Level: 1st year

UNIT TWO
COMMUNICATION: THE PRESS
Sequence three
Sequence Plan : Developping Skills
Objective: By the end of this sequence, learners should be able to:
 Conduct an interview.
 Read and interpret a newspaper article.
 Summarize what people say: orders, requests; greetings…
Functions: * giving advice
* inviting / expressing orders/ requests /advice, suggestions…

Skills: * filling a questionnaire / conducting an interview /interpreting survey

results / writing a report / diary

Language forms:
* quotation marks / reporting verbs / direct , reported speech
* orders / requests…/ adverbs of manner/ suffixes ’ful , ness’
phonology: - silent letters and pronunciation of final ‘s’

Lexis: words and expressions such as: questionnaire, interview, kindness request…
Material needed: At the Crossroads.
Time expected : 5 to 6 hrs
Part one:
Act1: Look at the form below and guess what it is. Circle the right item.
Aim: to identify a questionnaire
Key:: It is a questionnaire (c)
Act2 : listen to the interview about leisure time activities and check your answer to exercise
1.
Aim: to check the answer
Act3: Listen again and fill in the form to record the interviewee’s answers
Aim: to make pps use questionnaires
Key::
Name : Lila Chennab
Boy Girl X
ACTIVITY YES NO
Listening to music X
Surfing on the web X
Going to concerts X
Watching TV X
Taking part in team sports X
Camping X
Riding bicycles X
Please write down any other activities you enjoy………………………………..
………painting…………………………………………………………………
 Act4: Draw the form on your copybook. Then use it to conduct a survey about your
classmates’ leisure time.
Aim: to make pps conduct surveys
Key: pupils’ personal QQ and AA. Make them use the tactics p75.

Act5: Group work: collect the forms and interpret the results of your survey. Then complete
the report below.
Aim: make pps interpret survey results and write a report.

Part two :
Act 1: Look at the picture and say what attitude it illustrates. Circle the letter of the correct
answer and say why.
Aim: to interpret a picture
Key: love and affection/kindness. The man is offering the little boy a heart shaped piece of
water melon.

Act2: Read the paragraph below and check your answer.

Aim to check the pps interpretation of the picture through skimming.

Act3: read again the text and answer the questions below.
Aim: (scanning) to read the text for a detailed comprehension.
Keys:
A. Title c : Choosing to Be Kind
B. Answer b
C. He says / tells us that when we do something nice and kind to someone, we
experience a beautiful feeling of ease and peace.
D. “On the contrary” in § 2 expresses CONTRAST (c).
E. But
F. As a decent and generous behavior.
G.
words ending in “ness” roots
Kindness Kind
Tenderness Tender
Calmness Calm
happiness Happy

Conclusion: in English, we can derive nouns from adjectives by adding the suffix “ness”
to some adjectives.
H. Direct speech:
Sinatra says, “Rage and anger, which are the reverse side of kindness, increase surges in
adrenaline and cortisol two of the main hormones which contribute to heart disease.”
Act4: Quote the people using direct then reported speech. Make any necessary changes.
Aim: to practise direct and reported speech and notice the unchanged tenses when the
reporting verb is in the present
Keys:
Direct speech:
*Katie Courie says, “Kindness is not an inherited trait; it is learned behaviour.”
*Peter Carlson says, “I feel good when I help people”
*Lynda Johnson says, “Small gestures can make people happy.”
Reported speech:
* Katie Courie says that kindness is not an inherited trait; it is learned behavior.
* Peter Carlson says that he feels good when he helps people.
* Lynda Johnson says that small gestures can make people happy.

Part three: p78 (You may select just one task)

Act1: choose the words that best summarize the situation in each of the following dialogues.
Use the words in the box.
Aim: to report dialogues using different reporting verbs.
Key: Situation 1: The policeman requested / ordered / told the motorist to fasten his seat belt.
The motorist apologized and fastened it right away.
Situation 2: Karim invited Doris for a meal out. Doris thanked him and accepted the
invitation.
Situation 3: Meriem suggested to Aicha to revise their lessons, and Aicha agreed .
Situation 4: Mother warned her child not to do that again another time. Otherwise he
wouldn’t have his pocket money. The child apologized and promised not
to repeat the mistake.

Act2: Read the poem and paraphrase it using the verb’ order (not) to’
Aim : To practise reporting orders and commands.
Key :
The author (Michael Rosen) says that parents order their children to speak up , to sit up,
to say please, to make less noise, to take their hands off, to shut the door behind them, to say
thank you, to stop hiking and to take elbows off the table.
He also says that parents order the children not to talk with their mouths full, not to
stare, not to pick their nose, not to interrupt and not to drag their feet.

Part four: (activities should be selected, matter of time)

Act1: Read the texts below and guess which rubric they are taken from. Circle the letter of
the correct answer. Justify your choice.
Aim: To skim through the passages and distinguish their source.
Key. answer (b): They are taken from the advice column of a newspaper or a magazine.

Act2: read paragraphs 1 and 4 and match them with purposes A and D
Aim: to distinguish different functions of passages.
Key: 1 B 2 D 3 C 4 A
Act3: pair work: imagine how Meriem would answer if a friend of her asked her what the
psychologist advised her to / not to do. Imagine her friend’s questions.
Aim : to report pieces of advice
Key: Bashir : Tell me Meriem, what did the psychologist tell you?
Meriem: S/he advised me to start thinking positively about my exams.
Bashir : Is that all?
Meriem: No, s/he also told me not to take exams only for scores.
Bashir : What did s/he advise you not to do?
Meriem: S/he advised me not to start answering the exam questions as soon as the
teacher handed them to me.

Act4: Guess what Meriem would write on her diary for the record. Then write a short
paragraph about what she told the psychologist and what the latter advises her to /not to do
Aim : To write a report
Key: On January 20, I wrote a letter to ………… newspaper advice column to ask for help.
On the exam day, I always feel anxious and get into panic when I see the exam paper…….

Stop and Consider p80 – 83

1)Read Reminder I below and do the activity.
Act: Pretend Karim has misheard what Rashid said in each of the dialogues. Report to him.
Aim : To reinforce reporting orders and requests.
Key : Suggested key to task 1:
1)You to Karim: He asked you to send a message to Ryan.
2)You to Karim: He ordered you to stop writing.
3)You to Karim: He told you not to write the message there.
4)You to Karim: He asked you to give him the pen.
5)You to Karim: He asked you to email the message

2)Read Reminder II below and do the activities.

Act 1: Report the exact words in the dialogues. Use ‘asked, answered, said, told..’ supply
appropriate punctuation. Example : “Can you read and write?” the reporter asked.
Aim: To practise direct speech using appropriate punctuation.
Key : Direct speech:
a- ‘Can you read and write?’ the reporter asked the woman.
‘Yes I can,’ she answered.
b- ‘Is Rashid here?’ Ali asked Bashir.
‘I’m sorry, he isn’t here,’ he answered.
c- ‘Do you want to drink tea?’ Karim asked Sofiane.
‘Yes, please. Just a little,’ he answered.
d- ‘You have to do your work,’ the teacher told the student.
‘I’ll do it tomorrow,’ the student said.
e- ‘Do you have to go now?’ Melissa asked Dyhia.
‘Yes, I have to. I’m so late,’ she answered.
f- ‘She may come tomorrow,’ Jamel said.
‘It’s great,’ said Salima.
 Act 2: Now, use the indirect speech to report what the speakers in dialogues a-f above say.
Example : The reporter asked if I could read and write.
Aim : To practise reported speech.
Key : Reported speech:
a- The reporter asked the woman if she could read and write.
The woman said that she could.
b- Ali asked Bashir if Rashid was there.
Bashir answered that he was not there.
c- Karim asked Sofiane if he wanted to drink tea.
Sofiane said that he would drink just a little.
(Karim invited Sofiane for tea; Sofiane accepted.)
d- The teacher told the student that he had to do his work.
The student said that he would do it the day after.
e- Melissa asked Dyhia if she had to go then.
Dyhia answered that she had to because she was so late.
f- Jamel said that she might come the day after.
Salima said (that) that was great.

3) Read Reminder III below and do the activity.

Act : Add the suffix –ly (when necessary) to the words in bold type in the box below to
form adverbs of manner. Then use these adverbs to fill in the gaps in the Monthly Report
that follows.
Aim : to practiSe using adverbs of manner
Key :
1- hard 2- cordially 3- politely 4- quickly 5- carefully
6- late 7-coldly 8- heavily

4) Read Reminder IV below and do the activities that follow

Act 1: Match quotes in (a) with reporting verbs in (b)
Aim : To distinguish different functions of statements.
Key: 1- remind (c) 2- warn (a) 3- advise (g) 4- promise (b)
5- suggest (d) 6-beg (h) 7- apologise (e) 8- admit (f)

Act 2: Now quote the sentences in (a) supplying appropriate punctuation.

Aim: To use different reporting verbs.
Key :
1- ‘Remember you have to buy an air ticket,’ he reminded him.
2- ‘Beware of the dog!,’ he warned him.
3- ‘You should go and see a doctor,’ he advised her.
4- ‘I’ll never say it again,’ he promised.
5- ‘Why don’t we open the box first?’ he suggested.
6- ‘Please, please, please, show me the way to do it,’ he begged.
7- ‘I’m so sorry for the incident!,’ he apologised.
8- ‘Okay, Okay, I touched it. It’s true,’ he admitted.
5) Read Reminder V below and do the activity that follow
Act 1: Add suffixes’ful’ and ‘less’ to form adjectives. Be careful ! Some of them accept only
one suffix.
Aim : To be aware of the use “ful” and “less” after some nouns to form adjectives.
Key:

noun adjective noun adjective

harm harmful / harmless beauty beautiful
worth worthless care careful / careless
delight delightful success successful
price priceless truth truthful
use useful / useless hope hopeful/hopeless

Act 2: Now, listen and notice how the suffixes are pronounced.
Aim: to use the schwa when pronouncing the suffixes “ful” and “less”.