Course Objective Learning Objectives Designing an astronomy booklet Decipllinary Competencies Listen and Consider * Interpretation °Describing the functions of objects **Interaction (used to/used for). °Asking and answering ***Production questions about measurements. °Forming singular and plural nouns from verbs. °Recognizing and using stress in two-syllable verbs. °Making an oral presentation: description of the moon. S.R .Sed Activities Getting Started p136. Let’s hear it p 137: Tasks 1,2 Around the text : *Grammar Explorer I (Revision): Tasks 1&2 p138 *Grammar Explorer II Tasks 1&2p 138/139 Vocabulary Explorer Tasks 1,2&3p139/140 Pronunciation Resources Integration Materials ✾Grammar ✾ -“ New Prospects” - Used for /used to -How far/how big ✾Vocabulary✾ -Vocabulary related to measurement ✾Pronunciation✾ -Two syllables verbs ‘stress. “Writing an expository presentation of the Moon “ -Visuals -The manual scripts (listening script p 206) and Spelling Tasks:1,2&3 p140 Think ,pair, share p140 Read and Consider °Anticipating text content °Scanning for details **Interaction *Production *Using comparatives and superlatives of **Interaction superiority and equality with shirt/long *Production adjectives and adverbs *Expressing contrast /describing similarities and differences *Making hypothesis/suppositions *Using non-conclusive verbs. *Forming plural nouns *Pronouncing final “s”. Getting Started p142. Tasks:1,2&3 Taking a closer look p 142. Task p 142. *Grammar Explorer I (Revision): ✾Grammar ✾ -Comparatives and superlatives with short and long adjectives. • adjective+adj+than • more +adj+than • less +adj+than •as+adj+as -while, whereas, like Tasks: 1&2 p 145. ,unlike ,in contrast to -Think so , suppose so *Grammar - If-conditional. Explorer II (Revision): Vocabulary Tasks:1&2 p 146. -Vocabulary related to *Grammar Explorer III Task p 146. Pronunciation *Grammar - Final ‘s’ Explorer IV pronunciation Task p 146/147. Vocabulary Explorer ✾ ✾ Pronunciation ✾ ✾ “Writing an essay predicting the consequences of a comet collision with the earth “ -“ New Prospects” -Visuals -The manual scripts (reading passage p 143) -“ New Prospects” “Writing an essay predicting the consequences of a comet collision with the earth “ -Visuals -The manual scripts (reading passage p 143) Reading and writing : *Anticipating text content *Scanning for details. *Identifying types of discourse. *Writing a news paper article Project Outcome. *Designing an astronomy booklet* Assessment To evaluate Ls abilities and understanding * Interpretation **Interaction ***Production *Production *Interaction **Production and Spelling Tasks: 1, 2, 3&4p 148 Before Reading p156. Tasks:1,2&3 As you Read p 157. Tasks: 1 p157, 1, 2&3 p 158. After reading p 159. Tasks:1&2 Writing development p160. Task p 162 Language assessment Tasks 1 and 2 p163 Skills and strategies assessment Text three p 262 ✾Grammar ✾ -Types of discourse ✾Vocabulary✾ “Writing a newspaper article about space exploration” - Synonyms and antonyms -“ New Prospects” -Visuals -The manual scripts (reading passage p 157) Learners should exploit the grammar and the vocabulary notions they have learnt. -produce ID cards of planets -make a board display of planets -make posters of planets -write a junior encyclopaedia on the solar system “ New Prospects” Tasks on grammar, writing, and pronunciation. “Written Expression related to the chosen text” “ New Prospects” Personal aids Web sites School: Mekkeoui L’aid /Bouchrahil. Source: “New Prospect” Stream: 3rd Year Scientific Stream. Unit five : It’s A Giant Leap for Mankind Project Outcome: Designing an Astronomy Booklet Ti Stages Rationa I. Procedure Obser me le Patte vation rn 10 Warmin T. greets her Ls and inquires about their daily school life. mnts g up T and To T tries to brainstorm the topic of Astronomy and the solar system .T may Ls interact write some famous quotes on the board then ask the class to whom these about words are attributed - “That’s one small step for man, but…(one giant leap the for mankind)”- “To be, or not to be:…(that is the question). She may help theme them by asking the following questions: Is he a writer? Is he a poet? T may Ls of the ask them to translate the quotes into their language. project * Ls trie to answer * T listen and interact with Ls .She may show the Ls two Task pictures about the two persons .T tries to focus on Neil Armstrong .She may 15 T and ask Ls about his nationality and his job. Here the word Astronomy is mnts assigne Ls ment introduced .Tcan use pictures of the earth, the sun, the moon and other planets to elicit the theme of the unit. * T asks Ls to open their books on page 162 and take a sheet of paper to To take notes. discuss *Ls respond. 20 about *T asks Ls to divide themselves into groups of four. mnts the *T explains the strategies to be followed to make the project: project -define the theme and determine the final outcome (Designing an astronomy booklet). Ls - structure the project by identifying information they need to obtain it. -explain language skills they need and ask them to gather information needed to fulfill the project. - ask them to compile and analyze information they gathered and decide how to organize them for efficient presentation. To listen and Take notes The information they need to get: A) ID cards about two major planets in our solar system. B) ID cards about two major moons in our solar system. C) A short presentation of their history of space travel. D) A short imaginary dialogue with a famous astronomer /space traveler E) A checklist of the effect of space travel and astronomy on human life (technology, change of mentality ….) F) Pictures /drawings of pieces of equipment used in astronomy. Page 4 ❀ Personal Goals: ➺ During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your situation Two-way communication with the world: English is a tool for communication that enable learners to make connections with the world and communicate something About one’s self ,community and country to others. Communicative Competence: Communicative competence in English involves interacting with others using receptive / interpretive skills (reading and listening) and productive skills ( speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning. ❀ Lesson Focus: ➺ In this lesson I will teach the following aspects of language: Function: Describing functions of objects/ asking and answering about measurements. Grammar: Used to -used for / How far…..how big …..How long. Vocabulary: vocabulary related to Astronomy and measurement. Pronunciation: Stress shift in two-syllable words. ❀ Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can interact orally to start, maintain (e.g. greetings, asking questions and follow- up questions, answer in details, giving and seeking facts, reasons, advice and opinions and agreeing and disagreeing) and close a conversation. Can listen and understand main points and the important details longer monologs and conversations with two or three people (over a minute). Can produce an oral narrative or description. ❀Objectives /Assessment: ➺ SWBAT: by the end of the lesson, students will be able to make an oral presentation (description of the Moon) ❀ Required material and / or resources: Pictures of the manual + additional pictures The manual’s script p 206 Grammar reference p 222 . Page 5 School: Mekkeoui L’aid /Bouchrahil Stream: 3rd Year Scientific Stream Source: “New Prospect” Unit Five: It’s A Giant Leap for Mankind Teacher: Mrs. .Chikhi .M Listen and Consider {PDP Listening Lesson} Ti Stages Rationale I. P Procedure Observat me ions To access 15mt Preview and s ♠Pre-listening: activate -Brain storming students’ The teacher may start the lesson by asking the Ls following questions: backgroun Do you like watching world cup? When and where was the last one d and organized? How can you watch it? How can TV transmit the ( )? Getting knowledge *T listens to Ls answers the invites them to go to p 136 and have a look 10 started of the at the two pictures. Mts topic. *T tries to interact with Ls about the questions in task p 136. Ls Key to task: 1- They represent satellites To open 2- They are similar in the sense that they orbit the Earth. discussion 3- They are different. One of them is a natural satellite and the other 5 Let’s on the is an artificial satellite. mts hear it topic of 4- T. elicit as much information as you can. the course T&Ls 5- Yes, Alsat . Task one & unit in ♠During listening: 5mts p 137 general. T invites Ls to read the sentences in the carefully, listen to the teacher reading the script then re-order them using numbers in the table . [VAKT= Manual’s script page 206] 5mts To train ls Key to Task : Task two to listen p 137 Jumbled A B C D E F 10mt for specific s sentences details Ls order 4 3 1 6 2 Now Ls are invited to compare their answers with those of their partners To then listen again to part II of the script then answer task’s two questions. Page 6 evaluate Key to Task : the A. It is 610 kms away from the Earth learners 5mts B. It is roughly cylindrical in shape. comprehe C. It is 13 m long. nsion and D. It weighs more than 11 tons. 5mts get more Gramm T&Ls 5mts ar informatio Ls Explore n from the rI oral script. Ls 10 mts Task one p 137 To make the pupils observe, analyse and draw the rules For expressin g purpose with used to /used for 5mt ♠Post -listening: The learners are asked to give their answers, and then the teacher invites them to go to Grammar Explorer I and consider the sentences. Ls Presentation: *T asks Ls to read the sentences given in grammar Explorer I. T&Ls Isolation: 1-What are the satellites used for? Interrogative sentence. 2-They are used for sending computer data. Affirmative sentences 3-They are used to survey the earth and make weather forecasts. Analysis: The learners are invited to analyze the following statements. They are used for sending computer data. Subject + verb + used to + (send+ing) object Ls To be used to + verb +ing ☛expressing purpose They are used to survey the earth. 10 mts Subject + verb + used to + survey To be ☛expressing purpose 10 mts object used to + verb T Page 7 Task one p 138 5mts 5mts 10 mts 10 mts 20 mts 15 To practice expressin g purpose with used for /used to. Ls Ls Task two p 138 Ls Stating rule : When we describe the purpose of something , we use one of the following structures *It is used for +verb+ing *It is used to +verb in the infinitive. * We use only the preposition” for “when asking questions about the purpose of objects (what is it used for?) T.should refer learners to grammar reference p 222 for more information Practice : After writing the stating rule the Ls are invited to do Task one & two p 138 Key to Task : (1.B) ( 2. C) ( 3. D) (4. A) (5.F) ( 6.E) Now Ls are asked to use answers to task one to describe the telescope and its functions orally. Gramm To make ar Explore the pupils T&Ls observe, r II analyse Key to Task : A telescope is an optical instrument .It magnifies pictures of faint Task one and draw the rules p 138 and distant objects.The telescope is cylindrical in shape .It consists of a about case ,eyepiece lens and an object lens.The telescope is made of metal asking and glass and it is used for observing the stars. Ls and At this stage T. Invites Ls to go back to the questions and answers in answering listening task two on p 137 then try to answer the questions that follow. questions Presentation: about *T asks Ls to read the questions given in task two p 137. measurem Ls Isolation: ents. A. How far is the Hubble Telescope from the earth? It is 610 kms. B.What is its shape? It is roughly cylindrical in shape. C.How long is it? It is 13 m long. D.How much does it weigh? It weighs more than 11 tons. mts Task two p 138 Analysis: The learners are invited to analyze and answer the questions -How long 10 mts 15 mts 5 mts 15 mts 2 mts far is it? is Hubble Telescope? / How To Ls&L s Wh question +adj +verb + subject wh question+ adj of practice measurement+verb+subject asking Word of measurement and Stating rule: To ask questions about answering dimensions, places and measurements, we questions use “how”+adj about measurem Practice :Now Ls are invited to do Tasks one and two ents At this stage Ls are going to use the words in box to ask questions so as T&Ls they get information in bold type Key to Task : A. How much does Sputnik I/Sputnik 2 weigh? B. How far is the moon from the Earth? Task one Ls p 139 C. How long does it take our planet to make one revolution round the sun? D.How high is Mount Everest? E. How tall was Yuri Garin? F. How long … How wide - How deep…? G. How fast does light travel? Task two p 139 Ls T should motivate and encourage Ls to work in pairs tonask and answer questions using the information in task one . Task three p 140 To differ between the Ls&L s Page 8 15 mts 5 mts 10 mts 10 mts different words which are related to measurem ents Ls T. greets her Ls and inquires about their daily school life.T invites Ls to go back to grammar explorer II (tasks 1&2) p 138, then pick out words related to measurements and write them in the table. Key to Task : Verbs Nouns Adjectives Weigh, takes, travel Height, weight, High, tall, heavy, length, depth. long, wide, deep Distance, speed. Kilometres, metres. Page 9 Hours, minutes, To enrich seconds Ls Now Ls are invited to do task two .They are going to match words on vocabular the left with their associated words on the right then try to use them in y with illustrative sentences. words Key to Task : related to (1.B ) ( 2. A ) (3.C) ( 4. E) (5. D) measurem At this stage Ls need to have dictionaries to find the singular and the ents plural nouns of verbs “prove”and “believe”.Ls are going to fill in the blanks in the text with appropriate verbs or nouns to make it meaningfule . Verb Singular noun Plurl Task one p 140 Pro Proof To give Ls T&Ls Prove Believe of s Beli Belifs opportunit f y to Key to Task : practice 1. believed 2. Belief 3. Proved 4. Proof forming singular For more understanding teacher may add an extra task as the an plural Ls&L following: nouns. s Task: Complete the sentences with a noun form corresponding to the verb given in parentheses.Then give their plural Task two p 140 1- (choose) Take whichever you like. It's your /4 - (disappoint) Book early to avoid …… 2- (refuse) Their ….came as a big surprise./5- (fail) They haven't experienced like this before…….. 1o mts 20 mts 15 mts 15 mts T&Ls To remind Ls about stress pattern. 3- (deliver) They offer free…. to this area./6- (complicate) If there is no… we can continue. 7- (confuse) There seems to be a lot…………..as to what these results mean. Page 10 To recognize the stress in two – syllable verbs Task one To p 141 T. greets her Ls and inquires about their daily school life.T tries to make a quick revision about stress patterns .T invites learners to try and transcribe the verbs in the box then mark the stress where appropriate . Verbs Transcription Verbs Rotate Begin Believe Occur Transmit Revolve Transcription Now Ls are going to compaire their answers with their partners and speak about the position of the stress in two-syllable verbs . Stress usually falls on the second syllable for verbs E.g ex’port recognize –be’gin. the shift of T&Ls and on the first syllable for nouns Eg : ‘country _’table stress in two – At this stage learners are going to listen to the teacher reading the T syllable words in bold in the text then circle the stressed syllable . words Task two Ls Stress shift: The stress pattern of the verbs and nouns are p 141 (nounsverbs) different. In verbs, it falls on the second syllable whereas in nouns it falls on the first syllable. In addition, the letter n is pronounced Ls&L differently. Check the pronunciation of the words in the dictionary. s Task three p 141 Ls Page 11 To brainstorm The topic with Ls and encourage them to do the tasks To encourage Ls to list other T tries to brainstorm the topic before she explains the instructions to Ls.T may ask Ls to close their eyes, imagine the moon and try to describe it orally . Now teacher refers Ls to p 141 .She explains the instructions of the first task . Ls are going to write an expository presentation of the moon using the notes in the fact file .They can include other appropriate details . T. should encourage Ls to write the first draft even with mistakes. At this stage Ls are going to check their mistakes .T can refer them to the Draft revision checklist For error checking.Ls can exchange drafts for error checking too At this stage Ls are going to write the final version of the presentation then read it to class . details. To reinvest grammar and vocabular y learnt in the sequence To encourage Ls to organize their ideas, correct the mistakes and present the final version. Suggested topic The Moon is an earth satellite orbiting our planet from a distance of 384,000kms on average, and its orbit is in a west-toeast direction. Its surface gravity is only 0.16 that of the Earth (one sixth), and it does not seem to have life on it, since it has neither atmosphere nor water. Minimum and maximum temperatures on it are wide apart, with +110˚C on the sunlit side and –170˚C in lunar nights. The geology of this satellite is rock only, and its age is about 4, 6 billion years. Plans to reach the Moon on space crafts have been on scientists’ minds since early 20th century. But they became more concrete when the Russians launched space crafts Sputnik 1 and Sputnik 2 in 1957, the second one carrying dog Laika. In 1961, Yuri Gagarin orbited the Earth, followed by the American astronaut John Glenn in 1962. Finally, America won the honour of reaching the Moon before Russia, when Neil Armstrong set foot on it on July 21st 1969. There are at present plans to build a space base on the Moon, to set a giant telescope and launch space ships from there to distant planets, and perhaps to other solar systems. ❀ Personal Goals: ➺ During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your situation. Supported and purposeful development: Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build logically towards achieving and developing specific competences. Meaningful Activities / Tasks: Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out of class ❀ Lesson Focus: ➺ In this lesson I will teach the following aspects of language: Function: Comparing and contrasting/making hypothesis and suppositions Grammar: comparatives and superlatives/ if conditional type II/ stative and action verbs Vocabulary: forming plural nouns Pronunciation: pronunciation of final “s” ❀ Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can interact orally to start a discussion asking questions and follow-up questions, answering in detail, giving and seeking facts. Can read and understand the gist and significant details in texts of three or more paragraphs. Can write narratives essay predicting possible consequences. ❀Objectives /Assessment: ➺ SWBAT: by the end of the lesson, students will be able to write an essay predicting the consequences of a comet collision with the Earth. ❀ Required material and / or resources: Pictures of the solar system Reading script p 143-144 Page 12 School: Mekkeoui L’aid /Bouchrahil Stream: 3rd Year Scientific Stream Source: “New Prospect” Unit Five: It’s A Giant Leap for Mankind Teacher: Mrs. .Chikhi .M Read and Consider {PDP reading Lesson} Time Stages 5 mts Warming up 10 mts 10 mts Getting started p 142 Rationale I. P To activate T&Ls learners ‘linguistic and cultural background as well as to Ls enhance the vocabulary. To identify the solar system and the nine planets. Ls Procedure Observations T.greets her Ls and inquires about their daily school life.T. lets learners skim through the preview so as to get acquainted with the objectives of this section. Pre-reading: T.invites Ls to see the picture then try to answer the following questions : According to you how many planets are there in our solar system? Name them . Classify the planets from the nearest to the most distant ? What is the biggest and the smallest planet in the solar system? In your opinion, what is the difference between “ Astronomy “ and “Astrology”? Ls Ls are going to consider the picture then trie to answer the questions Key to task : In our solar system there are “Nine(9)” planets. “ Mercury, Pluto , Neptune, Mars, Earth, Venus, Jupiter, Saturn, Uranus.” 15 mts Taking a closer To read the text looking for The biggest planet is “Jupiter” and the smallest one is “Pluto” “Astronomy” is a science which studies the origin, evolution, composition distance and motion of heavenly Page 13 bodies. While “Astrology” studies the influence of stars on human destinies. 10 mts Classification: “ 1)Mercury, 2)Venus, 3)Earth, 4)Mars, 5)Jupiter, 6)Saturn, 7)Uranus, 8)Neptune, 9)Pluto.” During-reading: At this stage T. Invites Ls to read the text on ps 143-144 and answer the given questions on p 142 Key to task : T&Ls A- The solar system consist of “planets, comets, asteroid, stars, sun, moon,….” Grammar B- The difference between moon and planet is that the Explorer To make Ls observe the former orbits the earth while the latter orbits the sun. I Ls&Ls new language C- The heat and the light energy make life possible on component earth. Task one p “Using D- The planets are likened to huge mirror because they 142 comparatives” reflect the light from the sun. look p 142 specific information. 15 mts T&Ls Post –reading: Presentation T.invites learners to read the text again and pick out the sentences which contain comparatives of adjectives and adverbs and write the in the table . Isolation Comparatives Adjectives Adverbs Superiority -They are far more More distant remote from us planets have larger To make Ls analyze and draw rules for comparatives Equality Inferiority 10 mts than any other orbits and travel far heavenly bodies. more slowly. §6 -More distant planets have larger orbits More distant As much as the planets have larger earth §4 orbits and don’t travel as quickly as the ones which are close to the sun. More distant Moving around some of the planets planets have larger are smaller balls … orbits and travel less quickly. Their light is less intense than that of the sun. §5 Analysis: -They are far more remote from us than any other heavenly bodies. 15 mts More+remote More+adj than (two-syllables) +than ☛ comparatives of superiority Ls Task two p 142 More distant planets have larger orbits and travel far more slowly. Large+er more+slowly Page14 10 mts To give Ls Adj(one-syllable) opportunity to more +adv ☛ comparatives of superiority practice the Ls&Ls comparatives with short and long adjectives and adverbs. +er More distant planets have larger orbits and don’t travel as quickly as the ones which are close to the sun. 15 mts As+adv+as ☛ comparatives of equality Their light is less intense than that of the sun. 10 mts Less+intense+than Less+adj+than ☛ comparatives of inferiority More distant planets have larger orbits and travel less quickly. To make Ls Grammar observe the Explorer new language II component “expressing Task one p similarities 146 and differences” T Less+adverb Ls&Ls ☛ comparatives of inferiority Stating rule: Comparatives Adjectives Superiority *one syllable word:adj+er+than *two syllable word:more+adj+than Equality As+adj+as Inferiority Less+adj+than Adverbs *one syllable word:adv+er+than *two syllable word:more+adv+than As+adv+as Less+adv+than Page15 5 mts Practice: T&Ls To make Ls analyse and Task two p draw the rules Ls 146 15 mts To encourage Ls to list other link words and use the in illustrative sentences 10 mts To recapitulate the new language Ls component. 15 mts Task Two (p145): compare the planets using the words between brackets. 1) Earth is ……………..from the sun Mercury. (Remote/Distant) 2) Mercury is ….......................planet to the sun. (Close/ Near) 3) The orbit of Earth is ………the orbit of Mercury. (Large) 4) Neptune travels …………Venus. (quickly) Page16 5) the orbit of Earth is ………..the orbit of Neptune. (Short) Presentation T. invites the learners to go back to the text ,and pick out all the sentences describing simiarities and and differences . Isolation Comparison/contrast Sentences Similarities All travelling in the same direction. Like the rest, it is an incandescent body…§4 Differences Compared with the other stars, the sun is of average size, but it is a giant in comparison with even the largest planets. Unlike stars, which shine with their own light, the planets give off no light of their own Analysis: -The same , Like are used to express similarities -Compared with , unlike are used to express differences To give Ls opportunity to Ls practice expressing similarities and differences 5 mts 15 mts To make the pupils observe, analyse and draw the rules T Ls 10 mts Grammar ExploreIII T&Ls 10 mts Task one p T&Ls Stating rule: 1) Expressing Differences: a)Unlike Astronomy , Astrology is a pseudo-science. b) Astronomy is a science while/whereas Astrology is a pseudo- Page 17 science. c)By contrast to Astronomy, Astrology is a pseudo-science. d) Astronomy is a science, but Astrology is a pseudo-science. e)Compared with Astronomy, Astrology is a pseudo-science. f) Astronomy is different from Astrology. The former is a science, the latter is a pseudo-science. ✥2) Expressing Similarities: a) Like/As amateur astronomer, professional astronomer observes the space. b) Both amateur and professional astronomer observe the space. c) Amateur and professional astronomer are the same, in that they observe the space. d) Just as amateur astronomer, professional astronomer observes the space. 146 10 mts Practice: Task one: Put (X) in the right column Link Words Similarity Difference To identify the use of suppose and if. But While/Whereas Similarly 5 mts On contrary the Just as / as Both…and Ls To practice the new structure. Ls 20 mts To make Ls observe and identify the category of verbs The same Similar to Task Two: Join each pair of the following sentences. 1. Astronomy is the study of heavenly bodies. Cosmology is the study of the origin and the structure of universe.(Unlike) 2. Astronomer studies astronomy. Astronaut trained for travelling in space.(Compared with) 3. It takes Uranus 84 years to complete one revolution around the sun. It takes Neptune 116.8 years to complete one revolution around the sun. (While) 4. Mercury has no moon or artificial satellite. Venus has no moon or artificial satellite.(Like) Presentation Page 18 15 mts 5 mts T Grammar Explorer To Identify IV stative and dynamic verbs Ls Task on p 146 Ls Analysis :T.invites Ls to consider the sentences then answer Page19 the questions. T If you were earth as a tiny ball Task two p 147 Ls 5 mts T. invites the learners to go back to the text ,and pick out all the sentences which contain If and suppose Isolation -If you were out in space,you would see the earth as a tiny ball......you would also see...... -Suppose you were still in space ...what would you see?There would be thousands of little planets... - If you continued to view them for months , you would see that they were moving... conjunction object of condition S verb out in space object , you would see the comma Subject “S.past” verb would +stem To remind Ls about stative and dynamic verbs « if clause = condition clause » Clause » ☛expressing supposition « Result T&Ls 15 mts Suppose you were still in space , thousands of little planets. S verb object There would be comma Subject verb object “S.past” ☛expressing supposition would +stem To greet and welcome. Key to task: A. The sentences express supposition/hypothesis. B. Past simple + would+verb The author is just supposing/imagining things. To train Ls to look for specific words that matches definitions in a reading passage. Stating rule: To express supposition/hypothesis we use the following: If +subject+verb (s .past) +object, sybject+would+stem+object. Suppose+subject+verb (s .past) +object, Practice: sybject+would+stem+object. Task: Rewrite the following sentences expressing supposition. 1- I haven’t lot of money. I can’t buy a new car. If I had money, I would buy a new car. 2- I have bad marks. I am sad. Suppose I didn’t have bad marks, I wouldn’t be sad. 3- She doesn’t speak English fluently. She couldn’t be an air hostess. If she spoke English fluently, she would be an air hostess. 15 mts 10 mts T&Ls Task one p 147 Ls To form names of jobs with addition of suffixes “-ist” or “er” 1o mts Ls 15 mts Task two p 148 T. asks learners to watch the video then answer the questions. A. What are the stative verbs? B. Give some examples of stative verbs. C. Now what are the active or dynamic verbs? T.invites Ls to consider the verbs in bold type in sentences 1-3 then answer the questions that follow. Key to task: Page 20 A. The verb travel describes an action. B. They are dynamic/action verbs. C. Know/are/see describe a state. D. They are called Stative verbs. 15 mts T. should refer Ls to Grammar Reference p 223.T .explains the instructions of the task then invites them to do it.Ls are going to correct the mistakes in the simple/progressive aspect of some of the verbs in bold . Key to task: A. Well, because now I understand astronomy is important. A: Sorry I don’t understand what you mean. A: Oh , I see that you have a telescope in your attic. B. Actually, I didn’t buy it. You know, it used to belong to my grandfather. I still remember the day when he gave it to me. To greet and welcome To State the rules for forming the plural of 20 mts Task one p nouns. 15 mts REMEMBER T&Ls 148 Ls Task two p To consolidate 148 the pronunciation Ls A. Stative verbs are verbs which describe a state, not an action. Page21 Examples of stative verbs: like, dislike, need, hate, want, prefer, know,believe,belong,understand, love. B. The active or dynamic verbs are verbs which take the continuous form. Examples of dynamic verbs: Walk, play, run, travel, and write, of final ‘s’ Task three p 148 T&Ls T. greets her Ls and inquires about their daily school life.T invites Ls to go back to the text p 143-144 and find the words and phrases that match the definition below. Task four p 148 Key to task : a. Tiny / I used to live in a tiny village. b. Recognize/ She recognizes her from her voice. c. Streaming/The first rays of morning sunlight streamed through the window. d. Catch a glimpse/ It’s beautiful to catch a glimpse of the sun when it goes down. e. Radiating / An iron contains a radiator. f. Twinkling/yesterday, I saw stars twinkling in the sky. g. Give off / Planes always give off lights when flying. h. Huge /They built a huge telescope for space exploration. i. Speeding / The policeman withdraw her driving licence because she was speeding. To greet and welcome Warming up Task one p 149 To brainstorm The topic with Ls and encourage them to do the tasks T&Ls To encourage Ls to add other ideas T&Ls Ls Now T.encourages Ls to use the words and phrases in sentences of their own . At this stage Ls are going to add the suffix –ist or –er to the Page22 words in brackets to get a meaningful text Key to task : Astrologist astronomer - astrophysicist -observers scientist- psychologist To help Ls to organize their ideas in a chain of event Task two p 149 Ls To reinvest grammar and vocabulary learnt in the sequence Task four p 149 To encourage Ls to organize Task five p their ideas , 149 correct the mistakes and T. greets her Ls and inquires about their daily school life.T tries to make a quick revision about forming plural nouns with “S” .Now teacher invites Ls to have a look at the tip box and give some more examples to illustrate the rules for forming the plural of nouns. Page23 Tip s First rule: E.g. Cats, seeds, cameras Ls … Second rule: Potatoes, buses, boxes, Ls&Ls matches, bushes Third rule: datum- data, stimulusstimuli Ls Fourth rule: wife- wives, sheafsheaves Now T.invites Fifth Ls to rule: do task two.Ls are going to put the nouns in beliefbeliefs, proof-proofs … present the final version. brackets in the text below into the plural with paying attention to the spelling form. Key to task : Theories - categories - theses - men - women – beliefs – men- women –facts- origins – hypotheses. T should check Ls answers then invites them to do the task that follows. At this stage Ls are going to pick out words ending in “-S”from the text about the solar system, then classify them according to the pronunciation of final “s” /S/ /Z/ /IZ/ T.greets her Ls and inquires about their daily school life .T tries to brainstorm the topic with learners before she invites them to p 149 .T may ask Ls the following questions to help the learners undrstand better the topic : What do we mean by a comet? Do you know any name of a comet? Now T. Invites Ls to go to p 149 ,she explains the instructions of the task . Ls are going to write a twenty line essay predicting the consequences of a collision of a comet with the Earth. T .encourages the Ls to do the first step. At this stage Ls are going to go through the given notes and try to add other ideas if possible . Expanding notes Impact on the Earth surface -cause crater-volcanic eruption-climate change-flooding-Tsunami-earthquakealteration of the Earth orbit –great freeze –extinction of human kind……… At this stage Ls are going to place their ideas in the chain of events that follow. Chain of events Collision with a comet: Event 1 Event 2 Event 3 Now Ls are going to select the most pertinent ideas and write the first draft .Ls should make the best use of the language outcomes they have seen previously. At this stage Ls should go through the draft revision checklist for error checking, then write the final version of the essay and hand it to the teacher. Teacher supervises Ls works then chooses the best essay and reports it on the board. Suggested topic I sometimes think with awe about the possible consequences for life on earth if a comet collided with our planet. I can imagine it hurtling through the atmosphere before it makes its terrible impact on some part of a continent. Scientists do say that a similar incident took place many thousand years ago, and provoked the extinction of many giant animal species, including dinosaurs. An enormous crater would form, and possibly cause a volcanic eruption which would send a heavy layer of particles and ash high up in the sky to stop the sun rays from reaching the Earth. Our planet would then be in the dark for many years, and consequently the temperatures would drop considerably. A change in the climate could indeed occur, rainfalls and snowfalls would be frequent, heavy and long lasting, and floods would result from them; the sea level would probably rise, and cause some flat regions of the Earth to be totally immersed. Another possible consequence of the impact would be a gigantic earthquake which would destroy many inhabited areas and kill a huge number of people. If the impact were near an ocean, a tsunami could develop and flood vast areas of flat land, causing many people to die or become homeless. Facts in the past have shown that a disaster like an impact of a heavenly body on Earth could destroy life, or at least alter living conditions dramatically. The same could be repeated if another collision occurred. This is why scientists are thinking up space programmes to find ways of preventing another accident of this kind. ❀ Personal Goals: ➺ During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your situation Active Learners: Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class Facilitator Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind; guiding and monitoring learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching ❀ Lesson Focus: ➺ In this lesson I will teach the following aspects of language: Function: predicting the content of a text /identifying the types of discourse /distinguishing between different types of reasoning in argumentative text. Vocabulary: forming names of jobs with suffixes –ist/er ❀ Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of your lesson. Can help sustain a basic discussion and group decision making that includes the exchange of ideas and opinions. Can read and understand the gist and significant details in texts of three or more paragraphs Can write a simple factual argument exhibiting a line of development which includes some subsidiary points and relevant examples, and a conclusion. ❀Objectives /Assessment: ➺ SWBAT: by the end of the lesson, students will be able to write a draft of an argumentative newspaper article about space exploration ❀ required material and / or resources: Pictures/video The reading script p 157 Page24 School: Mekkeoui L’aid /Bouchrahil Stream: 3rd Year Scientific Stream Source: “New Prospect” Unit Five: It’s A Giant Leap for Mankind Teacher: Mrs. .Chikhi .M Reading and Writing : {PDP reading Lesson} Time Stages Warming up 5mts Rationale To greet and welcome Task one To p 156 I.P T&Ls T&Ls introduce and discuss the topic of the reading Ls passage . 10 mts Task one To skim Procedure T. greets her Ls and inquires about their daily school life. Pre-reading: Teacher tries to interact with Ls about the most famous comets that threaten the earth through the history and how scientists dealt with them. Now T invites Ls to open their books on p 156 and have a look at the picture on the right side, she interacts with them about it very quickly then invites them to read the paragraph and try to answer the questions that follow. T. should accept all the answers and tries not to correct them at this stage. They will check their answers while doing task 1 in the asyou-read rubric. During –reading: At this stage Ls are going to Ls will skim through the rest of the text to check the guesses they have made in the before-reading task.. Observation 15 mts p 157 and check the guesses. Ls 15 mts Task one p 158 To read the text looking for specific information. Task two p 158 15mts Ls To train Ls to deduces the meaning from the context. Task one p 159 Key to tasks: The answer is C. because the paragraph in question is a lead-in. Its purpose is to entice the reader to read the whole article or news story. It is signed by a journalist by the name David Grinspoon. It fits in the beginning because “why” indicates that a rhetorical question is asked and we expect that it will be answered in what comes next. An answer/ a discussion of the issue raised in the lead-in. Now T invites Ls to read the text again then do tasks one and two 158 . Key to task one: A. The NASA fired a copper explosive barrel in the path of Tempel 1 in order to learn about the impact that a collision with comets might have Page26 on our planet. Or ….in order to learn about the life secrets that lie within the hole of the comet. B. Deep impact C. Paragraph 5 D. The dinosaurs would not have disappeared if they had known how to divert the course of comets. The space programme is vital because it can help avoid the kind of collision that caused the disappearance of dinosaurs. T.invites Ls to go through Coping then do the task that follows .Ls are going to read the text again and deduces the meaning of the words. T&Ls Key to task : Crater = hole (relation of synonymy); Mixed reactions = not complelety positive/good. The three sentences give clues in three different ways: not really fine (not good); analogy and a rhetorical question. Hurt: (word coming in topic sentence) = doing harm (idiomatic expression in the concluding sentence) The parallel that the author draws between the mission and digging for sand specimens in a beach provides another clue for understanding the meaning of the word. Demolish = destroy (relation of synonymy) Ice crust = frozen rock (synonymy) Lacked =/= had The meaning of lack can be guessed either from the context of the sentence “The dinosaurs disappeared because they lacked a space programme.” It also also guessed from the concluding sentence of the paragraph “ … because we have knowledge….) To practice making inferences. 10mts Post-reading: 10mts T.should first explain what do we mean by inference and how do we make inferences then she invites them to do task one. Ls are going to think about the inferences that can be made from each Page27 statement . 10 mts T&Ls Coping p To recognize 159 20mts 10mts 10mts 10 mts Task p 159 the types of discourse Ls To recognize the categories of Warming reasoning T&Ls up T&Ls To greet Statements from the text Possible Inferences Throwing rockets at comets is like greeting a stranger by shooting first and asking questions latter. The decision to shoot at the comet is unreasonable/too quick and can have bad consequences. You would be justifiably angry if ,in order to learn about shortlines,some scientist decided to dig up your favourite beach,but you wouldn’t object if the scientist took a few grains of sands to study. There is no need to be worried about the shooting at the comet because it is as harmless as picking up a few sand specimen for study Or the mission is totally harmless because … Human life can’t be destroyed by the collision of our planet with a comet because we know how to divert their course. At this stage Ls are going to read the coping on p 159 then do the task Fortunately ,because we have knowledge about comets and space science,we will be able to survive. and Task one welcome. p 160 that follow. Ls Ls are going to discuss the the three features of the article mentioned in the text. To interact Key to task: Task two about the Ls&Ls topic of the p 161 A. Argumentative B. Persuading the reader about the importance of a writing task space programme. Task three p 161 C-Category of reasoning: It is mainly a reasoning based on analogy. To motivate Ls to expand the notes and give more details To reinvest grammar and vocabulary learnt in the sequenc To encourage Ls to organize their ideas , Ls Page28 T. greets her Ls and inquires about their daily school life. T tries to interact with them about the previous lesson “ different types of reasoning in argumentative texts “ Now T invites Ls to open their books on p 160 and have a look at the statement .T tries to interact with Ls about it then she explains the instructions of the task. Ls are going to write a twenty –line draft news paper article to refute the following statement: Some people think that the budget devoted to space exploration is wasted money At the first stage Ls are going to study the notes in the outline ,then they will try to add details of their own and write the first draft . T should refer Ls to the useful language on p 161. Now Ls are going to work in pair to exchange drafts and check errors . At this stage Ls are going to rewrite the article taking into account their partners’remarks . Suggested topic : You often hear people say, ‘The budget devoted to space programmes correct the mistakes and present the final version. “That’s one small step for man, but… (One giant leap for mankind)” NEIL ARMSTRONG July 21, 1969