Rubric: As You Read.

Rubric: As You Read.

UNIT THREE: wastenotwantnot

WORLDRESOURCESANDSUSTAINABLEDEVELOPMENT

CONTENT OF THE UNIT

Aim of the unit:by the end of this unit pupils will

be able to:

* acquire a competence to do their project work which is making a conversation

plan.

*pupils will be able to narrate/describe a process/to promise/to ask for or give

information.

*They will be able to report.

*They will acquire a competence to organize a paragraph,to read a general

idea/to read for a specific information.

*They will be able to listen for specific information.

*They will be able to write a press release.

*They will be to make an oral and written presentation of the project.

 Dirah high school
Academic year : 2012-2013Unit 04:Waste not want not
Level : 2nd yearSequence01: Discover the language
Text book:Getting throughLesson:before/As you read

Learning objectives:pupils will be abel to:

♣recognize the main topic and check their knowledge through looking to the picture and
answer some questions related to it.
♣look for specific and accurate details in texts.
Competencies:
interactive:interactingandcomenting
Interpretive:interpreting the picture (reading a map),pupils will read the text silently and
then interpreting its ideas by answering some questions.(interpreting the text’s ideas)
Teaching Aids:the text book (Getting through).
Extra resources:the world map/pictures

Rubrics Lesson Plan Aims T.A

Preview page 59 ▲the teacher and students discuss the -to familiarize
content of the unit,including the new unit pupils with the
project theme,and how it could be realized. topic and the
project.
15
Think it over ▲the teacher provides pupils with a mn
-to recognize both
p59 correct reading of the words,each time the
words to say: teacher reads a word,pupils repeat the main topic
imitating therefore the pronunciation. and the language
components used
▲ Teacher introduces the lesson by asking in this unit
Before you read students questions about the map.
Pupils answer each question depending on
their geographical culture and their
imagination.
Key: -To motivate 15
1) The map represents Southern students and to mn
America. check their
2) The area in green stands for the background
Amazon forest. knowledge.
3) It is situated betweenBrazil,
Peru,Ecuador and Bolivia.

4) The equatorial climate is hot and

 humid. -
5) The line is that of Equator. 10
mn
Task 1: this task has the same answers as -To check
As you read the previous questions. students
page 60 Task 2; answer the following questions. understanding
-Students read the text silently then the and compare -
teacher holds a short discussion about the their answers 30
main ideas of the teacher. with their mn
Key: previous ones.
1) There is more than a decade of
global fossil fuel emissions of carbon
dioxide stored in the Amazon forest -To enable
trees. students to read
2) The Amazon basin ecosystem has for specific
been protected from the threats information.
because of its isolation.
3) It is one of the world’s greatest
conservation challenges because it is
no longer isolated.

Lesson Plan
Teacher: Mrs. Benkhelifa.k Level& Streams: 2 AS
Unit 03:wast not want not Text book: Getting through
Sequence01: Discovering language
Rubric :Grammar desk

Learning objectives:pupils will be able to :

♣best use and learn how to construct the active and the passive voice and for which purpose
is formed :past simple passive,future,present perfect and modals
Competencies:
interpretive: pupils will analyse and synthesis examples of passive and active.
linguistic:they consider some examples,,at last they draw rules.
productive:pupils will produce a short passage using the passive voice.
Teaching Aids:the text book (Getting through).
Extra resources:handouts of active and passive .

Rubrics Lesson Plan Aims T.A

Warming ♣the teacher asks the pupils to give him a -to motivate pupils
up sentence which contain a : subject + verb and drawtheir
+object. attention to the
Pupils will give different sentences . coming step
The teacher writes one on the board 10mn
e.g:Ahmed eats an apple.
s vo
the teacher asks his pupils to start the
sentence with the object.
*An apple is eaten by Ahmed (passive)
*the teacher makes clear to the pupils the
difference between the active and the passive .
After
Reading ▲Teacher asks pupils to answer the
Page61 questions in the grammar desk to make them
distinguish between the two types of
sentences. -To focus on the use
-Motivate pupils to compare sentences (A) of the passive and
and (B). active form.
Key:
A) Timber companies fell the trees. - To give students
B) The Brazilian government built new the competence to
roads in Amazon. recognize the tenses
- These sentences are in the passive voice of the sentences.
because the subjects of the verbs are not
reallydoers of the actions.

- The sentences focus is on the action rather

than on the doers/ performers. 35mn
a) Timber companies fell 18000 km2 of
the forest trees.
b) The Brazilian government built new
roads throughout the 1960’s and
1970’s.
3) Comparing between the sentences:
- The sentences that give attention to the
action itself are the sentences from the
reading passage (passive voice).
-The student’s sentences are in the active
form, they put emphasis on the doers of the
actions.

4)The writer has inverted the structure by

foregrounding the action (putting it first in
the sentence structure) and putting the doers
(subjects) of the action at the end of the
action.

5) Match sentences a-d with the appropriate

tenses:
A→C (Present simple passive).
B→D (Past simple passive).
C→B (Present perfect passive).
D→A (Future simple passive). -tocheck the pupil’s
comprehension and 15mn
6) Read sentences again, is it always their writing skills.
necessary to use “by”?
-No it is not always necessary to use “by” in
the passive sentence.
-We use it when we want to draw attention to
the doer of the action.
Production:Bab el ouad flood is one of the
natural disasters witnessed in Algeria.
In a brief and concise passage talk about its
bad results using the passive voice.
Use the following notes:
*many people /killed
*homes /ruined /lost
*victims /lost .
*trees /destroyed.

Pupils work in groups,and then the teacher

correct and choose the most convenient
passage and writes it on the board.
Dirah high school
Academic year : 2012-2013Unit03:wast not want not
Level : 2nd yearSequence01: Discover the language
Text book:Getting through Lesson03: Practice

Learning objectives:pupils will be able to:

♣acquire the competences of conjugating verbs using simple past passive.
♣To pronounce ‘was’ and ‘were’ correctly in a passive oral-read sentence.
Competencies:
interactive/interpretive:oral interaction about prior knowledge.
linguistic:pupils explore their knowledge acquired about the passive voice and try to
practise it and find answers to the activities.
Teaching Aids:the text book (Getting through)
Extra resources:Extra activities about the passive form(handouts)

Rubrics Lesson Plan Aims T.A

Warming up ♣The teacher asks pupils about the

language aspects they have learnt in
the previous lesson.
Pupils give their answers.
♣The teacher asks pupils to practise --To enable pp’s to use the
the use of simple past passive by doing past simple passive. 15mn
Practice task 01 page 62.
Page62
Task1 ♣read the report and put the verbs
between brackets into the simple past -To enable students to
passive. acquire competences to
Key: conjugate verbs in the
-was wrecked- it was washed simple past active and
-The water was polluted- the beach passive, and be able to
was damaged. The fish industry was differentiate between the 15mn
ruined. Hotels and restaurants were two.
closed. -To focus on the
pronunciation of
Task2: theauxiliaries “was”
♣conjugate the verbs between brackets and“were” (weak/strong
into the simple past passive. Then forms)
listen to the dialogue and note how
“was” and “were” are pronounced.

Key;
Speaker A; what happened to the
Exxon Valdez?
Speaker B: it was wrecked off the -To focus on the
coast of California and the oil spilled pronunciation of “was”
out. and “were”.
Speaker A:
the oil was washed out onto the beach?
Speaker B: yes it was. “Strong form”.
Speaker A: was the fish poisoned?
Speaker B: yes, they were. “Strong
form”. They were suffocated for lack
of O2.
15mn

Task 03
 ♣The teacher asks pupils to act out the -To enable students to
dialogue above (books shut). stimulate the dialogue.
Pupils work in pairs.
The teacher checks and corrects her
pupils mispronunciation.

15mn
Task4:
♣turn sentences A-E below into the -To enable students to
passive form. make transformations
Key: from active to passive
1) Air pollution is caused by fumes using’ by’.
from automobiles exhaust pipes.
2) Many water zones will be
depleted of their oxygen by
pollution soon.
3) Cigarette smoking will be
banned by Algerian government
next year.
4) A lot of environmental stamps
have already beenissued by the
post telecommunication
ministry.
5) No drastic limits have
beenimposed on gas emission
yet.
 Dirah high school
Academic year : 2012-2013Unit 03: waste not want not
Level : 2nd yearSequence01: Discover the language
Text book: Getting throughLesson:write it right

Learning objectives: pupils will be able to:

♣Recognize what a press release is.
♣ write a press releaseusing using the future passive.
Competencies:
-interactive:through an oral interaction,pupils will be able to express their opinions related
to press release.
-interpretive: pupils will interpret and analyse pictures to get details.
-productive:pupils will be able to produce a short press release.

Teaching Aids:the text book (Getting through)

Extra resources:datashow,pictures.

Rubrics Lesson Plan Aims T.A

♣the teacher asks pupils to open their books on -to motivate pupils
Warming page 63 and look at the picture and say what it and introduce the
up represents. subject implicitly. 15mn
-pupils give their opinions
-the teacher guides and corrects step by step
and draw pupils attention to the subject of the
task.

Task p 63: ♣Teacher explains what a press release is?

A press release:is official statement made by
authorised
persons,companies,organizations,political
parties or a government department to be
published in newspapers in order to apologize
and make a particular event less tight. 05mn
The teacher asks his learners to read the -To enable
question of the task then he explains the students to write a
instructions:imagine that you are the secretary press release
in the shipping company,you have to write a
press release to apologize for the damage of the
Exxon

valdez.
♣The learners work in pairs or in groups .
The teacher guides and directs pupils attention
 to the given notes in the box to use and also asks
them to use the future passive. -To stress on the
♣The teacher chooses the best press release to use of the passive
be written and corrected on the bb voice in the future.
-Pupils copy down the work on their copy
books.
40mn
Sample press release :
We make our sincere apologize for the damage
caused by the wreck of the Exson Valdez
yesterday.oil will be cleaned ,marine life will be
restored,birds will be washed out.We promise
that 2000 workers will be recruited soon.Hotel
workers will be employed by the company and
the tourist industry will be compensated for its
loss.

Dirah high school

Academic year : 2012-2013Unit 03: waste not want not
Level : 2nd year Sequence01: Discover the language
Text book: Getting through Lesson 05:Say it loud and clear
Learning objectives: pupils will be able to :
♣practise the rising and falling intonation in the spoken or written English.
♣consolidate the correct pronunciation of consonants or vowels.
Competencies:
interactive:pupils interact,discuss, with the teacher through questions .
Linguistic: pupils differentiate between consonants that aren’t easy to pronounce.
Teaching Aids:the text book (Getting through).
Extra resources:dictionaries

Rubrics Lesson Plan Aims T.A

Warming up ♣the teacher asks the pupils to mention -to motivate
the names of their teachers. pupil’sattention to 10
* Pupils give their answers,and then asks the coming step mn
them about what they hear,whether they
still wait for the list to be continued or not
and why.
-pupils give their answers.
♣the teacher introduces the subject of
rising and falling intonation.
Task 1:
Say it Loud and -The activity illustrates list intonation.
We use a falling(↓) intonation when we 15
Clear MN
Page 64/65 end the listing and a rising (↑)intonation
when we are still in the process of doing -To enable students
so. to acquire a
Key: competence to
energies↓………solar↑, wind↑, biomass↑ distinguish
and hydroelectric↓.........resources: the between the falling
wind↑, the sun↑, the mountains↑……… and the rising of
viable↓. It is cheaper↑, safer↑, and less intonation.
polluting↓. ………in Biskra↑, Djelfa↑,
HassiRimel↑……of Algeria↓.

♣learners listen then do their work.

The teacher makes the correction
collectively with her learners.
The teacher writes a rule to be followed
by learners .
-To enable the
students to find out
the problems of
 We use a falling intonation↓when we pronunciation.
end the listing and a rising intonation ↑
when we are still in the process of doing
so.

Task 2p 64: 15
mn

-To correct the

♣Teacher discusses with students and common mistakes
tries to drop out the sounds which do not of pronouncing
exist in their native language. consonants and
Key: vowels ..
p- v- tʃ- g- dʒ.

Task 3: 15
MN

♣the underlined letters in the words -To enable students

below are mispronounced. Correct the to find the correct
mistakes in the transcriptions. definition in a
Letter: / dictionary
Beautiful: /
Burned: /
Were saved: /
Polluted: /
Bird: /
Washed: /

15
MN

Task1:
Students are asked to look for the words
in a dictionary. -To identify the
Key: categories of the
Conserve:…………… words.
Sewage:………………..
Deplete:………………..

Task2:
Teacher teaches the students the
 strategies for checking difficult
vocabulary. They need to identify the
category of words.
Key:
A→ Pronunciation
B→ Noun
C→ Figurative Language
D→ Example
E→ Transitional V
F→ Something
G→ Somebody
H→ Proverb
I→ Uncountable
J→ Colloquial English
K→ American Eng
L→ Noun, colloquial eng

Dirah high school

Academic year : 2012-2013Unit03:wast not want not
Level : 2nd year Sequence02: Developing skills
Text book: Getting through Lesson 01: listening and speaking

Learning objectives: pupils will be able to:

♣Identify and interpret the photosynthesisprocess(describing the process).
♣Realize how modals are pronounced in the passive form
♣Describe the process of respiration of plants at night.
Competencies:
Interactive/Interpretive:pupils interact and interpret the picture to get specific details
Productive:pupils will write a short paragraph about the process of respiration in plants
at night by reinvesting pupil’s prior knowledge.
Teaching Aids:the text book (Getting through).
Extra resources:////////

Rubric Lesson Plan Aims T.A

s

Warmi ♣the teacher asks his learners to open their

ng up books on page 66 and look at the pictures:he -to activate the prior
lets them speak about the “process of knowledge .
photosynthesis” and to mention what they
know.
*pupils present their ideas.
*the teacher interacts more with his learners -to motivate pupils to 10m
the coming step. ns
and try to give a definition of the
word:photosynthesis.
Definition: is the way that green plants
make their food using sunlight.

Task1: ♣the teacher asks his pupils to look at the

-To enable students
Page picture and complete the blanks in sentences
66 identify the process
from a-e using the correct form of the verbs
through (from) the 15m
in the box?
picture. ns
Key:
a) Carbon dioxide is derived from the
air.
b) Water is drownfro the soil.
c) Sunlight energy is absorbed by the
chlorophyll.

d) Oxygen is released from plants.

e) Sugar is produced during

photosynthesis.
Pupils copy down in their copybooks.
Task -To listen and select
02 the right
Page pronunciation.
♣pupils listen and take notes
66 -To sum up what has
*The teacher makes the correction then asks
been studied and 10m
them to describe the process of
check students n
photosynthesis.
understanding of the
*Pupils do their work.
photosynthesis
*The teacher asks pupils to report their
 answers. process.

♣the teacher asks his pupils to listen and

note how modals are pronounced. Cross out -correct
Task 3 the wrong transcriptions? pronunciation of
Page Key: the correct transcriptions are: modals:must,can’t,s 10m
66 / məsbiː / - / kɑːmbiː / / ʃumbiː/ hould in the passive n
form.

♣Teacher brainstorms the topic with -making an oral

15m
students before they describe the process of description of a
n
respiration of the plant at night. process.
Task Learners use their background kowlegde in
4: Botany to describe this process in class.
Page66 Orally,pupils present their work,the teacher
checks and corrects.
 Dirah high school
Academic year : 2012-2013Unit03:wast not want not
Level : 2nd year Sequence01: Discover the language
Text book: Getting through Lesson:your turn

Learning objectives:pupils will be able to:

♣turn sentences into the passive,and pay attention to the pronunciation of the modals.
♣learn and understand and be aware of the strategies of making a speech delivery.

Competencies:
Interactive/Interpretive:the teacher and pupils interact and interpret the tip box to get
specific knowledge to perform the activities.
linguistic:pupils will practise the passive voice using modals.

Teaching Aids:the text book (Getting through)

Extra resources:////////

Rubrics Lesson Plan Aims T.A

the teacher asks his learners to open
Task p 67: their books on page 67then turn the -To be able to turn
sentences below into the passive. Note sentences into the
how modals are pronounced? passive.
Key:
1) Animals in danger of extinction 25mns
mustn’t be hunted.
2) Recyclable objects shouldn’t be -To focus on the
thrown away. pronunciation of
3) Desertification should be modals.
stopped.
4) Pollution can be divided into
four types.
5) Alternative energy may be -making students
grouped in 5 types. aware of the
6) Human resources must be strategies for ideas
protected. organization.
The teacher goes through the
tip box with pupils to explain
that when making a speech.
-giving a lecture
 -a report.
-a detailed explanation.

-enabling pupils
Tip Box We use a number of link words acquire some
to organize our ideas and to linguistic techniques
make it we say: for an organized
Some of these discourse speech message.
markers are:
Discourse markers::
Eg: first, second…..
Next, then……
In addition, moreover, besides……….
Lastly, finally, to conclude………
 Dirah high school
Academic year : 2012-2013Unit 03:waste not want not
Level : 2nd year Sequence02: Discover the language
Text book: Getting throughLesson 02:Write it up

Learning objectives:pupils will be able to:

♣explore their newly learnt language forms(passive f)and using them in a particular
context(written presentation of the solar home.
Competencies:
Interactive/Interpretive:pupils interact with the teacher and interpret the shown picture to
get specific details about the solar home how it’s made up.
Productive:pupils will write a short presentation of the solar home .
Teaching Aids:the text book (Getting through )
Extra resources://////////

Rubrics Lesson Plan Aims T.A

Task1 p 68: ♣-Teacher interacts with the students using

the picture.
-Teacher helps the students to identify the
different parts of the solar home. Besides,
teacher explains the difficult vocabulary
-To enable students
items.
to acquire a
-pupils are asked to write a presentation of
competence to 1h
the solar home using appropriate link words
write a speech
from the previous tip box.
using the link
-pupils work in pairs/or small groups .
words mentioned
-teacher guides and controls.
in the tip box,
-pupils do their work and report their
focusing on the use
answers.
o the passive voice.
E.g.;
Ladies and gentlemen,this is our new
type of solar home.it’s better than other
homes it’s friendly,it’stotaly operated by
solar energy
during winter, outside air is captured by
warm glass roof panels. Then, warm air is
forced into a water tank by air handling unit.
Next, the water in the tank isheated and
greater quantities of warm water air
arereleased. The hot air
is then sent down a duct to the crawlspace in
under floor area. After that, warm water
rises through floor registers to the living
 space. Some of the heated air is absorbed by
concrete slabs when it is released at night.
This process isreversed during summer.
*Pupils copy down the production on their
copybooks.

Dirah high school

Academic year : 2012-2013Unit03:wast not want not
Level : 2nd year Sequence03:Reading and Writing
Text book: Getting through Lesson01:
Learning objectives:pupils will be able:
♣Read a text to get specific or general information and to enrich their lexical and
grammatical memories.
♣learn how different sentences are joind to organize a well written paragraph.
Competencies:
interpretive:pupils will interpretthe text ideas to get general or specific details.
Interactive:pupils will interact with the teacher through questions.
Productive:pupils will fill in given blanks depending on the understanding of a written
passage
Teaching Aids:the text book (Getting through )

Rubrics Lesson Plan Aims T.A

Task1 p 69: ♣the picture illustrates a magazine -To enable the students 10
article. The teacher asks his pupils to to guess the answers mn
Look at them and complete each by looking to the s
statement with the right item (a, b or c). picture.
-pupils do their work.
Key:
1) The ear in picture A is assaulted by
noise.
2) The ear in picture B is wearing a
hearing aid.
3) The topic of the magazine article
will be about noise pollution. -To enable students
Task 2/3p 70 ♣the teacher asks his pupils to read the acquire a competence
article silently on the previous page again in finding meaning of
and find the answers for the following? words, and distinguish 20
Key: between: mn
-Easily made angry→ irritability.(noun) noun/verb/adj s
-Is confirmed→ is borne out. (verb)
-Related to the brain→ mental.
(adjective) -To check pupils’s
understanding of the
♣the teacher asks his pupils to choose the article.
Task4p 70: best title for the article? justify
Key:
a- Another kind of pollution.
this title is the most appropriate 10
answer,because pollution can have mn
different forms and in many s
field:air,garbage,and even noise contrary
to what people think that pollution affects
only the climate,seas and oceans.
♣The teacher lets the pupils readthe tip
box and explains the types of sentences
Task 5 p70: and their functions in building
 paragraphs.
Then,the teacher asks pupils to provide
examples of each type from the previous
text.
Pupils do their work.
-To focus on the types
Key: of sentences which 20
a) A sentence which focuses on the enable students to mn
general idea is: write a well organized s
For a long time, noise has…..physical paragraph.
disturbance.
b) A sentence which gives details to
support /develop the general idea is;
In Los Angles……..airport have……..
c) A sentence which provides a smooth
transition from one idea to another is:
In the opinion of many……….running
out.
d) A sentence which supports the new idea
is:
The number of mental……..by three or
four.
e) A sentence which logically concludes
the ideas discussed in the § is:
This health alert………………

Dirah high school

Academic year : 2012-2013Unit 03: waste not want not
Level : 2nd year Sequence01: Discover the language
Text book: Getting throughLesson02:Write it out

Learning objectives:pupils will be able to:

♣give pupils further opportunities to practise the passive voice with longer
sentences:complex ,compound,complex sentences in different tenses and in a given
context.
♣know the logical order and organization of sentences in a coherent paragraph.
Competencies:
Interactive/interpretive:pupils will interpret,explore and reinvesttheir knowledge about the
passive and practise it in longer sentences.
productive:pupils will write acoherent newspaper article about desertification by ordering
sentences.
Teaching Aids:the text book (Getting through)
Extra resources:////////

Rubrics Lesson Plan Aims T.A

Task 1p71: ♣the teacher asks his pupils to open their

books on page 71and do the first activity.
♣The teacher explains the instruction of the
task.
♣put the verbs between brackets into the
-To focus on the
correct form of the passive.
passive voice with
Pupils do their work in rough.
long sentences in a
Key:
certain context.
a) are created- are grazed- trampled
b) are denuded
c) are introduced-are nudged out
d) is caused- are provoked
e) are dissipated-is eroded 15mns
f) Was made.
g) Are threatened.
h) Must be stopped.-will be transformed
i) were built
j) wereestablished.

Task 2p 71; -To be able to re-

order sentences,
♣the teacher explains that the previous
and make coherent 10mns
sentences are not in order and asks them to
paragraph
re-order sentences in exercise 1 to have a
coherent newspaper article about
desertification:

Key;
The logical order:
1. f / 2. k/ 3.i /4. g / 5. d / 6.a / 7.c / 8. e /
9.b / 10.h 25mns
 The article:

A long time ago, history was made in the

deserts. At least two great civilizations were
established there. These civilizations were -Re-ordering the
built in deserts because people knew how to sentences to make
live in harmony with nature. Today, about a coherent
140 million people are threatened by the newspaper article
spread of the desert caused through the about
interaction of climatic fluctuations and desertification.
man’s abuse of his environment. Many
people think that desertification is caused
only by a change in climate, but the truth is
that deserts are provoked by human actions.
Throughout the world, deserts are created
because pastures near arid lands heavily are
grazed and trampled. More productive
plants are introduced into semi-arid lands.
As a result, indigenous plants necessary for
the maintenance of the soil are nudged out.
Because of intensive production of cash
crops like cotton and groundnuts, soil
nutrients are dissipated and the topsoil is
eroded by wind and water. Around towns,
adjacent forest belts are denuded by people
in their search for firewood. Desertification
must be stopped now, otherwise deserts will
Task 2 part be transformed into a curse for man soon.
b:

10mns

Topic sentence→ a long time ago…..in -to know more

deserts. about types of
Supporting sentences: sentences in well
1→ at least, two……..there written paragraph.
2→ these civilizations……….with nature.
Transitional sentence:
Today, about…….environment.
Supporting sentences for the new idea:
1→many people ……actions
2→throughout the world……..trampled.
3→more productive……….the soil are
nudged out.
4→because of intensive………water.
5→around twns…………fire wood.
Conclusion:
Desertification must be stopped now………
man soon
 THE TEACHER : HAMDANI
AMINA

Dirah high school

Academic year : 2012-2013Unit 03:Poverty and world resources
Level : 2nd year Sequence: Discovering language
Text book: Getting through Lesson:Working with words

Learning objectives:pupils will be able to:

♣learn new words or vocabulary in context.
♣learn some strategies for consulting a molingual dictionary and study of a dictionary
entry.
Competencies:
Interactive/interpretive:pupils will interact/interpret the meaning of words using dictionaries.
Teaching Aids:the text book /dictionaries
Extra resources://///
Rubrics Lesson Plan Aims T.A
Task1:
♣Students are asked to look for the
words in a dictionary. 05mns
-to show the wanted
Pupils do their work and report their aspect in context.
answers.
Key:
Conserve: 15mns

Sewage:

Deplete:
Task2/3:
-learningstrategies
♣Teacher teaches the students the how to look up
strategies for checking difficult ambigousvocabulary
vocabulary. They need to identify the 20mns
in a dictionary.
category of words.
The steps:
*You resort a dictionary only if can’t
guess the meaning of the word from
context .
*to realize that you need to identify the
category of the word ,whether they
have synonyms ,antonyms or
paraphrases of these difficult words.
*if not,you need to check a monolingual
dictionary,you open it on the page of -learning how to study
the first letter of the wanted word. a molingualdictionary.
♣The teacher asks his pupils to read the
given dictionary entry and put the keys
in the right boxes. 20mns
Pupils work in rough.
The teacher checks the given answers
and makes the correction.

Key:
A→ Pronunciation
B→ Noun
C→ Figurative Language
D→ Example
E→ Transitional V
F→ Something
G→ Somebody
H→ Proverb
I→ Uncountable
J→ Colloquial English
K→ American Eng
L→ Noun, colloquial eng.

Pupils copy down the answers on their

copybooks.