(02) / You can do it / / Citizenship – Sustainable Development / / Listen & Consider
L.Form : / -Can/Could/Be able to/May/Might. / V.Aids : / Books, Pictures & Maps
Function : / -Asking for and giving permission
-Making requests
Objective: / -Pps will be able to asking for and giving permission.
-Pps will be able to making requests.
Procedure / Pupil's Task
Warm-up:
-Asks the Pps to open their books on page 41, and tries to warm up the situation by introducing the new "File 02", its contents, objective and functions.
Food for Thought:
-Asks the Pps to open their books on page 42, and asks to pay attention at the photos and to interpret them with possible questions:
-Asks to do ("Act 1 p 42")look at the pictures then try to interpret them.
-Picture One: The teacher may help the learners by asking the following questions.
Why is the girl in the picture at the top of the page holding up a pick?
Is she happy? Why?
What has she managed to do?
Can you do what she did?
-Picture Two: The learners look at picture two and then try to answer the following questions.
What does picture Two represent?
Why is the man shaking hands with the girl?
What do the two pictures have in common?
Before you listen:[Recycling "can" and its uses]
-Asks to do ("Act 1 p 43"):
-Asks to look at the pictures and try to answer the following questions.
What is the big picture about? It's about talent show.
Do you like talent show? Do you watch talent show on TV? Yes, I sometimes do.
Have you ever participated in a talent show? Which one? No, I've never done it.
What is your talent? What can you do exactly? I can play {music- build- farm…}
-Asks to look at the pictures, then asks and answer questions.
You: Can you [dance- run- play hockey-tennis-volley ball swimming fishing surfing…]
Yourpartner: Yes, I can. No, I can't. But I can (sing) well.
As you listen:[Discriminate between strong and weak form of "can" ]
-Invites Pps to listen the("Script 1 p 167").
-Asks to do ("Act 1 p 43")Listen then identify the form of the modal 'can'
< weak or strong form
Snippets of the dialogue / Strong forms of 'can' / Weak forms of can
ÂCan you help me / /kn/ / /kn/
ÂI can play the guitar / /kn/ / /kn/
ÂYes, I can. / /k n/
ÂNo, I cannot. / /knt/
-Asks to do ("Act 2 p 44")Read the questions then as you listen make notes for your answers.
- Bob politely requests Wendy to give him some of her time. What does he say?
- What does Wendy say to offer her help?
- Can she sing?
- Can she play the piano?
e. Could she do anything she wanted with her free time when she was a child?
No, she couldn't.
- Her parents accepted to let her play music
After listening:
-Asks Pps to answer the question" on the "Grammar Window" on page 44. And try completing the "grammar window ".
Grammar Window:
-Invites Pps to go to page 179, read then listen to the teacher explanation of the grammar lesson on "Model axillary"
Practice:
-Asks to do ("Act 1 p 45")Look at the list below then say what people 'couldn't' do thousand years ago, but which they can do today .[The aim is practice the use of 'could-couldn't]
{drive cars –live on the moon –go to the cinema- cure cancer – take photographs- clone a human being-forecast earthquake}
You:Could people drive cars two hundred years ago?
Your partner: No, they could not. People did not know anything about cars then.
-Asks to do ("Act 2 p 45")Look again at the list above and say what people "will be able" to do soon.[The aim is to practice the use of 'will be able to]
You: Will people be able to live on the moon soon?
Your partner: No, they will not be able to do that soon. But I am sure they will be able to do it someday.
Asks to do ("Act 3 p 45")Match the pairs, then write sentences about these famous personalities.[the aim is to practice the use of 'was/were able to' to talk about past achievements and use the synonym 'managed to'].
- Ferdinand Magellan 3 set a foot on the moon for the first time in human history.
- Ibn Battuta 1 sail through the Strait (of Magellan) at the tip of South America, cross the ocean, he named the Pacific Ocean.
- Neil Armstrong 4 travel with his father to China when he was still young.
- Marco Polo 2 Make a journey of 120.675km, a journey that took him more than 30 years.
- Ferdinand Magellan (circa 1480-1521) was able tosail through the Strait (of Magellan) at the tip of SouthAmerica, cross the ocean, he named the Pacific Ocean.
- Ibn Battuta (1304-1368) was able to make a journey of 120.675km, a journey that took him more than 30 years.
- Marco Polo (1254-1324) was able to travel with his father to China when he was still young.
- Neil Armstrong (1930- ) was able to set a foot on the moon for the first time in human history.
The Home Work:
Aissaoui AEK Middle School -Tircine- / Level:Fourth (04th) MS / Teacher: Mr. ZIANI Rachid
(02) / You can do it / / Citizenship – Sustainable Development / / Read & Consider
L.Form : / -Can/Could/Be able to/May/Might. / V.Aids : / Books, Pictures & Maps
Function : / -Expressing ability/Inability/Possibility
Objective: / -Pps will be able to expressing ability/Inability/Possibility.
Procedure / Pupil's Task
Warm-up:
-Asks the Pps to recall previous lesson.
Before you read:
-Interact the Pps to use Model axillary "can".
-Asks to do ("Act 1 p 46")Look at the picture and guess why the pupil has stopped taking his test;
You: Why has he stopped taking his test?
Your partner : I don't know .May be /perhaps he does not know the answer
As you read:
-Invite the Pps to reads the ("Text p 47") and insists on the structure (the sequencers and the imperative)[ the aim is check and develop predictions]
-Asks to do ("Act 1 p 46")Read the lead-in to a newspaper report below and check your answer
The answer:The student has panicked .he suffers from test anxiety.
-Asks to do ("Act 2/3 p 46/47")Read the report and check your answer.
Professor Malcolm Kane says that exam preparation in groups is important for reducing stress and for success in exams. They help one another by asking and answering questions that they might have in exams.
After reading:
-Asks to do ("Act 1 p 48")Re-write the lines written in bold in the dialogue below using
'may'or'may not + verb
instead of'perhaps'[It's a transformation activity the learners are asked to use 'may instead of 'perhaps]
-Said: Karim has invited me to visit him in England.
-Amine: Will you go?
-Said: I don't know. I may go next June. I may ask for a school leave.
-Amine: The head master may not let you go.
-Said: Well, I may go without asking for leave then.
-Amine: I advise you not do that .The headmaster may mark you absent.
Grammar Window
-Asks to do ("Act 2 p 48")Consider the situations below, then write questions using 'may' or 'can'to ask for permission to do something .Use the verb in bold type.
[The aim is to use 'can and may' to ask for permission in suggested situations]
- An English guest who does not know well is in your home .he wants to use your telephone to give a call to his parents.
- You are in your English class. You've forgotten your dictionary at home and you want to borrow your friend's dictionary to look up a difficult word:
- You are at the beginning of your English class .You ask your teacher for permission to leave early to visit a friend of yours in the hospital.
- You are now in the hospital .You ask the doctor for permission to give a drink to a friend of yours who just had an operation.
-Asks to do ("Act 3 p 49")Take turns to give or refuse permission using the responses in the table below.
A : May I use your telephone to give a call to my parents, please?
B : Yes, youmay/Yes, certainly. /Please do./Please go ahead.
B : No, you may not. / No, you cannot.
A : Can I borrow your dictionary, please?
B : Yes, youcan/ Yes, of course./Yes,sure./Yes,all right./Yes,certainly./Yes,go ahead.
B :I'm afraid/Sorry, you can't./No, you can't.
-Asks to do ("Act 4 p 49") Match the sentences in column A with their functions in column B
[Make the learners aware of the different functions of the model 'might'can be used.]
Column B / Column B
- Don't swim here. You might be attacked by sharks b
- May you live long and have a lot of children a
- There are no clouds in the sky, but it might rain before noon d
- You are not good at English. Well, you might try these grammar exercises anyway. c
- Expressing a wish.
- Warning.
- Suggesting.
- Remote possibility
Write it out:
-Asks to do ("p 49") Use the information below to write a note in your diary to list the things that are possible / likely to happen at the end of your school year.
[ The aim is to re-use modals may/might]
"Everything can happen at the end of the school year .I haven't really worked hard this year especially in Maths .So I may fail my brevet exam. I'm still young .So I may be accepted to repeat the year and take the exam again.
However, exams are also questions of luck .So I may pass .I have not made up my mind yet whether I will continue my studies in a lycée. I may go to a vocational school instead because I like doing things with my hands. I am particularly fond of drawings .So I might decide to train as a draughtsman. When I finish training, I may open a workshop .I'm sure that I’ll manage to make a lot of money….."
The Home Work:
Aissaoui AEK Middle School -Tircine- / Level:Fourth (04th) MS / Teacher: Mr. ZIANI Rachid
(02) / You can do it / / Citizenship – Sustainable Development / / WordsSounds
L.Form : / -Prefixes: il/ im/ in/ ir/ un/ and dis / V.Aids : / Books, Pictures & Maps
Function : / -
Objective: / -Pps will be able to use prefix to form the opposites.
Procedure / Pupil's Task
Warm-up:
-Asks to reminds the Pps about the "prefixes» and its pronunciation.
Practice:
-Asks to do ("Act 1 p 50")Copy the table then tick in the appropriate box of the prefix to form the opposites of the words
Il / Im / In / Ir / Un / Dis / Words / Transcription
/ Regular / /'iregjl/
/ Capable / /inkeipbl/
/ Possible / /'imposbl/
/ Responsible / /iri'sponsbl/
/ Legal / /'ili:gl/
/ Justice / /instis/
/ Probable / /imprbbl/
/ Definite / /'indefnit/
/ Polite / /implait/
/ Obey / /dis'b/
/ Agree / /disgr/
-Invites the Pps to correct "orally" their works; he should lead the learners to distinguish between the prefixes and their uses to make the opposite of a word.
"ir"'r' "il"'l' "im" 'p ' "in" 'c-j-d' "dis"'o- a'
-Asks to do ("Act 2 p 50")Re-write the new words obtained in 'activity 1' using the phonetic transcription.
1)Irregular/'iregjl/
2)Incapable /inkeipbl/
3)Impossible /'imposbl/
4)improbable /imprbbl/
5)impolite/implait/
6)illegal/'ili:gl/
7)injustice/instis/
8)indefinite /'indefnit/
9)disobey/dis'b/
10)disagree /disgr/
-Asks to do ("Act 4 p 50")Fill in the gaps with the appropriate 'opposite ' form the box in exercise 2 above.
a-Verbs can be divided into two groups .There are regular verbs and 'irregular 'ones.
b-"an" is an 'indefinite' article It is used before a vowel sound.
c-It is illegal to steal .You can go to prison.
d-It is 'impossible ' to arrive on time at school .It's nearly 8 o'clock.
e-This mathematical equation is difficult .I'm 'incapable' of doing it.
f-It is 'impolite' to interrupt people like that .Next time wait for your turn to speak.
g-Mother punished me yesterday because I disobeyed ' her orders.
h-It is ‘improbable’ for a horse to live for more than 30years.
i-It is ‘irresponsible’ to call women weaker sex they are as strong as men.
j-I disagree with you, Rashid, when you say that studies are not important …..
k-You are very wrong when you say that teenagers are incapable' of doing things right….
The Home Work:
Aissaoui AEK Middle School -Tircine- / Level: Fourth (04th) MS / Teacher: Mr. ZIANI Rachid
(02) / You can do it / / Citizenship – Sustainable Development / / ResearchReport
L.Form : / -Can/Could/Be able to/May/Might.
-Must/Mustn't.
-Have to/Need. / V.Aids : / Books, Pictures & Maps
Function : / -Expressing ability/Inability/Possibility
-Expressing obligation/Necessity/ Prohibition
Objective: / -Pps will be able to express ability/Inability/Possibility/obligation/Necessity/ Prohibition.
Procedure / Pupil's Task
Warm-up:
-Asks the Pps to open their books on page 52 and try to interpret the pictures. The teacher leads the conversation about the animals' life.
Practice:
-Asks to do ("Act 1 p 52")Find out the average life span of each of the animals, and place them on the following graph. Life expectancy graph.
Lions live to the age of 50 years on the average.
Dolphins live to the age of 50 years on the average.
Horses live to the age of 25 years on the average.
Bats live to the age of 06 to 15 months on the average.
Turtles live to the age of 80 years on the average.
Giraffes live for 20 years on the average.
Elephants live to the age of 60 years on the average.
Cats live to the age of 15 years on the average.
-Asks the Pps to read the graph and try to compare between the animals.
-Asks to do ("Act 2 p 52")Discuss the maximum age of each of the animals represented on the life expectancy graph.
[Aim: The teacher reports the pupils' answers on the board, they should be able to distinguish between use of 'may- might-and cannot']
Lions live to the age of 50 years on the average.
Dolphins live to the age of 50 years on the average.
Horses might live to the age of 25 years
Bats cannot live to the age of 30.
Turtles might well live to the age of 01 year.
Giraffes live for 20 years on the average, but they may well live for up to 25.
Elephants may welllive to the age of 60 years on the average.
Cats live to the age of 15 years on the average.
-Asks to do ("Act 4 p 53")write a report about Animal:
Name of animal:CAT
Where does it live?Cathouse(home)
What does it look like?Fur: black , white and brown; size 30cm; weight 1-4 kg
What is it like?Milk, meat and mouse
What is special about it in terms of what it can do?
How long does it live? 5-10 years
What is the maximum I age to which it can live? 15 years
What may cause its extinction? kill
What can we do to I save it?Proliferation.
-Asks to do ("Act 5 p 53")imagine you are a member of the World Wild Life Organization. Write a ten-rule charter designed to ensure the protection of wild animals using appropriate modals. (See Grammar reference n° 6, page 181.)Take your pick from the following verbs [to cure - to shoot - to treat - to trap- to feed ) hunt-to shelter-to mistreat-to fatten]
The Home Work:
Aissaoui AEK Middle School -Tircine- / Level:Fourth (04th) MS / Teacher: Mr. ZIANI Rachid
(02) / You can do it / / Citizenship – Sustainable Development / / ListeningSpeaking
L.Form : / -So/Neither. / V.Aids : / Books, Pictures & Maps
Function : / -Expressing agreement
Objective: / -Pps will be able to express agreement.
Procedure / Pupil's Task
Warm-up:
-Recall previous lesson.
Listen and Checks:
-Invites Pps to listen the("Script 2 p 168").
-Asks to do ("Act 1 p 54")Fill in with the appropriate auxiliary:"can- do or have".
-Jill: I have got a bulldog.
-Jack: So, have I.
-Jill: I love bulldogs.
-Jack: So, do I.
-Jill: I don't like people who mistreat animals.
-Jack: Neitherdo I.
-Jill: I can't be friends with people who are cruel to animals.
-Jack: Neithercan I.
-leads the Pps to distinguish between the use of the modals in such situations
Agree : So + auxiliary [ can – do – have – be –will …]
Disagree : Neither + auxiliary { can – do – have – be –will …}
-Asks to do ("Act 3 p 54")Listen then say which word is stressed most in the speech bubbles
So, have I. So, do I. Neitherdo I Neithercan I
-Asks to do ("Act 3 p 54")Listen again and note the form of the auxiliary 'do - have and can'
[Aim: "The rule is we use the weak forms of these auxiliaries when they occur in such sentences"]
Have / Can / Do
Strong form / Weak form / Strong form / Weak form / Strong form / Weak form
/hv/ / /hv/ / /cn/ / /cn/ / /du:/ / /d/
-Asksthe Pps to open their books on page 55 and look at "coping ".They are invited to read each part of the 'coping' while the teacher explains.
-Asks to do ("Act 2 p 56")Complete using "so" or "neither" plus the appropriate auxiliary: [do – will – shall – have][Aim: They are asked to "agree» or "disagree" about their capabilities. Use: neither- and – so ]
You: I have a bicycle.
Partner A: So, have I.
Partner B: That is very funny .I have bought one, too.
You: We are flying to England next Saturday at five.
Partner A:So, are we.
PartnerB: How extraordinary! We are going on the same flight, too.
You: I have not seen B since last Monday.
PartnerA: Neither have I.
PartnerB: There is something wrong .I has not seen him since last Monday, too.
You: Everybody hates snakes .But I love them.
PartnerA: So do I.
PartnerB: I love them too.
The Home Work:
Aissaoui AEK Middle School -Tircine- / Level:Fourth (04th) MS / Teacher: Mr. ZIANI Rachid
(02) / You can do it / / Citizenship – Sustainable Development / / ReadingWriting
L.Form : / -The future "will". / V.Aids : / Books, Pictures & Maps
Function : / -Expressing agreement
Objective: / -Pps will be able to expressing agreement.
Procedure / Pupil's Task
Warm-up:
-Recall previous lesson.
Read and Checks:
-Invites Pps to listen the("Text p 57").
-Asks to do ("Act 1 p 57")Look at the picture of the cover page of the magazine below and answer the questions.
What is the name of the magazine? Popular Science
What is the title of this issue of the magazine? Flash Forward: Life in the Future.
Which topics does this issue of the magazine deal with? Technology /new inventions : cloning , computers…
What does the illustration on the cover page represent? A baby in the hands of a robot.
What do you think the most important article in the magazine? The most important article will be about robots.
-The teacher may ask some oral questions about the text especially activities planned in the BEM exam.
-Exercise: What do the underlined words refer to?
This = they = them =
-Exercise 01: Answer these questions according to the text :
What do people think about robots?
Is it true about new generation?
What can the new generations robots do?
Will robots be rivals of man? Why?
-Exercise 02: Lexis.
Find the synonyms:
a lot of = correct = recent=
discover= relax= concurrent =
Give the opposites:
clever≠ few≠ young≠
natural≠ possible≠
-Asks to do ("Act 3 p 57")Read the text again then identify the sentences (s) which each of the illustrations below helps you understand.{Aim: checking the understanding of the activity}
Picture 01 represents a robot maid and a robot student .It illustrates the following sentences:"They will be able to make robot maids, which will do house cleaning .They may be able to invent robot students to do your homework while you just lie in your bed listening to music.”
Picture 02 shows a robot cook .It illustrates the following sentences: "I 'm sure scientists will be able to invent robot cooks, which you can instruct to prepare your breakfast in the morning.»
Picture 03 illustrates the following sentences: "They might even invent robot mechanics, which will repair broken robots ":
-Asks the Pps to open their books on page 58 and look at "coping ".They are invited to read each part of the 'coping' while the teacher explains.
Write it out:
-Asks to do ("Act 1 p 59")Read the jumbled predictions and say how sure you are about each using "will be able – may well – may – might – or won't be able + verb
a)Someday people will be able to do their shopping by computer.
b)Scientist will not be able to invent a computer, which can read your mind soon.
c)In the future all children may well study at home using the computer.
d)Scientists will be able to make a vaccine against cancer in the future.
-Asks to do ("Act 2 p 59")Discuss the opinions you have expressed in the previous exercise by 'agreeing or disagreeing"
Scientists will not be able to invent a computer which can read in your mind soon.
I think so too. / Oh, I even think scientists may well do all their best in medicine.
I think people will be able to d their shopping by computer.
Really? I don't think so .I rather think that people will go out and do their shopping by themselves
-Asks to do ("Act 3 p 59 ") Write a ten lines article to say what NASA "will /may/ might/well be able to do / with robots in the future.
Space News
The National Aeronautics and Space Administration is on its way to making new advances in the conquest of space.
NASA scientist will be able to make new types of spaceship soon. This spaceship will be more powerful than those that the NASA has made so far .The future astronauts may well be a new generation of robots .This new generation of robots astronauts might be able to go on missions of exploration to Mars. They may be able to communicate with NASA specialists in the Kennedy Space Centre in Florida because they can speak English.
According a NASA director, these astronauts robots will be able carry with them another robot, Hyperion. Hyperion can work 24 hours a day because it runs with solar energy .Hyperion will be able to find continuous sunlight in the polar regions of the planet Mars. It will be able to run over rocks and to take clearer pictures than we already have of the red planet.
The Home Work:
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