening.

In compound sentences I use and to express the idea of reason as in (b). In compound sentences, I use but to express contrast between two ideas as in ( c). I also use but with the word sorry to express polite refusal of invitation or disagreement with what someone else has said as in (d]

Level 3rd yms File 01 lesson: Project Round-Up. visual aids: textbooks, BB Objective: Bringing PP to round off their projects in class. This section includes a sample of a project task as well as a checklist of procedures for the finalisation of the project.

Procedure

This is a sample of project Task 1 in its final phase. Finalise projects ( Task One , Two & Three). Put them on a wall sheet for display . ( page 44 )

In project task two PP are assigned the write an E-mail or an SMS to their favourite TV heroes. This can be done in real. Here are some addresses which can allow them to get into contact with actors and actresses :a) http://www.linkmag.com/dorm/actors_actressses..html ( for famous actors and actresses.)b)http://www.eslcafe.com/discussion/wwwboard5/wwwboard.html html ( to discuss movies on a forum.)c) http:www.fi lm.com/default.htm (for reviews and information on current films.)d) http://www.elfs.com/moviesEnt.html (exchanging opinions about films with other teenage web users.) PP will print copies of their E-mails or draw internet screenshots including the messages they have sent to andreceived from the actors or actresses. They will stick these messages on printed screenshots on their copybooks.

For those who cannot get access to the internet . T. assigns them an alternative project task such as the writing of a letter of enquiry following the same instructions as in the initial/original task. Here is a sample letter of enquiry:

In response to their letter of enquiry, the learners can imagine to have receiveda thank-you note from their favourite actors. It can be presented as follows:

In project task three, PP are asked to make a survey to choose the top five actors/actresses.This is a sample of a questionnaire, an interview, a survey form for analysis of results, and a written report.

The questionnaire can be used in two ways. PP can hand it to informants (other learners) to fill in , or used in an interview by the interviewer who will himself/herself consign the information that the informants will givehim/her during the interview.Sample interview (The interviewer takes note on the questionnaire)Interviewer: Excuse me/Hello, I’ m doing a survey about TV characters. Can you help me?Interviewee: Yes, of course.Interviewer: My first question is : “Do you like watching TV?”.Interviewee: Yes, I do.Interviewer: I see. And what do prefer watching, sports programmes , documentaries or films?Interviewee: I am keen on adventure films. I never miss them.Interviewer: My last question. Which among these is your favourite TV character? Bayouna, Hafidth Derradji or Hamid Achouri?Interviewee: I like Hafidth Derraji, but I prefer Hamid Achouri. He is very funny.Interviewer: Thank you for answering my questions.Interviewee: You’re welcome.

Sample report:Young people like watching TV a lot. So we wanted to know why. Twenty teenagers answered our questions. Their age is between 13 and 15. The boys (10) and girls (10) are middle school students. The results are : Girls and boys like watching TV, but they have different TVviewing habits. Boys like watching documentaries, but girls prefer watching adventure films. Their favourite TV characters are the same.

Their top five TV characters are: Hafidth Derraji, Pierre Richard, Bayouna, Hamid Achouri and Fellag. These results suggest that teenagers are sporty and cheerful.

Level 3rd yms File 01 lesson: Where do we stand now? visual aids: textbooks, BB Objective: This section gives the opportunity for PP to check their progress through a series of revision exercises. An assessment sheet is provided to this end. It allows both PP and teacher to monitor progress and to decide whether remedial work is necessary or not before moving on to the next file

Procedure

The aim of the section as a whole is to check the progress that the learners have made in the file. Test yourself This sub- section consists of types of exercises that are not time consuming: PP can cover them within a time span that will allow them to check their answers in class . T. allocates approximately twelve minutes for each of the exercises..

( 1 page 45)The aim of this task is to check out whether the learners can respond appropriately to prompts in selected reciprocal exchanges using functions, language forms and strategies developed all through the file.

The keys to the exercise are as follows:A. How do you do? B. How do you do?

A.Thank you. B. You are welcome.A.Can I speak to Lydia, please? B. I’m sorry. She isn’t here at the

moment.A.Three pounds twenty. B. Pardon? (I can’t hear you)A.I’ve got a headache? B. Would you like an aspirin.A.See you on Wednesday. B. Goodbye.A.Would you like to come to B. No, thank you. I’m doing a

concert tonight ? my homework.

(2 ) The adjectives which can be used to describe personality features are: polite, lazy, funny and timid.

( 3 ) By doing this task, the learners will check whether they can use reading strategies according to the reading material at hand.

Here are the keys to the task: A newspaper (strategy b) A postcard ( strategy a) A telephone directory(strategy b) A letter (strategy a)

(4) The text is a short note for expressing apology. It will be completed as follows : «I had a terrible headache». The second text is an invitation. The learners will use «Would you like to come to my party?» to complete it.

QuestionnaireThere is no need to make PP feel that the teacher is making “judgement” over them . On the contrary, he makes them feel that it is a potentially useful part of learning.

T. explains to PP that the purpose of filling in the questionnaire isnot to pass judgement over them, but to check how they are getting along.

To dissipate the fear that generally accompanies traditional somative testing i.e.,testing determining the passage from one grade to another, make it clear right at the outset that there is no need to write their names on the questionnaires.

It is not necessary to make PP copy down all the questionnaire. T.asks them to write only the alphabetical letters and assess their performance in each of the listed skills and functions as indicated in the textbook (e.g., a. very good; b. not good ; c. good etc…)

«How many learners think that their performance is not good, good or very good in each of the functions and skills?» T. gives the survey form on the next page to PP and asks them to read their peers’ questionnaires and to tick in the boxes according to the response of the PP to each of the questions in the checklist and tells them to count the ratioof performance for each of the skills and functions and let them decide where it is necessary to have remedial class work before moving on to the next file.

There is another way of making the PP express what they think about how well they have worked in the file. It is by asking them to fill in assessment sheets and to hand them to you without any signatures. It is for the teacher to collate information about remedial work by at the weaknesses mentioned by the learners.