[email protected]
Term
Month&weeks
File
octoberWeek4novemweek1
competence Learning objectives
Grammar
Lexis
Pronunciation
AutumnHolidays
AutumnHolidays
AutumnHolidays
"
can do it
ability andpossibility
Vocabulary( oral and Modals:written )can/ could/
may/ might
Asking and
givinginformation
technology
Equivalent of( oralandwritten)
Am/ was / will
be : ( able to )
WORDS &SOUNDS
related
animal life
Interpret
Stress inwords
defective
starting with
verbs
prefixes
decemWeek2
File Two "2"
First
(modals):allo
novemweek4
Modals:
MakingProduce
requests.
( oral)
have to / needto / must
w to ,permit to, capable of
So / neither
"il, im, in, ir,un and dis"
agreement anddisagreement
Weakand strong
Prefixes :
Expressing
forms ofauxiliaries"was were
( oral)
can do
N.B:decemWeek3
Learning to integrate
Assess integration
have"
Test n2: First Terms Exams : Correction of exams : Winter
Holidays:
Holidays
Where do westand now? (p61 top 62)
Each year the schooladministration gives the pupils" a
correspondence leaflet ". Progress check .This leaflet contains the
time(activitiesA B Ctable ,school results withp 61 &
p62)teachers remarks ,but it alsoincludes the school chart
andregulation.Reading andYou read this chart ,youWritingagreed with
some regulations( activities1-2 -3and disagreed with
others.p62)Make a new school regulationin which you state what
theFree exercisespupils should do and the waythey have to behave
& therights they should be given .List your regulations ,useBEM
samples :official regulations (national or Text as : 'table'
'international UNECEF )Put your regulations in a Text asleaflet
."Instructions "Present your work to yourteacher and classmates
firstBy Mr. samir bounab([email protected]),then propose it to
the schooladministration.SWBAT :
Show duty andresponsibility .Page 2
Exercises and BEMsamples
Autumn HolidaysAutumn
A new school chart with rightsand duties.
Expressing
"You
Term
novemweek3
AutumnHolidays
Module of integration(BEM proposed themes )
Resources
Interact
novemweek1
novemweek2
AutumnHolidays
AutumnHolidays
Type oftask
Listen and consider
File Two [You can do it]
Fourth
Level
Personal Goals:During this lesson, what teacher competencies are
you focusing on ? They should be adapted from the ATF to reflect
the specifies of your situation Two-way communication with the
world.[ 1) The teacher uses and plans activities that allow
learners to practice and develop real-life communication skills for
reading, writing, speaking and listening(e.g. interviewing ,writing
about a past experience , a classmate, reading an email, listening
to phone message). 2)The teacher chooses topics and tasks that
allow learners to develop skills in learning and communicating
aboutthemselves and their community ,and about their country and
the world 3)The teacher introduces a variety of topics of interest
to the learners that are related to other cultures, comparison of
cultures and international issues.
Communicative Competence. Communicative competence in English
involves interacting with others using receptive / interpretive
skills ( reading and listening) and productive skills (speaking and
writing ) , supported by the ability to use vocabulary and grammar
appropriately and employ a range of language strategies that help
convey and clarify meaning.
Lesson Focus: Which aspects of language are you teaching: e.g.
grammar point(s), aspect of pronunciation (phonemes, intonation,
etc ), vocabulary (words, word phrases, idioms, etc) functions
(politerequests, apologizing.)?
In this lesson I will teach the following aspects of
language:
Function : Expressing ability and possibility Grammar: Modals:
can/ could/ may/ might & Am/ was / will be : ( able to )
Vocabulary related to: technology & animal life Pronunciation :
Strong and weak form of canCompetencies : Which competencies in the
AEF are you working toward or plan for the learners to achieve
today? They should be adapted from the AEF to reflect the specifies
of you
lesson.
Can interact orally start and maintain short conversations (
i.e; asking/answering questions and responding to information and
news of others)..Can listen and understand the gist and some
important details of :Short monologs and dialogs Can listen to and
understand unfamiliar instructions and explanations that are: Very
short and straightforward / Accompanied by visuals (e.g; gestures
,writing or drawing modeling,demonstration). Broken down step- by-
step . Can effectively use the words and phrases needed to express
one's ideas :Within straightforward ,familiar topics an d
situations
Objectives / Assessment :SWBAT
by the end of the lesson ,students will be able to :
1)express ability & inability , possibilities (using the
models can-could-may- might am/was/will be able to )2) Use stressed
prefixes to form opposites
Required material and / or resources : The manuals flashcards
(p42- 43 ) &[email protected]
page 3
Script p 167
time
Type of
ProcedureYou can do it
Rationale interaction
File Two
Swbat4th Am Level
Teacher GreetingWarm-up :studentsandThe teacher greets his
learners and inquires about them and their daily school
life.welcomingThe teacher interacts with his learners about the
previous file file one Its my treat , they are invited to
openStudents teacher their books on page 39 and try to discuss if
they have really acquired what has been taught to them
summativeassessment[asking for information & agreement using
tag questions /making polite request/ fact and opinion suffixes
]Ways ofStudent The learners are asked to open their books on
page41; the teacher explains the new features of "File Two", and
thespeakingstudentnew tasks and functions.The learners are asked to
open their books on page42, look at the pictures and try to
interpret them.Teacher Food for thought task p42: look at the
pictures then try to interpret them.Picture One: The teacher may
help the learners by asking the following questions.a-Why is the
girl in the picture at the top of the page holding up a
pick?studentsSuccess andb- Is she happy? Why?achievementc-What has
she managed to do?d-Can you do what she did?Picture Two : The
learners look at picture two and then try to answer the following
questions.Students1.What does picture Two represent?2.Why is the
man shaking hands with the girl?teacher3.What do the two pictures
have in common?The teacher listens to the learners' interpretation,
lists some of their idea on the board. He should lead them
tounderstand the idea of "achievement" and discriminate between
{physical and intellectual achievement}The learners are asked to
read the interpretation on the board, then copy down on their
copybooks.
Skill , talentand ability
Skill , talentand ability
Teacherstudents
Pre-listening : [Recycling "can" an its uses]The teacher tries
to interact with his learners about the way we express our ability
& inability in order to leadthem use the model can and its
different uses.
Expressing ability ( I can speak English)StudentsAsking for
permission (Can I go out?)teacher
Can
Expressing inability ( I cant speak Italian) Making requests
(Can you open the window please?)
The teacher explains the instructions of the activity and the
new words then asks the pps to answer the followingquestionsabout
the given picture on page 43.StudentsWhatis the big picture about?
It's about talent
show.Doyouliketalentshow?DoyouwatchtalentshowonTV?
Yes, I sometimes do.studentsHave you ever participated in a
talent show? Which one?
What is your talent? What can you do exactly?
No, I 've never done it. I can play {music- build- farm}
Interact togreet andwelcomeInterpretthesummativeSheet
p39Producesomeexamplesusing thepreviouslearningobjectives
Interpretthepictureto decodethemessage physical
&intellectualachievement
Interactabout canand its usesand try to listwhat hasbeen seen
inthe previousyearsabilityinability permission& request
Who are mylearners? Greet and
welcome Discuss and
sum-up whathas been learntbefore Describedifferent sorts
ofpictures andphotos to decodethe message inthem Identifyperson
place Deduce the
meaning from apicture ofphysical andintellectualachievement
Talk about
what has beenlearnt aboutcan and itsdifferent uses
Discriminate
between the fouruses of can(ability &inabilitypermission
&request)
[email protected]
Skill , talentand ability
The teacher listens to the learners' answers, asks them to read
the answers written on the board, then perform theStudents
'activity' as question-answer.- teacher The teacher asks the pupils
to look at the small pictures and try to identify what type of
talents they show. Theymay use their pencils and define the types
of talents. After that they are asked to look at the example and
try toperform by substituting the key words they have already
defined.Activity Onep43: Look at the pictures, then ask and answer
questions.StudentsYou: Can you [dance- run- play
hockey-tennis-volley ball- swimming-fishing surfing]teacher
Your partner: Yes, I can. No, I can't. But I can (sing)
well.
Makingappealsandrequests
Skill , talentand ability
Skill , talentand ability
The learners perform the drill pair by pair, and then they are
asked to talk about themselves.TeacherDuring listeningThe teacher
explains the instructions of activity 2p44, the new words ,then
invites the pupils to listen and try tostudents find the
answers:[Make the learners aware o f various functions forms of the
modals 'can could']Activity 2p44: Read the questions then as you
listen make notes for your answers."script1p167" A: Bob politely
requests Wendy to give him some of her time. What does he say? Can
you spare a moment to answer a few questions, please? B: What does
Wendy say to offer her help? Sure, what can I do for you?Students-
teacher C: Can she sing? Yes, she can. D: Can she play the piano?
Yes, she can. E: Could she do anything she wanted with her free
time when she was a child?Students No, she couldn't. F: Her parents
accepted to let her play music because she was able to convince
them that music wouldn'tstudents interfere with her studies. G:
When will Wendy be able to register? She will be able to register
this afternoon.The learners are asked to listen and try to answer
on their rough copybooks.TeacherThe teacher checks the learners'
answers and writes them on the board; finally, the pupils are asked
to go to page167 and perform the dialogue pairs by
pairs.studentsThe teacher invites the learners to interpret the
answers of Activity2p44 and try to answer this exercise ;Students
Exercise: Listen again to the script and try to fill in the
following table.Past abilityPresent abilityshe Couldnt do anything
she wantedshe can sing - she can play thestudentswith her free time
when she was a childpianopage 5
Future abilityShe will be able to register thisafternoon
Producewritten Answer writtenanswer to question afterprevious
interpreting photosquestions
or visual aid.
Learnersinterpretthe smallflashcardtoidentifythedifferenttypes
ofsport thatpupilscanperform
Use visual aids
to interpret drillstalking aboutpresent abilityand inability
Interpret
listening script Listen andanswer according tothe given
question
Interpretalisteningscript toanswerthe taskon p44
Make differencebetween present past and futuresituations
Discriminatebetween the differentforms of can andmake a link with
thenew one talkingabout future abilities Pupils canidentify the
theme ofthe script Can discriminatebetween theinterlocutors
Deducethe form Can identify jobsof canand hobbiesabilityin
thepast present &[email protected]
Figurativeuse oflanguage
Post listening: [Discriminate between strong and weak form of
"can" ] Activity 1p43: Listen then identify the form of the modal
'can' >
n/
Listen anddiscriminatebetween the Discriminateweak &between
weak andstrong strong formspronunciation of can Recognize
strong
No, I cannot.
Teacherstudents
form while uisingyes and noquestions
/knt/The learners are asked to listen and mark the forms then
they are asked interview on page 167, pairs by pairsFinally, the
pupils read the written works on the board, then copy down on their
copybooks
The teacher explains the instruction of the 'activity' then
requires form the learners to work in pairs.Consider sentences
'a-f' and answer questions "1-3"QuestionsStudentsteacher
Makingappealsandrequests
Skill , talentand ability
Studentsstudents
a)b)
c)d)
a.Can you spare a moment?b.I can play the guitar.c.Can I take
part in the contest?d.When I was young , I couldn't do anything I
wanted with my free time.e.I was able to convince them.f.When will
you be able to come and register for the contest?AnswersSentence
'b'Sentence 'e' (permission) ; Sentence 'a' (request);We use the
same modal to ask forpermission and to make a request but the
pronoun differ. We use 'I' when we ask for'permission' and "you"
when we make 'request'Can has no future form .So we use "will be
able to" when we talk about 'ability' in thefuture."Was able to "
is used to talk about past achievements.
The pupils use their pencils to correct the tasks, correct
orally then read and write down .
Interpret thegrammarwindow toidentify theuses
ofcan{permissionrequestabilityachievement}
Read and analyzethe grammarwindow to identifythe meaning of
eachsentences listed in it
Discriminatebetween all the usesof can
[email protected]
page 6
File Two:Welcomeand greet
Skill , talentand ability
Skilled,talentedand able
Be betterable to dosomething
Skilled,talentedand able
4Am level
Warm-up:Students The teacher greets his learners and inquires
about their daily life school.The teacher interacts with his
learners about the last sance and tries to check their
understanding about can and itsteacher different uses.The learners
are invited to perform more tasks about can and its uses using the
past tense and future one.The teacher asks the pupils to open their
books on page 45, he explains the instructions o f 'Activity1' then
invites them towork on their rough copy books in pairs .Activity
1p45: Look at the list below then say what people 'couldn't' do
thousand years ago, but which they can do todayTeacher .[The aim is
practise the use of 'could-couldn't]{drive cars live on the moon go
to the cinema- cure cancer take photographs- clone a human
being-forecastearthquake}studentsYou: Could people drive cars two
hundred years ago?Your partner: No, they could not. People did not
know anything about cars then.The learners are asked to perform the
drill and substitute key words in the list above , he may help them
to choose thecorrect words.The teacher explains to the learners how
to deal with 'activity2p45' then invites them to work in pairs on
their roughcopybooksActivity 2p45: Look again at the list above and
say what people "will be able" to do soon.[The aim is to practise
the use of'will be able to ]You: Will people be able to live on the
moon soon?StudentsYour partner: No, they will not be able to do
that soon. But I am sure they will be able to do it some
day.Thepupils perform and substitute the key words; the teacher
provides them with the appropriate words, and then writes
onteacherthe board the good examples.The teacher explains the
instructions of 'acitivty3p45', and then invites the learners to
interact about the famouspersonalities and their
achievements.Activity3p45: Match the pairs, then write sentences
about these famous personalities.{the aim is to practise the use
of'was/were able to' to talk about past achievements and use the
synonym 'managed to' }Ferdinand Magellan- set a foot on the moon
for the first time in human history.StudentsIbnBattutasail through
the Strait (of Magellan) at the tip of South America, cross the
ocean, henamedthePacificOcean.studentsNeil Armstrong- travel with
his father to China when he was still young.Marco Polo-Make a
journey of 120.675km, a journey that took him more than 30
years.The sentences:Ferdinand Magellan (circa 1480-1521) was able
to sail through the Strait (of Magellan) at the tip of South
America, crossthe 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.page 7
interactto greetandwelcomeinterpret thelast
sanceaboutexpressingability andinability &achievement
producedrillsusingpastabilitiescould/was ableto
Composedrills talkingabout futureabilities andexpectations
Interpretthe taskto talkfamouspeoplesachievements
- Can greet ,
welcome andinquire abouteach othersmatters- can talk andsum up
whathad been learntbefore andrecycle it-
Can identifythe form anduse of canin the past present andfuture
.
- can producedrills using thelearntlanguage andperform it
inpairs
-can name anddescribefamouspersonalitiesand
[email protected]
Acting,being orexistingtogether
Studentsteacher The teacher invites the learners to split in
groups of four, he explains the instructions
of'Activityp45'[integrated Situation] then asks them to work
together. The learners are invited to pay attention at the
introduction of the problem solving situationTeacherstudents
Skill , talentand ability
One of your English pen friends sent you an email talking about
British pupils during their schoollifeIn his email he explained you
what British pupils could do and study at Primary School , what
theycan do in Middle School and what they will be able to do in
Secondary SchoolHe wants to know what Algerian pupils can do during
their school lifeLook at the example on page 45 to give you a clear
idea in order to organize your workUse could- was able- can will be
able
Interactwith theteacherabout thegroupsetting
Interprettheintroduction of theproblemsolvingsituation
The teacher invites the learners to read the introduction, he
explains it and tries to interact with hisStudentslearners about
the problem exposed in the situation of integration. The learners
are invited to work in groups specially who have been the same for
many years and did theteacherprimary school together The learners
are invited to :1) Elicit their information about the theme2)
Select the information which go with their real life situation3)
Flesh out the selected information.
Skill , talentand ability
Students Suggested Answer:students 1) Elicit the learners
information about the themeSchoolIn the pastNowAbilitiesPrimary
SchoolMiddle School- Study Arabic- French.- Study Arabic- French-
English.-Practise Sport, games-Practise Sport-Eat canteen..-school
clubsCan- Go on excursion-Eat canteen..Could was able to- Teachers(
one or two.- Go on excursionWill be able to- Primary School final
exam- Teachers-BEM Exampage 8
- can understand
the integratedsituation taskand how itshould be done
- Can read theset ofinstructions andthe listed ideasin order to
beinvolved in theproblem
- work in groups
- organize theirideas
In the futureSecondary SchoolStreams:
scientific-Mathslanguages.-Practise Sport-school clubs-Eat
canteen..- Go on excursion- Teachers-BAC Exam
Interpretthesituationto list allthe ideas
- use the real lifesituation to talkabout theexposed
themeschoolexperience
[email protected]
Skill , talentand ability
Students 2) Selecting information constituents from the
learners:teacherSchoolIn the pastAbilitiesPrimary SchoolCanCould
was able toWill be able to
Teacherstudents
learn Arabic- French.Primary School final exam
NowMiddle School
Study Arabic- FrenchEnglish.BEM Exam
In the futureSecondary SchoolStreams:
scientificMaths-languages.-Practise Sport-BAC Exam
Study theelicitedinformation andselectwhatsuits
theirownsituation
- select ideas andtry to adapt them totheir own situation
3) Expand the selected information:
School ReportIn Primary School, I could learn Arabic and French.
I was able to pass the Primary School FinalExam and succeed to
Middle School. Now at Middle School I can speak French and English.
I cantake part in the BEM Exam next June. Next Year at Secondary
School , I will be able to follow theScientific Stream If I study
hard I will be able to pass the BAC Exam.
Skill , talentand ability
Studentsteacher
The learners work in rough , the teacher supervises the learners
works, offers his help if needed , theninvites them to correct and
read their productions. The teachers reports on the board one of
the learners production as model to be followed in orderto help the
weak learners follow it and produce their own one while writing
down. The teacher invites some of the learners to read the
corrected task on the board , then write down onStudentstheircopy
books.
students
Produce ashortcompositionadapted totheir ownreal
lifesituation
- make writtenproductiontalk nig abouttheir own schoollife
experience
-Discuss their ownideas among theirclassmates
[email protected]
Page 9
Read and consider
File Two [You can do it]
Fourth
Level
Personal Goals:During this lesson, what teacher competencies are
you focusing on ? They should be adapted from the ATF to reflect
the specifies of your situationSupported and purposeful
development.[ Learners benefit and get more involved when each
activity builds on previous material so that knowledge and skills
buildlogically towards achieving and developing specific
competences
Meaningful Activities / Tasks. Classroom activities and tasks
should draw on learners' lives and interests and help them to
communicate ideas and meaning in and outof class .
Lesson Focus: Which aspects of language are you teaching: e.g.
grammar point(s), aspect of pronunciation (phonemes, intonation,
etc ), vocabulary (words, word phrases, idioms, etc) functions
(politerequests, apologizing.)?
In this lesson I will teach the following aspects of
language:
Function : Expressing possibility Grammar: Modals: can may/
might Vocabulary related to: School and daily life routines
Pronunciation : Stress in words starting with prefixesCompetencies:
Which competencies in the AEF are you working toward or plan for
the learners to achieve today? They should be adapted from the AEF
to reflect the specifies of you
lesson.
Can read and understand the main points and some important
details. Medium length texts (e.g. three paragraphs)
demonstration). Broken down step- by- step . Can effectively use
the words and phrases needed to express one's ideas :Within
straightforward ,familiar topics an d situations Can read and
understand the gist of : Simple arguments or opinion that are:
Objectives / Assessment :SWBAT
by the end of the lesson ,students will be able to :
1)Express ability & , possibilities (using the models
can--may- might )2) Use stressed prefixes to form opposites
Required material and / or resources : The manuals flashcards
(p42- 43 ) &[email protected]
page 10
Script p 167
time
Rationale
Type ofinteraction
Greet andwelcome
Skill ,talent andability
Possibleandprobable
Facinganxietyand worryin tests andexams
Facinganxietyand worryin test andexams
Teacher students
P
R
O
C
E
D
U
File TwoWarm up:
R
E
SWBAT
4AM
The teacher greets his learners and inquires about their daily
life school.The teacher does a quick review about the last hour
[skill , talent & ability]Pre-reading:
The teacher asks the pupils to interpret the picture on page 46
and give their own opinion about the situation. TheStudents
learners will talk about:1) The place that the photo is taking
place/2) Who is in the photo? /3) What is he doing?The teacher
invites the learners to think try to make a short composition later
the learners are invited to read theirteachercompositions.The
teacher reports on the board the learners productions.The teacher
explains the new words (maybe and perhaps)& the instructions of
Activity One p 46 then lets thelearners do the activity
"orally"Teacher Activity 1p46: Look at the picture and guess why
the pupil has stopped taking his test.studentsYou: Why has he
stopped taking his test?Your partner : I don't know .May be
/perhaps he does not know the answerThe teacher encourages the
learners to give their own suppositions.During reading: [ the aim
is check and develop predictions]
Who are mylearners?
Interact toCan greet andgreet andwelcomewelcomeInteractDiscuss
the lastabout thesance throughlast sancetalking concert
examplesabout abilityor applied tasks& inabilityInterpret
theDescribe photosflashcard toto understand thestate
theproblemhidden meaningshowed in it.Can describethe three
majorInterpret thefeatures of anytask todeduce the visual aid
placereal problemsubject- actiontestanxietyCan improvise
The teacher explains the instructions of the activity, the new
words and then invites them to work on their roughcopybooksand
guess whatActivity1p46: Read the lead-in to a newspaper report
below and check your answer to 'activity1.would the situationThe
answer: The student has panicked .he suffers from test
anxiety.beStudents The teacher invites the learners to interact
about the answer and compare it with the one they have already
given inteacher the first activity.Discuss thePost -reading:exposed
problemThe teacher explains the instructions of 'activityp46',then
invites the learners to read the text on page 47and try toInterpret
the and list thefind the answer to question 2.The teacher may
explain the new words on the report such as {preparation-
majoritywritten textopinions stated
inrevise-alone-method-possibly-suitable-failure-chances-
success-reduce-felt- believe-panic}to discuss thecauses and the
textActivity2-3p46/47: Read the report and check your
answer.effectsof testProfessor Malcolm Kane says that exam
preparation in groups is important for reducing stress and
forStudents Suggestanxietysuccess in exams. They help one another
by asking and answering questions that they might have in
exams.studentssolutions toThe teacher listens to the learners
answers, writes it on the board then invites the learners to read
it and copy it onexposed problemtheir copy books.The learners are
invited to read and perform the text as an interview (pairs by
pairs)The learners are invited to open their books on page 47,
listen to the explanation of the activity then try to do the workon
their rough [email protected] learners are asked to
open their books on page 47, listen to the teacher reading and
underline what he requires fromthem to underline.Page 11
The learners are invited to read and perform the text as an
interview.
Read and list the
The teacher asks the learners to remind him what has been
underlined previously;
required instructions
Presentation:Teacher The underlined statements are :students1.
You may ask.Achievable2. The method may possibly be suitable for
some children.3. It may well be the cause of the failure of many
others.4. Children who revise in groups may have better chances of
successStudents 5. Group preparation may also reduce stress if the
children practise under test conditions.Allowingteacher6. May I ask
you a personal question?and7. You may not believe itpermittingThe
learners are invited to read the selected sentences.
Discriminate
Interpretthe text between the uses ofto list themay
possibilitymayusesand permissionAnalyze theselected statements
Isolation: the teacher requires from the learners to read the
isolated sentences.Teacher Analysis: The teacher leads the learners
to analyze the following sentences.students
Children who revise in groups may have better chances of
success.
Subject
+
Verb
+
Object
may + haveAchievable
Students teacherAllowingandpermitting
Example :
Identify the main
May I ask you a personal question?
verb subject
object
may + ask
modelverb infinitiveverb possibility May God Bless you .
modelverb infinitiveverb permission May you have long and
fruitful life.
constituents of a
InterpretstatementthestatementIdentify the forms toidentify of
the verb after athe formand use model verbofDiscriminatemaybetween
the type of
Model verb
statement
wish
Studentsstudents
Stating rule:
- may is a model verb, it expresses : Subject + may+ verb
infinitive+ object- might past form (refers to the future)
possibility
may wish
Model verbPage 12
permission
State the ruleafter a detailed
Staterules :use andusage ofthemodelmay
analysis
[email protected]
Practice:AchievableAllowingandpermittingWantingthings
Exercise 1: re-order the words to make correct sentences. (based
form task)Teacher students
Students teacher
AchievableAllowingandpermitting
The teacher invites the learners to perform the following
tasks:
Teacher students
a) use / pen / please / ? / may / I / your / b) succeed / your /
. / in / BEM / may / you/ Exam/ c) not / may / it / . / rain /
today/ Exercise 2: Complete with permission wish- possibility1. I
wish you can come to my party. (.......................)2. Algeria
football team may qualify to CAN 2012. (...............)3. The
pupils may borrow books from the school library.
(....................)Exercise 3: The teacher explains the
instructions of the grammar window and invites the learnersto use
their pencils and answer its questions.
Wantingthings
1-Which sentences contain an auxiliary 'may' which expresses
positive future possibility?Achievable Students
teacherAllowingandpermittingWantingthings
Studentsstudents
z This method may possibly be suitable for some children.
(Positive possibility)z It may be the cause of the failure of may
others. (Positive possibility)z Group preparation may also reduce
stress.( Positive possibility)2- Which sentence contains the
negative of 'may'?z You may not believe. (May has not a
short/contracted form) ex: He may or may not believeit.3-Which
sentences contain the past tense form of the auxiliary 'may'? Does
the auxiliary inthese sentences refer to the past or the future?z
'They might have in exams ' .(Might is the past form of may / It
refers to the future. Itexpresses 'remote possibility')4- Which
auxiliary does the journalist use to ask about possibility?z ' Can
pupils fail their exams ? "Can" instead of 'may' is used when
asking about possibility.
The teacher supervises the learners works , invites them to
correct on the board ,then read the correctedtask , later they are
asked to copy down on their copy books and for the grammar window ,
they use theirpencils to correct , then at home write down on their
copy booksPage 13
Interpretthe threesorts oftasks toidentifythe formof mayin
asentence&
Perform writtenpractice aftercomplete analysisand stating
rulesDiscriminatebetween the
discriminatemeaning of maybetweenmaypossibility ,possibility
&permissionpermission & wishRead the givenInterpretthe
threesorts oftasks toidentifythe formof mayin asentence&
text and answer thequestion in acommunicative wayTo show
themessage hidden inthe task and itsvalue and the moral
discriminate that holds to serve asbetweenmaya lesson for
thepossibility &permission learners
[email protected]
AchievableAllowingandpermittingWantingthings
File Two
4Am
Teacher Warm up:studentsThe teacher greets his learners and
inquires about their daily life school.The teacher does a quick
review about the last hour [ may expressing possibility &
permission ]The learners are invited to perform more tasks about
may and it uses.
Practice:
Students The teacher asks the learners to go to page 48, look at
'Activity 1', listen to the teacher's explanation, then try to work
in pairs.teacher-Activity 1p48: 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]
Achievable Teacher students
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.
The learners work in pairs, the teacher tries to supervise their
work, then invites them to give back their answers, hereports the
dialogue on the board.The teacher explains the instructions of
'Acitivty3p48', and then invites the pupils to work in pairs. The
pupilsshould bear in mind that "may" is more formal than"
can'.-Activity2p48:Consider the situations below, then write
questions using 'may' or 'can' to ask for permission to dosomething
.Use the verb in bold type. [ The aim is to use 'can and may' to
ask for permission in suggested
situations]Allowingandpermitting
Students a. 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.
Question : May I use your telephone to give a call to my parents,
please?teacher
StudentsstudentsAllowingandpermitting
Interact togreet andwelcomeInteractaboutmay itsform andusage
b. You are in your English class. You've forgotten your
dictionary at home and you want to borrow your friend's dictionary
to look upa difficult word: Question: Can I borrow your dictionary,
please?c. 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 thehospital. Question: May I leave early, please?d. 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. Question:
Doctor, may I give him/her a drink?The teacher invites the pupils
to give their answers 'orally'; he reports the answers on the
board, then try to interact with the pupilsabout their answers to
justify them. Finally, they're asked to correction their books
using their pencils.The learners listen to the explanation of
'activity3p49', they are asked to use the answers in 'activity2p48'
and try to do the work inpairs.Activity3p49: 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,
you may/Yes, certainly. /Please do./Please go ahead.B : No, you may
not. / No, you cannot.A : Can I borrow your dictionary, please?B :
Yes, you can/ 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.
Page 14
Can greet ,welcome anddiscuss dailyschool life tasksSum up
what
Interpretthe taskin order tosubstituteperhapsby may
has been learntpreviouslyRecognize themodel may useand
usageLocate places& countriesIdentify jobs
Interpretthe task toask forpermissionusingmay orcan
andidentifythat mayis moreformalthan can
and occupationsRecognize themodel can andits different
usesDiscriminatebetween mayand canpermissionPerform drillsusing may
&
Producedialoguesusingmay togive andrefusepermission
canAccept [email protected]
Teacher studentsAchievableAllowingandpermitting
The learners work in rough and in pairs, then they're asked to
perform their works, the teacher should lead thelearners to
distinguish between the use of "can" and "may" .They also should
know the way how to accept and refuse suchpermission using the
given models.The teacher explains the instructions of
'Activity4p49" then asks the learners to work in pairs.
Activity4p49: Match the sentences in column A with their
functions in column B [make the learnersaware of the different
functions of the model 'might' can be used.]Students teacher
Wantingthings
Don't swim here. You might be attacked by sharksMay you live
long and have a lot of childrenThere are no clouds in the sky, but
it might rain before noonYou are not good at English. Well, you
might try these grammar exercises anyway.
a. expressing a wish.b. Warning.c. Suggesting.d.Remote
possibility
Teacher The teacher explains the new functions and their use
then they are asked to perform pairs by pair. Later they
arestudents asked to write down on their copy books.
Interactabout themodelscan
andmaywhiledealingwithpermissionInterpretthedifferentuses ofmay
Work in pairsUse the modelverb may toproduce
writtendialoguesInteract anddiscuss amongeach otherIdentify
thedifferent sorts offunctions wish-
The learners are asked to open their books on page 50, the
teacher explains the instructions of the activity , then invitesthe
learners to work in pairs .
or strong form
Activity 1p50: Copy the table then tick in the appropriate box
of the prefix to form the opposites of
the words.Students teacher
Il
Im
In
Ir
Un
Dis
CapablePossibleResponsible
& parts ofwords
LegalJustice
Morphology
Studentsstudents
WordsRegular
Probable
DefinitePoliteObeyAgree
Transcription/'iregj
l
/
/inkeip bl//'impos bl//iri'spons/'ili:gl//in
"im" 'p '
Interpretthedifferenttypes ofphotneticsymbolsand theirsounds
stis/
b bl//impr/'indefnit//imp lait//dis 'b //dis gr /
"in" 'c-j-d' "dis" 'o- a'
The learners are invite d to listen to the explanations of
Activity4p50 , then try to answer using their pencils on
theirbooksPage 15
suggesting andpossibilityCan recognizeaffixes andtheir use
