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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
-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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.