PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA.

AFFEN TAHER SECONDARY SCHOOL.

3rd year Scientific Streams/ school year 2015/2016 .

Third Unit’s Lessons Plan

It’s a Giant Leap for Mankind

Sequence Plan

Unit Three: It’s a Giant Leap for MankindSequence One: Listen and consider

General objective: Oral interaction about satellites.

Skills: * listen and respond to an oral text. *make an oral presentation.

Language outcomes: * content words related to telecommunication, measurements *Forming nouns from measurement adjectives.*Forming singular and plural nouns from verbs. * Recognizing the stress pattern in two syllable verbs. *Recognizing the stress pattern in increase (n) and increase (v)… *Using corrective stress. * Describing the functions of objects (used to/ used for).

*Asking and answering questions measurements.

Materials needed: Text book and other resources.

Rubric: Listen and consider

Lesson: Listening comprehension

Skills: Listen and respond to an oral text about telecommunication satellites.

Language outcomes: Basic expressions for describing the function, the shape and measurements of objects.

Stages Time Teacher and Learners’ activities Strategies

Pre- listening

While listening

15mn

25mn

T* has an interaction with Ls* about the way to forecast the weather.Ls* report their answer: satellites…T* elicits from Ls* responses about the other functions of satellites.Aim: prepare them for the listening scriptT* asks Ls* about the satellite that he’s going to present.Ls* listen to the oral text then report their answers.Aim: Focus on the telecommunication satellites.T * asks Ls to re-order the given sentences while he presents the text to mention how

BrainstormingClass interaction

Listening for gist

Attentive listening /

Post Listening 20mn

telecommunication satellite work.Ls* listen then report their answers.T* writes the questions on board and asks Ls* to answer them while he presents the text.Ls* listen then report their answers.

1-How far is the Hubble Telescope from the earth?2-what is its shape?3-How much does it weigh?

T* asks Ls to work in groups using the previous knowledge to write a short paragraph describing the Hubble Telescope.

Note taking

Group-work

Rubric: Listen and consider

Lesson: Grammar and Vocabulary Explorer.

Skills: ask and answer about measurements.

Language outcomes: vocabulary related to measurements, forming nouns from adjectives of measurements.

Stages Time Teacher and Learners’ activities StrategiesPre- presentation

While presentation

05 mn

25mn

T* warms-up the session by asking Ls to speak about the Hubble telescope.Aim: prepare them for the new vocabulary and grammar points.T* asks Ls to consider the underlined words in the following sentences then mention their category:1-It is 610 km away from the earth.2-It weighs more than 11 tons.T* asks Ls* about the category of each word.Ls* report their answers: away: adj, weighs: verbT* asks Ls* what these words imply.Ls: away implies the distance, weighs implies the measure of the heaviness of an object.Aim: recognize the use of verbs and adjectives of

Brainstorming

Class interaction

Post presentation 20mn

measurements.T* asks Ls* to complete the following table.Aim: enrich Ls ‘vocabulary related to measurement (verbs, nouns and adjectives).T* asks Ls* to asks questions about the words in bold type. A. How much does Sputnik I/Sputnik 2 weigh? B. How far is the moon from the Earth? C. How long does it take our planet to make one revolution round the sun? D: How high is Mount Everest? E. How tall was Yuri Gagarin? F. How long … How wide - How deep…? G. How fast does light travel?Aim: ask and answer about measurements.

Pair work

Noun Units Adjective

Weight/ heaviness

: Pounds - Kg, - mg, - tons, Heavy, weigh…

Volume Liters – ml Gallons. Cubic meters ..

…

Distance meters - yards, km. Far, away…

Aria Square foot, square meter Arial …..

Temperature Celsius scale, Fahrenheit scale Heat ….

Measurements

Meters, centimeters Tall, short…

Dimensions Meters, centimeters, millimeters,

Broad, deep, high, long low, wide

Rubric: Listen and consider

Lesson: Grammar explorer.

Skills: ask and answer about the functions of objects.

Language outcomes: what is it used for? it is used to/ for……

Stages Time Teacher and Learners’ activities StrategiesPre- presentation

While presentation

Post presentation

05 mn

15mn

15mn

T* shows Ls the picture of a telescope, then he has an interaction with them about its functions.T* asks Ls* to consider the following question and mention what does the word used express:1-what is telescope used for?Ls* report their answers: it expresses the function of objects.T* asks Ls to mention the preposition following the verb used in the previous question. Ls* report their answers: it is For.T* asks Ls* to mention the preposition following the verb used in each of the following sentences:1-It is used for observing the stars.2-it is used to take a picture of the things that you are seeing.Ls report their answers: it is to/for and the verb following it is in the infinitive or a gerund.T* asks Ls to use the clues in task 1 page 138 to make an oral description of the telescope and its functions.

Brainstorming

Class interaction

Pair work

Pre- presentation

While presentation

Post presentation

05mn

10mn

10mn

T* asks Ls if they believe that before the invention of telescope people could believe that the earth is round shaped.L* respond to the T*T* asks Ls about the noun derived from the verb believe and prove. T* tells them to make task 3 page 140Aim: form singular and plural nouns from the verbs: believe, prove.

Brainstorming

Class interaction

Class correction

Rubric: Listen and consider

Lesson: Pronunciation and spelling.

Language outcomes: Stress in two syllable verbs, stress shift in words like: increase (v, n), corrective stress.

Stages Time Teacher and Learners’ activities Strategies

I

II

III

VI

05 mn

15mn

15mn

15mn

10mn

T*Tasks Ls* to read the paragraph of the last sessionHe underlines the verbs and asks Ls to mention how many syllable they have. Ls respondT asks Ls to mention which syllable is stressed when he pronounces the first verb.Ls listen then report their answers.The same procedure to be followed with the second verb,T asks Ls what do they notice about the stress of these two syllable words and asks them to form a rule: two- syllable verbs are generally stressed in the second syllable.Act3:T asks Ls to read the paragraph on page 140 to mention its general ideaLs respondTasks Ls about the stress in the words in bold type: increase (n),increase (v), decrease (n), and decrease(v).then asks them about the stress pattern in each word, T asks Ls what they notice then to formulate a rule: verbs like increase (v, n) are stressed in the second syllable while the nouns are stressed in the first syllable.Act04: T asks Ls to listen and mention which word is more stressed when he simulates the dialogue.Ls listen then report their answers: blue.T asks Ls about the reason from stressing this wordsLs report their answers: to correct the mistake.T asks Ls to make a rule.T gets Ls practice corrective stress when they simulate the dialogues.

Brainstorming

Class interaction

Pair work

Rubric: Listen and consider

Lesson: Think, Pair, Share

Skills: Write a class presentation about the moon.

Language outcomes: using the expression of measurement, size, distance…

Stages Time Teacher and Learners’ activities StrategiesPre- writing

While writing

Post writing

15mn

25mn

20mn

T* has a discussion with Ls about moon, he elicits information they had previously.Aim: to prepare them for the writing task.T shows Ls the fact file and asks them to read and mention what they notice.Ls report their answers.T* asks Ls to write an expository presentation about the moon using the clues in the fact file and the language forms they have learnt.Ls split themselves into groups of four , they appoint a representative upon each one and start doing their workT turns around the groups to check and give needed instructions. T* asks the representative of each group to read aloud their presentation of the moon, the other Ls listen and choose the best one.

Brainstorming

Class interaction

Group workClass correction

Sequence Plan

Unit Three: It’s a Giant Leap for MankindSequence Two: Read and consider

General objective: reading and interpreting a text about astronomy and the solar system.

Skills: * reading figures and respond to descriptive text.*make predictions. Language outcomes: * Content words related to astronomy. *Using comparative of superiority and equality with short and long adjectives. *Making hypothesis/ suppositions using if conditional type2. *Expressing contrast with whereas, in contrast to… *Using non-conclusive verbs: think, suppose… *Forming plural nouns E.g. galaxy, galaxies… *Pronouncing final -s

Materials needed: Text book and other resources.

Rubric: Read and consider

Lesson: Reading comprehension.

Skills: Reading figures, reading and responding to a descriptive text about the solar system

Language outcomes: names of the different heavenly bodies.

Stages Time Teacher and Learners’ activities StrategiesPre- reading

While reading

15 mn

30mn

T*has an interaction with Ls about the pictures that illustrates the solar system.T* shows them the video of the solar system and asks them what does it represent.Ls report their answers.

1- The video is about our Milky Way , the solar system .

2- Astronomy.3- Many solar system could form a galaxy.4- The Milky Way Galaxy.

5- Nine : 1.Mercurey- 2.Venus- 3. Earth- 4.Mars-5. Jupiter- 6 Saturn. -7 Uranus.- 8. Neptune - 9. Pluto is no longer considered a planet.

T * asks Ls to name the planets in our solar system and the name of our galaxy.Ls respond: Aim: to prepare them for the reading taskT * asks Ls to guess the subject of the given text.Ls report their answers.T* tell ls to read the text and check their answers.Ls do their work.T asks Ls to read the skim through the text and mention the main ideas of each paragraph.What is the Milky Way galaxy. The shape of the Milky Way .What does it consist of . the Milky Way location . Andromeda the Milky Way galaxy sister .Ls do their work.Ls read and report their answers.T* asks Ls to read the text in order to answer the given questions.Ls do their work. Activity 1:Cirlcle the right answer . The galaxy we are living in. The Milky Way Galaxy. Activity 2: Skim through the text and answer the questions.

1-The Milky Way galaxy consists of the solar system , stars , planets , satellites , dust and gas.2-The Milky Way galaxy diameter is about 100.000 light years and it is as old as the universe itself.3-Our solar system take 240 million years to complet on orbit .4- The closest galaxy to the Milky Way is Andromeda.

Aim: to check the text comprehension.T* asks Ls to use the main ideas to write a short paragraph about the solar system.Aim: to exploit the knowledge gained from reading the text.Activity 3: Reference words or expressions.

Brainstorming/ visualizing

Class interaction

Silent reading

Silent reading

Class interaction

Post reading 15mn

It : The Milky Way Galaxy.

It : Our Solar System.

T* ask Ls to work in groups using the previous knowledge to write a short paragraph describing the universe and what is it composed of.Ls respond and T * write their answer on the board .

The universe is limitless , it has about 170 billion galaxies such as Andromeda - Black Eye Galaxy-bode “s Galaxy - Cartwheel Galaxy – Cigar Galaxy . The Milky Way galaxy is the one we are living in .Andromeda is considered as the Milky Way galaxy sister as it is close to it.

The Milky Way galaxy consists of our solar system , which is composed of stars , such as the Sun , planets like Mercury , Venus , Uranus , Neptune , Saturn , it is also composed of asteroids , comets and satellites . Those satellites connect the whole world, we can watch or know what‘s happening in the different parts of the world just a simple click on the computer mouse or the TV remote control.

Rubric: Read and consider

Lesson: Grammar explorer.

Language outcomes:

Stages Time

Teacher and Learners’ activities Strategies

Pre- presentation

While presentation

Post presentation

10mn

25mn

T* asks Ls to read the first and second paragraph of the text and pick out comparative of superiority , equality and inferiority .A- There are other more remote galaxies than the Milky oneB- It has a diameter of about 100,000 light years and is as old as the universe itselfC- Most of the stars in our galaxy are red dwarfs, cold stars that are less big than our sun.

T * asks Ls how to form a comparative of adjectives.Ls report their answers T.

Aim: recognize the comparative of adjectives.Tasks Ls to use the information given in the table on page145 to compare between the planets.Ls do their work.Aim: practice the use of comparatives of superiority

Planets Diameter (Thousands of Km)

Average distance from the sun (Million Km)

Time for one orbit : (Earth years )

Mercury 4.88 85 0.241Venus 12.10 108 0.615Earth 12.76 150 1Neptune 48.6 4.497 164.8

Warming up

Class interaction

Pair work

Pre –presentation

While presentation

20mn

T handout a paragraph to Ls in order to do the tasks.T asks Ls to read the given handouts and pick out all the sentences describing similarities and differences.Ls do their work.

* You would also see other different planets.* Those planets might be different in shape ,…….* they all revole in the same direction.* each planet has a different AU from each other.* Uranus is 19.2 AU far from the Sun, whereas Neptune is 30.* In comparision to all the planets Pluto is the most far planet from the Sun.*While Mercury is the closest one .* All those planets and other living bodies like comets and astroids hover in the same galaxy .

Aim: show them the target grammar point in context.Tasks Ls to underline the link words used to express the comparison and contrast.Ls do their work.Tasks Ls to mention other link words expressing the same function.L report their answers.T provides Ls with other linking words that express similarities and differences .

1. A and B are the same/alike/similar/comparable.

Brainstorming

Class interaction / questioning

Post presentation 10

mn

2. Both A and B are … /Neither A nor B is … 3. A and B are different/unlike/ dissimilar. 4. A is the same as/ similar to/ like /resembles B. 5. A is as _____ as B. 6. A differs/ is different from B.Similarity: And , Likewise, similarly, also, tooDifference : But, yet While, whereas, However, in contrast, conversely, on the other hand, contrary to …

Tasks Ls to use the information in the previous table on page145 to describe the similarities and differences between the planets.Aim: practice expressing similarities and differences between objects.

Individual work

Pre- grammar

While grammar

Post grammar

15mn

20mn

20mn

T asks Ls to pick out sentences containing if and supposeLs do their workAim: to show them the target grammar point in context.Tasks Ls* about the implications of these sentences, Tasks Ls about the tense of the verbs.Ls report their answer. Tasks Ls to formulate a rule for expressing supposition / imagination. Ls report their answers. IF+ Past simple + would+ verbTasks Ls to make suppositions using if conditional 3. Aim: practice expressing supposition.

Warming up

Class interaction

Pair workPre- presentation

While presentation

Post presentation

20mn

20mn

20mn

T asks Ls to consider the given sentences to answer the given questions.Ls do their work then report their answers:A. The verb travel. B. Dynamic/action verbs C. Know/are/see D. Stative verbs.**Stative verbs are not to be used in progressive formAim: recognize the difference between the stative verbs: believe, think…and dynamic verbs like: move, break…T asks Ls to correct the mistakes in the given conversation on page 147: / L do their work then play the roles

Brainstorming

Questioning/Class interaction

Pair work

Rubric: Listen and consider

Lesson: Vocabulary explorer.

Language outcomes: Enrich Ls’ vocabulary (synonyms), noun formation using suffixes -ist/-er.

Stages Time Teacher and Learners’ activities StrategiesPre- vocabulary

While vocabulary

Post vocabulary

05 mn

15mn

15mn

Tasks Ls to read the text on page143-144 to find the words/ expressions that match the given definitions on page147.Ls do their work then report their answers. A. tiny B. recognize C. streaming D. catch a glimpse E. radiating F. twinkling G. give off H. huge I. speedingAim: enrich Ls’ vocabulary.Tasks Ls about the meaning of scientist/ science how to form it.Ls* interact with him.T asks Ls to form nouns by adding suffixes –er/ -ist to the words between brackets to make the paragraph meaningful.Ls report their answers. Astrologist - astronomer - astrophysicist observers - scientist- psychologist.Aim: noun formation using suffixes –ist/ -er.

Brainstorming

Class interaction

Pair work

Rubric: Listen and consider

Lesson: Pronunciation and spelling.

Language outcomes: forming plural of words and pronouncing the final -s.

Stages Time Teacher and Learners’ activities Strategies

Pre- vocabulary

While vocabulary

Post vocabulary

20 mn

25mn

20mn

Tasks Ls to read the paragraph on page148 and give the plural forms of the words between bracketsLs do their work then report their answers.Aim: forming plural of nouns.Tasks Ls to pronounce the plural nouns and mention what do they notice about the final –s.Ls report their answers.T asks Ls to classify these words according to the pronunciation of the final –s then to formulate a rule.Ls report their answers.Tasks Ls to read the text on page143-144 and pick out nouns ending in –s to classify them according to to the rule they formed.

Aim: pronouncing plurals with –s correctly.

Brainstorming

Class interaction

Pair work

Rubric: Read and consider

Lesson: Think, Pair, Share

Skills: Write an essay predicting what would happen.

Language outcomes: using if conditional type3, vocabulary related to the theme…

Stages Time Teacher and Learners’ activities Strategies

Pre- writing

While writing

Post writing

15mn

25mn

20mn

T* has a discussion with Ls about the heavenly bodies and the solar system.Ls interact with their teacher.T tells Ls to imagine what would happen if a comet collided with the earth.Ls report their answers.Aim: enhance prior knowledge and prepare them for the writing task. T explains the tasks showing them the note they can use and instructions how to make their supposition about the events that would happen if a comet collided with the earth.Ls split into groups, appoint a representative upon each one and start doing their work.Ls may ask for T’s help.Aim: Exploit the given note and the language forms they have learnt to make prediction.T asks the representative of each group to read the written texts.

Brainstorming

Class interaction

Group work

Class correction

Sequence Plan

Unit Three: It’s a Giant Leap for MankindSequence Three: Reading and Writing

General objective: Writing an argumentative newspaper article

Skills: *predicting the content of a text. *Identifying the type of the text. *Making inferences. *Distinguishing between the different types of reasoning in argumentative texts *Writing an argumentative essay. Language outcomes: * Content words related to astronomy. * Expressions for making claims, expressing concession, deduction…

Materials needed: Text book and other resources.

Some people argue that a rogue giant planet is about to destroy the Earth in the year 2012, they love to scream every time the Sun undergoes an eruption, whether it's a flare or coronal mass ejection (or CME for short). They say that the peak in the 11 year solar cycle was two to three years ago and therefore the Sun should be quiet now. Any eruption is therefore evidence of effects from Planet X. Let me be very clear here: This is wrong and it is the most common pseudoscientific topic I was asked about. The Sun did indeed peak in the year 2000, but these peaks are not sudden; they grow and fade slowly, over years. In fact, each peak actually has two sub-peaks; solar activity rises, then declines, then rises again a year or so later.We are just now finishing up the second peak, and as you can see we should expect plenty of activity on the Sun. I talked to a couple of solar astronomers, and they both told me that the flares and CMEs in the second peak tend to be more violent than in the first, so we actually expect more energetic activity in the second peak, that is, now. The Planet X People neglect to mention the history of the Sun, and just want you to think about what's happening right now. By doing that, it makes it seem like the Sun is undergoing all sorts of undulations, when in fact it's doing exactly what is expected of it. The Sun is in no way acting abnormally, despite their claims. No rogue giant planet is about to destroy the Earth, in 2012 or otherwise

(Adapted from www. bad astronomy.com

Rubric: Reading and Writing

Lesson: Reading comprehension.

Skills: Reading and responding to an argumentative text about Planet X. Predicting the content of the text. Identifying the types of the text and the author’s purpose. Distinguishing between the types of reasoning in argumentative texts. Making inferences.

Language outcomes: content words related to astronomy and the solar system.

Stages Time Teacher and Learners’ activities StrategiesPre- reading

While reading

15 mn

25mn

T* shows Ls* pictures of comets and asks them to mention the impact of comets collision/ crash on earth.Ls* report their answersAccess the prior knowledge.T* shows them the comet of 2002 and asks them what would happen if that comet crashed with the earth.Ls* respondAim: attract Ls attention and enhance their imagination. T* asks Ls if we are in the danger of a bigger comet or not.Ls* respond T* tells Ls that they are going to read a text, and asks them about its subject or to mention the possible questions that it answers.Aim: predict the content of the text.Ls report their answers.T writes questions on the board and asks Ls to read the first paragraph and answer the given questions:1-What it is the subject about?2-what is the claim introduced in the text?3-Is the author for or against the introduced claim?Ls read silently and write down their answers.Aim: Make inferences about the rest of the text.T writes the focus questions and asks Ls to read them then he asks them to read the text silently and answer the given questions according to it.1-what is the evidence introduced by planet X people? 2- what are the counter arguments?Aim: Give them the purpose from reading the text.Ls read the text and write down their answers.T * goes around Ls to check their work.T* asks Ls to report their answers then to write them on board. T* write some content words on the board and asks

Brainstorming/ visualizing

Class interaction

Silent reading

Class interaction

Word attack

Post reading 20mn

Ls to read the text again and find words closest in meaning to them: *eruption= the process of throwing out the burning rocks from a volcano…*rogue=what live apart from a group and possibly dangerous.* pseudoscientific = practice that is claimed to be scientific but it lacks supporting evidence *Peak = a point when sth is strongest. *undulation= a smooth curving shape or movement like a series of waves.Aim: develop the skill of guessing the meaning.T asks L s to answers the following question orally, he writes notes on the board.1-why did the author write this text?…to state arguments against a mistaken claim.2- so, what is the function of this text, polemical ie dismissing another thinking or persuasive ie trying to convince others. by his point of view?2-What is the type of this text?….It is an argumentative text.3-How did the writer defend his claim?Deductive reasoning, concessive or by analogyLs respond to the teacher.

Class interaction

Rubric: Reading and Writing

Lesson: Writing development

Skills: Write an argumentative essay.

Language outcome: vocabulary related to the theme, Expressions for claiming making concession or deduction, expressions for ,stating a point of view.

Stages Time Teacher and Learners’ activities StrategiesPre- writing

While writing

Post writing

15mn

25mn

20mn

T* has a discussion with Ls about astronomy and its benefits to the humanity, if they hope if Algeria has the opportunity to make space researches.Ls respondAim: enhance prior knowledge.T asks what they think of the people who claim that space exploration is wasted money.Ls respond to the teacher.Aim: prepare them for the writing task. T explains the tasks showing them the note they can use and instructions how to develop an argumentative essay against the previous claim.Ls split into groups, appoint a representative upon each one and start doing their work.Ls may ask for T’s help.Aim: Exploit the given note and the language forms they have learnt to state arguments.T asks the representative of each group to read the written texts.

Brainstorming

Class interaction

Group work

Class correction