Course Course

Objective Objective

: Making a Survey Making a Survey

Learning Decipllinary S.R .Sed Resources Integration Materials

Objectives Competencies Activities
Think it Over *** Interpretation Vocabulary
To activate Words to say Vocabulary “ Getting
**Interaction Through ”
learners’ p119 related to
-Visuals
linguistic and Pronunciation
cultural Pronunciation of
background final –ed

Discovering Before you read Grammar

Language
Sts will be
:Task p120
As you read :
-Reported speech
with the present ♣ Writing a “ Getting
task 2 p121 perfect and the report using the Through ”
able to: After reading past simple given information -Visuals
Interpretation :Grammar Desk -Present and the -The manual
p121 perfect/simple past appropriate script p 120
*Interaction Practice : Task (Revision) reporting verbs - Dictionaries.

*Production
2 p123
Write it right
-The imperative
Vocabulary
♣ -Extra tasks

:task p123 -Vocabulary related

Say it Loud and to disasters and
Clear :tasks1 & 2 human solidarity
p123 -Reporting verbs
Working with Pronunciation
 words :tasks 1&2 p -Pronunciation of
124 final “ed”
-Silent letters :k,n,p
…
Divelloping * Interpretation Listening and Grammar ♣ Writing an ”Getting
Skills Speaking :tasks .Had better /had announcement Through”
*Interaction 1,2,3 p 126 better not advertising the
Your Turn :(Tip -link words precautions that *Manual script
Box) people p184
P 127
*Production
Vocabulary should take *Pictures
Write it up p128 -Vocabulary related before,
Reading and to disasters and During and after *Grammar
Writing : tasks human solidarity earthquake. References:
1,2,3,4 p 129/130 -Reporting verbs ♣ Writing an N°13 p 205/206
Write it out argumentative
:tasks 1,2 p report
130/131

Project ♣Write a survey

Putting Things about how much -Web sites
Outcome.
*Production Together are people ready - Interviews and
Making a
P132 Learners should to face disasters. questionnaires
survey exploit the Practically, the
grammar and the project realization
vocabulary notions depends on
they have learnt. questionnaires,
short interviews
and notes
collection.
Linguistically, the
project language
 structures depend
on the use of
reported
statements with
the present
perfect and the
simple past.
Assessment ♣A monthly “ Getting
To understand *Production Where do we go Tasks on grammar, magazine has Through”
what learners from?: tasks 1&2 writing and invited readers to
know p 133 pronunciation. contribute some Personal
/understand/do Exploring ideas on how to aids
in English matters further increase
:text 135 solidarity among
*IFRC Seeks Deal people in case of
on Religious – a natural disaster
Free Symbol. (earthquake,
tsunami, floods,
hurricanes, etc.).
Write a proposal
on how you will
deal with the
problem and what
solutions you will
suggest.

School: Mekkeoui L’aid /Bouchrahil.

Stream: 2nd Year Ph.L
Source: “Getting Through”
Unit Five: No Man is an Island
Project Outcome: Making a survey
Ti Stages Rationa Interac Procedure Obse
me le tion rvatio
Patter ns
n
10 Warmin T tries to introduce the idea of disasters before she moves to project
mnts
g up To T&Ls presentation. She may ask Ls some questions to help them
interact understand the theme of the unit.
about
the
T asks Ls to open their books on page 132 and take a sheet of
theme paper to take notes.
of the *Ls respond.
project T&Ls *T asks Ls to divide themselves into groups of four.
Task *T explains the strategies to be followed to make the project:
15
assigne -define the theme and determine the final outcome (Making a survey
mnts ment
)
To
discuss - structure the project by identifying information they need to obtain
about Ls it.
the -explain language skills they need and ask them to gather
project information needed to fulfill the project.
20 - ask them to compile and analyze information they gathered and
mnts
decide how to organize them for efficient presentation.
The information they need to get:
The survey will deal with people’s readiness to face n natural
disasters and man-made disasters, floods, fire, droughts,
To earthquakes, home/road accidents, etc.
listen *-A short questionnaire.
and *-A short interview.
Take *-Data collection.
notes
 *-A report with graph. Page 4
*-A set with safety instructions about the disaster(s).
*-A reminder of how people abroad deal with such disasters.
*-Pictures and slogans.

❀ 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.
- Meaningful activities /Tasks
❀ Lesson Focus:
➺ In this lesson I will teach the following aspects of language:
Function: Asking for and giving information/Reporting.
Grammar: - Reported speech with the present perfect and the past simple / The present perfect ,the
present simple (Revision)
Vocabulary: -Reporting verbs/Vocabulary related to disasters and human solidarity
Pronunciation: -Silent letters/pronunciation of final –“ed “
❀ 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 participate in a basic discussion and group decision making on familiar matters (answering in
detail, giving and seeking facts)
Can read and understand details sufficiently enough to make specific, short responses.
❀Objectives /Assessment:
➺ SWBAT: by the end of the lesson, students will be able to report using the accurate reporting verb
and tense.
❀ Required material and / or resources:
Pictures
Manual’s script p 120.
Grammar references.

Page 5

School: Mekkeoui L’aid /Bouchrahil.

Stream: 2nd Year Ph.L
Source: “Getting Through”
Unit Five: No Man Is an Island
Discovering Language
Tim Stage Rationale I.Patter Procedure Observati
e s n on
2mts First To make T&Ls After writing the date and the titles on the board, T.greets
stage the Ls her learners and inquires about their daily school life. T
Previe aware of asks Ls to open their books on page 118 and to read the
w what they
will learn
Preview.
10 mts across this
unit. T&Ls * T asks Ls to look at the picture shown on page 118 and
Second express their ideas about them. She may help them by
 stage asking the following questions:
Think it What do the pictures
over To illustrate?
introduce Where and when do the
the pupils
to the topic
two catastrophes happen?
10 mts of the unit What did they cause?
«Disasters How were they?
and Safety” T&Ls Are they natural or man-
Implicitly. made?
Third Can you name them?
stage
Words
T.can use more pictures showing disasters and try to
15mts
to say interact with learners about them.
To revise * T listens to the learners' interpretations, and try to interact
the with them about the theme of the picture.[VAKT= Manual’s
pronunciati Picture page 15]
on of –ed Page 6
Fourth inflection Ls Now T.reads the given words and invites learners to
stage through
Pre-
repeat them .T should focus on stress , intonation and
vocabulary
reading related to the pronunciation of –ed inflection .*Ls listen then
Task the topic. repeat.
one p Before you read: p120
120 To identify *T asks Ls to look at the pictures shown on page 120 and
the humane answer the given questions of task one. T should accept all
societies the answers in all forms
that Key to Task:
provides
15mts
help
The first symbol represents a crescent; the second a
cross.
b-They represent the different organizations which bring
for victims relief to people in
 in hard Ls
times; The need.
Red Cross c- No, people who work for these organizations are
and the Red
Crescent
volunteers.
and their d- They operate in situations in which people are in need of
Fifth symbols. help. (Natural disasters such as earthquakes, floods...).
stage f-They fulfill the following duties: (1)fund raising
While To (3) collecting food aids
reading introduce
5mts (4)helping with medical care
Task the theme
two p (6) providing assistance in emergency situations
of the text.
121 Now T. invites Ls to read the report on p 120 the try to
answer the given questions in task two
Ls do their work.
T .may explain some key words in the text for more
To train
learners on
clarification
reading and Key to the task:
look for - a- The report is about Youth charity
specific
Ls&Ls
b- The author writes about the findings/results in the
details. second (2) paragraphs.
-S/He writes/ gives the interpretation in the third (3)
Sixth paragraphs. Page 7
stage c- The reporter used the word “interestingly” to show
Post
his/her surprise at the
reading
unexpected results of the survey.
To d- No, it doesn’t. The data gathered by Youth 2010 show
introduce that young people are more thoughtful than they were
through the T&Ls thought to be by their parents.
15mts
written
medium
 The
reported
speech with Grammar desk:
the past Presentation:
perfect and *T asks Ls to read the sentences given in grammar desk.
past simple Isolation:
Direct questions Reported questions
 Have you ever  Youth 2012 asked the
experienced an teenagers
To make
the pupils
10mts
observe, emergency situation? if they had
analyse and Ls&Ls  Did you contribute experienced an
draw the emergency situation.
anything to help?
rules for
reporting  The youth 2010
questions reporter asked them
and whether they had
answers contributed anything to
with past help.
perfect and
past
Practic simple
Direct answers Reported answers
e  Yes 40  Forty of them said
15mts  Yes 20 that they had
Ls experienced natural
or man-made disaster. Page 8
 Twenty of them told
the reporter
 that they had donated
either money or blood
 Analysis: The learners are invited to analyze the
Ls statements then answer the questions
To know Key to Task :
the
structure
1- The tenses used in the reporter’s questionnaire are the
and form of present perfect and the past simple.
reported 2- The past perfect tense is used in the report.
questions 3- Yes, there is a shift from the present perfect and the past
15mts
simple tenses to the past perfect tense because the
reporter reports indirectly what was said by the informants.
Ls 4- Said (to say); told (to tell).
Stating Rule :
T. should refer Ls to Grammar references N°13, pp 205-
206.

Practice :
T explains the instructions then invites the learners to do
the following tasks.
Task one: Match the pairs ,rqa az,;qws x

Direct questions Reported questions

To practice 1-“Has John arrived?”She a- She asked how long I
reporting LS asked had been there.
questions 2-She asked “When did you B-She asked if I had
5mts and come?” watched the latest film.
answers 3-She asked «How long C-She asked if John had
with the have you been there?” arrived.
present
4-She asked «Did you D-She asked when I had
perfect and
the past watch the latest film?” come. Page 9
20mts simple Task two: Report the following questions and answers
Task .Pay attention to tenses.
two p 1- He asked Bill Gates:”Where did you grow up?”
123
2-He answered :”I grew up in Seattle ,Washington”

3- He asked him :“When did you enter Harvard University”

4- He answered:” I entered Harvard University in 1973”

5- He asked him: “Did you develop the first computer?”

To practice 6- He asked him:”Why have you set up the Bill Gates

reporting foundation?”
quotes Ls

Task Three: Ls are going to turn the quotes into reported

speech using the verbs given
5mts
Key to task:

a- Albert Einstein doubts whether present-day Americans

have become any happier since their grandparents settled
Ls in the country.
5mts
Task p -Albert Einstein doubted whether present-day Americans
123 had become any happier since their grandparents settled
in the country.
c- - Bertrand Russel says that three passions have
governed his life: the longing for love, the search for
knowledge, and an unbearable pity for the suffering of
 mankind.
5mts

To train Ls
- Bertrand Russel said that three passions had governed Page 10
to write a his life: the longing for love, the search for knowledge, and
report an unbearable pity for the suffering of mankind.
using given
information
and
15mts reporting Write it Right p123
verbs in
accurate
context
T&Ls T invites Ls to read the information in the pie chart and the
layout .T explains the instruction of the task and interact
with learners about it.
L are going to use the information in the pie chart and the
layout to write a report about why Americans elected Bill
Gates Man of the Year for 2005
T&Ls
L should use appropriate verbs from the yellow box.
Key to task :
5mts
Warmin Why was Bill Gates elected Man of the Year?
g up Bill Gates was elected Man of the Year for 2005.We
have carried out a public opinion survey to find out about
the reasons why he was so elected.
15mts
Here are our findings .30°/° of our informants
……………………………………………………………………
………...

T&Ls
 Task
one p
124
To make Ls
aware of
15mts the
musicality Ls
of spoken
English Page 11
(to
introduce
the silent
letters)
T.greets her learners and inquires about their daily school
Task life.T may start the lesson by writing a word which contain a
two p To silent letter on the board then invites a pupil to read it E.g.
124 recognize Know , what ,write …etc .
some silent T.correct if there is a mistake in the pronunciation of these
letters words.
(h,gh,k,r,n )
in some of LS
At this stage Ls are invited to listen to the teacher reading
the the poem and the dialogues that follow and cross out the
common silent letters.
English Key to task:
words Part one :The silent letters are:
- honest
Ls &Ls - taught – knew
- what – why – when
- where – who
Part Two: The silent letters in the dialogues are written in
bold.
Task You: I beg your pardon. What did you say?
one p To Your partner: I said, “One autumn day a column of
125 recognize condemned prisoners solemnly marched along singing
other silent
letters in
hymns”.
spoken
English
You: I beg your pardon. What did you say?
Your partner: He said, “The knights knocked the knave
T&Ls on his knuckles with a knotted knob. He knew when he
knelt on his knees; he had a knife in his knitted knickers.”
Now Ls are going to find the spelling form of the
transcribed words in the box Page 12
Pronunciation Spelling Pronunciation Spelling
/'lIsn/ Listen /'raItI / Writing
/rI'p :t / Report /'wenzdI / Wednesday
To / f 'mI:n / / st :v/
recognize Famine Starve
/'d kt / /kt/
Task the /'k b d / Doctor / kju:t / Cut
two p meaning of cupboard cute
125 some
common
verbs used
in reporting
statements
and
questions This task is given as a home work .Ls are going to
check the meaning of the verbs in the box then use some
of them to report the quotes in the box that follows. Ls will
decide which type of dictionaries they prefer to use i.e
To Arabic _English/English_English. “ Ls can work in pair
discriminat
e between or small groups “
the Key to Task
meanings The verbs that learners are likely to choose are:
of verbs in Admit, pray or
order to use beg,apologize,order,suggest,advise,blame,agree.
every one
in its
accurate The verbs are used as follow :
context. a-The thief admitted that he had stolen the bag.
b-The mother prayed/begged the doctor to save her son.
c-She apologized for being late.
To enrich d-She ordered him to go there.
learner’s e-He suggested to go out for a walk.
lexical
memory by
f-She advised her girlfriend to consult a doctor.
obtaining g-She blamed him/her for breaking the vase.
new verbs h-Leila agreed that the flowers were really beautiful.
N.B T should highlight changes occurring on some
sentences to avoid any possible confusion .
Now teacher encourage Ls to form new modals of their
own using the verbs that were not included in task one.
 ❀ 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.
- Meaningful activities /Tasks.

❀ Lesson Focus:
➺ In this lesson I will teach the following aspects of language:
Function: Asking for and giving advice/Expressing reason /Reporting.
Grammar: Had better /had better not /Link words for, since ….etc.
Vocabulary: Reporting verbs/Vocabulary related to disasters and human solidarity.
❀ 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 participate in a basic discussion and group decision on familiar matters using generally simple
language.
Can listen and understand main points and the important details of Medium-length conversations with
two or three people.
❀Objectives /Assessment:
➺ SWBAT: by the end of the lesson, students will be able to write an announcement about the
precautions that people should take before,
during and after an earthquake
❀ Required material and / or resources:
 Manual script p 179
Pictures

Page 13

School: Mekkeoui L’aid Secondary School

Source:”Getting Through”
Unit Five: No Man Is an Island
Level: 2nd Year Ph.L
Developing Skills
1)Listening and speaking PDP lesson

Tim Stages Rationale I.P Procedure Observatio

e n
5mts ♠Pre-listening:
Warmin To familiarize T&Ls -Brain storming
g up learners with T greets her learners and inquires about their daily school
the safety life. Teacher invites Ls to open their books on P 126 and
measures have a look at the picture .She tries to interact with them
necessary about it .Teacher may ask some questions to help
10mts during
natural Ls
learners understand the situation.
disaster Now Ls are invited to read the safety measures ((a-d) and
'earthquakes' rank them according to their importance from 1-4
. Learners' answers may not be very accurate. However,
after the correction, they must be ordered as follows.
Task Key to task:
one p ♠During listening:
126 To improve
pupils'
10mts listening
 capacities by Degree of The The The less The
looking for importanc most necessar importanc least
specific T e importa y e importa
Task information
two p while nt nt
5mts 126 listening to a
script. T Measures B C D A
Ls Page 14
Before resuming to activity three, the teacher reads the
listening script- which is an interview with a seismic
Task
To find the expert- while Ls listen and check their 'guessed' answers
three p
126 missing or to the previous task.
incorrect Now T explains the instruction of the task then invites Ls
notes in the to listen again to the interview and try to correct the
sentences
mistake in each sentence.
given.
Key to task:
The mistake in question is the addition of 'to' to the verb
To Introduce after the structures 'had better' and 'had better not'. The
10mts the correction:
structures:
''had better/ a. If you're inside a building during an earthquake, you'd
had better
better stand in a doorway.
not+
infinitive T&Ls
b. You'd better not try to take the stairs and lifts.
without to" c. You'd better stand away from buildings.
25mts
for giving
advice.
Your 
Turn
Task p
127 Ls&L 
 s The tip box on top of page 127 illustrates the giving and/
asking for advice. The class should go through it before
moving to the following rubrics in order to a further
consolidation for the use of some language exponents
To learn how such as; make sure.../you'd better…, we should …can I
to ask for an ask for your advice …? Etc.
advice using;
what should I Now Ls are going to work in pair to ask for and give Page 15
do when …. advice about what to do before, during and after an
earthquake.Ls should use the verb idiom had/’d better /’d
better not.
N.B- Pupils work in pairs and exchange role play. To
encourage the learners' creativity, the teacher chooses
To learn how the best product that will be corrected collectively on the
to give/make board.
an advice This is a suggested output.
using; you You: What should I do before an earthquake?
had better or Your partner: You’d better have an earthquake survival
you had
kit at hand.
better not … Ls&L
s Other suggestions:
-You’d better know how to turn off gas, water and
electricity.
-You’d better plan emergency procedures.
-You’d better make plans to keep your family together.
-You’d better know emergency telephone numbers
(doctor, hospital…).
-You’d better not anchor objects like bookcases and
kitchen units to walls.
-You’d better not place objects over beds.
10mts

You: What should I do after an earthquake?

5mts Your partner: You’d better check for injuries.
Other suggestions:
-You’d better provide first aid.
-You’d better check for building damage and potential
problems during aftershocks.
-You’d better clean up dangerous spills.
-You’d better wear shoes.
25mts
Ls&L -You’d better turn on the radio and listen for instructions Page 16
s from public safety agencies.
Task p -You’d better use telephone for emergency only.
128

To write an
announceme
nt giving Ls&L
advice about s
the
precautions
in times of
natural
disasters
Before moving to the task, Ls should go through the tip
such an
earthquake. box on page 128. The tip box introduces using
conjunctions expressing the reason (cause) to the end of
Ls&L taking a piece of advice seriously.
s
Ls are going to write a short announcement advertising
 the precaution that people should take before, during and
after an earthquake.
T should motivate and encourage Ls to work in pairs or in
small groups. The best announcement will be written on
To exploit the board and corrected by the class.
the writing Ls may rely on the model given in page 128 including the
capacities introduction. Page 17
acquired by
learners
about
making/givin
g advice and
link words.
Suggested Topic
ANNOUNCEMENT
Dear citizen,
Our town is situated in an earthquake zone. We
can’t do anything to stop earthquakes, but we
should see to it that safety measures are taken in
order to limit the loss of human life and material
damage.
Before an earthquake, we’d better not place
objects over bed because they may fall over family
members and injure them. ...
During the earthquake, we’d better not panic and
run away in all directions, for we can be injured or
killed. We’d better stand in a doorway or crouch
under a desk or a table, stay well away from
 windows or glass dividers, for our safety.
After an earthquake, we’d better provide first aid
because family members and neighbors may be
injured.

❀ 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
_ Meaningful Activities / Tasks.

❀ Lesson Focus:
➺ In this lesson I will teach the following aspects of language:
Function: - Quoting someone /disagreeing politely/making claims.
Grammar: -Reported speech with the present continuous and past simple
Vocabulary: - Reporting verbs/Vocabulary related to disasters and human solidarity.
❀ 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 read and understand details sufficiently enough to make specific, short responses .
Can write a short, persuasive paragraph that exhibits simple characteristics of an argument.
❀Objectives /Assessment:
➺ SWBAT: by the end of the lesson, students will be able to report conversations, opinions and develop an
argument against claims.
❀ Required material and / or resources:
Pictures of the manual ,the manual’s text p129
Page 18

School: Mekkeoui L’aid Secondary School

Source:”Getting Through”
Unit Five: No Man Is an Island
Level: 2nd Year Ph.L
Developing Skills
1) Reading and Writing PDP lesson

Tim Stages Rationale I.P Procedure Observatio

e n
5mts Warmin To make T&Ls ♠Pre-Reading:
pupils aware -Brain storming
g up of the
Task T greets her learners and inquires about their daily
importance of school life. Teacher invites Ls to open their books on
 one p using P 129 and have a look at the picture .She tries to
5mts
129 illustrations, interact with them about it.
drawings and The picture is supposed to have been taken after the
background Ls
knowledge to
earthquake that shook Bourmedes in 2003. T should
understandin not correct Ls’ guesses at this stage
10mts
g a text before Ls The women are taking food to their neighbors
reading it. because the latter have lost their homes.
10mts Task ♠During Reading:
two p Now Ls are invited to read the newspaper report and
10mts 129 check their answers to task one
Ls should Go through the tip box p 130 before
Ls
moving on to activity three. They are going to
To learn, punctuate the first paragraph of the article on the
Task identify and previous page to separate the reporter’s thought
three p practice the from that of his informer.
punctuation Key to task:
130 used in
reporting
Great calamities can show the best in man. For
15mts instance, while I was covering, for my newspaper,
and/or
quoting the earthquake in Boumerdes I met a group of
speeches, Ls&L women carrying plates of couscous. “Where are they
statements, s going all together like that?” I asked Rafik, my Page 19
commands Algerian friend and translator. “They are taking food
and to their neighbors who have lost their homes,” he
questions.
replied. After a few minutes, he added, “People
have always helped each other over here. But this
Task earthquake has considerably increased that sense of
four p To give Ls neighborliness”.
130 more ♠Post Reading:
opportunity to At this stage teacher encourages Ls to turn the
 practice conversation between Rafik and the
reporting
conversation journalist into reported speech.
Key to task:
5mts The journalist asked Raffik where the women were
going all together.
10mts Raffik replied that they were taking food to their
neighbors who had lost their homes. He said that
people had always helped each other over there
and he added that earthquake had considerably
T&Ls
increased that sense of neighborliness.

Task
one p
130
Ls
To use
diverse
reporting
verbs to
report
opinions
Task about a T.greets her Ls and inquires about their daily school Page 20
two p specific Ls life .T tries to interact with Ls about the previous
131 domain. lesson.
T invites Ls to open their books p 130 she explains
the instructions of tasks one and two then encourage
them to do the tasks at home.
At this task Ls are going to report the opinions below
using the following verbs and expression:
 Think/ assert/ believe/ state/ claim/ maintain/ are
of the opinion that.
Key to task:
There are many possible answers. e.g.,
Some people think that we can reduce poverty in
Africa by giving more food aid. Some others believe
that food aid is not the solution to starvation and
malnutrition in Africa.
At this task Ls are going to develop an argument
against the claims reported in task one .Ls can use
the hints in the box and the notes that follow.

“Three passions have governed my: the longing for love,

the search for knowledge,
and an unbearable pity for the suffering of Mankind “
Bertrand Russell