1

Lesson Plan:06

UNIT two: SAFETY FIRST

Level: third Year (scientific streams) Kasar Abd allah Secondary School-el ksour -

Theme: Advertising, consumers & safety

Project: Making a survey on the impact of advertising on Algerian consumers.

Sequence Two: Read and consider

Rubric: Getting started/ Taking a closer look Teacher: Mr

Course book: new prospects

Communicative learning objective: By the end of this lesson my SWBATo:

- Skim/scan a text.
- Interpret a written message

Cross-curricular Competencies:

1. Intellectual competencies :
Target competencies: interacting – interpreting-producing
*interpreting picture
2. Methodological competencies :
Lesson focus: Grammar( expressing hypothesis)
*skimming/ scanning a text
Materials: Coursebook, datashow and some pics.... 3. Personal and social competencies:
*expressing opinions
Core values: People should balance between energy intake & energy expenditure. *defending points of views
* arguing for/against an issue.
2

time Framework Procedure Focus Objectives Materials VAKT competen

SWAT /Aids M.I s
5 Warm-up TT. Interacts with his pupils to elicit information related to the previous session. L/L To motivate pics visuals *Interacti
min TT asks his pps some questions: pps and *Interpret
 What was the last lesson about? involve them (orally)
 What was the cause behind the change in our eating habits? Advertising, ….. in the topic
PP. respond orally to T’s questions.

15 Getting started T/C slides *Visual

min To
TT asks his pps to look at the picture on page113, and then asks them questions: ? understand *Interacti
*Interpret
PPs respond to T’s questions orally the topic
(orally)
Pre-reading T asks pps some questions:
1) What do the pictures represent?
To train the
learners to
Pps respond orally to T’s questions.
GW speak from
T directs pps attention to the data show and classify those items in the table.
notes .
pps do the task and the teacher checks their answers as he moves around.
To be able to
Key:1- scan for
Healthy products Unhealthy ones T/C ( detailed infor)
Fruits/vegetables/eggs & milk Hamburgers/sweets/frozen meat…

PPs correct and copy down.

(Taking a closer look) to listen for
Audito
15 Task01: specific *audio Interactin
ry
min While T asks pps to read the text and say whether the sentences are T or F after he had details of Interpreti
reading delivered them the handouts information (written)

PPS read and do the task. coming in a

T checks their answers while moving between the rows. spoken
3

T asks pps to compare their answers and discuss the statements interaction
T asks them some questions: Do you agree with them? justify involving
Key:
A B C D E

T T T T F

PPS correct and copy down. Pair

Task 02: Read the text again and answer the questions that follow.
w
1- What will happen if people eat too little food?
2- Do people take enough exercises?
3- What are the causes/ Consequences of obesity according to the text?
4- What should be done to limit the influence of advertising?
Pps read and answer the questions.
T checks their answers as he moves between the rows.
Key:

Task03: A/ what or who do the words in the bold type refer to?
T asks pps do the task and the teacher checks their answers.
Pps do the task . T/C
To use A written
Key:
passage
§1)they→ line 3 = people/ this→ line 5= when we eat enough food …we take information in
§2) they→ people/ their→ people/ them→ fatty and sugary foods. the passage
§3) their→ a large number of people/ / those→ people/ this→ a recent study/ their→ to produce a
parents/ they→ a great many of these children/ short
§4) ones→ slim people/ their→ obese people
20
§5) which→ a loss of energy balance/ they→ advertisements of unhealthy foods.
min
Pps correct & copy down.
B/ choose the correct answer:
The text is: a) prescriptive b) narrative c) expository.
Pps do the task. The right answer is: c
4

The pps copy down. A written

Post T asks pps to consider the tenses of most used verbs in the text. To be able to text
LL Producing
reading T asks pps to justify their answers. recognize the visual
Pps do the task with the help of teacher. type of
T asks them: In which situations we use the simple present tense? Give examples discourse
Pps do the task
Key: the text belongs to expository prose. It raises an issue and suggests a solution to it.
The author uses the simple present because s/he presents facts that are regarded as true
all the times.
The form of the present: Affirmative/Interrogative/ Negative.
We use it in these cases: habitual actions ( routines) e.g. I generally get up at 6 on
weekdays and at 8 at weekends. Timetables e.g. the train leaves at 07:00 next Saturday./
Frequent actions, how often sb does sth

The teacher’s comments:

What worked What hindered Action Points
* * *
* * *
* * *

*VAKT: Visual, Auditory, Kinaesthetic, Tactile. **M.I: Multiple Intelligences