Unit: Getting Through Theme: Intercultural Exchange

Level: 1st year Literary/Scientific streams Academic Year: 2024/2025

Project: Make an application letter booklet

Unit Plan

Sequence Rubric Objectives of the lesson

Unit introduction / Talking about means of intercultural exchange (computer, internet, telephone, social media…)
Listening and Anticipate Naming the main parts of any communication device
speaking
Listen and Check Giving instructions using the imperative
Sequencing instructions using sequencers: first, second....
Expressing preferences using I prefer....to/ rather than.... And the comparative of adjectives
and adverbs
Say it Clear Stress in two syllable words
Stress shift(noun to adjective)
It's your turn Expressing purpose
Expressing obligation
Say it in writing Write an article about a means of intercultural exchange (advantages and disadvantages)
Reading and Writing Anticipate Naming parts of an e-mail
Read and check Read and respond to an e-mail
Discover the Describing people's regular activities using frequency adverbs
language Using degree adverbs
Write it right Writing a reply to an e-mail
Developing Skills / Read and respond to an enquiry letter
Read and respond to formal and informal letters/ messages
Write an invitation/refusal/or apology letter
Stop and Consider Expressing purpose: so as to, to, in order to and their negatives
/ Modals: must, mustn't , don't have to / needn't
Reflexive pronouns/ personal pronouns : subject/object/possessive
Correlative pronouns: either.. or / neither.. nor/ both ..and
Prepositions of time and place
Definite indefinite articles
Consolidation and / Read and respond to an application letter and a CV
Extension Write an application letter and CV
Unit Assessment

Teacher:

Lesson Plan
Teacher:
 Unit01:Getting Through Level: 1ST year lit/sci streams
Sequence01: Listening and Speaking Rubric: Unit introduction/ anticipate/ Listen and Check Materials: Wb, handouts
Learning objectives: By the end of the lesson SWABT
Name the main parts of a communication device ( smart phone).
Write a short instructional paragraph on how to create a Face book account using the imperative form along with sequencers.
Write a short paragraph to express preferences

Stages/timing Objectives Teacher’s tasks/Learners' Tasks Interaction patterns Competencies

T starts the lesson by asking ls about their day. T-Ls
Unit To introduce the T distributes handouts and interacts with learns about the tasks Ls-T
Introduction topic of the unit T explains the first task and sets time for Ls to do it Interpretation
20mins Ls do the task(Matching pictures with words they go with)
Key answers:
1 2 3 4
internet e-mail social media laptop T-ls
apps Ls-Ls
5 6 7
Intercultural Snail mail smartphone
exchange

To deduce the T directs Ls to task 2

title of the unit Ls solve the crossword puzzle to get the title of the unit
Key: Getting Through
T explains the meaning of the title and the theme of the unit .
Getting through: to make contact with others Interaction
T-Ls
Intercultural exchange: to get to know other nations, their Ls-T
cultures, customs, languages using communication tools,
internet and social media, travel..etc

Project announcement: in groups of four members and by the end of the unit ,you will
be presenting an oral and written work about one of the following topics
-a job application letter+ a CV
-a paragraph about one of the social media apps(classmates listen and guess the name of
the application(who am I game)

T moves to anticipate task T-Ls

Anticipate Ls match words with the pictures Ls-T
 Key
05mins 1 2 3 4 5
headphone USB screen ear pods charger
cable protector

To name the Ls reads the scrambled instructions on how to create a Faccebook account and ask Interaction
smart phone pps to reorder them. (orally). T reads a script on how to create a Faccebook, Ls
Listen and parts listen and check.
check Key
30mins 1 2 3 4 5 6 7
b g c e f d a

To order
instructions Task02: T asks Ls to sequence the instructions above using sequencers : first, then,
next…. To write a coherent paragraph
To write a “ How Can I create a Facebook Account ?”
paragraph using In order to create a facebook account, you need to do the following: First,open the T-Ls
sequencers and Facebook app. Then, enter your first and last name. Next, enter your mobile phone Ls-T
imperative number or email address.After that, choose your date of birth and gender and create a
password you'll remember .Finally, Click sign Up and wait to confirm your email or
mobile number .

T asks Ls to underline the verbs in the paragraph above and say in which tense
they are conjugated.
Ls deduce the rule of the imerative.
Reminder:
We use the imperative to give instructions
To make a positive imperative ,we use the infinitive of the verb
without ‘to’ T-Ls
eg: “switch on the computer!” “log in to facebook!” Ls-Ls
To make a negative imperative, we use “do not” or “don’t” Ls-T
Listen for before the verb: T-Ls
specific eg: “Don’t make noise!”
information

Follow up Task 03:

 T asks Ls what they like more instagram or facebook and why
15mins
T writes a table which compares Facebook with Instagram.
To express
preferences Ls Listen to an audio tape andtick( √ )what Kate and Jane think about Facebook and
Instagram.

Kate Jane
Features
Faceboo Instagra Faceboo Instagram
k m k
Easier √
useful √
More √
popular
More √
private
More √ √
interesting
Post listening
40mins TASK 04: T opens an orall discussion about Ls preferences then asks them TO Write a
short paragraph about thierpreferences using the information in
thetableabove.Thenreadittotheclass.
T focuses on the expressions to use to express preferences Production
Startlikethis:
 Prefer to use Facebook rather than (use)I nstagram because………………………..
 Prefer using Instagram to using facebook because………………………
 Prefer Facebook to Instagram because....................................................

Sample:
I have many social media applications on my smartphone, but my favourite one is
Facebook. I personally prefer using facebook to using instagram . First , Facebook is easier
and more popular. All my classmates and family members have one. So, I can contact them
anytime. Second, Facebook allows me to share my daily routines and enquiries in different
useful groups. Finally, on Facebook , I can watch series and films.
 Lesson plan
Teacher
Unit01:Getting Through Level: 1ST year lit/sci streams
Sequence01:Listening and Speaking Rubric: Say It Clear Materials: Wb, handouts
 Learning objectives: By the end of the lesson SWABT
Mark intonation in requests
Recognize stress patterns in two syllable words related to computers and to put the right stress
on their own words.
Stages Objectives
Procedure Interaction
Patterns Competencies
Time Teacher’s tasks Learners' tasks
T : sticks two pictures on the board and asks the ls to describe Ls: answer differently
them T-Ls
Warming T : fill in the blanks with can or could Ls : could picture A
up To revise Can picture B
formal and
05 mins informal Ls: request
resuests T: What do these sentences express order , question or Ls: a is formal /b is informal Ls-T Interpretation
request
T: so why did you use could with picture one and can with Oral interaction
the other one Ls: both of them are up

T: reads the two sentences and asks the ls to put the right
intonation up or down
T: why Ls: with requests the intonation is up
T: asks the ls to fill in the reminder T-Ls
presentation
To draw the Reminder :
10 mints rule of We form requests : can +subject+ stem =informal request
intonation in Could+subject+stem= formal request
requests The intonation goes up at the end of requests
Ls-T

To Task one : write the following statements in the form of

Practice Practice the formal and informal requests and read them with the right Oral
correct intonation Keys: Interaction
Task 01 intonation 1-You want the teacher to type more quickly 1-Could you type …..
P18 with requests 2-You want your friend to create a facebook account for you 2- can you create a facebook account for
20 mints 3- You want your headmaster to provide the classrooms with me
computers 3-could you provide…….
4- You want your friend to come to school on time 4- can you come on time
 Production T: asks the ls to read these sentences loudly Production
5mins To write Task two : look at the following pictures and write for each T-Ls
their own formal and informal requests
request

T writes the word offer on the WB and asks Ls : Ls: do

To draw the What is it? a verb or a noun ?
rule of two -How many syllables does the word contain? Ls: verb and noun Ls-T
syllable T explains what a syllable is and how we can divide a word
words’ stress into syllables. Ls: according to number of its vowels
T reads the word and asks Ls to pay attention to the stressed
To practice syllable
the stress on T writes the word connect and asks the same questions Ls : the noun on the first syllable and the
the two noun T Helps Ls to draw the rule verb on the second syllable
and verb T writes the rule
syllable Reminder: It contains 2 syllables
In two syllable nouns, stress usually falls on the first syllable
eg: browser It is a verb T-Ls
In two syllable verbs, stress usually falls on the second
Task 3 p18 syllable eg: connect Ls do
25mints T asks Ls to classify the words in tasks 3 according to their Ls do
stress pattern Ls: answer
Stress on the first syllable Stress on the second syllable Ls: copy down the correction
Modem pointer windows Erase escape protect remove
sloppy icon keyboard_
Task four: write four nouns and four verbs with two syllable
then put the stress
T: sets time
T: moves around

Lesson Plan
Teacher
Unit :Getting Through Level: 1ST year lit/sci streams
Sequence01:Listening and Speaking Rubric: Say it in Writing Materials: Wb, handouts
Learning objective: By the end of the lesson SWABT write a composition about the advantages
and drawbacks of the internet
Time Rationale I.P Procedure competencies
 Stages Teacher tasks / Learners Tasks
Prewriting To introduce the T&Ls T.greets the Ls and asks them how they spend their spare time
15mins topic Ls: playing games, watching videos
T: so you use the internet in different ways
Ls: yes
Task one:
T:sticks some pictures on the board of different uses of the internet and asks the ls to
T&Ls match each one with its description Interpretation
Ls:
Answer indididually
To brainstorm
key:1-a/2-f/3-b/4-d/5-e/6-c
task two:
t: asks the ls to classify the previous descriptions in the table
key:
The advantages of the The drawbacks of the
internet internet
2- shortens distance 1- a waste of time
3-shopping online 4- addiction Interaction
5-search for information 6-eye sight problems

Drafting
40mins Task three: write a composition about the advantages and drawbacks the internet using
the previous notes
to guide the t: writes the outline of the composition
learners to write The outline
meaningful Introduction : define the internet Thesis statement : the internet has disadvantages
coherent and disadvanges
composition Body
On one hand the internet is …………………………(topic sentence )First,
…… .Second, …… . Third ,…
On the other hand, the internet ……………………….(topic sentence) first, second
third
Conclusion :

Ls: work in pairs

T: moves around Production
T: asks the ls to exchange their first drafts
Publishing Ls: correct each other’s mistakes
1 hour Ls: read their final drafts
T: chooses one to be written on the board
Ls: copy down the correction
Sample
 The internet, a global network of interconnected computers, has
revolutionized the way we live, work, and communicate. the internet has
brought numerous advantages and benefits to society. However, like any
technology, it also comes with its drawbacks and challenges.
On one hand the internet facilitates our life. First, it allows us to access to
a wide range of products and services, and to shop from our homes. Second,
it shortens distance and enables real-time interactions between people across
the globe. On the other hand, the internet has many disadvantages .First,
excessive internet use can lead to social isolation and reduced face-to-face
interactions. Moreover, internet addiction can negatively impact productivity
in schools .Besides, our personal data can be easily accessed and misused by
people , so the internet’s poses significant privacy risks
In short, the internet is important in today’s life , but we must remain aware
of its drawbacks .

Lesson Plan
Teacher
Unit01:Getting Through Level: 1ST Year Lit/Sci Streams
Sequence02:Reading and Writing Rubric: Anticipate/Read And Check Materials: Wb, handouts:
Learning objectives: By the end of the lesson, SWABT read and interpret a text and write its summary
Stages Rationale Procedure Competencies
Interaction
Time Teacher’s tasks Learners' tasks patterns
T starts her lesson by sticking a picture on the WB and asks Ls
 Ls look at the picture
Warming up and respond T-Ls
Ls-T
5 mins Set Ls in context Possible answers:
-Two people
corresponding Interpretation
-No they are not
-e-mail, facebook,
what’s up, viber…etc
-What can you see in the picture? -Yes, I have
-Are the people from the same country? -We introduced each
-What do people use to correspond? other
-Do you have foreign friends with whom you chat or correspond?
-What did you talk about in your first contact?

Task1: match each word with its definition and give one example for each
word .
Words Synonyms / Oral interaction
To introduce the definitions
Pre reading new vocab 1-keypal(n) a- Domestic animal(n)
12mnts 2.Pet(n) b-Friend of internet(n)
3.School c- I strongly want to do
canteen(n) or to to have something
4- Eager (adj) Keys:
5- to d- School restaurant(n) 1-b/2-a/3-d/4-c/5-e
Correspond e-To communicate by
(v) letters or e.mails (v)
Task2: fill in the gaps with words given in task 01
1-I talk to my keypal from England
2-Lisa always eats in the school canteen with her classmates
3-Imy has two pets a cat and a parrot
Ls give answers T-Ls
4- Ahmed was eager to know his birthday’presents.
While reading Ls-T
5-I like to correspond with my friends by sending e.mail S.
30 mins To check their T-Ls Interaction
TASK /3:the text is : a- dialogue/b-an e.mail / c- a poem
understanding
Of the new vocab
To guess what the
text is
Task 1: read the text and check your answer to the previous task
Task 2:read the text then fill in the table
Key:
To check their
answer
 Sender’s age Dream pets Parent ’s Nationality receiver
To skim the text name job job
and answer
general questions Eliza 15 Doctor Cat and Shopkee South Yasmine
a bird per and African
a
housewif Ls do the task.
20 mins To scan the text e Key :
and answer a-To know more about
specific questions her and her country
T asks Ls to read the text carefully and answer some comprehension questions b-She wants to become
Task 3: Read the text carefully and answer the following questions. a doctor to help people T-Ls
1-Why does she want to correspond with Amel? c-She always wakes up Ls-T
2-Why does Eliza want to become a doctor? early Ls-T
3-How often does Eliza wake up early ? d-Because the school is
4-Why doesn’t Eliza have lunch at home? little bit far from her Production
house
T interacts with Ls about the questions
Key:
1-Eliza wants to correspond with Yasmine to know more about her and her
country.
2-She wants to become a doctor to help people.
3-She always wakes up early in the morning.
Post Reading To produce a 4- Eliza doesn’t have lunch at home because she lives far from school.
10mins short piece of Task 4: according to your answers to the previous tasks .Write a short paragraph
writing telling us who is Eliza
summarizing the
text

Lesson Plan
Teacher
Unit01:Getting Through Level: 1ST year lit/sci streams
Sequence02:Reading and Writing Rubric: Discover the Language Materials: Wb, handouts:
Learning objectives: By the end of the lesson SWABT to write a short paragraph about regular
activities using frequency adverbs
Stages/timing objectives Teacher’s tasks/Learners’ tasks Interaction competencies
patterns
Warm up To introduce the notion T starts the lesson by enquiring about Ls’ daily life
5mins of frequency and daily T asks Ls how they go to school every day . T-Ls
routine Ls respond: on foot/ by bus Ls-T
 T asks Ls how often they use the bus or go on foot
Ls :all the time/from time to time (never/always )
How do we call an action that we do regularly.
A routine/ a regular habit

T writes a shortparagraph about Eliza ’s daily life activities

Elisa usually gets up early. She always goes to school by bus. . She is never late to class. Interaction
Elisa rarely goes out at the weekend. Her pets are sometimes quarreling. Elisa often do her
homework in the evening. She hardly ever has her lunch at a fastfood restaurant.
1- The underlined words are : a-Verbs b-adjectives c-adverbs
2- The underlined words express: a-cause b- result c-frequency ( something we do T-Ls
To deduce the rule of regularly)
using frequency adverbs 3-How are they placed in the sentence? Ls-T
Presentation a- After the verb b- after to be and before main verbs c- Before the verb.
15mins 4- The verbs that come before and after these adverbs are in a-future simple b-
past simple c-present simple
Reminder:
We use …frequency adverbs.……. to describe how often an action happens
 A……………….………………….. goes before a main verb
Subject + adverb + main verb.
 A……………………….. goes ……………. auxiliary To Be
Subject + to be + adverb.
100%
0%
Always never

Task01:Reorder the following words to get coherent sentences

1- is /Jane/ late/ sometimes
2- eat/ in /canteen/ the school /never /I
3- usually Aya / her / keypal / with / corresponds /British
4- are online always they.
5-John/ the/ early /weekend/ wakes /on/ rarely /up
Key:
1- /Jane is sometimes late
2- / / / / /I never eat in the school canteen
3- Aya usually corresponds with her British keypal /
4- They are always online.
To order sentences 5-John rarely wakes up early on the weekend
correctly
Task02: Put the frequency adverb in brackets in the right place
1-She receives many spams in her e-mail (often )
2- I do online shopping (sometimes)
Practice 3- James download movies (often)
Task 01 4-my laptop breaks down (rarely)
10mins To place frequency 5-she is punctual (always)
 adverbs in their Task03:In pairs, take turn to ask each other the questions below. Put a check mark in the
appropriate place correct box then write sentences about you and your partner
Questions Always usually often sometimes rarely never

1-how
often do
Task02 you use the
10mins laptop?

2-how
often do
you check
your
To produce correct e-mail?
sentences using
frequency adverbs and
the present tense 3-how
aften do
you log in
to
facebook?

4-how
often do
you play
Production video
10mins Games?
Eg: I never use a laptop
Aya (partner) sometimes uses the laptop
Task04: (Homework)
Write a short paragraph about your regular activities at the weekend.

Lesson Plan
Teacher
Unit01:Getting Through Level: 1ST year lit/sci streams
Sequence02:Reading and Writing Rubric: Discover the Language Materials: Wb, handouts:
Learning objectives:
Stages/timing ObjectivesBy the end of the lesson SWABT to write/learner’s
Teacher’s meaningful
taskssentences using degree Interaction competencies
adverbs patterns
Warm up to engage the ls in the T starts the lesson by asking Ls how many hours they spend on the internet. T-Ls interpretation/
5mins lesson Ls respond differently interaction
Ls –T

T sticks some pictures on the WB about different people’s time spent on internet per day and
 asks ls to fill in the gaps using degree adverbs

Ls look at the pictures and do the task

To introduce degree Key
-a bit addicted (6hours per day)
adverbs
-fairly addicted(8hours per day)
-quite addicted(10hours per day)
-rather addicted(14hours per day)
-very addicted(16hours per day)
Presentation -extremely addicted(20hours per day)
To deduce the rule of T asks Ls
degree adverbs -what are these words?
-adverbs
15mins -What do they express?
-DEGREE
-where are they placed ?
T-Ls
-They go before the adjective they modify Ls-T
Interaction
Ls complete the reminder
Reminder
We use …degree adverbs….to describe the degree/intensity of
something.
They usually go before …the adjective…. they modify

0% 10% 20% 30% 50% 80% 100%

a bit fairly quite rather very extremely

Eg: It is extremely cold in Finland.

T writes three tasks. She explains the instructions and sets time for each task
separately.
To identify degree
adverbs and order words Ls do the tasks and share their answers.
correctly

Task01. Reorder the words to get a coherent sentence

1-house /small/our/is/rather……………………………………………….
To place degree adverbs 2- difficult/the exam/quite/was…………………………………
3-interesting/rather/Instagram/is………………………………………….
Practice 4-funny/comedian/a/CharlieChaplin/very……………………..
Task01 Key
15mins 1- Our house is rather small Interaction
2- The exam was quite difficult.
3- Instagram is rather interesting
4- Charlie Chaplin is a very funny comedian.
 Task02: Put the degree adverb in its appropriate place in the following sentences T-Ls
1-the internet is useful (extremely)……………………………………….
2- I was tired yesterday (rather)………………………………..
3-Jane downloaded an interesting dictionary (very)……………….
Ls-T
To write correct
4- I bought a beautiful dress from an online store (quite)………
sentences using degree
Key
adverbs 1-the internet is extremely useful
2- I was rather tired yesterday
3-Jane downloaded a very interesting dictionary
Task02 4- I bought a quite beautiful dress from an online store
10mins
Task03: Describe these words using a degree adverb

Production Production
15mins 1-My smart phone is ……………………..
2- My best friend is………………………….
3-My school is………………………………
Ls give different answers

Lesson Plan
Teacher
Unit01:Getting Through Level: 1ST year lit/sci streams
Sequence01:Reading And Writing Rubric: Write it Right
Learning objectives: By the end of the lesson SWABT to write a reply to an email
Stages/timing Objectives Teacher’s /learner’s tasks competencies
Interactio
n patterns
Warm up To T-Ls interaction
5mins introduce T starts the lesson by an oral discussion
the topic of -Do you have online friends from other countries? Ls –T
the writing -which application you use to chat with them?
task -What did you talk about in your first contact?
-Ls give different answers
T reminds the Ls about Kirs’s email
Who is the sender the receiver, the objective behind the e-mail..etc

T starts with the first task

Ls are asked to fill in the box with their personal information
Ls do
Myself
Name:
Nationality:
Age:
Prewriting School: T-Ls
15mins Favourite subject: Ls-T
Dream job:
To fill in Regular activities +frequency /adverbs Interaction
the table On weekdays:
with Get up at:
informatio Go to school by… /on…..
n Ls will The school is……….. far/near
use in the Eat in the school canteen: never/always/often
writing At the weekends:
task Relax/visit relatives/play football/watch TV

Family/house
Number of family members:
Sister: ……. brothers:….
Pets :
House : small/big
country
Name :
Population :
Area :
Borders :
 Lesson Plan

Level: 1 st year lit stream Teacher:

Unit01: Getting Through Sequence03: Developing skills
Competencies: Interacting, Producing Materials used: WB, Handouts
Learning Objective: By the end of the lesson SWABT write their enquiry letter
Stages Rational Procedures Interaction
Time teacher’s and learners’ tasks Patterns Competencies

T: Greets the ls and asks them to tick the right answer T-Ls
Ls-T
1-If you want to pursue your studies in a foreign university : a- you go to the university to ask for information
b-you send them a letter
To introduce the 2- The letter should be : a- formal b- informal
topic of the lesson 3- The objective of the letter is : a- To get more information about their programms b- to give
information about your university
Pre-Reading Ls : Do the task
5mnts T :Asks the ls to match each word with its synonym
Word Synonym
1-to enquire a- regarding" or "in reference to(topic)
Task01 2-Re b-to ask for information
To guess the topic
3mints of the listening T-Ls Interaction
T: Asks the ls to guess the topic of the text Ls-T
passage
Ls: Enquiry letter

Task02
1mint

To check their T : Invites the ls to do the tasks

While-reading answer to the Task one: Read the text and check your answer to the previous task
Task one previous task
3 mnts Interaction
Task two: Read the letter and answer the following questions
1-What is the receiver’s name?
Ls: John Lincoln
Task two 7mnts 2-How old is Jane Robin?
Ls:He is 16 years old
To read for 3-What specific information did he ask about ?
specific information Ls:He asked about course dates and fees
Task three Task three: Read the letter and put each number in the right column
7mnts
date why Salutatio The Receiver Introduci Asking Closing Name
you are n address/dat ’s ng for T-Ls
writing e address yourself informatio Ls-T
n
Task four 02 05 04 01 03 06 07 08 09
10mnts
Post reading: Write an enquiry letter using the notes in the following table.Follow the outline mentioned in the
previous task
Receiver’s Re Receiver’s Sener’s Asking for Sender’s name
address name address information
 Lesson Plan
Teacher
Unit01:Getting Through Level: 1ST year lit/sci streams
Sequence03:Developping Skills Rubric: / Materials: Wb, handouts:
Learning objectives: By the end of the lesson SWABT to write formal/informal invitations/apology
letter
Stages/timing Objectives Teacher’s/learner’s tasks Interactio competencies
n Patterns
Warm up To introduce T starts the lesson by choosing a pupil whose birthday is soon . T-Ls Interaction
05mins the topic of T asks Ls Ls-T
the lesson 1-What people do in birthdays?
2-What do people use to tell their friends about their birthday party
3-Do we use the same language when we write a letter to a friend and someone we are not familiar?
T interacts with ls about the topic of invitation letters and parties
Ls respond differently

T-Ls
Pre-reading To interpret T distributes handouts then invites Ls to go through the tasks Ls-T Interpretation
10mins pictures Ls are asked to match each picture with the words in the box below
Key:
1-success party-2-invitation letter-3- wedding party4- housewarming 5-birthday party
Ls are asked to give the noun of each verb
Key:
1-invitation2-acceptance3-refusal4-apology

Ls are asked to fill in the gaps with the following words: apology- accepted- refused- invited- invitation
To introduce Imy.........invited...............Sara and Jane to her birthday party.
new voc Sara.......accepted..............the.........invitation...................., but Jane.........refused ..............the invitation and sent a
items letter of..........apology.............to Imy saying that she was ill.
Ls are asked to guess the topic of the reading passage.
While Ls respond differently
reading Ls are asked to go through the texts and check their answers to the previous tasks
20mins To introduce Ls Interaction
the Type of Salutation Language Closing Example
difference letter/feature letter T-Ls
between s Ls-T
formal and Formal letter Full name or dear Polite requests Yours sincerly/yours 1-3
informal Sir/madame faithfully
Messages Informal letter First name or Contracted form: i'm, Regards/bestwishes 2-4
hi/hello I'll, you’re..
imperative
are asked to read letters A to D then tick the letter which goes with the example
To read for
 specific
information
Ls are asked to read the letters again and fill in the table
Type of the letter Number

A_Informal letter of invitation 4

B-A formal acceptance of invitation 3
C- An informal refusal of invitation 2
D- formal letter of invitation 1
Post reading:
A/Your birthday is coming up, you decided to throw a party and invite your classmates. Write an informal letter of
invitation following the plan bellow:
-Start with the date -Greeting -Mention the occasion /date/place/time -what fun will you provide in the party
(food,music,games) -Closing
B/Your friend invited you to his birthday party but you can’t go. Write a letter of refusal apologizing to your friend

Sample:
Letter of invitation Interaction
23th October,2023
Dear Amina
It will be a great pleasure if you attend my birthday party
on Thursday 24 October, from 6 p.m to 8 p.m at my house,
you are my best friend and the party without you will be
uncompleted. Come and share with me the celebration.
Best wishes
Post reading To write
15mins letter of Amel
invitation
and refusal Refusal of invitation

24th October,2023

Dear Amel,
production
Thank you so much for your invitation. I’m afraid I can’t come to
the party because my father is on Hospital

I hope you will have a good time dear friend.

 Lesson Plan
Teacher:
Unit001: Getting Through Level: First Year Common streams
Sequence: Stop and Consider Materials used: WB, Handouts
Learning Objective: By the end of the lesson SWABT write their own sentences using different pronouns
Stages Rational Procedures
teacher’s and learners’ tasks IP Competencies

Time
After reading
Warm up A revision of the T: greets the Ls and asks them about the previous lesson T-Ls Oral interaction
8 mnts previous lesson
T:Asks the Ls to read the paragraph and to tick the right answer Ls-T
I use my smartphone every day to stay connected with my sister and
brother. My sister uses her tablet for work, and my brother often sends me emails to
help keep track of important tasks. His company securely stores its data on servers,
ensuring privacy and efficiency. My sister also taught herself how to fix software
Presentation problems, gaining useful technical skills for her job
17mnts
To guide the ls draw the 1-The underlined words are : a- verbs b-pronouns
rule
2-I, is : a-personal pronoun subject b- possessive adjective

3-My, her , its , his are : a-reflexive pronouns b- possessive pronouns

4- herself is : a- personal pronoun subject b- -reflexive pronoun

T-Ls
5-Me is : a- personal pronoun subject b- personal pronoun object
Ls-T
Ls : Do
T : asks the ls to fill in the reminder with the underlined pronouns in the paragraph
Reminder

personal pronouns personal pronouns possessive adjective Reflexive pronouns

subject object Oral
1-I 1-ME 1-My 1-Myself Interaction
2-You 2-You 2-Your 2-Yourself
3-He 3-Him 3-His 3-Himself Ls -T
4-She 4-Her 4- Her 4- Herself
5-It 5-It 5-Its 5-Itself
6- We 6- us 6- ours 6- ourselves
7- You 7- You 7- Your 7- Yourselves
8- They 8- Them 8- Their 8- Themselves
To check their T- Ls
understanding
 Lesson Plan
Teacher
Unit01:Getting Through Level: 1ST year lit/sci streams
Sequence: Stop and Consider Rubric: / Materials: Wb, handouts:
Learning objectives: By the end of the lesson SWABT to write meaningful sentences expressing
purpose

Stages/timing Objectives Teacher’s /Learners tasks Interaction Competencies

Patterns
T starts the lesson by sticking some pictures on the WB T-Ls Interaction
Presentation Ls-T
To introduce
15mins purpose

Ls are invited to

Look at the pictures then answer the questions in full sentences.

To deduce the rule

Interpretation

1-Why do you use play store? I use it to download apps ................................................................ T-Ls-Ls-T
2-Why is she writing the letter? She is writing a letter in order to invite her
friend ..................................................................................................
3-Why are they going to the cinema? They re going to the cinema so as to watch a
film ..................................................................................................
4-Why is he revising his lessons? ...............................he is revising his lessons so as not to fail in
the exam...................................................................
B/ Underline the right answer
1-The underlined words are: a-verbs b-adjectives c-conjunctions
2-They express: a-frequency b-degree c-purpose
3-The verb that follows them is in:
a-present simple tense b-infinitive (stem)
4-Their negative forms are not to/so as to/in order not to
Keep in mind
 We use «to, so as to, in order to » to express.........................
E.g: I practise sport regularly in order to/ to/so as to keep fit.
 The negative forms are: in order not to so as not to/not to T-Ls-Ls-T
E.g:So as not to get a bad mark, I advise you to revise your lessons
 We can use these conjuctions in the middle or the beginning of the sentence
 Task01:Fill in the gaps with To, in order to,so as to, in order to or their negative forms
1-………to……………log in to facebook, you must have an account
2-………so as not …………………..to be late for school ,he took a taxi.
3-Selma went shopping………in order to…… buy a gift for her friend. 4-keep quiet ......in Interaction
order not to......................disturb the others

Task02: Combine each pair of sentences using the conjunction in brackets.

Practice A/ James uses facebook. He chats with his friends (to)
20mins B/I open my mail box. I send emails (so as to)
C/I’m writing this letter. I invite you to my birthday party.(in order to)
To practice the use D/James practices sport regularly. He doesn’t want be overweight (in order not)
of purpose E/He is learning English. He wants to travel to USA. (to)
conuctions Key:
A/ James uses facebook to chat with his friends (to)
B/I open my mail box so as to send emails (so as to)
C/I’m writing this letter in order to invite you to my birthday party D/James practices T-Ls-Ls-T
sport regularly in order not to be overweight
E/He is learning English to travel to USA.

Task 03:
Ls are asked to work in pairs to do the task
Look at the pictures and write sentences that express purpose

Use
20mins To use purpose
conjuctions in a
meaningful context 1-...........He 2-........he wears a 3-.....he uses a dictionary in T-Ls-
went to the coat so as not to catch order to look for difficult Ls-Ls
post office to a flu............ … words................................. Ls-T
send a T-Ls Production
letter.........
 Lesson Plan
Teacher
Unit01:Getting Through Level: 1ST year lit/sci streams
Sequence:Stop and Consider Rubric: / Materials: Wb, handouts:
Learning objectives: By the end of the lesson SWABTto write
classroom REGULATIONS using must, mustn’t and
needn’t/don’t have to.
Stages Objective Procedure Competencies
IP
Time Teacher’s tasks Learners' tasks
Revision of the previous lesson
Warm up Ls respond: T-Ls
5mnts To introduce T starts the lesson by asking Ls what the following pictures cigarette Interpretation
the language represent uniform
form time :6oclock

smoke Ls-T
presentation 6oclock Oral interaction
T: asks the ls to these pictures to complete the following School uniform
12mins sentences :
1- You mustn’t …………………………………inside the
classroom
2- You don’t have to / needn’t come to school at modals
………………………..
3- You have to wear
a………………………………………… T-Ls
T : what are the underlined words
Ls-T
Task two : match each modal with its function
Modals Functions Ls respond: 1-b/2-a/3-b
1-Mustn’t a-Absence of obligation
2-Don’t have to / needen’t b-Obligation Ls draw the rule
3Have to /must c-Prohibition
Ls: no, it is a stem
T: Is the verb after these words(must/mustn’t/needn’t) conjugated
T together with Ls fill in the reminder:

Reminder:
Ls fill in the blanks
we use “have to” “ has to” + stem to express obligation
have to
To derive the
We use ‘’Don’t have to ’’‘’needen’t’’+ stem to express absence
rule T-Ls
of obligation.
Ls copy down and do the task
We use ‘’Mustn’t’’ +stem to express prohibition
Key: Ls- T Oral
Practice a/needn’t go Interaction
Task 01: fill in the blanks with must/mustn’t or needn’t.
b/must show
a/ We have enough food. We (go)…………….to the supermarket.
30mins c/don’t have to stay
b/ Before entering a foreign country, we …………..(show) our
d/mustn’t touch
passports.
c/ Students (stay)………. at school during lunch break, they can go
To practise the 1-You don’have to go to school
out.
use of 2-you have to take you embrella
d/Football players (touch)………. the ball with dear hands
must/mustn’t/n 3-mustn’t play games
eedn’t in 4-you needn’t create another
T explains the instruction then sets a time limit
context account
T asks Ls to provide answers
Task two : Complete the following sentences using obligation
Ls work in groups
prohibition and absence of obligation
Stages Objective Procedure Competencies
Time Teacher’s tasks Learners' tasks Lesson
Revision of the previous lesson
Warm up Plan
5mnts To introduce T starts the lesson by writing a dialogue and asks the learners to read it Ls:1-a/2-a/3-a Teacher
the language T: asks the learners to read Unit01:Gettin
form the dialogue then choose the right answer
1-Neither …nor expresse : a- negative similarity (no one) b- positive g Through
similarity Oral interaction Level: 1ST
2-Either…..nor express: a –choice (just one) b-all of them year lit/sci
3-Both …….of express : a- pistive similarity b- no one streams
Ls respond: Sequence:
-Singular+ StopLearning
and Object
B/are the subjects and the verbs in the following sentences in the singular=singular Consider
negative similari
plural or the singular Rubric: /
form .Complete the table Subject 1 Subject 2 verb -Plural + plural=plural
1/a-Neither my sister nor ………… ………… ………… - Materials:
presentation my brother has a Singular+singular=singul Wb, handouts
facebook account ar
12mins
b-Neither my sisters nor -Plural + plural=plural
my brothers have a Subject 1 Subject 2 verb
facebook account ………… ………… …………
2/a-Either my father or my mum gives me their facebook account
-Singular+
Subject
To b-Either
1 theSubject
derive 2 my parents or Subject 1
verb
Subject 2 verb
singular=plural
my siblings…………
give me ………… ………… …………
rule
………… ………… Ls:
me their facebook account Negative similarity
Singular/ plural
3/ Both my father and Subject 1 Subject 2 verb
my mother have an ………… ………… …………
instagram account Choice /singular/plural
T: asks the learners to fill in the reminder Positive similarity /plural
Reminder Oral
Neither …nor express…………………………………. Ls draw the rule Interaction
If the subjects are singular the verb is………………./ if they are plural key to task one :
the verb is ….……………… 1-is
Either …or express…………………………………. 2-are
If the subjects are singular the verb is………………./ if they are plural 3-come
the verb is ……………… 4-frighten
Both ……..and express…………………………………. 5-makes
If the subjects are singular or plural the verb is
…………………………………………………
 Lesson Plan
Teacher
Unit01: Getting Through Level: 1ST year lit/sci streams
Sequence: Stop and Consider Rubric: / Materials: Wb, handouts:

Learning objectives: By the end of the lesson SWABT to write a paragraph using the appropriate time and
place prepositions

Stages/timing Objectives Teacher’s /Learners’ tasks IP Competencies

Warm up To review the T-Ls Interaction

5mins previous lesson T starts the lesson by a brief revision of the previous Lesson Ls-T

T Invites Ls to read the following email then do the activities that follow

To introduce tie
and place
prepositions
 T-Ls
Presentation Ls-T
20mins

Interaction

To deduce the
rule

Key
A/ Choose the right answer:
1- The underlined words are: a-verbs b-adjectives c-prepositions
2- They express; a- time and place b-time c- place
B/ T asks Ls to Read the email again then fill in the reminder
Key;
Prepositions Examples from the email
of time Use
-Parts of the day -in the morning
In -Years -…2020…………..
-Months _......April......................
-Seasons ……summer…..
Interaction

On -Days - Sundays
-Dates -……… April 20th, 2020
At -Time(precise, -6pm……………… T-Ls
accurate) Ls-T

Production
15mins
Interaction
 Prepositions of Use Examplesfromthe email
place
In -Countries -Australia
-City/town -…… Manchester .
-Streets -17 Oak Street on..

On -Floor (in a building) -… the third floor ………

At -Specific place in the city -…fastfood

restaurant……………….
Tasko1: Choose the right preposition
1- I was born in / on/ at 2002
2-let's meet at / in /on the coffee shop nearby.
3-It's usually raining on / in / at summer
4-She always goes shopping in /on /at Sundays.
Task02: Fill in Sara’s Monday routine with prepositions of time and place
Sara’s family lives …in... Italy, but she is studying English …at.… Oxford University. Sara drives to
college …on…. Monday .She parks her car ……at… the college cars park. She has a class
…..at…… 9 o’clock . After class, she does her research and homework …at……. the library . She
eats lunch ……in… the college canteen ……. 12 noon. After lunch, she goes home. …in…. the
evening , she cooks dinner then she watches comedy programs.

Task03
Write a short paragrapgh about your Friday routine using time and place prepositions

Lesson Plan
Teacher:
Unit 01: Getting Through Level: First Year Literary /scientific Stream
Sequence : Stop and Consider Materials used: white board and handouts
Learning objective: By the end of the lesson SWABT:
 Write a short message using the appropriate definite ,indefinite article, zero article

Stages Objective procedure Interaction competencies

time Teacher’s role Learners’ role patterns
To introduce the use Ls are asked to Read the text and fill in the tables. T-Ls
of definite indefinte Ls-T
articles
Dear Aya
presentation
I hope this message finds you well. My name is Ø John, and I am from Ø
Ls read the text
England . I have always been interested in Ø science, and ‘I’m, currently and do the tasks
learning Ø Arabic I have a passion for the stars, and I often spend my evenings
15mins
gazing at the sky, using the telescope . In the future I want to be an astronaut .
My idol is Ø Elon Musk , he is a great man . I'm looking forward to learning
about your life and your interests. Please tell me more about yourself, your Ø
dreams for the future. I'm excited to share our experiences and cultures.
Warm regards interaction

John
 Tick the right answer

To deduce the rules a/an/the are: a-prepositions b-articles* c-conjunctions

indefinite
articles definite
a *
an *
the *

 Fill in the table with examples from the text

Use Examples from the text
articles
Indefinite a- before consonants an- before vowels *A great man
articles *singular countable nouns unkown for the
« a/an » listener reader Ls-t
*Jobs and professions t-ls
*An astronaut
Definite *singular and plural countable/uncountable The
article nouns known for the listener /reader
« The » *Inventions, musical instruments and -The telescope Interaction
cultural institutions
*things known to everyone
-The sun, the stars, the moon, the earth, the
planet, the world, the universe -The universe

Zero article *Names of People /Countries /cities/places -John/United States

“Ø” *Language/nationalities
*Academic subjects -Arabic t-ls
*Abstract nouns: Peace, hope , freedom….. ls-t
-dreams t-ls
 Ls are asked to choose the right answer
1-I spend a lot of time on a / the internet, browsing websites and social media platforms.
2-Yesterday, I saw a/an interesting video on YouTube . Ls do the tasks
3-She is always checking the/a phone, scrolling through the / Ø Facebook feed
5-My friend has just started a new blog where she shares fashion tips.
6-I read an article about the/a impact of social media on mental health.
Practice 7-Do you have an/a Instagram account? I'd love to follow you if you do.
20mins To practice the use 8-My uncle is an/the expert in cybersecurity and works to protect companies from cyber threats.
of definite indefinite
articles

Suppose you are john’s pen friend , use his email as an example to write a short reply using
definite , indefinite, zero article

Production
15mins

Lesson Plan
Teacher
Unit01:Getting Through Level: 1ST year lit/sci streams
Sequence04: Consolidation and Extension Rubric: / Materials: Wb, handouts:
Learning objectives: By the end of the lesson SWABT to read and interpret a letter of application and
to write their own letter of application and a CV.

Time Objectives Teacher’s tasks Learners’ tasks Competencies

Stages
* T.greets Ls T gives handouts and discusses the tasks Interaction
To introduce the topic of
Pre reading the lesson *t: asks the ls to choose the right answer Ls interact:
15mins 1-primary school
To draw Ls attention to Amine will look for a job in : 2-high school
the way of getting a job a- newspapers advertisement b- books c- internet advertisements 3-graduation
T: asks the ls to match each word with its definitition then fill in the
4- looking for a job
blanks with them
In a and c
Word Synonym /definition
To introduce the new 1-Requirements a-Ask for a job in a written
vocab form
2-Advertisements/ads/adverts(n) b-Conditions

3-Apply(v) c-Publicity
4-Eligible d-A summary of information
about applicant (someone
who is applying for a job), Interaction
To use the vocab items in
name, address , age,
a meaningful context
education, interests
5-Resume /CV (Curriculum Vita) e-Approriate /suitable

Key: 1-b 2-c 3-a 4-e 5-d

Amine wants to be a teacher of English .He saw an advert on facebook
He thinks he is eligible for this job because he has all the requirements
mentioned in the ad .So he decided to apply for the job by writing a letter
of application attached with a CV.
T: asks the ls to read the ad then derive the requirements and say whether
To guess if Amine is Amine is suitable for the job.
eligible for this job Read the text and tell me if he/she has the requirements for the job
* You must be
patient, tolerant,
Task one:Read the text then check your answer to the previous task
have a wide range
While reading Task two : T asks Ls to read the text again and fill in this table of knowledge and
20mins T explains the word Reference: topic understanding….
Type of the Sender Receiver
*To read for general letter *Ls skim the text to
information Application Ahmed Mohamed find the answer
To check their answer to letter Amine Zakaria
the previous task Salutation Reference Closing
Dear Mr….. application Your sincerly
for teacher of
English job *Ls scan the text
 Task three and fill in the table
T asks Ls to Fill in the resumé (curriculum vitae) with information from
While reading Sami’ s job application
*To read for specific Ls read the text and fill in the resumé.
Task one information Key:

Resume
*Ls fill in the
resumé
Name : Ahmed Amine
Address : Oran , 215 Street
Place of Birth : Oran
*To fill in a resume Age : 27 year old
Education: English for five years at the Teacher Training School in Production
Oran
Languages: English
Previous work experience:three years in secondary school with all
streams
Interests: He likes writing poems and short stories and listening to
English songs.

Ls: good at math ,

T : gives the ls a job advert and asks them what are the requirements languages ,
mentioned in this ad sociable,
T : asks the ls to write an application letter to apply for the job polite ,helpful and
t: writes the outline of the app letter with the help of the ls honest

To introduce the
Production requirements of the job

The ls deduce the outline The outline :

of the application letter
from the previous task
The sender ‘s address
Date
-The receiver’s address
-Reference : topic
 -Salutation
-Why are you writing this letter
The ls writes their -Introduce yourself (name, age where you live, your likes
application letter from the
- Where do you study, what are you good at you previous
previous notes and the
outline on the board experience and your features
-Assure them that you are the most appropriate one for
this job
-Thank them
Ls: will be able to write a Closing
CV to be attached with
The sender ‘s name
the application letter

Ls: work individually

T: moves around
T: asks the ls to exchange their first drafts
Ls: correct each other’s mistakes
Ls: read their final drafts
T: chooses one to be written on the board
T: asks the ls to write a CV for this application letter

Lesson Plan
st
Unit01 :Getting Through Level: 1 year Literary/Scientific Streams
Unit assessment Learning objective: to provide feedback to students on their strengths and
weaknesses and remedy the lessons they find difficulties in .

Stages Objective Corretion

Time
1hour To skim the text This text is:
and answer a- an invitation letter
questions b- an e-mail
c- a report

2 – Say whether the following statements are true or false

a- Robert gets up at 7:00 a.m every morning.

False
b- The first thing Robert does in his day is having a breakfast.
False
c- Robert likes tennis.
True
d- Robert sleeps at 23:00 every day.
False

3—There is a mistake in the underlined words. Correct it.

a- Algia is large than Tunisia.

Algeria is larger than Tunisia.
b- never I send my messages by e-mail.
I never send my messages by e-mail.
c- I was very ill yesterday, so I go to the doctor.
I was very ill yesterday, so I went to the doctor.
d- My mother do the shopping every weekend.
My mother does the shopping every weekend.
e- John introduced herself.
John introduced himself.

4- Put the adverbs in brackets into the sentences below

a- I tell lies (never)

I never tell lies.
b- I arrive late to school (hardly ever)
I hardly ever arrive late to school.
c- The school yard is large (extremely)
The school yard is extremely large.
d- It is cold today (quite)
It is quite cold today.
To review the
5- Join the following sentences using both ...and / neither...nor
acquired
grammar and
pronunciation 1- Jane is not a doctor. Emma is not a doctor.
rules Neither Jane nor Emma is a doctor.
2- Ahmed lives in Constantine. Amine lives in Constantine.
Both Ahmed and Amine live in Constantine.

6- Classify the words according to their stressed syllable

Stress on the first syllable:

 friend
 keyboard
 windows

Stress on the second syllable:

 connect
 remove

7- Ask a question about the underlined words

a- She usually wakes up at 6 a.m.

What time does she usually wake up?
b- Robert goes to school by train to arrive early.
Why does Robert go to school by train?