Unit four: Keep Cool (Feelings and Emotions) Class: 3 AS (lit&ph)

Sequence 1: Listen and consider

Objectives: By the end of this sequence learners should be able to ask for advice, give advice, and to
reply for a letter by giving advice/recommendation.

Functions: - Asking for advice

- Giving advice

Skills: - Listening for interview

- Writing a reply for a letter

Language forms: A-Structure:-advice expressions: must/mustn’t, have to/don’t have to,should/ought to

- definite/ indefinite articles: a, an, the and

B- Lexis: humour, funny, comic, jokes

- positive adj/noun: fun, help, comic, optimistic...
- negative adj/noun: stress, tragedy, sick…
- forming adjectives by adding suffix
- forming verbs by adding suffix -en

Pronunciation: pronouncing /h/ (silent/pronounced)

Material needed: textbook, eventually tap recorder

Time expected: 4 to 5 hours

Step one: Activity 1: looking to the picture and answering questions

Activity 2: listening and reordering statements
Activity3: listening and completing sentences
Step two: Activity 1: classifying nouns into positive or negative
Activity 2: deriving adjectives from nouns by adding suffixes
Activity 3: turning adjectives into verbs by adding suffix -en
Activity 4: forming adj and nouns by adding suffix self
Step three: Activity 1: filling in blanks with: a, an, the or
Activity 2: acting dialogue using appropriate modals to ask for or give advice (oral)
Step four: Activity 1: picking out the words starting with “h” and classifying them in the table
Step five: think, pair, share: writing a reply for a letter (giving advice)
Step one:
Getting started: (Pre-listening)
Activity: Look at the picture and answer the following questions.
Aim: To motivate pps for the topic and to introduce some lexical items.
Key:
1. Biyouna, Salah, Bakhta …
The other questions are open-ended.
Let’s hear it: (While listening)
Activity 1: Statements A-E are not in the order which they occur in the interview. Listen to the interview
and reorder them. Write letters A-E in the boxes.
Aim: To listen and to re-order statements.

Order 1 2 3 4 5
Jumbled statements

Key: 1.C 2.B 3. A 4.D 5. E

Step two
Vocabulary explorer
Activity 1: Consider the list of words in the box below. Write them in the table that follows. Then derive
adjs from all the nouns .add a suffix where necessary.
Aim: To classify adjs and nouns into positive and negative.
To rich pps’ diction – to derive adjs from nouns adding suffixes.

Fun -stress -tragedy -humour -self-centredness -self-satisfaction

–sickness -happy -help -joy -comedy -thought -optimism -worry
Key:
Positive Negative
Noun Adjective Noun Adjective
Fun Funny Stress Stressful
Humour Humorous Tragedy Tragic
Happy Happiness Self-centredness Self-centred
Help Helpful Self-satisfaction Self-satisfied
Joy Joyful Sickness Sick
Comedy Comic Worry Worried
Thought Thoughtful
Optimism Optimistic

Activity 2: Turn the adjs written in bold type in the text below into verbs adding suffix –en.
Aim: To form verbs from adjs adding suffix –en
Key:
Adjective Verb
Broader Broaden
Deeper Deepen
Wider Widen
Shorter Shorten
Darker Darken
Rough Roughen
Softer Soften
Activity 3: Form new adjs and nouns by adding prefix self- to the words in the box. Then arrange them in
the table that follows.
Aim: To form adjs adding prefix self-

Help -educated -satisfied -reliant -made -effacing -confident -reliance

confidence -discipline -supporting -esteem -conscious -evident -defence
-denial -pity -sacrifice -interest -control -deception -assertive -assured
-fulfilling -possessed -portrait
Key :
Positive Negative
Noun Adjective Noun Adjective
Self-help Self-educated Self-pity Self-satisfied
Self-reliance Self-reliant Self-deception Self-conscious
Self-discipline Self-made Self-assertive
Self-esteem Self-effacing Self-fulfilling
Self-defence Self-condifent
Self-sacrifice Self-possessed
Self-denial Self-assured
Self-supporting
Self-assertive

Step three
Grammar explorer 1
Activity: Fill in each blank in the text bellow with the definite, the indefinite or the zero article.
Aim: To consolidate pupils on definite, indefinite and zero articles.
Key:

1. The 2. the 3. the 4. zero article 5. zero article 6.a 7. zero article 8. the 9.a 10. a
11. zero article 12.an
Grammar explorer 2
Activity: With your partner, prepare a short dialogue between a school psychologist and a student. Ask
for and give advice using appropriate modals.
Aim: To ask for and to give advice.
Key: pps dialogues

DEFINITE ARTICLE

THE

'The' is used:

1. to refer to something which has already been mentioned.

2. when both the speaker and listener know what is being talked about, even if it has not been mentioned
before.

Example: 'Where's the bathroom?'

'It's on the first floor.'

3. in sentences or clauses where we define or identify a particular person or object:

Examples: The man who wrote this book is famous.
'Which car did you scratch?' 'The red one.
My house is the one with a blue door.'

4. to refer to objects we regard as unique:

Examples: the sun, the moon, the world

5. before superlatives and ordinal numbers: Examples: the highest building, the first page, the last
chapter.

6. with adjectives, to refer to a whole group of people:

Examples: the Japanese, the old

7. with names of geographical areas and oceans:

Examples: the Caribbean, the Sahara, the Atlantic

8. with decades, or groups of years:

Example: she grew up in the seventies

INDEFINITE ARTICLE

A / AN

Use 'a' with nouns starting with a consonant (letters that are not vowels),
'an' with nouns starting with a vowel (a,e,i,o,u)

The indefinite article is used:

 to refer to something for the first time:

Would you like a drink?
I've finally got a good job.
 to refer to a particular member of a group or class

Examples:

o with names of jobs:

John is a doctor.
Mary is training to be an engineer.
o with nationalities and religions:
John is an Englishman.
Mohamed is a Muslim.
o with musical instruments:
Sherlock Holmes was playing a violin when the visitor arrived.
with names of days:
I was born on a Thursday
 to refer to a kind of, or example of something:
the mouse had a tiny nose
the elephant had a long trunk
 with singular nouns, after the words 'what' and 'such':
What a shame!
She's such a beautiful girl.
There is no article:

 with names of countries (if singular)

Germany is an important economic power.
He's just returned from Zimbabwe.
(But: I'm visiting the United States next week.)

 with the names of languages

French is spoken in Tahiti.
English uses many words of Latin origin.
Indonesian is a relatively new language.

 with the names of meals.

Lunch is at midday.
Dinner is in the evening.
Breakfast is the first meal of the day.

 with people's names (if singular):

John's coming to the party.
George King is my uncle.
(But: we're having lunch with the Morgans tomorrow.)

 with titles and names:

Prince Charles is Queen Elizabeth's son.
President Kennedy was assassinated in Dallas.
Dr. Watson was Sherlock Holmes' friend.
(But: the Queen of England, the Pope.)

 After the 's possessive case:

His brother's car.
Peter's house.

 with professions:
Engineering is a useful career.
He'll probably go into medicine.

 with names of shops:

I'll get the card at Smith's.
Can you go to Boots for me?

 with years:
1948 was a wonderful year.
Do you remember 1995?

 With uncountable nouns:

Rice is the main food in Asia.
Milk is often added to tea in England.
War is destructive.

 with the names of individual mountains, lakes and islands:

Mount McKinley is the highest mountain in Alaska.
She lives near Lake Windermere.
Have you visited Long Island?
  with most names of towns, streets, stations and airports:
Victoria Station is in the centre of London.
She lives in Florence.
They're flying from Heathrow.

 in some fixed expressions, for example:

by car at school
by train at work
by air at University
on foot in church
on holiday in prison
on air (in broadcasting) in bed
Step four:
Pronunciation and spelling
Activity: Read the dialogue bellow and pick out the words starting with “h”. Classify them in the table
that follows.
Aim: To pronounce initial “h” (silent/pronounced)
Key:
Sound /h/ in accented words and in initial position.
Henry – heroes – heroines – humanity – history – homeland - heart
Sound /h/ in unaccented words
Honourable – honest- humour
Step five
Think, pair, share
Suppose you were an “agony aunt” keeping an advice column in a magazine for teenagers. Use the given
plan.
Aim: to write a newspaper article- giving advice.
Key: suggested article / pupils’ sample
Dear Miserable,
I’m very sorry to hear that you are having difficulty coping with stress and anxiety, due to the
forthcoming final examination. Let me tell you however that taking a few commonsense steps would
restore confidence and cheerfulness in you.
I think you are working too hard, and not taking enough time for breaks. Do you know that
cramming and doing exercises endlessly produce more anxiety in you? That’s why you don’t feel you
have time to spare for your friends, and to enjoy some of the pleasures of life you are entitled to.
So, you should relax and sleep regularly, meanwhile leaving your brain to process the hardest points
of lessons and activities. You should go out for walks or practise some sport everyday to help you relax.
You ought not to worry constantly about the time when your exam occurs, lest you would lose your
concentration on the appointed day.
Think that after all, you have reached a good level of competence, and that you have enough
strategies at this stage to decide how to organise your work. Let me tell you again that when the exam
comes, always start with the things you can do easily and leave time for the most tricky parts.
I’m sure that when the time comes, you will be able to overcome your stress and perform quite
successfully.
I wish you all the best.
Aunt Hillary
Sequence 2: Read and consider

Objectives: By the end of this sequence pupils will be able to express likes, dislikes and preferences and
to write an article.

Functions: - Expressing likes/dislikes/preferences.

-Expressing feelings and emotions.

Skills: - Reading and responding to a text about feelings.

- Demonstrating critical thinking.
- Writing a newspaper article

Language forms: A- structure:

- likes and dislikes expressions: like/dislike+verb+ing
- preferences expressions: rather/better.
B- lexis:

Pronunciation and spelling: Pronouncing final “ed”

Material needed: Textbook

Time expected: 4 hours

Step one :( Reading)

Activity 1: Looking at a picture and answering questions
Activity 2: Reading a text and answering questions
Activity 3: Comparing between Algerians feelings and Americans or British feelings

Step two: (vocabulary)

Activity 4: Guessing meanings of phrases
Activity 5: Forming nouns/adjs/advs by adding suffixes

Step three :( grammar explorer)

Activity 1: Picking out from the text sentences which express likes, dislikes and preferences
Activity 2: Drawing rules of verbs that follow likes/dislikes/preferences expressions

Step four: (Pronunciation and spelling)

Activity: Reading a text then writing verbs in bold in the table

Step five: (Think, pair, share)

Activity: Writing a newspaper article
Step one :( Reading)
Getting started :( Pre-reading)
Activity: Look at the picture and answer these questions.
Aim: To introduce the topic
Key:
1. The lady is comforting the weeping child. You can take the opportunity to ask other questions. E.g.
Who is the lady?
Questions 2-6 are open-ended questions.

Taking a closer look :( While-reading)

Activity 1: Read the text about feelings below and answer these questions
Aim: To read a text about feelings
Key:
1. Nearly all of them.
2. The great majority of them would rather let all of it out and say what they feel than bottle it up
inside and make matters worse.
3. They give little attention to people who complain in public.
4. They hug one another when they score a goal.
5. The American people are extrovert because they show their feelings whereas the British are both
introvert and phlegmatic. The British tend to hide their feelings and are not easily moved. This is not
necessarily the way students will formulate the answer.
Activity 2: To what extent are Algerians attitudes to feelings similar to or different from the American
and British attitudes as described in the text?
Aim: To demonstrate critical thinking
Key: Pps’ answers (point of view)

Step two: (After you read)

Vocabulary:

Activity 1: Guess the meaning of phrases A-E bellow from the context of the text you have read
Aim: To guess meanings of phrases
Key:
A. Let all of it out: to air / express one’s feelings angrily
B. bottle it up: to hide/not show one’s feelings
C. to show no emotion, sign of fear or anxiety
D. to show even a little anger
E. to avoid interfering with other people’s problems/business
Activity 2: Go through the words in the box bellow and add suffixes. Then classify them in the table
below.
Aim: To form noun/adj/adv by adding suffixes: ic, ous, ness…

Bitter -friendly -happily -lonely -sad -tender -

humour -kind -peace -grace -generous -self -
pessimist -chauvinist -enthusiast - faith
Key:

Adjectives Adverbs Nouns

Bitter Bitterly Bitterness
Friendly Friendship/friendliness
Happy Happily Happiness
Lonely Loneliness
Sad Sadly Sadness
Tender Tenderly Tenderness
Humorous Humorously Humour
Kind Kindly Kindness
Peaceful Peacefully Peace
Graceful Gracefully Grace
Generous Generously Generosity
Courageous Courageously Courage
Selfish Selfishly Selfishness
Pessimistic Pessimistically pessimism
Chauvinistic Chauvinistically Chauvinism
Enthusiastic Enthusiastically Enthusiasm
Faithful Faithfully Faith

Step three: (grammar explorer1)

Activity 1: Pick out from the text above all the sentences which express likes, dislikes and preferences.
Write them in the table on the text page.
Aim:To express likes, dislikes and preferences.
Key:
Sentences expressing likes and dislikes:
 Almost all of them enjoy talking about their own experiences.
 (…) a national tendency to avoid showing strong emotion (…)
 The British like to keep a stiff upper lip.
 Many elderly people do not like to see this.
Sentences expressing preferences:
 Nearly all Americans believe that it is better to share what they think or feel.
 When some of them are upset they prefer to cry rather than retain their tears.
 The great majority of them would rather let all of it out and say what they feel than bottle it up
inside and make matters worse.
 They prefer hiding them (their feelings).
Activity 2: Draw rules of the verbs that follow likes/dislikes/preferences expressions
Aim: To draw rules
Key:

 Preferences: subject + {would prefer /‘d prefer to do something rather than do something
 {
Subject + would rather /‘d rather do something rather than do something
 It is better to do / prefer to do /prefer doing
 Likes: - to like / to enjoy + to do
 -to like / to enjoy + doing
 Dislikes: do/does not like /enjoy +to do /doing
Grammar explorer 2
Reported speech

Direct speech Reported (indirect) speech

A) statements
Present simple Past simple
Mac said: “I write the lesson ” Mac said that he wrote the lesson.
Present perfect(has/have +ppv) Past perfect(had+ppv)
Tom told me: “ I have had some good news” Tom told me that he had had some good
news
Present continuous(am/is/are+v+ing) past continuous(was/were +ppv)
Leila said: “I am waiting for you” Leila said that she was waiting for me
Past simple Past perfect(had+ppv)
“I went home early”, James said James said that he had gone home early
Past continuous(was/were+v+ing) Past perfect continuous(had been+v+ing)
Leila said “I was waiting for you” Leila said that she had been waiting for me

Past perfect(had+ppv) Past perfect(had+ppv)

He said “I had eaten earlier” He said that he had eaten earlier
Modals
I will see you. She said that she would see me
I can speak English He said that he could speak English
I may arrive later She said that she might arrive later
I shall revise my lessons He said that he should revise his lessons
We must be silent They said that they had to be silent
Would, could, should, might, had to No change
I could help you He said that he could help me
B) questions
-Yes, no questions
He asked me “Are you ready?” He asked me if /whether I was ready
She asked “Did you go to school?” She wanted to know if/whether I had gone
to school
- Wh questions
He asked “Why haven’t you finished?” He asked why I hadn’t finished
She asked “When did you go there? She wanted to know when I had gone there
C) Imperative
He ordered “wait for me” He ordered me to wait for him
She ordered “don’t wait” She ordered me not to wait
Time and place changes:
Now then
Last (year, month,…) the month before, the day before…/the previous month…
Next month, year day the month after, the day after.../the following day …
Yesterday the day before/ the previous day
Tomorrow the day after/ the following day
Today that day

Practice
Step four: pronunciation and spelling
Activity: Read Princess Diana’s life story very quickly and write the verbs in bold in the table bellow.
Aim: To pronounce final “ed”.
Key

// // //

Admired Separated/married Looked
changed,loved Devoted missed
preferred,resigned Committed divorced
died,happened Succeeded shocked
pursued,caused Concluded watched
proved, involved, Assassinated
televised

The rules of final “ed”:

A) /t/ after:
/P/ /k/ /f/ / / (sh) /t / (ch) /S/
helped baked laughed finished touched kissed
B) /d/ after the following and all vowels:
/b/ /g/ /v/ /d / /Z/ /m/
Disturbed begged waved pledged refused blamed
/n/ / l/ /r/ /ð/ /w/ /y/
rained travelled ordered bathed borrowed destroyed
C) / d/ after:
/t/ /d/
Adapted added
Created ended
Wanted guided