O slideshow foi denunciado.
Seu SlideShare está sendo baixado. ×

MS4 Project Three "File 6 Fact and Fiction" (part1)

Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Fiction is the
truth inside the
lie.
Fiction is
like a
spider's web,
attached ever
so slightly
perhaps, but
still attached...
Intermediate Objective
By the end of this file, students will be
able to make a scrapbook
Grammar
The past simple tense
co...
Drive your students’ attention to the two pictures on page 142
Make them interact about the scenes.
Describe the situation...
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Carregando em…3
×

Confira estes a seguir

1 de 43 Anúncio

MS4 Project Three "File 6 Fact and Fiction" (part1)

Baixar para ler offline

MS4 Project Three Lessons' Plans is a complete guide to the learning objectives, the communicative tasks and the language forms to teach for third term. It includes detailed presentation and exlpanation to: reporting past events, reading the news " decoding headlines and writing news reports", responding to various situations..... and so many interesting facts

MS4 Project Three Lessons' Plans is a complete guide to the learning objectives, the communicative tasks and the language forms to teach for third term. It includes detailed presentation and exlpanation to: reporting past events, reading the news " decoding headlines and writing news reports", responding to various situations..... and so many interesting facts

Anúncio
Anúncio

Mais Conteúdo rRelacionado

Diapositivos para si (20)

Semelhante a MS4 Project Three "File 6 Fact and Fiction" (part1) (20)

Anúncio

Mais de Mrs. F B Kh Mrs. F B Khj (20)

Mais recentes (20)

Anúncio

MS4 Project Three "File 6 Fact and Fiction" (part1)

  1. 1. Fiction is the truth inside the lie. Fiction is like a spider's web, attached ever so slightly perhaps, but still attached to life at all four corners. Often the attachment is Facts have long since upstaged fiction, and the novelistic imagination now contents itself with documenting incidents it wouldn't Mrs. FB Kh El Cheikh Moulay Bencherif Middle School Sidi Ali Mostaganem
  2. 2. Intermediate Objective By the end of this file, students will be able to make a scrapbook Grammar The past simple tense consolidation The present perfect consolidation The past continuous consolidation Interrupted past actions with “when, while and as” Simultaneous past actions with “while and as” Functions Narrating Reporting Expressing interests and surprise Comforting and re- assuring Social skills Sympathizing in conversation Writing a letter of condolences Writing a letter of congratulation Writing an obituary notice Recording a folk Primary skills Making inferences from a written text Making and checking narrative predictions Writing a squel fairy tale Talking about personal
  3. 3. Drive your students’ attention to the two pictures on page 142 Make them interact about the scenes. Describe the situations : What are they about ? Where do they take place ? What are the characters in each scene ? Scene1 illustrates a road traffic accident. This could happen daily making roads the number one killer worldwide. Scene1 describes a real event. Real = True Something that is real is a Fact. Situation 2 illustrates a scene from the fable « The Fox and the Crow ». A fable is a story that conveys a moral message. The characters of the fables are usually animals. Does the second picture indicate a real situation ? Of course not. It is unreal. It is eventually : Fiction
  4. 4. The dictionary defines accident as "an unexpected and undesirable event, a mishap unforeseen and without apparent cause." Strictly speaking, most accidents are not accidents at all: they are collisions that could and should have been avoided. One day a Crow found a large piece of cheese. She sat in a tree and wanted to eat it, but suddenly she saw a fox. The Fox came up to the tree. He looked up and saw the Crow. He saw a large piece of cheese also. The Fox wanted to get the cheese. He had a good plan in his mind. He says: “How beautiful you are, Mrs. Crow! You have such big eyes and a beautiful nose. Your feathers are nice too. What a pity you cannot sing to show your voice.” The Crows opened her mouth and says, “But I CAN sing. Caw! Caw! ” When the Crow opened her mouth, the piece of cheese fell out. The Fox ran up to the cheese and ate it. “Thank you very much, ‘’he says. The cheese was good. And you CAN sing well. What a pity you don’t THINK WELL.” And the Fox ran away. According to the latest WHO « World Health Organization » data published on April 2011, road traffic accidents’ deaths in Algeria reached 4035 or 2.92% of total deaths. The age adjusted death rate is 14,49 per100.000 of population ranks Algeria 99 in the world.
  5. 5. Aim : by completing this lesson, students will be able to : Recycle the past simple tense, and the past continuous. Identify weak and strong forms of the verb « to be » in the past Find specific information Presentation Teacher introduces the picture on page143 and asks students to describe it interms of its : location, characters and their activities and finally on its source. The Sydney Sun May 12th ,2012
  6. 6. Before you listen : Pair work : The picture below is an illustration from yesterday’s newspaper The Sydney Sun. Ask and answer questions about what each of the named sunbathers did on the beach yesterday. People Activities Billy Cathy Uncle Joe The father Aunt Lucy Aunt Mary The mother Build sand castles Play with a balloon Fetch water in a bucket Read a novel Have a chat Read a newspaper Have an icecream You : What did Bill do yesterday ? Your partner : He built sand castles. You : What did Uncle Joe do yesterday ? Your partner : He fetched water in a bucket. You : What did the father do yesterday ? Your partner : He read a novel. You : What did Cathy do yeterday ? Your partner : She played with a balloon. You : What did Aunt Lucy do yesterday ? Your partner : She had a chat. You : What did the mother do yesterday ? Your partner :She had an ice cream. You : What did Aunt Mary do yesterday ? Your partner : She read a newspaper. 2-Pair work. Look at the picture again then ask and answer questions about what each of the named sunbathers was doing at the beach before the shark attack
  7. 7. Aaaa asaaa As you listen : Listen to the dialogue and choose the right pronunciation for the auxiliaries in bold type. Circle the letter of the correct answer You : What was Bill doing before the shark attack ? Your partner : He was building sand castles. You : What was the mother doing before the shark attack ? Your partner : She was eating an ice cream. You : What was Cathy doing before the shark attack ? Your partner : She was playing with a balloon. You : What was Uncle Joe doing before the shark attack ? Your partner : He was fetching water in a bucket. You : What was the father doing before the shark attack ? Your partner : He was reading a novel. You : What was Aunt Mary doing before the shark attack ? Your partner : She was reading a newspaper. You : What was Anut Lucy doing before the shark attack ? Your partner : She was having a chat. As you listen : Listen to the dialogue and choose the right pronunciation for the auxiliaries in bold type. Circle the letter of the correct answer
  8. 8. RememberSome common words in the English language have two forms, a strong form and a weak form. The strong form is used when the word is stressed, the weak form is used when it is not. Most words with two forms are articles, auxiliary verbs, conjunctions, prepositions, and pronouns; therefore they are not normally stressed and usually take the weak form. Auxiliary verbs normally have weak pronunciation while the main verb has the stronger pronunciation. The letters in bold indicated strong pronunciation When the auxiliary is used in its negative form it is strong. Also, when there is no main verb, then the auxiliary is strong. If the auxiliary is used to indicate a contradiction to something that someone has already said, or to emphasis what has already been said, then the auxiliary is strong. The auxiliary is also strong in tag questions. The auxiliary forms « was » and « were » have strong and weak forms. Strong forms Weak forms Was /wᴐz/ Were /wᴣ:/ Wasn’t /wᴐznt/ Weren’t /wᴣ :nt/ Was /wəz/ Were /wə/ We stress the main verb and we use the weak forms of « was » and « were » when the verb is conjugated in the past continuous We use the strong forms of « was » and « were » in answers to Yes/ No questions Were you swimming with your daughter Kerrie ? /wə/ No, I wasn’t. I was on the shore having an ice cream. /wᴐznt/ Were you watching her ? /wə/ Yes, I was. /wəz/
  9. 9. Were you swimming with her ? /wə/ No, they weren’t. My husband was reading a novel. /wᴣ:nt/ Listen to the teacher while looking at the picture on the previous page. Then answer the following questions page 144 a-She was running when she fell into a pothole. b-Bill was digging holes in the sand and building castles while Cathy was playing with a balloon. c-The lifeguard arrived on the scene while the mother was lying on the ground. d- The husband was reading a novel. The younger daughter was playing with a balloon and Bill was digging holes in the sand and building castles when the elder daughter Kerrie was attacked by the shark.
  10. 10. Past Progressive Vs Past Simple Presentation A reporter is interviewing Mark and Harriet Reporter : Mark and Harriet, tell me what you saw. Harriet : Well, when we were driving home last night, we saw a strange object in the sky. Mark : As we were coming down the hill into town, it just suddenly appeared in front of us. We stopped the car and got out. Harriet :It was a very clear night. The stars were twinkling. Mike : It was a spaceship. It seemed quite big. It had some strange writing on the side. And a light was flashing on the buttom. Harriet : As we were watching it, it suddenly flew away and disappeared.
  11. 11. observebbbb It happened as I was driving We often use the past continuous and past simple together when one shorter action comes in the middle of another longer one. Longer action : w e w e r e d r i v i n i n g d o w n t h e h i l l Shorter action : an object appeared The appearance of the strange object comes in the middle of the longer action, the drive down the hill. The Past Continuous • The PAST CONTINUOUS TENSE makes time slow down: it takes a moment and stretches it to make it “last longer” and allow us to observe it in detail. We use it for an action that we were in the middle of. We were driving home. ( we were in the middle of our journey) The Past Simple • The PAST SIMPLE TENSE tells us about actions that started and ended in a closed period of time (yesterday, last night, two years ago, when I was young, in 1999, etc): We drove home. (we finished our journey) The spaceship flew away. The simple past tense expresses the main actions in an active manner. The past continuous tense acts as a slow background in which the past tense is the star, the main actor. We were watching it, it suddenly flew away. Secondary fact main action When they were sleeping, the plane crashed in the garden. While Laura was sitting in the garden, it suddenly began to rain. As we were driving down the hill, a strange object appeared in the sky. In the three sentences above, the Past Continuous comes after : as, whil or when We can also use When before the past simple They were having lunch when the telephone rang. But we use two past simple verbs for one action after another When we saw the spaceship, we stopped. = we saw it and then we stopped.
  12. 12. Lisa was making pancakes, when She started to watch TV. She was watching TV when the telephone rang. She was answering the phone, when someone knocked the door She was opening the door when the pancakes were burned. Look at the pictures then write sentences with when, as or while and the correct forms of the verbs
  13. 13. Underline the correct alternative of Past Simple or Past Continuous  Alex was walking / were walking / walked through the jungle when a big gorilla was jumping / were jumping / jumped on him!  Jess was watching / was watching / watched TV when the TV suddenly was breaking / were breaking / broke.  While Dad was listening / were listening / listened to music in the car, he was driving / were driving / drove into the back of the bus!  My parents was walking / were walking / walked home yesterday when they was seeing / were seeing / saw an asteroid in the sky.  Oliver was climbing / were climbing / climbed a mountain when he was dropping / were dropping / dropped his walkman in a river. Write the correct form of the verbs in brackets Susan .......... (break) her leg while she ............. (ski). When Tim ............ (tell) a story the other pupils ............ (whistle). When Jane ........... (wash) her hair, her neighbour ............. (come) in. They .................. (break) a pot while they ………….. (water) the flowers. The students ........ (write) a test when Tim ........... (drop) his pen. Sam .............. (watch) TV while Bruce ................ (eat) a sandwich. While the children .......... (sing) their teacher ............ (play) the piano. Harry ........ (play) computer games when he ....... (hear) a strange noise. My sister ........... (do) her homework and then she ........ (tidy) her room. We ......... (go) to the park when a strange man ......... (ask) us for money. My father ...... (read) a newspaper while his friends ...... (prepare) dinner. Peter ........ (get up), ......... (eat) breakfast and ............ (go) to work. He .......... (sit) down, .....(take) a pen and paper and ....... (write) a letter. Martin and Eve ....... (take) photos when a strange object .... (appear) in the sky. Kim .............. (visit) two museums, ................ (drink) a bottle of mineral water and ................. (drive) away. My mother ......... (have) a shower when the lights ....... (go) out. The wind ...... (blow) when Peter ......... (see) an owl on a tree. David’s baby ........... (start) to cry when it ......... (see) an old lady. I ..... (met) my wife when I ............ (do) shopping in Auchan. It ............ (start) to rain when we ............. (play) tennis.
  14. 14. Complete the dialogue below using the corrct tense. Then act out a snippet of the dialogue with your partner Kerrie : I had an awful time yesterday. Aunt Lucy : Did you ? What happened ? Kerrie : (to burn my finger / as / totake the cake out ofthe oven) I burnt my finger as I was taking the cake out of the oven. Aunt Lucy : Oh dear ! What next ? Kerrie :(as to get off school bus / to slip and to hurt arm) As I was getting off the school bus, I slipped and hurt my arm. Aunt Lucy : Oh bad luck ! Did anything else happen ? Kerrie : Just my luck. ( while to play basketball/to break sunglasses) While I was playing basketball, I broke my sunglasses. Aunt Lucy : Oh no ! What did you do inthe evening ? Kerrie : (computer/ to go out of order / while to do excercise) My computer went out of order while I was doing some excercises. Aunt Lucy : And then ? Kerrie : (when/ to readfavourite book in bed/ light/ to go out) When I was reading my favourite book in bed, the light went out. Aunt Lucy : So you slept and dreamt beaufiful dreams last night, didn’t you ? Kerrie : Not at all. (just as / to getting to sleep, a thunder storm/ to wake me up. Not at all. Just as I was getting to sleep, a thunder storm woke me up. Aunt lucy : All this is nothing compared with the shark attack !
  15. 15. Aim : By completing this lesson, students will be able to write a short composition about unhappy events that interrupted their daily activities using the appropriate tenses (past simple and past participle) then the time sequencers. Instruction: Imagine you had an unlucky day yesterday. Not down, hour by hour, all the unhappy events that interrupted your daily activities. Use sequencers such as : first, next, then, eventually, finally to make your composition more coherent. Presentation : Imagine a day when everything goes wrong what happened during this unlucky day? Brainstorming To make the activity much more constructive, get the students brainstorm words, phrases and ideas related to the topic interms of verbs (actions), adjectives (describing) Before writng anything, get your students prepared for the task by making a plan examining the given information (topic) Planning Start to picture the setting of the composition. Setting : where the story begins then the place it preceeds to….then where it ends at. Unlucky day At home On the bus stop At school Back home
  16. 16. At home Someone throw / fish bone Way back home At school Walk/ start raining Classmates laugh Teacher I / to be scolded Miss /bus I / be upset Could not / study Dining room Gulp /hot coffee Burn my tongue Bus stop Bathroom Step on/ soap slip Stairs Miss/step Fall down Now, tell your students to develop their ideas and write them in a draft without paying much attention to grammar or spelling. Then, make them read once or twice to correct their mistakes, add or omit (un) neccesary information. Finally, get them read their compositions If possible, do peer correction in which students correct and evaluate their mates’ written production You can teach your students to use the 5W1H approach i.e. Who, Where, When, Why, What and How to help develop the story. Remember to use paragraphs. A new paragraph should be used whenever there is a major change in events and possibly when there is a change in the scene of the story.
  17. 17. Suggested Composition One morning I got up with the feeling that the day was going to be an unlucky one for me. First, as I was rushing into the bathroom, I did not see a piece of soap lying on the floor. I stepped on it and slipped, almost breaking my back. Next, when I was going downstairs to the dining room for breakfast, I missed a step and fall down. Then, I gulped down the tea without realizing that it was very hot. It burnt my tongue and could not eat anything. I got dressed and rushed to the bus stop. Unfortunately, I just missed the bus. My heart sank and I knew that I would be late for school so I decided to go on foo. While I desperately walking, it started to rain. When I reached school, my name was taken down by the teacher. He scolded me for being late. I was made to stand outside the class. I was so upset by the incidents that I could not study properly. But worse was to come. After school, as I was going back home something hard hit me on the head. Someone had thrown a bag of fish bones out of the window and it landed on me! I was boiling with rage but could do nothing, but crying.
  18. 18. Aim: By completing this lesson, students will be able to report a past event. Presentation: Pre-reading Road accident is a tragedy. It is clearly one of the major causes of death and injury in almost every country. Four factors contribute to the vast majority of collisions. In ascending order they are: 1-Equipment Failure 2-Roadway Design 3-Poor Roadway Maintenance 4-Driver Behavior Make students interact about the picture on page 146. Identify the event, the characters, the scene and the scenary. Children A pedestrian 2 bikers 2 motorcyclists Plane landing Plane taking off Look at the picture. It represents the scene of an accident just before it occured (at 9.30). Use the cues below to sy what was happening then. Yesterday at 09.30 Recycle the past continuous tense Students will make meaningful sentences out of the cues
  19. 19. 2- Aim : To get students recognize NEWSPAPER HEADLINES and create new sentences using words cut from newspapers. -A plane was flying low in order to land at 9.30, yesterday. -Another plane was taking off at the same time. -Two bikers were riding on the right side of the street at 9.30, yesterday. -A pedestrian was crossing the street at 9.30 yesterday. -Children were making a snowman yesterday at 9.30. -Two motorcyclists were looking at the plane. Newspaper LanguageNewspapers headlines have a language of their own. The headline is the text at the top of a newspaper article, indicating the nature of the article below it. The 'headline' on a newspaper is usually on the front cover. In big letters, it may take up a whole half of the page or even more. Headlines are used to attract people‘s attention. They are big, and bold, and makes people want to read them. Headlines are short and don’t use unnecessary words, such as articles and auxiliary verbs. Headlines use short words in the place of the long ones. Certain words are common in headlines: deal, cost, ban, hit, get, clash. Compound-noun phrases are often used. Headlines may be ambiguous, and reading them may lead us to wrong conclusions. Some are completely unlike to happen. The intention is to catch the reader’s attention, raise his interest and sell more newspapers. Newspaper HeadlinesHeadlines use simple tenses. The present simple is often used. The infinitive replaces future tenses. The passive voice is used when the action is more important than its author. The verb to be is often omitted in the passive voice. Headlines show inverted
  20. 20. Read the newspaper headlines below and rewrite them in full sentences using the right tense While Reading: As you read Students will -read and check their answers in exercise 2 p146 -read and scan information Read the text again and answer these questions Tragic accident blocks traffic A tragic accident blocked traffic yesterday morning at 09.30 Two cyclists die in collision on airport road Two cyclists died in collision on airport road yesterday morning at 09.30 a-The accident occurred on a sharp bend on Airport Road. b-They were talking to each other while they were riding their bikes. c-The traffic block lasted for more than two hours. d-The journalists or the news reporters arrived on the scene when the police were investigating the accident. Drive carefully to arrive home safe!
  21. 21. Aim: By the end of this lesson, students will be able to -Identify two simultaneous actions in progeress - Use the transition (while) to connect two actions happened during the same time in the past. -Use the new structure’the past continuous tense with ‘while’ in 100% acuracy. 1-Recycle the past simple then the past continuous in terms of their form and use. The past continuous can be used to describe an action that started in the past and was interrupted by another action 1-The past progressive describes an action that was in progress at a specific time in the past. -Now it is 12.30 -Amine is at home. -He is having lunch. -At 10 o’clock he wasn’t at home. -He was in the yard. -He was playing with his friends. -He wasn’t having lunch. 10 o’clocknow 09.0 0 09.3 0 10.0 0 11.3 0 12.0 0 He began playing He was playing He stopped playing The man was reading a newspaper. He answered the phone He stopped reading The telephone rang
  22. 22. -What happened ? -The telephone rang. (past simple) -What was the man doing when the telephone rang ? -He was reading a book. (past continuous) -What did he do when the phone rang ? -He stopped reading and answered the phone. (past simple) "While" expresses the idea of "during that time." It is important to remember that we use the time expression while before the past progressive and the word when before the past simple part of the sentence. Use only one of these time expressions in each sentence He began reading He was reading The phone rang He stopped reading He answered the phone Past simple Past continuous 3-The past continuous is also used to describe two actions that were in progress at the same time in the past 11.0011.00 Now it is 1pm -What was the father doing at 11 o’clock ? -He was watering the flowers. -What were the children doing at the same time? -They were having fun. 1-The father was watering the garden while the children were having fun. 2-While the father was watering the garden, the children were having fun. He was watering the garden They were having fun They began in the past
  23. 23. Last Saturday Mr. and Mrs. Smith invited some of their children’s friends to spend the afternoon at their house. Look at the picture and write pairs of sentences using « the past continuous with while » Answers to Grammar Window page 147 1-In sentence C, « were investigating » started first 2-In sentence C, the action « arrived » was shorter than « were investigating » 3-Graph A represents sentences « c » 4-Graph B represents sentences « a and b »
  24. 24. Aim : By the end of this lesson, students will be able to use the appropriate tense depending on the given situation to build up a dialogue reporting the accident. 1-The sentences below are taken from another newspaper report. Put theverbs in brackets into the correct tense. a-It was snowing when the accident occurred. b-An airplane was flying low when the collision happened. c-A pedestrian was standing on the left roadside while the cyclists were overtaking the lorry. d-While the lorry was heading to the airport he was having a chat with a hitchhiker. e-The lorry driver was singing as he was driving. 2-write in dialogue form, the conversation between you and the reporer. Suggested dialogue. Students will report the accident from the view point of the children. Reporter: Would you please introduce yourself to the audience ? Eyewitness : My name’ s Peter and I’m in fourth grade primary school. Reporter : Where were you before the accident occured? Eyewitness: I was just on the right side of the road. Reporter : What were you doing there ? Eyewitness : I was with my friends making a snowman. Reporter: Could you tell us exactly how the collision happened? Eyewitness : Look, it was both the cyclists and the bikers fault. The cyclists were coming from the airport. They were looking at an airplane while two bikers were coming from the opposing side and they were too, having a chat. Just then, the bikers were trying to overtake a lorry. Reporter : What was the lorry driver doing then ? Eyewitness : He was singing when suddenly the crash between the motorcyclists and the bikers happened.
  25. 25. Aim : By the end of this lesson, students will be able to write a newspaper article about the previous accident retelling the story from another viewpoint using the appropriate tense « past continuous and the past simple » and the signal words that best suit the given situation Presentation: How to write a newspaper article  The key to writing a successful article is simplicity  Get to the point and be clear and quick General Structure -Headline -Byline (by Joe Smith) -Lead (lede or lead paragraph) -Overview of story (who, where, what, why, when, how) -Explanation and amplification -Additional information The Headline The phrase that grabs one’s attention Often a noun phrase (no verb) Unexpected visit Sometimes the confusing noun string String of 3 or 4 nouns Ford Complaint Customers (helps to read backwards) Simple tenses are used instead of continuous To + infinitive Mayor to visit….. Auxiliary verbs are dropped from the passive Dog awarded medal Articles (A, an, the) are dropped President backs cabinet The body -Upside down pyramid -Facts in order of descending importance -Use quotes to demonstrate opposing opinions or bring in the human element -No more than three sentences per paragraph -Writer must assume reader has no prior knowledge of the story
  26. 26. Layout -Columns -Newspaper pages (broadsheets and tabloids) are very wide -Lines span entire with - difficult to read -Optimize use of available space Style -Short sentences - Facts told in active voice -Police searched the premises - Reported speech in passive voice -It was later revealed that there was evidence of arson -Mainly the present tense is used -Third person point of view (he, she, it, they) Exciting World -Journalism is an exciting and well respected profession -Reporting takes skill and insight as well as great instincts
  27. 27. Date : Monday January15th, 2013 News of the DayTwo cyclists die in collision on airport road I was driving on Airport Road when I saw a hitchhiker .I stopped to give him a lift. When he got on the lorry, I saw that he had a guitar, I told him to play us a tune. He was playing and I was singing along with him. Everything was going well when suddenly I saw two bikers trying to overtake me. It was round sharp bend .I reduced my speed, but while they were overtaking me , a motorcyclist coming from the other direction suddenly appeared in the middle of the road .The road was slippery and the man behind the motorcyclist was drawing his attention to a low flying plane .So he did not see the bikers who were overtaking me .When he braked , his motorcycle slipped and crashed into the bikers……. Simon BG
  28. 28. Aim: By completing this lesson, students will be able to -Differentiate between the usage of :speak, talk tell and say -Create new words « nouns » out of verbs using the suffix « tion » -Identify some short vowel sounds Presentation: make students know in which cases the following verbs « speak, say, tell and talk » should be used SAY 1. SAY what say hello say something„ I´m John,“ he said. They didn´t even say goodbye. They left without saying anything. He said that he was really hungry. He didn´t say when he would be back. 2. SAY what (to somebody) say something to somebody He said GOODBYE to his friends. „That´s a problem,“ I said to myself. She said to me that she was really SPEAK 1.somebody is SPEAKING, the other one is listening He spoke for two hours. The lecturer spoke about economics. 2. to SPEAK = to produce words or sentences I speak English and Spanish. Please could you speak more slowly? TALK TALK to somebody (about, of something) = conversation of 2 people I met a friend and we talked about music. Listen, I´d like to talk to you about something. TELL TELL whom what tell somebody something tell me what you want to do. I told my parents about my problems at school. He told me his address. Jack told me that he needed some money.
  29. 29. Let´s ______, you and I. There is something very important to discuss. -say - speak - talk - tell Can you _______ me what's happened? -say - speak - talk - tell I _______ him nothing about it! -said -spoke -talked -told Our lessons are rather boring. Our teacher always ______ about uninteresting things. - says -speaks - talks -tells I don´t know what his name was, he didn´t ________ it . - say -speak - talk -tell My mother _______ me to buy some fruit. -said -spoke - talked - told We don´t have a television, so we usually spend our evenings _______ or playing games. -saying -speaking -talking - telling Could you ______ more quietly, please? - say -speak -talk - tell I didn´t understand, what did you _____ ? - say - speak -talk - tell Choose the most appropriate verb for each situation Fill in the gaps using the correct form of the following verbs “speak- tell – talk and say” -I talked to him in the street the other day. -“Tell me, who is that man over there?” -“Please “, I said, “Could you make less noise?” -An honest man doesn’t tell lies. -I told her never to come here again. -After he finishes speaking, I ‘ll offer him a drink. -“You ‘re about 50 miles from London”, he said.
  30. 30. Recycle: the meaning, uses and types of suffixes What is a suffix  Suffixes are endings that are added to root words.  Suffixes change the meaning or purpose of the word. Presentation: Verbs Nouns terminate delete move resolve derive act justify join connect communicate termination deletion motion resolution derevation action justification junction connection / connexion communicate Derive nouns form verbs in the boxes by adding the “suffix”-tion- Verb Noun To prepare To pronounce To invent To explain To direct To admire Preparation Pronunciation Invention Explanation Direction Admiration The Suffix « tion » -tion :is a suffix occurring in words of Latin origin, used to form abstract nouns from verbs or stems not identical with verbs, whether as expressing action (revolution; commendation ), or a state ( contrition; starvation ), or associated meanings ( relation; temptation ). It is used to form nouns meaning "the action of (a verb)" or "the result of (a verb)". Words ending in this suffix are almost always derived from a similar Latin word.
  31. 31. The stress is on the syllables written in bold.The ruleis that stress in words ending with –tion or –sion falls on the penultimate sullable i.e., the second syllable from the ending – tion is a consonatic syllable. 4-Arrange the words in box 1 according to the pronunciation of the letters in bold type. Write the arranged words words in box 2 Vowel sound /æ/ Vowel sound /e/ Vowel sound /Λ/ bat – rat – sad – bad – fat – mat – cat said – bet – head – next – bed but – cut - bud bat – rat – but – said – sad – met – cat – come – bad – fat – bet – head – next – mat – cut – bed - bud English learners need to remember the correct pronunciation of each English word, especially for visual learners. English learners should be familiar with either the IPA or APA to learn the visual representation of English pronunciation. Every English learner has to learn that English words cannot always be read as written. English learners must learn how to pronounce each English sound correctly.
  32. 32. Aim : By the end of this lesson, students will be able to -Correct punctuation and mispelling mistakes. -Write a story end -Solve brain teasers -Find popular legends about discoveries accidentally achieved Presentation: What is the proof reader? You are working as a proof reader for a kids’ magazine. Read the beginning of the story below and correct the punctuation and capitalisation mistakes Is the process of reviewing the final draft of a text to ensure that all information is accurate and all surface errors have been corrected. "Proofreading is a special kind of reading: a slow and methodical search for misspellings, typographical mistakes, and omitted words or word endings. Such errors can be difficult to spot in your own work because you may read what you intended to write, not what is actually on the page. To fight this tendency, try proofreading out loud, articulating each word as it is actually written. You might also try proofreading your sentences in reverse order, a strategy that takes you away from the meanings you intended and forces you to think about small surface features instead. The story is a folk tale from Djuha stories Its title is: Joha and the Pots
  33. 33. Who was Djuha? Now write the end of the Joha story paying attention to punctuation and capitalization Nasreddin Djuha was believed to have lived and died during the 13th century probably in 1209 AD in Khorassan, a province in the north of Iran. He is considered a populist philosopher and wise man, remembered for his funny stories and anecdotes. He appears in thousands of stories, sometimes witty, sometimes wise, but often, too, a fool or the butt of a joke. A Nasreddin story usually has a subtle humour and a pedagogic nature. The International Nasreddin Hodja feast is celebrated between 5–10 July in his hometown every year. One day Joha borrowed a small pot from his neighbour. He didn’t take it back when he finished cooking, so his neighbour visited him. « Please, may I have my small pot back, »he said. « Of course, »said Joha. “Here you are.” Joha gave the man his small pot and another tiny one. « What’s this?, » asked the other man. « Our small pot had a baby while it lived in my house, » answered Joha. The neighbour was surprised, but he didn’t say anything. He just took the small pot and the tiny pot and went home…. A week later, Joha once again borrowed the pot from the neighbour. After a week passed, the neighbour asked Joha to return it. “I can’t,” said Joha. “Why not?” The neighbour asked. “Well,” Joha answered, “I hate to be the bearer of bad news…but your pot has died.” “What?” The neighbour asked with skepticism. “A pot can’t die!“ “Well, you believed it gave birth,” said Joha, “So is why is it that you can’t believe it died? »
  34. 34. Pair work. Use your knowledge in natural science to solve the brain teasers below. Explain to your partner the process of transformation What is a brain teaser ? Is a puzzle or problem whose solution requires thinking and great ingenuity. 1-Four days start with letter « T ». What are they ? 2-You can see me. You can feel me. But if you touched, you would die. What am I ? 3-What word can be written forward, backward or upside down and can still be read fromleft to right ? 4-The word « CANDY » can be spelt using just two letters. Figure out how ? 5-What is so fragile that when you say its name, you break it ? 6-I have no feet but I can run, I give you health and give you fun ; What am I ? 7-If you got it, you want to share it. If you share it, you haven’t got it. 8-A woman had two sons who were born on the same hour of the same day of the same year but they were not twins. How could this be so ? and
  35. 35. The two brain teasers are about the process of transformation Brain teaser A page 152 is BUTTERFLY Brain teaser B is CROCODILE The two brain teasers are about the process of transformation or the life cycle of the butterfly and the crocodile Every butterfly goes through four stages of development : (1) egg, (2) larva, (3) pupa and (4) adult. Egg - A butterfly starts its life as an egg. Larva-The larva (caterpillar) hatches from an egg and eats leaves or flowers almost constantly. The caterpillar molts (loses its old skin) many times as it grows. Pupa –It turns into a pupa (chrysalis); this is a resting stage. Adult - A beautiful, flying adult emerges. There is no growth during this stage. This adult will continue the cycle and reproduce. First, a crocodile is born an egg. It has a small tooth on its snout to enable it to escape the egg. Then the mother minds the nest until the baby hatches and carries it around until it can walk. Then, when it is old enough, it accompanies it's mother on hunting trips. When it becomes an adult, it lays its own eggs. The crocodile can live up to 08 years and sometimes more. A life cycle refers to the stages of development, growth and reproduction that a living thing goes through.
  36. 36. Find the popular legends about what each of the scientists below was doing when they made their discoveries Some of man’s greatest discoveries have been made entirely by accident. If it weren’t for many of these things, life would be very different for us. Accidents happen to all of us. We don’t all see the same things in them, however. Believe it or not, most of the inventions that we see today were simply accidents. The name for making fortunate discoveries by accident is “serendipity.” The Law of Gravity (Gravitation) This is the famous story that all persons know. Issac Newton discovered Gravitation when an apple overhead on the tree fell on to this head!! Discovery of X-Rays Professor Wilhelm von Roentgen was experimenting with cathode rays. Called to lunch during one of his experiments, he left the tube on his desk and forgot to turn off the electricity. That same day he happened to take some photographs. When he developed them, he was startled to see, in the center of one picture, the silhouette of a key. Von Roentgen called this new, strange ray the X-ray, because it was unknown. As everyone knows, the X-ray plays an important part in modern life, being used in both medicine and industry. Microwave Oven Percy Spencer a physicist and engineer on American radar equipoment manufacturers Raytheon, was employed during the Second World War to make the magnetrons used in radar systems. He noticed that the magnetrons gave off as much heat as a large lightbulb and used them to warm his hands on cold days. But it wasn’t until he discovered a melted sweet in his pocket that the possibility occurred of cooking with microwaves. A staggering number of scientific discoveries are made by accident. Everyone has heard of Archimedes shouting "Eureka!" as he ran naked through the streets after figuring out displacement, and of Sir Isaac Newton formulating the theory of gravity after an apple fell on his head. Again, one curious person, or one person in the right place at the wrong time, can make a significant discovery.
  37. 37. Some of the biggest discoveries happen by accident. One example is the accidental discovery of penicillin in the twentieth century which may be one of the greatest milestones in medical history. Scottish bacteriologist Alexander Fleming (1881-1955) discovered penicillin by accident in 1928. While conducting research using several petri dishes of bacteria cultures, he accidentally left one of the cultures uncovered for several days. Fleming found the dish contaminated with a mold. He was about to discard the culture when he noticed that the mold was dissolving all the bacteria near it. Fleming recognized the importance of what was happening. He put a sample of the mold under his microscope and tested it against several types of bacteria. Fleming found that something in the mold stopped or slowed the growth of the bacteria. Because the mold was from the genus Penicillium, Fleming named the part of the mold that attacked bacteria "penicillin." He was unable to separate the penicillin from the mold, however. Another one which was discovered by accident was when Thomas Alva Edison's attempt to make a telegraphic-telephonic repeating and recording device, it didn't work, but when somebody gave it a spin it sounded like human speech. Edison started from that chance observation and developed the phonograph. And also the discovery of America by Christoper Columbus was an accident. He, on his way to Eastern Asia by sailing west from Europe, the 'mistake'; you can't get there from here, America is blocking the way. It Happened By Accident
  38. 38. Aim : By the end of this lesson, students will be able to listen effectively to learn strategies in order to respond to a variety of situations. Presentation: Pre listening Get your students exposed to the different situations below and ask them how would they respond to each one. A guest of yours is eating when he suddenly spills milk on the table. He feels embarassed and starts apologising. You will respond by saying C-That’s OK, don’t worry. A friend of yours is complaining that his broken arm hurts. You will say C-Calm down You have bought a new swaetshirt. A friend of yours tells, « It’s a nice sweatshirt you’ve got there » You will respond by saying A-Thank you A classmate of yours tells you that s/he has paid three millions dinars for his/ her bicycle. You will respond by saying A-How much did you say ?
  39. 39. Listen to your teacher and mark with an appropriate arrow the intonation at the end of the question in the conversation A-Did you ? B-How much did you say ? C-What did you do with the money, if I may ask ? The intonation goes up at the end of question A(Did you?) and question B (How much did you say ?) This rising intonation expresses surprise. Note that even wh- questions end with a rising intonation when we want to express surprise. The intonation at the end of question C goes down because it is an ordinary wh-question Strategies To Express Sympathy 1-Show interest in conversation by asking questions with rising intonation. 2-Re-assure people if they are in embarrassing situations. 3-Re-assuring people if they lose self- control (in anger, because of fear…) 4-Show surprise if your interlocutor says something you didn’t expect. 5- Share the pleasure and the pain of your interlocutor
  40. 40. Aim : By the end of this lesson, students will be able to apply the appropriate conversation strategies above for specific situations. 1-Pair work. Complete the dialogue below by asking appropriate questions to show interest. Then take turns to act it out Speaker A: I bought the new Shrek CD yesterday. Speaker B : What did you say you bought? / Did you? Speaker A: You heard well .I bought the new Shrek CD. Speaker B: How much did you pay for it ? Speaker A : Guess how much. Speaker B : I have no idea. It’s a long time since I haven’t gone to a music shop. Speaker A : I ‘ll tell you .It’s £30. Speaker B: How much did you say ? Shrek The Movie Review Shrek is a lonely ogre who hides his feelings behind an aggressive demeanor. Lord Farquaad is a vertically-challenged ruler who wishes to marry a princess so he can become a prince. Princess Fiona is held in a castle by a fire-breathing dragon waiting for her prince to save her. Lord Farquaad convinces Shrek to rescue Princess Fiona from the dragon. Shrek accomplishes this task, but also falls in love with the Princess. Princess Fiona shares the same feelings, but has a secret of her own. Miscommunications play upon their insecurities which drives Princess Fiona into the arms of Lord Farquaad.
  41. 41. 2-Pair work. Consider the situations below. Replace the underlined parts with dialoguess, making any necessary changes. Then play out the dialogues Situation One : Tahar is telling his friend Omar about his voyage to America last year Aim: By completing this lesson, students will be able to seperate two different letters by filling each blank with the right cue verb Presentation: Teacher introduces to the students some different kinds of letters. Tahar : I was in America this time last year. Omar : Where did you say you were this time last year? Tahar: I said, “I was in America this time last year. I visited Madison Square Garden. Omar : Oh, did you? / Is that so ? Abdelrrahman : I’m really sorry .Did it hurt you? The spectator : That’s OK. Don’t worry. A spectator reassres Abdelrrahman that he is OK There are different types of letters. Basically, they all have the same layout styles, salutation and endings. However, the information that you include in these letters differ. In addition to the regular types of letter when a friend writes to a friend, there are also...
  42. 42. Ask the students to determine what kind of letters are they and what occasions they sent 1-Congratulation letter 2-Condolence letter Penpal letters, application latters, inquiry letters, thank you letters, congratulation letters, invitation letters, business letters, apology letters, condolence letters, complaint letters, reference letters…etc. Congratulation Letters Congratulation letters or letters of congratulation are written for a wide variety of situations such as: a priomotion, graduation, business achievement, engagement, marriage, new born baby...etc. They should be short and to the point but geniune, sincere and believable. The opening sentence should state the reason of the congratulations; the second paragraph should elaborate briefly, as appropriate, followed by a short closing sentence. Condolence Letters A sympathy or condolence letter can be a great source of comfort to someone who is grieving the loss of a loved one. It’s a simple way of letting that person know that they are in your thoughts as they go through the difficult process of grief and mourning. Writing words of sympathy from your heart that are specific to the grieving person will be more treasured. The letter should be short as it may not be the proper time to read a letter for a grieving person. It would be better if you can write it with your handwriting.
  43. 43. Dear Salima, I ‘m happy to learn that your daughter passed her Final Middle School Exam .Last week .I’m sure she worked hard all through this year .So she fully deserves my congratulations. I remember that she won a commendation three years ago. Condolence Dear Rashid, I was sorry to hear that your grandfather passed away .He was a great man. I keep very fond memories of the few times I spent with him. Please accept my sincere condolences.

×