9th Form
9th Form
9th Form
MINISTRY OF EDUCATION
Teacher’s Book
Authors
Slaheddine Kaabachi
Project coordinator
Evaluators
The authors would like to thank all the teachers who have helped a lot in the making
ofthis book. Their valuable suggestions, relentless efforts and continuing assistance
at each step of the textbook elaboration will always be remembered.
Thanks are also due to Mr. Melki Mahmoud and Mr. Slaheddine Khlifi , inspectors,
for their unfailing concern and invaluable evaluation.
The authors.
– Introduction .......................................................................................... 4
– Tapescript
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INTRODUCTION
This document is a guide for the teachers to make the best use of the materials which they
are expected to use so as to cover the official programme. It may also be helpful for the
learners, the learners’ parents and all those who are concerned with the teaching of English to
the 9th grade in Tunisian preparatory schools.
In this document
– We have presented the teaching – learning materials designed to be implemented in the
classroom.
– We have shed light on the methodology and the key principles that we referred to in the
designing of the contents of the student’s book and the activities in the accompanying
activity book.
– We have provided the users of the materials with the distribution of the skills and the
strategies stipulated in the official programme - September 2006 - over the different modules.
– In the fourth part of this guide, readers will find suggested descriptions of the learning /
teaching sequences and hints to help the teachers to maximise profit from the proposed
contents and activities.
– Some activities and questions may require time and effort on the part of the teachers. For
this reason, we have provided the answers to ease matters for them.
– The timeline we have suggested may require some adjustments as teachers are expected to
develop their own annual schedule to cover the contents of the official programme.
– The last part in this document is the tapescript of the auditory material.
This book is merely intended to help teachers and should in no way enslave them.
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The package of material :
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Methodology :
A - Guiding principles
The materials have been designed to comply with the contents and recommendations
stipulated in the official programmes.
The learner comes to school with different attitudes to learning and learning contexts. The
teacher is expected to help him/her to activate the strategies appropriate to his/her favourite
learning style through the material so as to foster learning and make the best use of the
contents.
4- Contextuality in learning
Language is seen in the official programme as a means of communication rather than a set of
decontextualised grammatical structures, word lists and isolated skills.
In the textbooks we have elaborated, we suggest that learning happens through simulated and
authentic activities wherein the learner reinvests what has been learned in order to solve
problems in real situations. At the same time, we haven’t neglected that “ is seen as a system
that has lexis, grammar as well as linguistic structures and patterns which can be used to
create various discourse forms or text types.” “Knowledge of grammar and how it functions
contribute to effective use.”
For this reason we have included in the textbooks activities and exercises wherein the is used in
context. This, we believe will help the learners understand the system and retain its rules.
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How are the textbooks organised ?
1- Get Ready :
In this section, the topic is introduced through pictures as we deeply believe that visuals help
trigger the learner’s imagination and make it easier for the teacher either to start with a
brainstorming activity and / or make them draw on their background knowledge using the
appropriate to get acquainted with the new topic.
1- Comprehension Check :
Each lesson in the activity book is meant to further enrich the pupil’s comprehension of the
reading or listening material and provides an opportunity for the students to express their
understanding of the texts and attitudes towards the topics being discussed in writing.
2- Language Work :
The work section provides the learners with more opportunities to further practise the
through writing activities developing grammar and vocabulary related to the topic of the
lesson.
3- Pronunciation :
This section provides the students with short exercises that deal with sounds, spelling or
stress.
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4- Writing and/or Project Work :
The tasks are divided into steps that deal with one particular topic and require from
students different skills and cooperation to produce a tangible piece of work the teacher can
use to assess the student’s performance and evaluate his/her teaching abilities.
5- The Lighter Side and Grandma’s Corner provide a welcome relaxing break after the hard
work required by the tasks carried out by the students during the one or two-hour session.
We finally hope the books (the Student’s Book and the Activity Book together with the
Teacher’s book) will help improve the student’s performance in the target and allow the
teacher to make efficient use of the material presented.
The authors
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MODULE ONE FAMILY LIFE
Stress & Project work
Page Lesson Skills SubSkills Functions Grammar Lexis
pronunciation / Writing
-Read for gist.
Lesson one : -Scan a text for specific True - Magic
information. 1-Question words Supportive - severe
2- Long / short Project work
Reading -Transfer information onto a 1-Asking questions Easy-going -
10 Family adjectives /∂/ / a: /
table. 2-Describing 1 Wisdom
relationships Step1
Writing - Produce written descriptions Fighting - Miserable
from prompts. Divorce - Orphanage
- Listing and writing notes
To afford
-Distinguishing between
Listening fact and opinion. To cook - To feed
Lesson two : -Drawing on background To rock - Role
Spelling 1
knowledge to understand 1- Comparing 1 1-Comparatives Close - To bring up
11 Reading short Writing one
Sharing family text. 2- Describing 2 2-The superlative Exciting -
comparatives
responsibilities Demanding
Writing -Listen to infer emotional To Look after
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state.
Stationeries
Lesson four: -
Write to recycle Savings - Extras
Speaking To purchase
structures covered in class. Comparing 3 As+Adjective+As
13 Overspending Word stress 1 Writing two
Pocket - Free writing leading to
Writing An addiction
money fluency.
Hard-earned
FAMILY LIFE
Structure(s): Function(s):
The pictures at the “Get Ready” section are meant to help your
students speak about :
- Family patterns
- The family now and before
Procedure This will pave the way for your students to read about three types of
family relationships in texts 1, 2 and 3 and answer the comprehension
questions both in the student's and in the activity book. The underlined
words in text 3 will serve as a sprinboard for teaching the grammar
point.
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MODULE 1
FAMILY LIFE
Structure(s): Function(s):
First, let your pupils listen to the whole passage and feel free to
repeat relevant parts of the passage as needed.
Procedure
The idea is to get your pupils to understand that Mark is a modern
father and that he is sharing family responsibilities with his wife.
This will provide the pupils with a good start for comparisons between
this family pattern and their own.
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MODULE 1
FAMILY LIFE
Structure(s): Function(s):
Language
- Compound adjectives Comparing 2
Then they should be ready to read the passage and react to Jane's
problems with her parents. Asking pupils about a possible end to
Procedure Jane's story can be a good way to revise the future tense.
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MODULE 1
FAMILY LIFE
Structure(s): Function(s):
Language
As + Adjective + As Comparing 3
When they read the passage, pupils will get the parents' opinion on
this subject, which will prepare them for the grammar point as well as
Procedure the ensuing activities in the activity book.
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MODULE 1
FAMILY LIFE
- Information transfer.
Subskills - Scanning for specific information.
- reinvesting previously acquired.
Structure(s): Function(s):
Language
While, Whereas Contrasting
This will be very useful for the tasks in the activity book as they
are asked to compare and contrast different pets in the writing
task and continue their project work where they compare different
fashions.
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MODULE TWO EDUCATION
Stress & Project work
Page Lesson Skills SubSkills Functions Grammar Lexis
pronunciation / Writing
Memory
Lesson one :
-Reading for the gist. Preparatory
Reading -Scanning for specific -The genetive
Mark - Grade Project work
school Expressing
16 information. - Possessive To notice /u/ /u:/
memories Possession
Writing -Making lists.
pronouns To erase Step1
Test
Instead - Proud
- Identifying the To dream
- Going to
Listening communicative functions of -Reflexive To fall
Lesson two : Expressing
utterances. pronouns Awake
intention
17 Reading - Using cohesive devices -Present Unless Writing one
school rules / ai / / ai∂ /
-Reordering words to make ( going to )
progressive+ Earthquake
Writing sentences. future word = Cool
planned action
15
Loud
-
Recognising basic Fun
Lesson three: -Simple past
Reading syntactic patterns and To express a To pretend Project work
-Irregular Word stress 3
18 devices. completed action Shake hands
First day at verbs
Writing -Reinvesting acquired in the past To forget Nouns & adjs Step2
school -Past participles
in one’s writing. To meet
EDUCATION
Structure(s): Function(s):
- The questions that follow the text are meant to start a discussion
about cheating.
- The tasks in the activity book require more reading(s) of the text.
The teacher can ask different questions if he believes this will make
him reach his objectives.
- In the part, the teacher may do only one of the two activities that
Procedure deal with the “possessive” if he/she believes his pupils already use
them correctly.
- Have your pupils give as many examples as possible of the
pronunciation of the letter “u”. Make them read the words aloud to
you to check their pronunciation.
- Step one of the project in this unit is about making only a list of the
problems pupils encounter at school as no details are required.
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MODULE 2
EDUCATION
Structure(s): Function(s):
- Going to
Language
- Reflexive pronouns
1- Expressing intention (going to)
- Present progressive + future
word = planned action
- The teacher should draw the pupils' attention to the funny side
of the situation Mike finds himself into because of his daydreaming.
- Make the pupils listen to different parts of the poem as many
times as necessary to allow them to complete it. You can even
turn this exercise into a multiple choice one or a guessing game.
- The pronunciation exercise deals with the “ing” as many pupils
Procedure
have a tendency to overstress it. As the present progressive is
dealt with in the part, it's a good opportunity for practice.
- The writing exercise aims at the practice of different ways of talking
about future events using “going to” or the present progressive at
the sentence level.
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MODULE 2
EDUCATION
To revise the simple past by having pupils read about a girl's school
Objective
memories.
Structure(s): Function(s):
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MODULE 2
EDUCATION
Structure(s): Function(s):
The conversation between Jill and Kelly deals with verbal and
physical violence. The teacher can choose to move to the Activity
Procedure Book after answering the questions in the Student's book and then
practise the use of “have to”. He can go back to the Student's Book
whenever he feels it necessary to do so.
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MODULE 2
EDUCATION
Objective To have pupils read about an aspect of school life and react to it.
Structure(s): Function(s):
The third and final step in this module's project requires students to
use what they have learnt to propose some solutions for problems
pupils have to deal with at school.
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MODULE THREE HEALTH AND ENVIRONMENT
Stress & Project work
Page Lesson Skills SubSkills Functions Grammar Lexis
pronunciation / Writing
- Read for the gist. skin rash
Lesson one :
- Scan a text for specific ozone layer
Linkers to release
information. Project work
Air and land Reading (so,
22 - Work in pairs or small Sequencing fumes-acid The letter “u”
pollution therefore, Step1
groups to make out the events smog
Writing because ... )
meaning of a text. inflammable
solvents-glues
To give up/ dump
Listening - Drawing on background to damage
Lesson two : knowledge to understand Expressing - May harmful-addicted
23 Reading a text. possibility pesticides Writing
Smoking and - Might / i / / i: / / ai /
- Listen to infer emotional probability prohibited
health state.
Writing contaminated
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To disapprove(of)
waste- landfill
Lesson three: - Who threat- to spill
Reading -Skim a text to get a the gist impact- to ruin Project work
Pollution, - Predicting possible outcomes Defining people - Which
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a threat to - Use free writing to and objects - That particles The letter “ch”
Writing Step2
our develop fluency discharge
environment to inhale
Structure(s): Function(s):
Language Linkers :
Sequencing events
( so, therefore, because ... )
The activities in this part of the lesson should get the pupil immersed
in the context of the topic of this module. The types of pollution and
their effects on people should prepare the pupil for the reading of the
four short texts that follow.
The teacher might choose to have the pupils focus on the linkers
Procedure while reading the texts and then move directly to activity four in
the part of their activity books.
Then they can look for details in the text that answer the questions in
the comprehension part.
The teacher should explain the whole project to his pupils so that they
can see that each step is not a standalone task.
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MODULE 3
To have pupils listen and read about the harmful effects of smoking
Objective
on health.
Structure(s): Function(s):
Language - May
Expressing possibility, probability
- Might
The pictures are meant to inspire pupils to talk about the topic but
could also be used to introduce “may” and “might” at this stage.
The wiriting task should be used to check whether the pupils have
grasped the meaning of linkers and their use in sentences.
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MODULE 3
Structure(s): Function(s):
Language - Who
- Which Defining people and objects
- That
Pupils are asked to think of ways to take an active part in the improvement
of their environment and specially their school.
Pupils read the text and can open their activity book to deal with the
comprehension tasks. Task two can be used to revise relative pronouns
while answering reference questions.
Procedure The teacher can then move to the part where further practice is
possible.
The second part of the project requires pupils to make a leaflet which
will be the tangible product they will present in the final stage.
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MODULE 3
LESSON FOUR : S A V E T H E EA R T H
Structure(s): Function(s):
- Should
Language - Giving advice
- Ought to
- Obligation
- Must
- Prohibition
- Don’t...
The pictures are meant to provide pupils with clues and help them
build sentences since preventing damage to the environment is a
rather difficult task even for specialised organisations.
The tasks consolidate the grammar point and the writing task allows
the learners to practice what has already been learnt in the lesson.
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MODULE 3
To have pupils speak, read and write about health and the
Objective
environment.
Structure(s): Function(s):
The visuals serve as a trigger for the students to suggest solutions for
the damage caused to the environment and health.
Procedure The comprehension check in the activity book does not deal with this
lesson alone but rather checks the pupils ability to understand how
actions can help solve problems related to the environment and
health.
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MODULE FOUR SERVICES
Stress & Project work
Page Lesson Skills SubSkills Functions Grammar Lexis
pronunciation / Writing
-Infer the emotional state of
Lesson one : a speaker (e.g., from intona- service - customs
tion, speech rate) 1- Making
1-Would you aisle - boarding pass
Reading -Infer the communicative func- polite requests Project work
mind + v + ing seat - flight
28 At the tions of utterances, according / ∂ /
to situations, participants and railway - fasten
airport 2- Requesting Step1
Writing goals 2- Could you + belt - take off
others to do
- Process writing VP
something
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- Process writing. to order
SERVICES
L E S S O N O N E : AT THE AIRPORT
Structure(s): Function(s):
Language
1- Would you mind + v + ing 1- Making polite requests
2- Could you + VP 2- Requesting others to do
something
In addition to the practice, the pupils are asked to use the internet to
write their blogs with the help of their computer teacher. Where
this is not possible, a paper version of this project is strongly
recommended.
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MODULE 4
SERVICES
L E S S O N T W O : INTERNET SHOPPING
Structure(s): Function(s):
Language 1- Mind + NP
Warning
2- Look out !
The writing deals with tourism.This paves the way for lesson 3.
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MODULE 4
SERVICES
L E S S O N T H R E E : TOURISM
Structure(s): Function(s):
The song “Hotel California” and the visuals introduce the topic of the
lesson.They can be used to focus on Tunisia as a tourist country
before reading the passage about it.
The work in this lesson enriches the pupil’s vocabulary while the first
step in this module’s project deals with the pupil’s mobile phone
and its different uses.
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MODULE 4
SERVICES
L E S S O N F O U R : TRANSPORT
Structure(s): Function(s):
Language
1- If + present -----> Future First conditional
Pupils talk about different means of transport they use and when it is
appropriate to use each of them.
The reading passage is about buses in London which are part and
parcel of British life. The last sentence in the text introduces the con-
ditional ( type 1 ). Further practice is provided in activity two in the
Procedure work section of the activity book.
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MODULE 4
SERVICES
L E S S O N F I V E : COMMUNICATION
Objective To enable pupils to read and write about the telephone and its uses
in everyday life.
Vocabulary seller, come round, reception desk, to join, to look forward to.
Structure(s): Function(s):
The different shapes of the phone and its different uses can be
introduced here in order to pave the way for the telephone conversation.
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MODULE FIVE ENTERTAINMENT
Stress & Project work
Page Lesson Skills SubSkills Functions Grammar Lexis
pronunciation / Writing
1- Maybe /
-Interpreting pictures. Perhaps disc-based
Lesson one :
Reading -Scanning a text for specific - Expressing 2- I’m sure + e-books
that clause / Project work
information. uncertainty to take over
34 Means of No doubt + /o i / / i∂ /
Writing - Information transfer -Expressing declarative a walk-in cinema
entertainment Step1
- Completing an interview. certainty sentence. to interrupt
- Identifying different sounds. giant
dolby system
-Identifying vocabulary
1- It’s a surprise make up one’s mind
Listening related to food. 2- What a...
-Matching words with -Exclamations diet coke
Lesson two : 3- How nice + to
-Expressing garlic
35 Reading definitions. 4- This is just / au∂ / / ai∂ / Writing
satisfaction starter
Eating out -Listening for the gist. what I wanted /
dressing
Writing -Reinvesting in needed / meant
vegetarian
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one’s writing. barbecue - charge
-Drawing on prior knowledge. wild
1- Shall we + acrobats
-Identifying activities from
Lesson three: Reading pictures. -Making Verb to windsurf Project work
suggestions 2- I suggest that water slides Word stress five
36 - Reading for the gist.
+ clause. rides
Where shall Writing -Making suggestions. flavour verb & noun Step2
-Identifying stress at word 3- Why don’t we
we go? exotics
level. / What about.
ENTERTAINMENT
L E S S O N O N E : MEANS OF ENTERTAINMENT
- Interpreting pictures.
- Scanning a text for specific information.
Subskills - Information transfer.
- Completing an interview.
- Identifying different sounds.
Structure(s): Function(s):
1- Maybe / Perhaps - Expressing uncertainty
Language 2- I’m sure + that clause /
- Expressing certainty
No doubt + declarative
sentence.
The reading consists of what five different people say about their likes
and dislikes concerning means of entertainment. “Maybe” and
“perhaps” are introduced here and their use can be further reinforced
Procedure in activity two in the work in the activity book.
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MODULE 5
ENTERTAINMENT
L E S S O N T W O : EATING OUT
Structure(s): Function(s):
1- It’s a surprise 2- What a...
Language - Exclamations
3- How nice + to
- Expressing satisfaction
4- This is just what I wanted/
needed/meant
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MODULE 5
ENTERTAINMENT
L E S S O N T H R E E : WHERE SHALL WE GO ?
Structure(s): Function(s):
1- Shall we + Verb
Language 2- I suggest that + clause.
- Making suggestions
3- Why don’t we..?
4- What about..?
The two activities in the “Get Ready” section of this lesson prepare
the pupils to read a conversation where they find expressions used to
make suggestions. The pictures illustrate examples of activities
practised for entertainment and help pupils to produce sentences
about them.
The activities in the “Learn More About it” section provide reading
Procedure material that is used to introduce the grammar point “as well as” to
make the transition from the Student’s Book to the Activity Book
where they continue the “Comprehension Check” part of the lesson.
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MODULE 5
ENTERTAINMENT
- Describing people.
- Reading for specific information.
Subskills - Predicting possible outcomes.
- Writing a biography.
Structure(s): Function(s):
In this section, the vocabulary about the cinema paves the way for
the story of Nemo and his adventures.
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MODULE 5
ENTERTAINMENT
L E S S O N F I V E : STARS PASTIMES
Objective To enable students to speak and write about stars and their pastimes.
- Showing interest
- Showing indifference.
Subskills - Matching words to make expressions.
- Matching parts of sentences.
Structure(s): Function(s):
Most teenagers usually love music. They are asked to read and
speak about some stars’ pastimes before reading an interview of
Beyonce Knowles.
The interview contains the grammar point in context. While doing the
comprehension activities, pupils should be encouraged to use it
before consolidating this use in the Language Work part of the
Procedure lesson.
After doing the activities, the pupil is given the opportunity to write,
expressing interest or indifference about some events. Pupils or the
teacher can come up with their own expressions if the latter believes
this will make the task more interesting for the pupils.
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MODULE SIX CIVILITY
Stress & Project work
Page Lesson Skills SubSkills Functions Grammar Lexis
pronunciation /Writing
-Read for the gist.
To take part in-
Lesson one : -Scan a text for specific
needy - homeless
The sound Project work
Reading information. Expressing cruel- volunteer -
40 -Matching sentence parts Can / cannot donate - disabled-
Voluntary ability/Inability.
- Produce oral descriptions / u / Step1
work Writing stand by - survive-
from pictures.
chores - lack of -
- Classifying words.
to give a hand
-Inferring meaning from join
Listening pictures. get started
1- Can I help
Lesson two : come forward
-Expressing opinion about you ?
to establish The letter “k”
41 Reading issues. Offering help. 2- What can Writing
Volunteering membership
-Listen to identify,
kids I do for you? to involve
Writing understand and react to across
39
social issues. foreign
hard time
-Predict the gist and type of
Lesson three: trust
Reading text from format, The past perform Project work
illustrations, title Describing
42 progressive figure out Stress in
How to be -Infer speaker’s age,occupation past actions.
Writing share compounds Step2
cooperative -Infer the possible meanings carry out
of a grammar structure. peers
- Predict topic from opportunity
Lesson four: 1-I think that firt-hand-mission- Spelling 5
illustrations.
Speaking
-reinvest prior knowledge Expressing 2-I believe that homeless-income - Spelling of
43 Clubs, shovel-driveway Writing
in one’s writing opinion. 3-In my opinion verbs ending in
associations Writing stair lift-walking
- Write a biography. 4-I think so... “o”.
and charities stick
CIVILITY
L E S S O N O N E : VOLUNTARY WORK
Structure(s): Function(s):
Language
Can / cannot Expressing ability / Inability
The pupils are asked to speak about voluntary work through visuals.
Pupils read four short texts in which four people describe what they
do to help others. “Ability” is the grammar point they are asked to
revise. In the Comprehension Check, pupils provide more details
about the four characters.
Procedure
The Language Work consolidates the use of “can” and “to be able to”
while the project work may seem challenging but the teacher can
suggest a visit to an elderly house in the school neighbourhood.
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MODULE 6
CIVILITY
L E S S O N T W O : VOLUNTEERING KIDS
To help pupils learn about volunteering kids and what they can do to
Objective
take an active part in the promotion of a civil society;
Structure(s): Function(s):
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MODULE 6
CIVILITY
L E S S O N T H R E E : HOW TO BE COOPERATIVE
- Predict the gist and type of text from format, illustrations, title.
Subskills - Infer speaker’s age, occupation.
- Infer the possible meanings of a grammar structure.
Vocabulary hard time, trust, perform, figure out, share, carry out, peers.
Structure(s): Function(s):
Language
The past progressive Describing past actions
In the reading passage, the past progressive is used along with the
simple past. The teacher can illustrate the difference between the
Procedure two tenses with more examples.
The work in this lesson focuses on tenses and their use. The
teacher can add any useful hints such as time words associated with
different tenses.
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MODULE 6
CIVILITY
Structure(s): Function(s):
1- I think that...
Language
2- I believe that...
Expressing opinion
3- In my opinion...
4- I think so.
Pupils read the texts in which teenagers express their opinion about
the club or organisation they belong to and its goals.
Procedure
In activity two of the Language Work, students are asked to express
their opinion about different activities that can be done to help others.
The writing activity is about Lady Diana’s biography. They should
particularly focus on her charity work.
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MODULE 6
CIVILITY
- Reacting to illustrations.
Subskills - Scanning for specific information.
- Reinvesting previously acquired.
Structure(s): Function(s):
Language
I hope that + clause. Expressing hope
Pupils speak about issues related to the topic. The pictures help
them think about differences between people and the problems this
can cause (racism, loneliness, exclusion... )
Expressing hope can be introduced here.
Nicole Evans and Ibrahim are young people who can inspire others
through their endeavours to resolve conflicts and promote peace.
Procedure Students read what they say and deal with the comprehension check.
44