LESSON PLAN

Level: Second year

Unit Three: make peace
Rubric: Putting things together. School year: 2010-2011
Lesson: project assignment.
Aim: writing a statement of achievement.

Main competencies: Intercultural outcomes:

By the end of this unit learners will demonstrate ability to write a statement of achievement using
the pronunciation and intonation rules, the structures and the vocabulary corresponding to this given Material needed:
situation of communication (making peace). Pictures, dictionaries
stages Teacher’s activities learners’ activities Classroom strategies Aims time

* T asks Ls to open their books on page 51. *Ls respond.

Task *T asks Ls to divide themselves into groups of four. Ls take a sheet of - Class interaction -To bring into
assignment *T explains the strategies to be followed to make the project: paper to take relief all the
-define the theme and determine the final outcome ( a notes. resources
sketchbook :which is a written document that follows a developed by the
specific order) learners.
- structure the project by identifying information they need -To do
to obtain it. collaborative work
-explain language skills they need and ask them to gather in terms of sharing
information needed to fulfill the project. know-how and
- ask them to compile and analyse information they gathered information in
and decide how to organize them for efficient presentation. group.
The information they need to get:
+ A checklist of the Nobel Peace Prize winners over the past - listening and
ten years. note taking
+ Two or three short biographies about two Nobel Peace Prize
winners with short statements of their achievements.
+ A list of potential candidates for the Nobel Peace Prize
from Algeria and abroad for next year.
+ Two or three short biographies and statements of their
achievements.
+ A written justification for your nominees and in what ways
can their achievements can contribute for further
advancement of peace in the world.
LESSON PLAN
 Level: Second year
Unit Three: make peace
Rubric: Discovering language.. School year: 2010-2011
Activities: Preview, putting things together, think it over, words to say, before you read, as you read, after reading.
Aim: writing a statement of achievement.

Main competencies: Intercultural outcomes:

Learners will demonstrate ability to write a poem using the pronunciation and intonation rules, the Learners will develop awareness about the
structures and the vocabulary corresponding to this given situation of communication (poem against importance of living in peaceful world.
prejudice).
Material needed:
Pictures, dictionaries, textbook, …
stages Teacher’s activities learners’ activities Classroom strategies Aims time
First stage: After writing the date and the titles on -to be acquainted
Preview. the board, T asks Ls to open their books on -T and learners’ with the general
page36 and to read the Preview. interaction. outlines of the
unit.

- Putting Things Together p 51. * Ls listen to the teacher and take notes.
- Introduce the
Second * T asks Ls to look and analyse the nine *Ls give their answers. theme of the unit
stage: Think images and photos shown on page 37 and  Many possible answers implicitly.
it over. express their ideas about it.

Third stage: * The teacher provides pupils with a

Words to correct reading of the abbreviations and * Ls listen and repeat imitating. -Activate background -To make pupils
say. acronyms. Each time the teacher reads a knowledge and stimulate discover the UN
word, pupils repeat imitating. Therefore imagination. from inside and
the punctuation, stress patterns and some its offices
intonation are given importance. Later, he and organizations.
asks pupils to join each abbreviation/
acronym with its corresponding picture/
sign/ drawing.

Fourth Before you read: p16 * Ls report their answers.

stage: pre- *T asks Ls to look at the pictures shown on
reading. p38 and answer the given question.  possible answers:
*T encourages his students to elicit an 1. They are called "the blue helmets" or -To guide pupils'
interpretation of the image (on the right the "UN" peacekeeping troops. imaginations about
side of the page). Students' answers may 2. They are working for the United - Class discussion. the general idea of
differ depending on their cultural Nations Organization. the following
backgrounds. 3. They are from Algeria. reading passage.
4. The buildings are destroyed because
Note: of the war that might be there.
Some of pupils' interpretations of the 5. The soldiers' chief duty is to bring
image may not be correct; therefore the peace back to this area.
teacher has to provide the class with the Yes, I do. / Of course I do. Because
above 'suggested answers' living in peace is a necessity. Or; No,
I don't like to be one of them. Because
it is a very hard job, etc.

Fifth stage:
while As you read: *Ls do their work.
reading. *T asks Ls to read the text silently and * Ls listen and ask for clarification.
think of the given questions on task 02. *Ls report their answers.
* T reads the text loudly and explains the - Possible answers:
ambiguous words, And then he asks one or - Silent reading and
two Ls to read it. a) The horrors of the modern warfare selectively attend.
*T reads the questions on task 02 and made Man think of the preservation
waits for the answers. of human life. - Self correcting. -To look for
b) The League of Nations was not able specific details
to / incapable to stop fascism about the UN/LN
because it had no power of its own. and their agencies
c) The UN Security Council is the body and organizations.
*Grammar desk: that can settle disputes. - Class discussion. -To make pupils
- T asks Ls to read the sentences given d) One of the many possible titles is: aware of the
in grammar desk and answer the The U.N's organizations and duties. correct form of
questions following them. answering questions
-The class goes through the activities in .i.e, the form and
the grammar desk step by step with the contents.
guidance of the teacher to answer all the
questions. - Learners do their work.
- T asks Ls for the answers.  Possible answers:
Sixth stage: a. "Can" expresses possibility. It can -To discover new
Post-
express other functions such as ability language
reading. and permission. components
Eg, - Can you go out, sir? introduced by the
Expresses permission. 05 sentences.
- We can do this exam. It's easy.
Expresses ability. - Reasoning. -To learn how to
- T asks Ls to find some examples. b. The two past forms of can are "could" express possibility
and "was/were able to". We can replace using various
was/were able to by managed to. modals in the
c. The future form of "can" is "will be able past/present simple
to". tenses and the
present perfect.
- Learners give their examples

- Class discussion. - To check

learners
understanding.

LESSON PLAN
 Level: Second year
Unit Three: Make peace School year: 2011-2012
Rubric: Discovering language.
Lesson: practice p40-41.
Aim: practice the use of the modal “can” and its different forms.
Activities: tasks 1,2 and 3 p 40-41 and write it right p 41.

Stages Teacher’s activities Learners’ activities Classroom strategies Aims time

Warming up:  T asks the learners about the - Ls give their answers. - Reminding. -To remind the
language aspects they have learners.
learned in the previous lesson.
Classroom  T asks learners to practise the - Ls do their work then they report
correction: use of the different forms of the their answers.
modal “can” by doing task 01 on  Possible answers: - Reasoning. 1. To practise the
page40. a. The League of Nations couldn't use of can and its
impose economic sanctions on warlike irregular forms.
nations. 2. To use can and
b. Germany will be able to join the its forms in
Security Council soon because it is the different tenses.
third economic power in the world. 3. To express
c. The UN General Assembly can only ability and inability
make recommendations to the Security in context.
Council. It can't make decisions.
d. The United Nations Organization has
been able to create a permanent
military force yet.
e. Dag Hammarskjöld, who served as
Secretary General of the UN from
1953 to 1961, was able to organize
peacekeeping task forces.
f. UN peacekeeping troops, called 'blue
helmets', can use force only for
temporary self-defense purposes.
They can maintain peace, but they
can't prevent war.
g. The United Nations Educational
Scientific and Cultural Organization
(UNESCO) was able to launch its
Peace Program only after the end of
 the Cold War.

 T asks the learners to work in - Ls listen and suggest different - Listening attentively.
Task
assignment pairs or in small groups, then he answers. - Reasoning.
teacher’s reads the complete sentences of  Possible answer: - Pair work. -To identify the
presentation. task 02 p40 to find the different Column A Column B different functions
functions of “can”. 1-Can you hear what he's that can be
saying? a. Ability. expressed using
Note: 2-We could build a the modals:
By the end of the activity, pupils must culture of peace by being b.Possibility. can /can't – could.
be encouraged to write individual more tolerant. -To provide pupils
sentences using can, could and can't to 3-Contrary to what with authentic
express some/ all the functions learnt in people think, women can c.Possibility. instances for
this activity. be tall and strong. expressing ability,
4-"I've hurt her feeling. possibility,
What can I do?" "Well, d.Suggestion. permission, offer,
you could apologize to etc.
her."
5-I wonder if you could e.Request.
come here and talk it
over.

Task  T asks the learners to read the

assignment sentences of task 03 on p 41 and - Ls do their work.
classroom complete them to make sense
correction:  T checks learners’ answers. - Ls report their answers.
 Possible answer:
Note: * Example: -To give pupils
Pupils can work in small groups of You: Did you convince them? additional chances
02/04 in this activity. Also pupils' Your partner: Yes, it was difficult, but we - Reasoning. for practising
responses may vary depending on their were able to do it in the end. expressing ability
imaginations and language capacities. in the past using
the structure: Be
+ able to, in
context.
* Other situations:
Note: -To illustrate the
At the end of this activity, pupils should You: Did they settle the dispute? idea of
 be encouraged to read out their Your partner: Yes, it took them a lot of achievement
responses in a role play form. The best time of negotiation, but they were able to inherent to the use
ones will be written on the white board. arrive to an agreement finally. of be + able to in
the past.
You: The exercise was difficult, wasn't
it? - Pair work.
Your partner: Yes, it was such a difficult
one that no one could do it in class. But with -Role playing.
the help of third year pupils we were
able to find its answer at home.

You: My car broke down in a forest road.

Your partner: Oh! I see. But if you were
not able to repair it, you wouldn't drive it
back here.

 Write it right (p 41):

Task 41:
Task  Remark: - Ls listen and may ask for
assignment: clarification.
The rubric aims at writing a piece - Ls give their examples in real life.
of poetry to enter a UNESCO
competition against prejudices.
Therefore it is not recommended at this
stage. The teacher can only make pupils
brainstorm with them the various kind s
of prejudices and ask them to give
examples of real life situations, and
those inherited as social beliefs.

LESSON PLAN
 Level: Second year
Unit Three: Make peace School year: 2011-2012
Rubric: Discovering language.
Lesson: say it loud and clear p42.
Aim: Practice intonation.
Activities: tasks 1, 2 p42.
Stages Teacher’s activities Learners’ activities Classroom strategies Aims time
Warm up - T writes some yes/no questions on - Ls give their answers.
the board and then reads them
loudly.
- T asks learners what they notice. - Sometimes the voice is high at the end
- T then says, this is what we call of the question and sometimes is low.
intonation. It goes down in Wh
questions and statements and it goes
up in yes/no questions.
Task 1 p 42: Listen to your teacher
- Ls do the task:
and mark the intonation at the end of -To raise pupils'
Task  Possible answer:
assignment the underlined statements with an awareness about
- Journalist: ….Could you spare a few
teacher’s arrow: ( or ). the musicality of
minutes please?
presentation. - T asks the learners to play out the spoken English.
- Med El-Baradai: Certainly.
interview. - Pair work. -To distinguish the
- Journalist: ……….. How do you feel about
intonation of
it?
-Role playing. interrogative
- Med El-Baradai: It's great. That's
statements
another victory of peace against war.
especially in
- Journalist: Would you mind saying in
requests,
which sense please?
permissions and
- Med El-Baradai: Not at all. I mean
responding to
… of mass destruction.
them.
- Journalist: May I ask you another
-To give pupils
question?
correct examples
- Med El Baradai: Sure.
for making polite
-Journalist: I wonder if you could tell me
requests.
something about the chances of peace for
the next decade please.
-Med El Baradai: Yes. …….worthy was to
make.
-Journalist: Will you please give us some
examples?
 -Med El Baradai: Well, for example, we have
to wage war against global warming ………………

- Ls oral responses.
Task 2 p 42:
Use the clues below to make correct -The same aims of
request statements, and their replies. activity one,
Note: except that here
Pupils do this activity in pairs or in the emphasis has
small groups. The work is done orally. to be put on the
clues; I wonder,
do/ would you
mind, etc.

LESSON PLAN
 Level: Second year
Unit Three: Make peace School year: 2011-2012
Rubric: Discovering language.
Lesson: Working with words p43.
Aim: By the end of the lesson, pupils will be able to use some abbreviations and some words related to the theme of the unit.
Activities: tasks 1, 2 p43.

Stages Teacher’s activities Learners’ activities Classroom Aims time

strategies
Activity one: Make an abbreviation - Ls do the work outside of the class. -To enrich pupils'
Task chart. An example is given to you.  Possible answer: lexical memories
assignment: Abbr.
Add other abbreviations. Full forms Description with some
/Acr.
Remak: -group work. abbreviations and
It is the UN
A. This work is done out of class; - United Nations Relief organization that their use when
in the library, internet room, UNWRA referring to "UN"
Woks Agency. brings relief to
etc, where pupils work freely in people in need. organizations and
groups to find the It is one of four agencies, titles and
abbreviations/ acronyms. most important TV ranks, scientific
- American Broadcasting
ABC channels in the
B. Pupils are encouraged to Company. terms, international
United States of
illustrate every abbreviation/ America. influential
acronym with stickers, A destructive institutions,
pictures, print-outs or even weapon of war countries, TV
hand-drawn images to illustrate such as the one and/or radio
A-BOMB - Atomic bomb.
their interpretations. They are used against Japan networks, etc.
also encouraged to search for before the end of
World War II
additional acronyms/
- Agency for International
abbreviations. AID ///
Development
Classroom C. The work is to be corrected - British Broadcasting
correction: BBC ///
collectively in class before the Corporation.
end of the unit; some notes - Central Intelligence
CIA ///
may be useful to the Agency.
preparation of parts of the CNN - Cable News Network. ///
unit's project. Federal Bureau of
FBI ///
Investigation.
 FIFA
- International Federation
///
of Football Association

It is a group of
GB - Great Britain. states the capital
of which is London.
- Middle East
MBC ///
Broadcasting Company.
NATO - North Atlantic Treaty
///
Organization.
NBA - National Basketball
///
Association.
OPEC - Organization of
Petroleum Exporting ///
Countries.
PhD - Doctor of Philosophy. ///
PTA - Parent-teacher
Association / Passenger ///
Transport Authority.
UK - United Kingdom. ///
WBA - World Boxing
///
Association.

Activity two: complete the

dictionary entries. Then find other - Ls do the work at home.
words related to peace and war.
-T brainstorms the major concepts
that can be related to peace and
war in the classroom by making a
word map. Then he assigns the
words as dictionary entries to be
completed at home in the way
suggested in the textbook. T will
check the students’ work in the
classroom.
Here are some words related to
peace and war : violence, treaty,
consensus, discussion, dialogue,
non-violence ...
LESSON PLAN
 Level: Second year
Unit Three: Make peace School year: 2011-2012
Rubric: Developing skills.
Lesson: listening and speaking pp44-47.
Aim: By the end of the lesson, pupils will be able to use some of the structures of inference.
Activities: tasks 1, 2, 3, 5 and 6 pp44-45, your turn pp45-46 and write it up pp46-47.
Stages Teacher’s activities Learners’ activities Classroom strategies Aims time
Warm up *T asks learners to observe the picture - Ls listen, take notes then present their - To encourage
on page 44 and answer the suggested answers. pupils' free
 Possible answers:
questions orally. oral
* The teacher guides and recommends communication
pupils to the use of the structures: I in English.
guess her/them …... Maybe she/they
……, perhaps they/she …, before their - Pair work.
answers.
The suggested (teacher's) questions to
A. I guess they are two girls/pupils/young
activity one:
pupils, etc.
A. Who do you think, are these two
B. No, they are not.
persons in the picture?
C. I think they are at school/ in class/at
B. Are they in a cafeteria/ restaurant?
home doing their exercises, etc.
C. So where do you guess are they,
D. Because they are wearing school
then?
uniforms/ they have school blouses/
D. How do you know?
school clothes/ they have pens and
E. Do they look happy? Why?
books/copy books, etc.
Note:
E. No. One of them doesn't perhaps she
Pupils' responses may not be the same -Role playing.
had a bad mark/She found the exercise
nor correct. Nevertheless, although their
so difficult/ she couldn't know the
answers are not necessarily to be the
answer/ was not able to solve the
right ones, the teacher should put them
equation, etc. Or simply; yes, they are
close to the situation before listening to
very happy!
the dialogue.
Task 2: - Pupils' self
Task *T asks learners to listen to a dialogue evaluation to their
assignment: and check their answer for the previous -Self-correcting predictions and
- Ls check their answers.
task. random answers to
activity one.
Teacher’s Tasks 3-4:
presentation: *T asks learners to listen again to the -Pair work. -To develop pupils'
- Ls listen then give their answers.
 dialogue and answers the questions of  Possible answers: listening capacities
task three. a- The speakers are two girlfriends / by listening while
classmates. looking for specific
b- They are in the classroom. notes.
c- The problem is that Leila is
angry/sad/upset.
d- Yes, it is solved at the end after Maya
apologized to Leila. -To learn making
e- E- Leila feels so sad and angry with her
summaries (where
friend Maya. Leila is sad because Maya
the focus is on the
made her classmates laugh about her .She
main ideas and a
told her that she was stupid. Finally, Maya
few details).
apologized to Leila and the problem was
solved.
Task
assignment: Task 5:
*T asks learners to listen and mark with - Ls listen and do the task.
a prime the word they hear most among  Possible answers:
the words written in bold. Leila: Ok. You made fun of me. -To make pupils
Maya: No, didn't. (The stress falls on aware of the
'did') -Listening attentively. musicality
Leila: Yes you did. ………….. (The stress (intonation) of
falls on 'did') spoken English.
Maya: When? -To recognize and
Leila: yesterday, in front of all my practise the stress
classmates. pattern in a given
Maya: Did I? …………. (The stress falls on context.
'I')
Leila: But you did. (The stress falls on
'did')
* Before going to the next rubric, Pupils
read the tip box note that will help them
improve their techniques to summaries of
long heard or read piece of information.

Your turn:
Task
assignment: Task 1: - Ls listen then do the task. -To express
 *T asks learners to take turns to  Possible answers: -Pair work. apologies using
criticize or apologize for the wrong should have in
actions (A-D) using should/ shouldn’t You: You lent my books to Farida context.
have. An example is given. without my permission. -To criticize using
You: Karim read my letter/ my diary. Your partner: Sorry, I shouldn't have shouldn't have +
Your partner: He shouldn’t have read done so .I should have asked you verb within
it. It’s personal. first. context.
You: The teacher shouted at me for no
- The teacher should note that not all obvious reason.
pupils' answers should be the same. The Your partner: he shouldn't have done
pairs or the small groups may have that for any reason.
different responses to each of the
situations. The best answers however, You: She borrowed my bag without letting
will be written on the board. me know.
Your partner: She shouldn't have taken it
without your permission. Otherwise you
could say she has stolen it.
You: I'm angry with you. You said I was
overweight.
Your partner: I am so sorry. I didn't
mean to make fun of you. I shouldn't 1-To make the
have said that. pupil differentiate
between deductions
Task Task 2: and obligation.
assignment: *T asks learners to read the sentences - Ls read the sentences then do the 2-To learn the
on page 46 and write deduction or activity. functions of the
obligation next to the sentences which  Possible answers:
-Pair work. structure: had to,
contain the modals in bold type and then You: You have arrived late again.
must be, cannot
act out similar dialogues. Your partner: Sorry, the bus broke
be.
Note: down and I had to come on foot. O
3-To allow the
By the end of this activity, the teacher You: She hasn't said a kind word to us
learner to practise
has to encourage pupils/ pairs to imagine since the morning.
the two forms of
similar situations where they could Your partner: She must be angry with
speaking orally in a
express either deduction and/or us. D
guided environment
obligation using the modals had to, must You: Don't panic! You can't be late for
to ensure his/her
be, can't be, will have to and other the exam. It doesn't start till 10:15. D
mastery of the
structures. Your partner: Right, then. I shall take my
form.
Write it out: time.
Note:
 Working in small groups or in pairs, - Ls look for the meanings of the new
pupils are going to a list of (school) rules words then do the activity. -Class work.
by using the clues in the bow page 46,  Possible answers: -To enrich the
and the; modals of obligation, prohibition - We have to tolerate differences at pupil's lexical
and absence of obligation provided in the school. memory by learning
table. Pupils should take a look at the - Pupils have to respect one another in new words.
grammar reference about modals of class and outside. -To practise the
obligation and necessity on page 198, No - We have to keep cool and should not be use of the various
09. hot-tempered. structures;
Task 1: - Everybody must not impose have/has/do not
*T asks learners to use the notes in the himself/herself on others. have to,
table to write a list of school "Do (s)" and - We do not need to always agree with must/mustn't,
"Do not (s)". Use a dictionary, if one another. Differences are always should/shouldn't,
necessary, to find the meaning of the possible and sometimes necessary. ought to, etc to
new words. - We should settle disputes peacefully. express obligation
- We don't have to/mustn't be violent. and/or absence of
- We should accept the opinions of obligation and
 Activity two about acrostics is others. prohibition.
optional depending on time and level - We must learn to listen to one another.
of the learners. And if it is done, it is - We should not/ must not insult others
left to volunteers. or make fun of them for no reason. We
shouldn't shout at each/one another. -To recognize what
- Pupils must not cheat in the exam. a charter is;
Task 3: focusing the form
*T asks the learners to distinguish and contents.
between the duties and rights in the box. -To distinguish
Then complete the class charter below. - Ls write their class charter. -Class work. between the rights
Discuss and add other items to the and responsibility
charter. in context.
The activity depends on the list of -To give pupils
rights and duties provided on the box on additional chances
page 47. Pupils, however, can add to it to practise the use
additional rights and/or responsibilities of modals
of their own. expressing
obligation,
prohibition,
necessity, etc.
LESSON PLAN
 Level: Second year
Unit Three: Make peace School year: 2011-2012
Rubric: Developing skills.
Lesson: Reading and writing pp48-50.
Aim: By the end of the lesson, pupils will be able to present an oratorical speech.
Activities: tasks 1, 2, 3 pp 48-49 and write it out p50.
Stages Teacher’s activities Learners’ activities Classroom strategies Aims time
Warm up *T asks learners to look at the picture on - Ls observe the image then give their - To encourage
page 48 and discuss its content. responses. pupils' free
Task 1: - Teacher/ learners oral
Task - Ls look at the picture and ask for
assignment: *T asks the learners to look again at the clarification then answer the questions. interaction. communication
Teacher’s picture and discuss the following  Possible answers: in English.
presentation. questions. a- The picture talks about slave trade that - To activate
If the picture is hard to analyze, was in the past. Illustration. learners’
the teacher can replace it with another b- The boat seems to be in Africa. I cultural
one to introduce the subject clearly. The think it is going to America. background.
implicit points of the pictures should be c- Indeed those dates are very important
further discussed by the teacher to and famous in the American history - Class discussion.
clarify the racial issue in the American because of the events that happened
history and culture. during them;
i- George Washington was the
first American president.
ii- July 04th, 1783 was
America's Independent day.
iii- Abraham Lincoln was another
US president.
iv- 1861- 1865 was the era of
American Civil War.
v- Martin Luther King Jr. a
black Afro-American priest. He was one of
the leaders of Civil Right movement in
America.
vi- August 1963 represents the
date of the march of about 200,000
people on Washington DC to demand racial
equality.
Task 2:
Task - Ls listen then answer the questions.
assignment: *T asks the learners to listen when he is  Possible answers:
 reading the text loudly and answer the a. Martin Luther King Jr. was one of the -To acquaint pupils
questions. black American leaders of the Civil -Class correction. with the concept
Due to the familiarity of the personality Rights Movement in America in the of Civil Right
- about which the questions are- to 1960s. Movement and its
pupils, the latter may answer the b. He hoped/wished/expected his children leadership in the
questions depending on their own to be free from racial discrimination and American history.
knowledge. Therefore their answers may prejudice. -To train pupils on
very be correct not necessarily using the c. Martin Luther King Jr.'s address in the reading and note
author's words. article is in an oratorical style. The clear taking.
characteristics of this style are
repetition of words, phrases and ideas.
He uses this style in order to stimulate
his audience to make them feel what he
feels; the injustice of racial
discrimination and segregation.
d. One possible answer is: yes, because it is
righteous and logical and because it
includes a good wish for black Americans
in the future.

Task 3: - Ls read the different meanings of

Task *T reads the dictionary entries of the words written in bold then report their
assignment: answers.
words written in bold then asks learners -To develop pupils'
 Possible answers:
to identify the meanings of the words as -Class discussion. dictionary usage
*Address: Speech or talk to an audience.
they are used in the newspaper article skills including
* Can: ability or capacity to do something.
above. The words in question are address weak/strong forms
*Spiritual: a religious song as sung by
(as a noun), can (as a verb) and spiritual and stress pattern
Negroes in the USA.
(as an adjective). in spoken English.
Note: Before resuming to the next -To make pupils
rubric, pupils read the tip box and aware of the
discuss its contents in class with the difference of
teacher. The tip box is about a technique meanings of some
of dictionary making. For wider words despite their
information, the class can have further similar spellings.
practise with other words from the
passage or elsewhere.

- Ls choose a subject, organize their

Write it out:
ideas and then present their speeches.
Task Before work in the following activity to - Different possible answers:
assignment begun, the class goes through the tip box
teacher’s
below. The teacher provides pupil with - Class work. -To present an
presentation:
some notes to help them form their oratorical speech.
speeches. The notes are provided after
the speech subject is chosen by the
class/groups.
Instead of Hyde Park as a location for
the speech delivery, the teacher can
assign another location; pupil's knowledge
of Hyde Park in London might be very
little unless the teacher tells them about
it if there is a time space.
The task.
Imagine that you are in (the assigned
location). You are going to deliver a
speech about (a specific subject). Using
the notes on the board, and the try to
imitate Martin Luther King Jr. to address
the audiences who are listening to you.
Use as much of the auxiliaries that you
learnt in this unit as possible. The
speech-organizing plan provided on page
50 may help you.

Final Remark:
- If time is available for the
following rubrics, the teacher chooses
some activities to deal with the support
texts. Otherwise, it is time for
concluding the unit with projects'
discussion and evaluations in addition to
remedial works.
- Pupils are strongly recommended to
evaluate their learning outcomes
depending on the "self-assessment"
sheet on page 52.