2nd year lessons UNIT 01 PART 01

2nd year lessons UNIT 01 PART 01

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م14 2nd year lessons UNIT 01 PART 01

مُساهمة من طرف lucky girl 24 في الأربعاء 25 مارس - 21:10:44

unit one
PREVIEW ( p.14)
Go through the preview with your students to let them know about what they will learn in terms
of language and skills in this unit Brainstorm the project work which your students will carry
out.. You can also prepare alternative projects that your students can do. It is not recommended to
make the students work on the same project year after year. Here is a short list of other projects
that can be assigned for your students in this unit: a family history project, memoirs of famous
people, biographies, portraits, sketches , in short projects that fit in with the new language
elements and skills that will be studied in the unit.
The aim of this rubric is to introduce the students to the topic of the file, which is life styles.
Elicit your students’ responses to Mohammed Racim’s tableau/miniature using questions which
contain the semi-modal used to. e.g., What does the tableau represent/show? It shows/represents
life as it used to be like in Ramadan in the olden times? What can you see at the background?
What did the women use to wear when they went outside then ? What about their menfolk? What
did they use to put on on their heads ?
The aim of this rubric is to revise the pronunciation of words related to the topic. The focus is on
vowels and diphthongs. Make sure your students repeat the words. As they do so, try to diagnose
possible problem sounds to which you will bring remedy in the SAY IT LOUD AND CLEAR
Interact with your students and have them identify/categorise the smaller pictures within the
montage. Ask questions to elicit their responses. Which sector of economy do the small pictures
with a green background represent?
What about the pictures with a yellow background ? ...
Personalise your questions gradually. In which sector of economy does your father work? Did he
use to work in another sector ? ... At this stage, try not to check/correct your students’ responses.
Lead them softly to contrast past and present
Activity One (p.16)
The students will check their answers to some of the questions asked in the BEFORE YOU
READ activity.
- The pictures with a green background represent /show the primary sector of economy. It’s a
sector related to production.
-The picture with a red background shows the secondary sector of economy. It’s a sector related
to transformation.
-The pictures with a yellow background represents the tertiary sector. It’s a sector related to
Act. Two (p.17)
Apart from being a reading comprehension activity, the aim of this activity is to introduce
through the written medium the semi-modal used to in the interrogative and negative forms as
well as the going to form for expressing future intentions.
a- Uncle Hassan used to work in the primary sector of economy.
b- Every morning he used to get up early to milk the cows before coming back to the
kitchen for breakfast. ...
c- No, he didn’t ( use to).
d- This is an inference question. The sector of economy which attracts the greatest
number of workers today is the tertiary sector . The inference can be made from §3.
e- Uncle Hassan is going to retire if his boss refuses to transfer him to a commercial
service i.e., the tertiary sector of economy
Act. Three (p.17)
The aim of this activity is to revise the pronunciation of the “s” verb inflection . Refer your
students to the last part of Grammar Reference on page. 188 for the pronunciation rules of the
/ s / / z / / iz/
AFTER READING (p.17 -19)
Grammar desk (p.17)
The aim of this activity is to make the students observe, analyse and draw the rules for using the
semi-modal used to by contrasting its uses with the present simple tense and the going to form.
Refer the students to the Grammar References indicated at the bottom of the Grammar Desk
to check their answers before moving on to the practice activities.
a-Sentence 1 expresses a habit in the past.
Sentence 3 expresses a habit in the present.
b- To express a habit in the past the author uses the semi-modal used
to . He uses the present simple tense and a frequency adverb
(usually) to express a habitual action in the present.
c- What did uncle Hassen use to be?
Did he use to go shopping in the town very often? ... There are other
possible questions. Try to elicit as many as possible and get other
students to answer them.
d- Sentence 5 expresses future intention. The author uses the going to form.
PRACTICE (18-19)
Act. One (p.18)
The aim of this activity is to make the students consolidate the use of the semi-modal used to (in
contrast with the present simple tense).
a- Samira doesn’t like reading now, but she used to read a lot.
b- Where did she use to live ?
c- there used to be
d- didn’t use to wear
e- did she use to work in one before?
Act. Two(p.18)
The aim of this activity is to make the students aware that the letter “d” in the semi-modal
used to is pronounced /t/ because of the phonological phenomenon known as assimilation. In
other words the voiced /d/ sound of used assimilates itself to the /t/sound of to of the semi-modal
used to..
Act.Three (p.18)
The aim here is to make the students edit the wrong uses of tenses.
a-In ancient times, most people used to worship stones.
b-We used to go for long walks in the country when my father
was alive.
c-We usually eat out for dinner.
d-I used to go to school by bicycle, but I don’t do it any longer.
e-In England, most people often go to the theatre at weekends.
Act. Four(p.18)
The students will use either the semi-modal used to or the present simple tense with the
verbs between brackets.
All the members of my family have changed their lifestyles of late. My grandfather used to
drink coffee. Now he drinks milk. My father didn’t used to jog. Now he runs more than three
kilometres every afternoon. My mother used to cook food for every meal because she could not
eat leftovers and processed food. Now, she often sends me to buy pizzas whenever she feels she
can’t prepare dinner.
My brothers used to go to bed early. These days, they stay up late with the other members of
the family watching films on TV. They didn’t use to play video games. Now they are addicted to
them. Even I haven’t escaped the change. I used to read books... ( The students can write a
continuation to the text.)
Act.Five (p. 19)
The answers are not necessarily the ones given in the key below.
Example: Look at those black clouds. It’s going to rain.
a. You’ve put too much pressure in the balloon . Mind, it is going to
explode/ blow up.
b. The referee has put the whistle in his mouth. He is going to end the
c. Mouloud has lost his balance. He is going to fall down.
d. Zohra has switched the TV off . She is going to bed/sleep.
e. Karim has just entered the postoffice. He is going to send a letter.
Act. One (p.19)
The students will edit the text using the semi-modal used to as appropriate.
I was born in the Kasbah of Algiers in 1949. My father was a stevedore: he used to work in
the docks, loading and unloading ships. He used to go to work
early in the morning and to come back home late in the evening without getting any wages. At
the time, stevedores used to pay French foremen on the docks to get a day’s work, but my dad
never paid. So he didn’t use to get work every day. Mum used to cry but poor old dad never
used to say a word. I remember, money was always the problem.
My sister Zohra and I didn’t have toys. So we used to go down the steep and narrow alleys of
the Kasbah to spend the day in the French quarter near the harbour. All day long, we used to look
at the toys displayed in shopwindows and envy the children of the French colonists playing in the
Act. Two (p.19)
The aim of this activity is to make the students re-invest the going to form to produce/write a
policy statement. Before setting the students to task, brainstorm the topic with thems and elicite
other ideas about what they are going to do if they are elected to an executive office. Make sure
the ideas are organised into sets/chunks that they will develop into paragraphs. The ideas can be
related to economy, society, the environment and so on and so forth.
Fellow Citizens,
If I am elected to office, I’m going to improve the standards of life in our town. First, I’m
going to raise the salaries by 20 per cent ....
Moreover, I’m going to take a lot of measures to protect the environment and the health of our
citizens. I’m going to ...
Finally, I’m going to improve our health system. I’m going to build two thousand flats.
Act.One (p.20)
The aim of this activity is to make the students aware of the major differences between English
and French phonics. Try to elicit other words from the students to illustrate further this
differences between the two systems.
Spelling English Spelling French
Act; Two (p.20)
This activity aims to make the students aware of the importance of pauses in speech. The pauses
in the sentences are indicated by the punctuations marks. You will see to it that the students note
the intonation patterns of the sentences as you read them aloud for them to check their answers.
The intonation patterns are related to listing.
A- a. Ahmed ( rising intonation) , Said (rising intonation) , Karima (rising intonation) ,
Djouher (rising intonation) and I (falling intonation) used to be in the same class (falling
intonation). (Five persons are listed)
b. Ahmed Said (rising intonation) , Karima Djouhe , (rising intonation) and I ( falling
intonation) used to be in the same class. (falling intonation) Three persons are listed.)
B- a. Ahmed was born in Oran. (falling intonation )On April 20 1990 he went to live in
Algiers. (Falling intonation)
b. Ahmed was born in Oran on April 20 1990 . (falling intonation) He went to live in Algiers.
(falling intonation)
Act. Three (p.20)
A homophone is a word pronounced like another but different in meaning, spelling or origin. (
Cf. Oxford Learner’s Dictionary of Current English, p.410) The students will use a
monolingual dictionary in doing this activity.
When I was young, I used to go to the seaside. At the time, there were no restaurants serving
holidaymakers on the beach. So I used to take bread with me. All the boys of my age used to
meet at 7 at the bus station, bags full of food. Some of them were poor. We used to buy tickets
to them so that they could come with us. ...
Act. Four (p.20)
A homonym is a homograph or homophone that is the same in form and sound as another but
different in meaning. (Cf. Oxford Learner’s Dictionary of Current English, 410) Have the
students read the dictionary entries for the word can to identify the different meanings of the
head words related to can. Then have them recite the tongue twister. The students who trips over
can once are out.
A canner exceedingly canny,
One morning remarked to his granny,
‘A canner can can
Anything that he can
But a canner can’t can a can, can he.’
Act.One (p.21)
The aim of this activity is to make students infer the category of the words put between
brackets and to use appropriate suffixes to form the words that correspond to each of the
categories. Before setting the students to task , you can give them an example to illustrate what is
expected of them in doing the activity. Above all, show them the strategy of how they can infer
the categories of words from the different sentences of the text.
Marxism is an economic and political theory developed by Karl Marx. This theory claims that
class struggle has been the major force behind historical change. Marxism believes that the
exploited classes will put an end to capitalism and establish a socialist and a classless society in
its stead.
The first country in the world to adopt the socialist doctrine was Russia. It was in 1917 that
the Bolsheviks took power there. The Bolshevik party was a revolutionary and marxist party. It
abolished the feudalism of the tsarist regime and put in its place a communist system. The fall of
the Berlin Wall in 1989 marked the end of the Cold War and the failure of state communism and
the adoption of liberalism in Russia. (Please correct the use of tense as indicated in bold.)
Act. Two (p.21)
Before setting the students to task, give a dictionary entry to illustrate.
e.g., appear. v. appearance. (phonetic transcription) n. meaning. Example for
illustration. It’s preferable to urge your students to form words related to this unit. This will help
them improve their understanding of the texts included in the unit. Set another task for your
students to check their understanding of the process of word formation with the prefixes in the
table given in the student’s book.
Act. One ( p.22)
Interact with your students about the possible advances that can be made in the field of medicine.
Maybe scientists will invent a cure for palsy.
Perhaps scientists will succeed in their research to find a vaccine against kidney disease…
Perhaps scientists will find a vaccine to protect people from malaria.
Act. Two ( p.22)
This activity aims to illustrate the use of will, may and might in expressing degrees of certainty.
Before setting the students to task, have them copy the diagram included in the textbook in their
portfolios. It is not necessary to make them copy down all the examples containing will.
will/won’t ¨ - Well, there will be changes in the next decade for sure.
- We’ll eat more gentically modified foods (GMFs).
- Children will be able to study at home;
- Homemakers will do less housework.
- They will do all their shopping by computer
- They won’t go to school every weekday.
will probably/ probably won’t ¨ Robots will probably be available for sale;
may well ¨ new diseases may well infect us.
may/may not ¨ We may invent a cure for killer diseases like cancer, but
many diseases may infect us.
might well ¨ pandemics might well reappear in another form.
might/could ¨ we might reduce hunger in the world.
Act. Three( p.22)
a- They are talking about the changes that might happen in the next
b- Dr Jones is the least optimistic because he does not simply mention the positive changes. He
also mentions the negative effects of the expected changes.
c- The summary can take several forms (in reality). For example, it can be a short report in a
newspaper. The students should use their own words in the report. And the report should be
concise and to the point. So before setting the students to task, inform them that they will play the
role of reporters for a daily.
What life will be like in the future?
Scientists predict many changes in our way of life in the next decade. According to some of them,
there will be enough food for everybodyin the world because of the availability of GMFs.
Teleschooling will make it possible for children to study at home. ...
TIP BOX (p.23)
Go through the tip box with your students. This will build their awareness about the different
ways of expressing certainty and doubt. Invent an activity where the students will use the
expressions included in the box, or simply assign the students a completion task.
YOUR TURN (p.23)
Possible answers:
You: I’m sure that scientists will invent a vaccine against tooth decay in 20 years.
Your partner: Personally, I have doubts about that. That might or might not happen.
You: I’m almost certain that we’ll travel to space some day.
Your partner: It seems to me that this won’t happen tomorrow.
You: I’m quite sure that Man will live up to 130 years.
Your partner: It’s unlikely that this might happen.
You: I have the firm conviction that children will study at home to work through the use of
Your partner: I have no doubt about this.
WRITE IT UP (p.23)
Use the listening script of the textbook on page 179 as a model. The activity can be done in
groups. Give your students time to prepare themselves focusing on the most useful sentences
before acting out their dialogues. Students will make notes on the board, which will be used by
the whole class for writing a short newspaper article.
Act. One (p.24)
Before setting the students to task, brainstorm the different names of the items in the different
parts of the food pyramid. Once the students have matched the parts of the pyramid with the
categories of food to which they belong, make sure they write the food items for each of the
1.a fats: wafers, pastry ...
2.d. dairy: cheese, milk...
3. b. meats: chicken, beef, mutton ...
4. a. vegetables: lettuce, carrots ...
5. f. fruit: bananas, apples...
6.c. bread: rice, bread, doughnuts ...
Act.Two (p.24)
Monitor the discussion. Each time the students advance their opinions, try to make them give the
justification why they hold such opinions. It is not necessary that they come out with one correct
Act. Three (p.24)
The students will interact with the written text. They may or may not agree with what the author
writes. The text does not give facts but opinions. So the students should not feel obliged to agree
with the author’s opinions if they are living in an environment which contradicts the opinion put
forward in the text. The importance is to make them justify their agreement or disagreement with
the author by giving justifications.
Act. Four (p. 25)
The aim of this activity is to make the students aware of the different techniques/strategies for
avoiding repetition.
a-Synonyms: eating habits= eating patterns
- contrary to / by contrast
- enjoy his meal / eat his meal
-the whole house hold/ all the members of the family
- changed/ transformed
b-Antonyms:- chosen – imposed
traditional- modern -declined- increased
c-Pronouns instead of a noun or noun phrase e.g., that (consumption)
it (this change)- it (life)- they (people) -they (most people)
d- A verb instead of a noun: eat ------ eating
e- A noun instead of a verb: changed - this change
Act. Five (p.25)
The students will learn how to write definitions using relative pronouns and their corresponding
- A restaurant is a place where people dine out.
- A waiter is a person who serves clients in a restaurant.
- Beef is the meat/flesh which/that comes from an ox, a bull , or a cow.
- Ramadan is the month when Muslims fast.
- A widow is a woman whose husband is dead.
-This is the man whom I met yesterday.
Act. Six(p.26)
This activity illustrates the importance of defining relative clauses in conveying meaning. The
answers below are not necessarily the ones that your students will produce.
a- Food which contains chemicals is dangerous for health.
b-A person who serves meals at the restaurant is called a waiter.
c-Summer is the season when most people take their holidays.
Act. Seven(p.26)
The aim of this activity is to illustrate the use of non-defining relative clauses.
A- London, which is the Capital of the United Kingdom, has eight million inhabitants.
B- The Earl of Sandwich, who invented the first snack called sandwich,
was an admiral of the English Fleet.
C- Hamburg, which gave its name to the most popular fast food in the world, is a German
Act. One (p.26)
Before setting the students to task, give examples to illustrate the use of comparatives. Refer your students
to the Grammar Reference n° 6 pp.193-194. Encourage your students to put the slogans within a
description of a car of their own choice.
Act.Two (p.27)
Go through the Tip Box with your students before they do the completion activity. The correct
answer is not necessarily the one given in this key.
What do people wear?
Climate, tradition, and history affect the way people dress . For example, in Northern
European countries, the climate is cold. Consequently, people wear warm clothes. By contrast,
in Northern Africa, the climate is hot As a result, they wear light clothes
Differences in tradition also influence the types of clothes people wear. For instance, in
Muslim countries, people wear traditional clothes when going to parties , in contrast to America
where people put on suits and ties during ceremonial occasions .
Contrary to what people think, history is no less important when it comes to clothes. In
olden days, young people in Algeria were used to wear djellabas whereas today they wear
trousers and shirts. In olden days, they were used to wear shechias, but nowadays, they wear
sports caps
The most important factor that determines dressing styles today is fashion. So in most of
the world people like wearing jeans and sports shoes. However, there are still some countries
which keep to their traditional clothing in spite of globalisation.
Act. One (p.28)
The aim of this activity is to interpret the logo of the United Towns Organization.
a-The key of a city represents hospitality and welcome. It is offered to the most distinguished and
trustworthy people.
b- The circles stand for twinned towns.
c- The answer is in the logo. It’s written in Arabic.
d- Towns belonging to different countries twin in order to collaborate with
each other in many fields and promote mutual understanding.
Act. Two (p.28)
It not necessary that the students go through the whole text to check their answers to question d
in activity one.
Act. Three (p. 29)
a- Twin towns are towns which have agreed to collaborate with each other.
b- They are arriving on Sunday afternoon on Sunday, March 15.
c- The Mayor of Algiers is giving the opening speech.
d- The programme includes the visit of the Martyr’s Monument, the Roman
Ruins, the Royal Mauretanian Mausoleum and the Kasbah.
Act. Four (p.29)
Before setting the students to task, have them go through the tip box and the Grammar
Reference n°7 on page196.
The key is as follows:
a. The Bulgarian students are staying at the Safir Hotel.
b. Are they visiting Zeralda next week.
c. I hope you will enjoy your visit.
d. I will get you an aspirin.
e. I’ve a camera. I’m going to take pictures of the Royal Mauretanian
WRITE IT OUT ( p.29)
Brainstorm the activity with your students. The latter should feel free to include details other than
those included in the table or choose to write about a totally different holiday plan. Make sure
they respect the format of a letter studied in SE1 textbook.

lucky girl 24
lucky girl 24
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احترام القوانين : 100 %
عدد المساهمات : 552
تاريخ الميلاد : 08/11/1989
العمر : 30
الموقع : guelma

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