9th Form

Download as pdf or txt
Download as pdf or txt
You are on page 1of 44

REPUBLIC OF TUNISIA

MINISTRY OF EDUCATION

Proceed with English


9th Year Basic Education

Teacher’s Book
Authors

Slaheddine Kaabachi
Project coordinator

Slaheddine Kaabachi Raouf Mabrouk


Inspecteur Général de l’Education Professeur Principal

Mohamed Salah Labidi


Inspecteur

Evaluators

Mahmoud MELKI Slaheddine KHLIFI


Inspecteur Inspecteur

National Pedagogic Centre


ACKNOWLEDGEMENTS

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.

© All rights reserved for National Pedagogic Centre


Ta b l e o f C o n t e n t s

– Introduction .......................................................................................... 4

– The material designed to teach the 9th grade in preparatory schools. 5

– Methodology and principles in the design of the materials................... 6

– Breakdown of skills and strategies over the modules........................... 7

– Module maps, lesson descriptions and teaching hints......................... 9

– Tapescript

3
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.

4
The package of material :

1-The Student’s Book :


2-The Activity Book :
3-The Audio Cassette or CD. : It includes the material designed for the listening activities.
4-The Teachers' Book.
a) The Student’s Book : It is a document where six theme-based modules are contrived in a
way that the authors believe will help the Tunisian 9th form learners carry on and progress
in the learning process and meet the requirements of the official programmes of English for
Basic Education.
The modules are :
1- FAMILY LIFE
2- EDUCATION
3- HEALTH AND ENVIRONMENT
4- SERVICES
5- ENTERTAINMENT
6- CIVILITY
Each module is composed of an introductory lesson and four other lessons where the
focus is on one macro-skill (Reading, Listening, Speaking or Writing).
b) The Activity Book : It is an essential part of the course as each lesson in this book cannot
be dissociated from its counterpart in the Student’s Book.
The activities it contains have been designed for the student to put into practice what has
already been acquired in the Student’s Book.
To avoid having the pupils continuously move from one book to another during the
same session, we have tried to make this happen only when it is deemed necessary.
c) The Audio-Cassette : It contains listening passages that, along with the pronunciation
activities in the activity book, will help the students improve their listening skills by listening
to the practised in different situations for different purposes.
d) The Teacher’s Book.

5
Methodology :
A - Guiding principles

The materials have been designed to comply with the contents and recommendations
stipulated in the official programmes.

1- The learner is an intelligent human being

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.

2- The learner is at the core of the learning process


In the official text of September 2006, the learner is seen as “an active user of English” and
“is at the core of the learning process”. We elaborated contents and activities that we think
respond to the requirements of this principle of constructiveness and activeness : Teaching
and learning are clearly based on the learner’s active construction process and on the creation
of higher level knowledge structures.The learning environment is based on the learner's active
role and commitment.

3- The learner’s participation and interaction are important in learning the


Learning is based on cooperative and collaborative principles and takes place in groups. The
principle of cooperativeness is highly considered in the official programme and communicating,
working and living with others range among the objectives of the educational system in
Tunisia. The activities that we have elaborated in the documents take into consideration the
above- mentioned principle and aim at fostering the learners’ participation and interaction.
We do believe that individual learners come to school with different skills and backgrounds
and should collaborate in order to share knowledge.

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.

6
How are the textbooks organised ?

a) The Student’s Book :

Each lesson in the Student’s Book is made up of three parts.

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.

2- Learn More About it :


This section is meant to further enhance what has already been acquired in the previous
section. It generally includes a reading or a listening passage, a poem or a conversation
which the students read, listen to or enact then show their understanding by answering
questions on the gist and the global comprehension of the material presented and express
their opinion about the main issues dealt with in the passage.

3- The Grammar Point :


One of our main concerns, while making up these textbooks, has been to make sure the
grammar structure stems from the reading or listening material.
It is generally written in bold or underlined to make it easier for the learners to locate it in the
passage at hand and see how it is used in context. More examples are given before the rule
is clearly stated.

b) The Activity Book :

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.

7
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

8
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

9
state.

-Infer relationships between


Lesson three: To agree - To argue
Reading interlocutors. Compound Embarrassed Project work
- Predicting possible outcomes Comparing 2
12 adjectives To break ( rules )
The - Producing a text from Mute “b” and “w”
Writing Dog-headed Step2
Generation Gap various sources of
To sneak ( out )
information.

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

Lesson five: Information transfer Writing three


Reading While To bite - Owner
Scanning for specific Spelling 1
Contrasting Whereas Chained - Isolation
14 Safety at information. Noun plurals Project work
To occur - Hazard
home
Writing -reinvesting previously ( Y........> ies ) step 3
Infected
acquired . Presentation
To supervise
MODULE 1

FAMILY LIFE

LESSON ONE : FAMILY RELATIONSHIPS

To enable students to talk about family relationships and realise that


Objective
family life is not always a happy one.

Main skills Reading, Writing, Speaking.

- Read for the gist.


- Scan a text for specific information.
Subskills - Transfer information onto a table.
- Produce written descriptions from prompts.
- Listing and writing notes.

magic - supportive - severe - easy-going - wisdom -


Vocabulary fighting - miserable - orphanage - to afford

Structure(s): Function(s):

Language 1- Question words 1- Asking questions


2- Long / short adjectives 2- Describing 1

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.

10
MODULE 1

FAMILY LIFE

LESSON TWO : SHARING FAMILY RESPONSIBILITIES

To listen to a passage in order to compare different types of family


Objective
roles and share opinions about them.

Main skills Listening, Reading, Writing

-Distinguishing between fact and opinion.


-Drawing on background knowledge to understand text.
Subskills -Listen to infer emotional state.

to cook - to feed - to rock - role - close - to bring up -


Vocabulary exciting - demanding - to Look after -

Structure(s): Function(s):

Language 1- Comparatives 1- Comparing 1


2- The superlative 2- Describing 2

Learners should be encouraged to comment on the pictures at


the “Get Ready” stage as they provide a good preparation for the
grammar point, as well as an opportunity to talk about their own
families.

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.

11
MODULE 1

FAMILY LIFE

LESSON THREE : THE GENERATION GAP

Objective To enable students to read about and react to family issues.

Main skills Reading, Writing

- Infer relationships between interlocutors.


Subskills - Predicting possible outcomes.
- Producing a text from various sources of information.

to agree - to argue - embarrassed - to break ( rules ) -


Vocabulary dog-headed - to sneak ( out )

Structure(s): Function(s):

Language
- Compound adjectives Comparing 2

The pre-reading activities are meant to urge the pupils to speak


about their relations with their own parents. It's a good opportunity for
the teacher to introduce any vocabulary items he feels could be an
obstacle to the comprehension of the passage.

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.

Fashion is a well-known source of conflicts between parents and


their children.The picture of the high-heeled shoes can provide a
smooth progression to the tasks in the activity book, as well as the
project work, which is also about different fashions.

12
MODULE 1

FAMILY LIFE

LESSON FOUR : POCKET MONEY

To enable students to read a passage about pocket money in order


Objective to discuss its importance in family life and be able to write a short
paragraph about it.

Main skills Speaking, Writing

- Write to recycle structures covered in class.


Subskills - Free writing leading to fluency.

stationeries - savings - extras - to purchase - overspending -


Vocabulary an addiction - hard-earned

Structure(s): Function(s):

Language
As + Adjective + As Comparing 3

As your grammar point in this lesson is comparison, a good idea


would be to start by making pupils assess the amount of money they
spend and think of ways of earning it.

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.

The speaking activity about overspending is an opportunity for the


teacher to further consolidate the acquired vocabulary and grammar
as well as a good preparation for the writing task.

13
MODULE 1

FAMILY LIFE

LESSON FIVE : SAFETY AT HOME

To have students read about, discuss safety at home and use


Objective
appropriate to write about this topic.

Main skills Reading, writing

- Information transfer.
Subskills - Scanning for specific information.
- reinvesting previously acquired.

to bite - owner - chained - isolation - to occur -


Vocabulary hazard - infected - to supervise -

Structure(s): Function(s):

Language
While, Whereas Contrasting

The teacher's role in the “Get Ready“ section is to help students


make the link between the different safety risks presented to them
and the fact that safety and security are of utmost importance to
any home.

The reading passage is meant to raise their awareness to the


potential risk that pets might represent and give them a convenient
Procedure
subject for comparison using “while” and “whereas”.

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.

14
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

-Have to / must To believe


Lesson four: Speaking Working in groups and -Has to, will Used to
sharing information to have to To move
19 Violence perform an oral task Obligation Prepositions of: /e/ /æ/ Writing two
Writing Location(over,next
Accent
at To taunt- Mad
to), Movement(
school Guided writing. along, across ) To participate
1- The future To get on- Spelling 2
-Skimming and Writing three
Reading tense To expect
Lesson five: scanning for information. 2- I intend to... Double
Expressing Expenses- To send
20 -Sharing information to 3- In ten years consonants Project work
Writing intention To realise-Indeed
School life perform an oral task and time, I’ll.. step 3
solve a problem Sensitive- To rent Presentation
MODULE 2

EDUCATION

LESSON ONE : SCHOOL MEMORIES

To have pupils recycle related to school life in order to prepare


Objective them for the comprehension of a reading passage about the same
topic and subsequently start a project dealing with school problems.

Main skills Reading, Writing

- Read for the gist.


Subskills - Scan for specific information.
- Make lists.

Memory, preparatory, mark, grade, to notice, to erase, test,


Vocabulary instead, proud

Structure(s): Function(s):

Language 1- The genetive


Expressing possession
2- Possessive pronouns

- 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.

16
MODULE 2

EDUCATION

LESSON TWO : SCHOOL RULES

To enable pupils to listen to, complete and comprehend a poem in


Objective
order to deal with school rules.

Main skills Listening, reading and writing.

- Identifying the communicative functions of utterances.


- Using cohesive devices.
Subskills - Reordering words to make sentences.

Vocabulary to dream, to fall, awake, unless, earthquake, cool, loud

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.

17
MODULE 2

EDUCATION

LESSON THREE : FIRST DAY AT SCHOOL

To revise the simple past by having pupils read about a girl's school
Objective
memories.

Main skills Reading, writing

- Recognising basic syntactic patterns and devices.


Subskills - Reinvesting acquired in one's writing.

Vocabulary fun, to pretend, shake hands, to forget, to meet

Structure(s): Function(s):

Language - Simple past


To express a completed action in
- Irregular verbs
the past
- Past participles

5- Have the pupils perform the pre-reading tasks.


- The text will be dealt with in more detail in the activity book. For
the time being, just have your pupils answer the two questions
and deal with the tasks related to the simple past. Pointing out
the difference from the simple present might help. Pupils will
Procedure practise the use of the simple past in the activity book.
- The pronunciation exercise deals with the pronunciation of the
simple past “ed” ending.
- The writing practice will be dealt with at the sentence level as
the project work requires the students to provide a sentence
under each picture illustrating a school problem.

18
MODULE 2

EDUCATION

LESSON FOUR : VIOLENCE AT SCHOOL

Objective To enable pupils to speak about violence in schools.

Main skills Speaking, writing

- Working in groups and sharing information to perform an oral task


Subskills
- Guided writing

Vocabulary to believe, used to, to move, accent, to taunt, mad, to participate

Structure(s): Function(s):

Language - Have to / must


- Has to, will have to Obligation
- Prepositions : Location (over, next
to), Movement (along, across)

Pupils are encouraged, at this stage, to talk about prohibited and


desired activities at school and particularly in the classroom.
“Have to” can be introduced and practised here and during the
following activities.

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.

The writing activity aims at the practice of as well as the problems


related to the mechanics of writing.

19
MODULE 2

EDUCATION

LESSON FIVE : SCHOOL LIFE

Objective To have pupils read about an aspect of school life and react to it.

Main skills Reading, writing

- Skimming and scanning for information.


Subskills - Sharing information to perform an oral task and solve a problem.

to get on, to expect, expenses, to send, to realise - indeed


Vocabulary sensitive - to rent -

Structure(s): Function(s):

Language 1- The future tense


2- I intend to... Expressing intention
3- In ten years time, I'll..

The brainstorming activity at the beginning of the lesson reminds


the pupils of some vocabulary related to school life. The teacher
can add as many items as necessary.

Kate's letter gives the students an opportunity to discuss Kate's


Procedure problems and suggest various solutions to solve them.

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.

20
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

21
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
24
a threat to - Use free writing to and objects - That particles The letter “ch”
Writing Step2
our develop fluency discharge
environment to inhale

-Identify / select main logging-to prevent


Should offenders
Lesson four: Giving advice
Speaking idea, supporting details, Ought to creatures-hunter
facts Obligation / a /, / a: / / /
25 Must safe-regret Writing
Save Prohibition / c: /
Writing Don’t... jet-diet
the earth ! - Write to recycle
structures covered in class.
species-campaign
Lesson five: Reading -Scanning for specific Comp. nouns Writing
bins-recycling
Let everyday information. Noun formation -Noun + noun organic-legumes
26 / z / / dz / Project work
be Writing -Reinvesting previously 2 -Gerund + noun fatty-sugary - step 3
an Earth Day acquired . -Noun + gerund salty-crunchy Presentation
MODULE 3

AHEALTHY ENVIRONMENT FOR A BETTER LIFE

LESSON ONE : A I R A N D L A N D POLLUTION

To enable students to talk about pollution and its effects on people


Objective
and the environment.

Main skills Reading, Writing, Speaking.

- Read for the gist.


- Scan a text for specific information.
Subskills - Work in pairs or small groups to make out the meaning of a text.

skin rash,ozone layer, to release, fumes, acid, smog, inflammable,


Vocabulary solvents, glues

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.

22
MODULE 3

AHEALTHY ENVIRONMENT FOR A BETTER LIFE

LESSON TWO : SMOKING A N D HEALTH

To have pupils listen and read about the harmful effects of smoking
Objective
on health.

Main skills Listening, Reading, Writing

- Drawing on background knowledge to understand text.


Subskills
- Listen to infer emotional state.

To give up, dump, to damage, harmful, addicted, pesticides,


Vocabulary prohibited, contaminated, to disapprove (of).

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.

As they listen to Susan’s father, pupils can be asked to tick the


correct answers in step two. The teacher can ask his pupils to deal
with tasks in the Student’s Book or in the Activity Book .
Procedure However, he has to make sure the whole lesson remains coherent
and the transition between it’s different parts smooth.

The wiriting task should be used to check whether the pupils have
grasped the meaning of linkers and their use in sentences.

23
MODULE 3

AHEALTHY ENVIRONMENT FOR A BETTER LIFE

LESSON THREE : POLLUTION, A THREAT T O O U R ENVIRONMENT

To enable pupils to talk about the effects of pollution on the environment


Objective
and suggest different solutions to deal with them;

Main skills Reading, Writing

- Skimming a text to get the gist.


Subskills - Predicting possible outcomes.
- Using free writing to develop fluency.

waste, landfill, threat, to spill, impact, to ruin, particles,


Vocabulary discharge, to inhale

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.

24
MODULE 3

AHEALTHY ENVIRONMENT FOR A BETTER LIFE

LESSON FOUR : S A V E T H E EA R T H

To enable pupils to talk about the different measures that can be


Objective
taken to prevent environmental damage.

Main skills Reading, Writing, Speaking.

- Identify / select main idea, supporting details, facts.


Subskills
- Write to recycle structures covered in class.

logging, to prevent, offenders, creatures, hunter, safe, regret,


Vocabulary jet, diet

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 poem ( an elephant complaining about man’s wickedness ) can


provide a good start for the revision of advice, prohibition and
Procedure obligation. The comprehension part in the activity book and the
following activities also deal with endangered species.

The tasks consolidate the grammar point and the writing task allows
the learners to practice what has already been learnt in the lesson.

25
MODULE 3

AHEALTHY ENVIRONMENT FOR A BETTER LIFE

L E S S O N F I V E : LET EVERYDAY BE AN EARTH DAY

To have pupils speak, read and write about health and the
Objective
environment.

Main skills Reading, Writing, Speaking.

- Scanning for specific information.


Subskills - Reinvesting previously acquired.

species, campaign, bins, recycling, organic, legumes, fatty, sugary,


Vocabulary salty, crunchy.

Structure(s): Function(s):

Language - Compound nouns


- Noun + Noun Noun formation 2
- Noun + “er” Noun

The visuals serve as a trigger for the students to suggest solutions for
the damage caused to the environment and health.

The reading material in this lesson is non-linear. The pupils should be


able to link the food pyramid items to their corresponding effects on
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.

The pupil will write a short paragrah illustrating the importance of a


healthy environment for people;

26
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

-Draw on background to exchange


Listening knowledge. to chat - on-line
Lesson two : 1- Mind + NP website - hackers
-Listen to infer the mea-
means / ei / / ou /
29 Reading ning of new words \ Warning Writing
Internet 2- Look out! huge
expressions. benefits
shopping / au /
Writing -Information transfer. secure

27
- Process writing. to order

The present 1- Present boom


- Distinguish facts from perfect tense amount
Reading perfect tense Project work
Lesson three: opinion 2-Past participles progress Word stress
30 - Predicting possible outcomes 3-That will be/
Thanking To experience
Writing - Use free writing to develop lt’s very nice / Step2
Tourism To achieve Noun & verb
fluency. kind of you
comfort
-Predict the gist and type of convenient
text from illustrations. frequent
Lesson four: Speaking -Infer the possible meanings of 1- If + present available
a word/expression.
First conditional
31 throughout / ei / / e / Writing
Transport Writing - Reinvest covered -----> Future
enquiry
in class in project work.
to give a hand
- Infer relationships seller
Reading Gerund + Noun Writing
Lesson five: between interlocutors to come round Spelling 3
32 - Work in pairs and share Noun formation Noun + Gerund
reception desk Project work
Writing
Communication information in order to 3 to join “ing” forms step 3
perform an oral task. to look forward to Presentation
MODULE 4

SERVICES

L E S S O N O N E : AT THE AIRPORT

To enable students to talk and read about services, particularly those


Objective
provided at airports.

Main skills Reading, writing, Speaking.

- Infer the emotional state of a speaker (e.g., from intonation,


speech rate).
Subskills - Infer the communicative functions of utterances, according to
situations, participants and goals.
- Process writing.

service, customs, aisle, boarding pass, seat, flight, railway,


Vocabulary fasten, belt, take off.

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

The pictures illustrate some places where services are provided. A


good idea would be to ask pupils to say which service is provided in
each of them. Then in step two and in pairs, the students can speak
about the services provided by the post-office.

The reading material consists of a conversation wherein a flight


Procedure attendant offers services to a passeger, a suitable context for polite
requests.

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.

28
MODULE 4

SERVICES

L E S S O N T W O : INTERNET SHOPPING

To enable students to listen to and understand a passage about


Objective
internet shopping.

Main skills Listening, reading, writing

- Draw on background knowledge.


- Listen to infer the meaning of new words \ expressions.
Subskills - Information transfer.
- Process writing.

to exchange, to chat, online, website, hackers, means, huge,


Vocabulary benefits, secure, to order.

Structure(s): Function(s):

Language 1- Mind + NP
Warning
2- Look out !

The spidergram at the beginning of this lesson allows to make a


summary of the different services that can be provided by the
internet. It also immerses the student in the associated with this
technology.

The listening passage is about internet shopping. The teacher may


Procedure introduce the topic before asking his pupils to listen to the passage.
Inter-disciplinary cooperation is strongly recommended as not all
teachers are familiar with the internet The computer science teacher
could be asked for help.

The writing deals with tourism.This paves the way for lesson 3.

29
MODULE 4

SERVICES

L E S S O N T H R E E : TOURISM

To have pupils read and discuss the importance of tourism in


Objective
Tunisia.

Main skills Reading, Writing

- Distinguish facts from opinion.


Subskills - Predict possible outcomes.
- Use free writing to develop fluency.

Vocabulary boom, amount, progress, to experience, to achieve, comfort

Structure(s): Function(s):

Language 1- Present perfect tense


2- Past participles
Thanking
3- That will be / lt’s very nice /
kind of you

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 present perfect can be introduced while reading the passage as


it illustrates some of its uses. More practice is provided in the activity
book. The teacher can provide more exercises if needed as the use
Procedure
of this tense is particularly difficult for the pupils. Make sure you
contrast it with the simple past.

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.

30
MODULE 4

SERVICES

L E S S O N F O U R : TRANSPORT

To enable students to speak and write about different means of


Objective
transport and the differences between them.

Main skills Speaking, Writing

- Predict the gist and type of text from illustrations.


Subskills - Infer the possible meanings of a word / expression.
- Reinvest covered in class in project work.

convenient, frequent, available, throughout, enquiry, to give a


Vocabulary hand.

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.

The writing focuses on the use of linkers to write a paragraph about


the differences between means of transport. The teacher can also
ask his pupils to go back to activity one in the section and choose
other means of transport.

31
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.

Main skills Reading, Writing

- Infer relationships between interlocutors.


Subskills - Work in pairs and share information in order to perform an
oral task.

Vocabulary seller, come round, reception desk, to join, to look forward to.

Structure(s): Function(s):

Language Gerund + Noun


Noun formation 3
Noun + Gerund

The different shapes of the phone and its different uses can be
introduced here in order to pave the way for the telephone conversation.

Pupils might be asked to read the dialogue in pairs to make it more


lively. Because it is a business conversation, they can be asked to
read it and use a suitable tone.
Procedure
The pupil is required to present his blog. It’s important that he / she
explain to his / her classmates what his/her group have achieved.
It may be a good idea to reward those who have shown a good
performance for further reinforcement.

32
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

33
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.

-Describing people take away


1- I’m so / very
fish tank
Lesson four: -Reading for specific sorry + that clause.
Speaking -Expressing to come across
information 2- I regret + ( / au / /ai/
37 regret creatures Writing
Let’s watch - Predicting possible noun / ving ) / ou/ /ei /
Writing a shark
a film! outcomes. to run away
- Writing a biography.
1-I’d like to know Lyrics
-Showing interest more about 2-It Writing
Lesson five: -Showing to sound Spelling 4
Reading -Showing indifference. sounds interesting award
interest, Mute consonants
3-I’m interested
38 - Matching words to make skateboarding Project work
Stars indifference in... ( k,l,gh,g,h)
Writing expressions. 4-I don’t mind a single step 3
pastimes /care... a yacht Presentation
- Matching parts of sentences.
MODULE 5

ENTERTAINMENT

L E S S O N O N E : MEANS OF ENTERTAINMENT

To introduce the topic of entertainment and enable pupils to read


Objective
and express themselves about it.

Main skills Reading, Writing

- Interpreting pictures.
- Scanning a text for specific information.
Subskills - Information transfer.
- Completing an interview.
- Identifying different sounds.

disc-based, e-books, to take over, a walk-in cinema, to interrupt,


Vocabulary giant, dolby system

Structure(s): Function(s):
1- Maybe / Perhaps - Expressing uncertainty
Language 2- I’m sure + that clause /
- Expressing certainty
No doubt + declarative
sentence.

The pupils are first invited to identify different means of entertainment


and say which of them can be practised indoors and which can be
practised outdoors.

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.

In this module, the final product of the project is going to be a wall


display about the pupil’s favourite song and its singer.
Collecting and sharing information and tasks among the group will be
the first step.

34
MODULE 5

ENTERTAINMENT

L E S S O N T W O : EATING OUT

To provide pupils with the necessary to understand a listening


Objective
passage about ordering food in a restaurant.

Main skills Listening, reading, writing

-Identifying vocabulary related to food.


-Matching words with definitions.
Subskills -Listening for the gist.
-Reinvesting in one’s writing.

make up one’s mind, diet coke, garlic, starter, dressing,


Vocabulary vegetarian, barbecue, charge

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

The spidergram should be used as a preparation for the listening


activities as it helps the students to review some of the vocabulary
related to eating out.

As the pupils listen to the conversation, they can be asked to move


to the activity book and deal with the comprehension check.
The grammar points deal with exclamations and expressing
Procedure satisfaction, two functions that might be needed in a restaurant when
food is ordered.

The activities consolidate the grammar point and its use in a


conversation while the writing activity is meant to enable pupils to
express surprise and dissatisfaction in writing.

35
MODULE 5

ENTERTAINMENT

L E S S O N T H R E E : WHERE SHALL WE GO ?

To teach pupils to speak about places they like to go to and why


Objective
and make suggestions.

Main skills Reading, Writing

- Drawing on prior knowledge.


- Identifying activities from pictures.
Subskills - Reading for the gist.
- Making suggestions.
- Identifying stress at word level.

Vocabulary wild, acrobats, to windsurf, water slides, rides, flavour, exotics

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.

The activities provide practice of vocabulary and Activity Three


focuses on the verb form in suggestions.

36
MODULE 5

ENTERTAINMENT

L E S S O N F O U R : LET’S WATCH A FILM !

To enable students to talk about films, read and speak about a


Objective
cartoon star.

Main skills Speaking, Writing.

- Describing people.
- Reading for specific information.
Subskills - Predicting possible outcomes.
- Writing a biography.

Vocabulary take away, fish tank, to come across, creatures, a shark


to run away

Structure(s): Function(s):

Language 1- I’m so / very sorry + that


clause. - Expressing regret
2- I regret + ( noun / ving )

In this section, the vocabulary about the cinema paves the way for
the story of Nemo and his adventures.

The reading passage is a summary of a cartoon star’s adventures.


Pupils love to talk about cartoon stars. They could then be asked to
focus on the fact that Nemo regrets disobeying his father to teach the
Procedure grammar point before moving to the Activity Book and doing the
comprehension activities.

The is consolidated through completing a gapped poem ( song )


written by Nemo to his father.

37
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.

Main skills Reading, Writing, Speaking.

- Showing interest
- Showing indifference.
Subskills - Matching words to make expressions.
- Matching parts of sentences.

Vocabulary Lyrics, to sound, award, skateboarding, a single, a yacht

Structure(s): Function(s):

1-I’d like to know more about.. - Showing interest


Language
2-It sounds interesting
3-I’m interested in... - Showing indifference
4-I don’t mind / care...

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.

38
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

Lesson five: -Reacting to illustrations immigrants


Reading I hope that + Spelling 6 Writing
refugees
Tolerance Scanning for specific
peacemaker Mute
44 and Writing information. Expressing hope. clause. Project work
conflicts consonants
respect for -reinvesting previously step 3
tortured ( t,p,w,s)
others acquired. Presentation
reconciliation
MODULE 6

CIVILITY

L E S S O N O N E : VOLUNTARY WORK

To raise pupils’ awareness about voluntary work to enable them to


Objective
read, talk and write about it.

Main skills Reading, Writing

- Read for the gist.


- Scan a text for specific information.
Subskills - Match sentence parts.
- Produce oral descriptions from pictures.
- Classify words.

To take part in, needy, homeless, cruel, volunteer, donate,


Vocabulary disabled, stand by, survive, chores, lack of, to give a hand

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.

40
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;

Main skills Listening, Reading, Writing

-Inferring meaning from pictures.


Subskills -Expressing opinion about issues.
-Listen to identify, understand and react to social issues.

join, get started, come forward, to establish, membership,


Vocabulary to involve, across, foreign

Structure(s): Function(s):

Language 1- Can I help you ?


Offering help
2- What can I do for you?

Pupils are asked to label pictures in order to see examples of what


kids can do. They can be asked to provide more volunteering examples.

Pupils listen as many times as necessary to the passage and then do


the comprehension activities. Melissa explains what she does as the
Procedure founder of the F.A.C.E organisation. It’s important to underline the fact
that even kids can do a lot for the environment.

The linguistic function in this lesson is “offering help”. The writing


activity requires pupils to explain how poor people can be helped
by kids.

41
MODULE 6

CIVILITY

L E S S O N T H R E E : HOW TO BE COOPERATIVE

To teach pupils about the benefits of cooperation and collaborative


Objective
work ;

Main skills Reading, Writing

- 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

Pupils are brainstormed about activities that require cooperation.This


prepares them for the text which is about cooperation at school.

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.

42
MODULE 6

CIVILITY

L E S S O N F O U R : CLUBS, ASSOCIATIONS AND CHARITIES

To enable students to speak and write about associations and


Objective
charities and their role in society in Tunisia and around the world.

Main skills Speaking, Writing

- Predict topic from illustrations.


- Reinvest prior knowledge in one’s writing.
Subskills - Write a biography.

opportunity, firt-hand, mission, homeless, income, shovel, driveway


Vocabulary stair lift, walking stick.

Structure(s): Function(s):
1- I think that...
Language
2- I believe that...
Expressing opinion
3- In my opinion...
4- I think so.

The students look at the pictures and speak about examples of


activities people can do to help others. Then, they are asked to think
of other possible ways to help people around them.

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.

43
MODULE 6

CIVILITY

L E S S O N F I V E : TOLERANCE AND RESPECT FOR OTHERS

To enable pupils to read and write about tolerance and respect


Objective
for others.

Main skills Reading, Writing

- Reacting to illustrations.
Subskills - Scanning for specific information.
- Reinvesting previously acquired.

immigrants, refugees, peacemaker, conflicts, tortured,


Vocabulary reconciliation.

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.

As young people are fond of sports and competitions, the topic is


about fair play. Activity One provides them with codes of fair play
before they write a paragraph in Activity Two.

44

You might also like