File one communication 3rd am- atf & aef competencies

[email protected]

Term Month

& weeks

File competence Learning objectives Type of

task

Resources Module of integration (project) What students could already do

Grammar Lexis Pronunciation

First Term

s

eptem

Week

3

septem

Week

october

Week

1

october

Week

2

october

Week

3

{Test

One}

october

Week

4

F

ile one

"1"

"COMMUNIC

ATIO

N"

Interact

Interpre

Produce

Diagnostic &

Revision _________

� Greeting and

introducing

people ( Formally

– informally)

� Describing

people

"personality"

� Making and

answering

requests.

� Make

apologies and

giving

explanation.

� Asking for

clarification.

� Making /

accepting and

declining

invitations. N.B:

Week 3: Test N°1

from October 18th –

October 29t

� ( oral )

� ( oral

and

written)

�( oral

and

written)

� ( oral

and

written )

� oral

� ( oral

and

written )

� To have /to

be

� Adjectives

related to

personality

and moral

portrait.

� Numbers

� But / and/

because

� "wh

questions

word

� Expressions

of apologies

and

clarification

SNAPSHOTS OF

CULTURE

Guards

Or

Bear

Killers?

�Read and

discuss

�computing.

�Messaging

Say it clear

�intonation

raising and

falling

��marking the

intonation in

an exchange

�sounds

" " " " "

�Introduce the

transcription of

the words

[sister-niece-

brother-uncle]

� vowel

sounds " "

" "

� Identify the

vowel sound in

"can"

�practise

intonation discriminate

between the

following

sounds � do /du:/

� general /

Profile of your favourite artist.

Your favourite artist publish his or her 'email' in the newspaper, so it's a chance for you to contact him or her, since you have just learnt how to use an

email . But you don't know what your email

will look like? Your friend in your group work

suggests to make a questionnaire and send it to the artist.

So your Message should include the following features: � a request for a recent photo of your

artist. � Questions dealing with :

� full name. � appearance – age . � moral and personality . � likes and dislikes.

� Hobbies Thank you artist for his or her

collaboration and patience . Your artist answered your Message ,

so you are going to make a questionnaire or interview using the information provided by your artist and write them on a large sheet.

Stick pictures of you artist next to the questionnaire .

Present your work to your colleagues and your teacher.

Listen to your friends questions , comments about the work then try to answer them.

Put your work in the school library.

�SWBAT :

communicate "using

technological means

Identify pictures and

discriminate between a

photo and a drawing

Greet and use the

appropriate greeting

"formal" or "informal"

Introduce oneself and

others

Describe ones physical

appearance and people's

one

Elaborate clothes

Express likes and dislikes

and discriminate between

them

Give advice

Inquire about one's

health

Make prediction form

pictures

Decode messages from

pictures

Ask for permission

Ability to interact, -

interpret- and produce with

the above functions and

notions

Produce simple

paragraphs

Maintain a conversation

Identify sounds

Identify intonation and

mark it

Identify and locate places

and nationalities By Mr. samir bounab

([email protected])

Lesson Plan File One : COMMUNICATION 3rd Am Level

Sequence One Listen and Speak

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.

� Communicative Competence.

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(polite requests, apologizing….)?

�In this lesson I will teach the following aspects of language: Function : Greeting – Introducing & Describing Personality- Expressing [polite request- apologies-similarity and cause]

Grammar : Adjectives [appearance & personality]

Vocabulary : vocabulary related to physical appearance & personality …

Competencies :

�� 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 to ask and answer questions in short exchanges and to respond briefly to the news of others:

• On familiar, personal topics about self, community personal experiences and plans, leisure activities.

�Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used : �To facilitate pair work in class.

�Can listen to and understand main points and important details of : �Short monologs and dialogs Consisting of simple sentences using frequently used expressions

�Can read and understand the main points and important details of: short, simple texts.

�Can write short factual descriptions: Linked with most common connectors (e.g. and ;but; because )

Objectives / Assessment :

��SWBAT by the end of the lesson ,students will be able to demonstrate : 1- Greet – introduce – describe physical appearance – describe temper

2- Express polite request – similarity – opposition and cause

3 – Identify Intonation in questions & Discriminate between strong and weak forms of the vowels

Required material and / or resources :

� Manual's script page 169 & pictures

"[email protected]"

timing Rationale Interaction Procedure competencies Who are my learners ?

Welcomi

ng

Greeting

&

Greetings

Welcoming

Greeting

&

Greetings

Welcomi

ng

introduci

ng

Teacher

–

students

Students

–

teacher

Students

-

Students

Teacher

–

students

Students

-

Students

Sequence One : LISTEN & SPEAK File One 3rd Level

Warming –up:

• The teacher greets his pupils , talks to them about how do they feel since they have started a new school year and all what may concern their school year.

• The teacher presents to his learners the new “File One” – Communication- and the project work they have to do and present it by the end of the month.

• The pupils are invited to open their books on page “14” and pay attention at the photo.

• The teacher asks the pupils to interpret the photo .The teacher may help the pupils to describe the photo by asking the following questions 1) What does the photo represent ? 2) How did people used to communicate in the past?

3) What mean of communication do you prefer?

Listen & Speak : {PDP} lesson: �� pre-listening:

- The teacher interacts with his learners about what to say when they meet each other or reminds them about what he said while he entered the class.

-The teacher invites his pupils to talk about what do they say when they “greet” each others or “greet” someone else. - The teacher invites the pupils to act in pairs .using the “drill” of �� Activity one p16: Greet your new classmate and “introduce” yourself to “him” or “her”

• You : Hello / Hi / Good morning-afternoon –evening , my name is ...................... • Your partner : Nice /Glad / Pleased to meet you . I am / My name is ...................

- The pupils are invited to perform the drill { 6 to 8 pupils} - The teacher invites the pupils to pay attention at the pictures on page 16 and to interpret them

- The pupils try to talk about : - The kind of picture: [ cartoon – photo....]/- What does it represent or talk about. /- Who are in the picture and what are they doing? The teacher listens to the pupils interpreting the situation , then invites them to listen to him reading the script on page 164 “books shut” Mr. Green: Good morning. Mr. Smith: Good morning .Are you Mr. Green? Mr. Green: Yes, I am. Mr Smith: How do you do? Mr. Green: How do you do? Mr. Smith: Bill, this is Mr. Green, our new teacher of English .Mr. Green, this is Bill Jackson. Bill's head teacher of English. Mr. Green: How do you do? Mr. Jackson: Nice to meet you, Mr. Green. Mr. Green: Oh, please call me Steve.

- The pupils listen then try to check what they said during their interpretation is correct or not - The teacher invites the learners to check and correct their previous interpretation , then they are asked to open their

books page 164 , and read the dialogue.[perform it by three] - The teacher invites the pupils to act and perform the drill using their own names ,since it is the beginning of the school

year ,it’s a good opportunity t introduce each others again and welcome new comers. - The pupils are invited to read all the written work on the board then copy down on their copy books.

Interact

Interpret

the photo

Interact

Interpret

a real

classroom

situation

Interpret

the

picture

Interpret

a listening

script to

Produce

oral

messages

from a

listening

script

Identify and

discriminate between

types of pictures

Recognize the

cartoons personality "IT"

the space creatures

Interpret pictures and

decode their massages

Identify numbers and

discriminate between the

phone number and other

numbers

Recognize persons

form cartoons shadows

(women-man…)

Describe the kind of

action form gestures and

guess what are they doing

Recognize and

describe jobs "teachers-

head…."

Identify the way how

to greet (polite-informal)

ways

Identify the forms of

describing one's

appearance

Describe the school

places

Recognize and

describe colours

Identify the way how

to introduce some one to

another one

Describe the parts of a

word and describe their

syllables

Mark the stress and

intonation on a syllable

Read and perform

dialogues respecting

intonation and stress [email protected]

timing Rationale Interaction Procedure Who are my learners ?

Welcomi

ng

Greeting

&

Greetings

Welcomi

ng

Greeting

&

Greetings

Getting

Socialized

and

involved

in the new

classroom

communit

y

Teacher

–

students

Students

–

teacher

Students

-

Students

Teacher

–

students

Students

-

Students

Sequence One : LISTEN & SPEAK File One 3rd Level

Warming –up: [interact]

The teacher interacts with his learners , greets them and inquires about them The teacher invites the pupils to talk about physical appearance and the kind of adjectives used to describe physical

appearance . “ Such as: tall – small – fat – slim-................”

Pre-listening:[interact]

�� The teacher invites the pupils to pay attention at picture 2 on page 16 and try to interpret it �� The teacher may help them by asking those questions:

�� What can you see in the picture? Who are those persons ? What are they talking about? �� The teacher listens to the learners interpretation and reports them on the board.

While Listening:[interpret]

The teacher reads the script while the pupils listen to him and try to check whether their works were correct or not.

The pupils listen and try to do the following exercise at the same time they check their interpretation. ��Exercise: Listen then fill in the table with the right words.[produce]

Words describing appearance Words describing personality

big and tall with wavy black hair Cool - never gets angry

Dialogue N° 2 page 164: Susan: Hello Lydia, you look happy today .What's up? [interpret] Lydia: I have a new teacher of English. Susan: What's his name ? Lydia: Mr. Green. Susan : What does he look like ? Lydia: He is a big and tall with wavy black hair Susan: And what's he like? Lydia: He is really cool .He never gets angry. Susan: Oh, you're very lucky, Lydia .Mine is rather nervy.

The teacher reads the drill twice then invites the learners to correct the “exercise” . The pupils are invited to read the drill N°2 on page 164. The teacher attracts the intention of his learners to the words =”adjectives” used in describing “appearance” & “personality= mood = character” and invites them to do the following task: �� Exercise : Look the words in the box on page 16 then classify them according to:[produce]

Adjectives describing appearance Adjectives describing personality

Short- fat- tall- nice

boring-nervy-strict-serious-easygoing-sincere-helpful-

cheerful-cool-rude

Question Question

What does he /she look like ? what's he /she like?

The teacher tries to persuade his learners how to make the difference between “appearance” & “personality” and the way to make questions about them.

Post- listening:[produce]

The pupils are invited to perform using the above key words ,interact and describe their friends appearance and personalities.

Identify and


types of pictures

Describe jobs and

occupations

Interpret pictures and

decode their massages

Elaborate and

describe clothes

Describe different

colours

Read and explain the

slogans

Identify the genitive

Read and


the adjectives

describing moods and

temper

Identify question

about physical

appearance

Express one's likes

and dislikes

Identify the use of the

"whqq" –which-

Recognize the whqq

"who"

Produce sentences

expressing likes and

dislikes using "which

and who"

Discriminate between

he weak and the strong

form of the vowel

sounds

Read dialogues and

substitute cues

Read then perform

drills and dialogues

respecting stress and

intonation

�� Page5

[email protected]

Short- fat- tall- nice-polite-boring-nervy-strict-serious-easygoing-sincere-helpful-cheerful-cool-rude

timing Rationale Interaction Procedure Who are my learners ?

Getting Socialized

and involved

in the new

classroom

community

Getting Socialized

and involved

in the new

classroom

community

Getting Socialized

and involved

in the new

classroom

community

Teacher

–

students

Students

–

teacher

Students

-

Students

Teacher

–

students

Students

-

Students

Sequence One : SAY IT CLEAR File One 3rd Level

The teacher invites the pupils to the following piece of presentation:

The teacher asks the pupils to pay attention the way he reads the following examples. When his voice goes “up” = “louder” and when it goes “down” = “lower”

��Presentation: Example: 1) What is your name ? � 2) How old are you?� 3) What’s your occupation?�

1) Are you Ahmed? � 2) Are you 14 years old? � 3) Do you go to school every day?� The learners are invited to read the questions and trying to imitate the teacher as possible as they can.

�� Isolation: 1) What is your name ? � 2) Are you 14 years old? �

The pupils are invited to read the isolated sentences

��Analysis: 1) What is your name ? 2) Are you 14 years old? “ wh question ” “ Yes & No “ Question

�INTONATION

Falling = down = rising = up = �

�� Stating Rule: The teacher invites the pupils to pay attention at the “TIPS” page 17.

The teacher asks the pupils to read and try to state the rule.

“Wh-Question” have a question word such as “who, what, where, when, why,...... � “Ask for information answers. � The “intonation /Voice = Falling = down =

“ Yes/ No “Questions � Do not have question words . � Answers = “yes or no” � The intonation = rising = up = �

�� Practice:

The teacher explains the instruction of the “Activity 1p17” , then invites the pupils to use their pencils and work on their books.

�� Activity 1p17: Mark the intonation at the end of the questions below with an arrow (� or �) Justify your answers

A .What’s your name ? � ( ‘what’ is a s “whqq” word) G.Do you like speaking English? �( “do” is “yes-no” question) B .Where do you come from? � ( ‘where’ is a “whqq” word) H.How do you come to school? � ( ‘what’ is a s “whqq” word)

C .When’s your birthday? � (“when” is a “whqq” word) I. Do you like speaking English? �( “do” is “yes-no” question) D .What does he look like? � (“what” is a ‘whqq’ word) J. Can you write in English? �( “do” is “yes-no” question)

E .What’s she like? � (“what” is a ‘whqq’ word) F. Do you speak English? �( “do” is “yes-no” question) The teacher invites the pupils to correct the task , then read respecting the intonation for each of the type of

questions. The teacher explains the instructions of “Activity 3p17” and asks them to do it at home.

The teacher invites the pupils to read the written works on the board then copy down on their copy books.

� . Identify different

types of messages

� Discriminate

between all sorts of

messages

� Recognize

expressions showing

regrets

� Make discrimination

between expressions

of regrets

� Identify jobs and

occupations

� Identify the place of

each particular

situation

� Ask polite request

� Identify the British

currency

� Give instructions

� Imagine and guess

answers for each

given situation

� Use ones own

expressions

� Give explanations

to a particular

situation

� Identify means of

communications

� Use formal ways to

express regrets

[email protected]

time Rationale interaction Procedure competencies Who are my leaners?

Getting Socialized

and involved

in the new

classroom

community

Accept

one”s

appearance

Greet

and

express

best

wishes

Teacher –

students

Students –

teacher

Students

-

Students

Teacher –

students

Students

-

Students

Sequence One Practise 3rd AM File One Warm –up

The teacher greets his pupils , and checks how do they feel , their last hour how was it and if they face any problem in the learning operation

The teacher invites the pupils to correct the homework “activity 3p17” ��Activity3p17: Prepare a short dialogue “greeting(1) and introducing (2) one another.Use the cues below .Pay attention to intonation

Pupil A: [Good morning /Hello/Hi] {How are you – How are you doing?- How do you feel?] � ( ‘what’ is a s “whqq” word) Pupil B:[ Fine / Ok/ Great] =/= {Not great/Bad /Awful/ Terrible} Pupil A: {Can I / May I introduce you “pupil C ” ��( “do” is “yes-no” question) Pupil B:{ Nice –Glad –Great to} (meet/see) you. Pupil C: Nice to see you.

The pupils perform the drill using their own names and introducing each others “specially the new comers” Practise

The teacher invites his learners to pay attention at “activity 1p18” The teacher reminds the pupils about the way to inquire about “appearance & personality”

The teacher asks the pupils to look at the “box” on page 18 containing “adjectives” and asks them to do the following

��Exercise : Look the box on page and put each adjective in its right box: Adjectives describing appearance Adjectives describing personality

Skinny - plump - slim Trendy- cool-naughty- messy-funny-friendly-stupid-crazy-shy-

clever-patient-intelligent-

The teacher supervises the pupils works, then invites them to correct

The teacher reports the pupils’ answers on the board, asks, them to read the corrected answer then they are invited to pay attention at “Activity1p18”

��Activity 1p18: Prepare a dialogue using the adjectives in the previous exercise You: Hello Jack! You look happy today.

Your partner: Yes, indeed. I have a new friend.

You: Really? What's her name?

Your partner: Jill, Jill Smith.

You: What is she like?

Your partner: She's very shy

You: What does she look like ?

Your partner: She’s quite slim.

The teacher supervises the work of the pupils ,then invites them to perform their works by pair

The teacher invites the pupils to pay attention at “activity 2p18” and using their pencils try to complete.

�� Activity 2p 18: What do you say in these situations? �Girl: Have a nice day! See you on Tuesday! . �� Boy: Bye � Girl 2: Cheerio !

Interact

Interpret

Produce a written message “introducing”

Interact

Interpret

Produce

Identify and


types of pictures

Describe jobs and

occupations

Interpret pictures

and decode their

massages

Describe different

colours

Identify the genitive

Read and


the adjectives

describing moods and

temper

Identify question

about physical

appearance

Express one's likes

and dislikes

Produce sentences

expressing likes and

dislikes using "which

and who"

Discriminate

between he weak and

the strong form of the

vowel sounds

Read dialogues and

substitute cues

Read then perform

drills and dialogues

respecting stress and

intonation

�� Samir Bounab 's

sheet

[email protected]

Activity 3p18 : What do you say in these situations?Fill in the blanks

a-When you leave someone for the night or before going to bed�Have sweet

dreams/I wish you good night.

b-When you leave someone whom you have just met: Bye-good bye- cheerio-

see you c-When you part with someone who is just about to travel:�I wish you a nice

trip

time rationale Type of

interact Procedure competencies

Who are my

learners?

Greeting

and

welcoming

Accept

one’s

appearance

Introduce

oneself to

the world

and be proud

of one’s

appearance

and

character

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence One Imagine File 1 (3AM)

Warm up: The teacher greets his pupils and try to talk to them and make them interact about their daily school

life The teacher tries to see if the new comers to class have been involved with their teammates and form one unified

class, where the new pupils are not neglected

Presentation :Imagine p19 � Integrated Situation The teacher presents the “integrated situation” in which the pupils have to feel that there is a problem they have to

take part in it to solve it The teacher reads the ‘integrated situation’, explains, using the classroom situation aids and supports.

Activity One p19: � Integrated Situation

Practice: The pupils are asked to work “individually” on their rough copybooks . The teacher shows to the pupils how to elicit their notes and try to organize their ideas about the theme

proposed. Eliciting information constituents from the learners:

Name origin address Father’s job Mother’s job 3 things

(likes)

3(things

dislikes) personality ambition

1)first

name +2)

family

name

1) native

town

Or

2) Country

&

nationality

1)street

2)town

3)City or

wilaya

4)postal code

5) Country

Daily

worker-

jobless-

retired-

died-teacher-

farmer....

housewife

1)sports

2)reading

3)TV

1)smoki

ng

2)music

3)school

problems

Trendy- cool-

naughty- messy-

funny-friendly-

stupid-crazy-shy-

clever-patient-

intelligent-

Doctor

Teacher

Engineer

Officer

Footballer

Architect

Dentist

Headmaster

Pilot

Produce or Use : Selecting information constituents from the learners: The learners will read and select the information that goes with their situation . The teacher instructs them to use the same table and fill in it the information that correspond to their real life situation The pupils are asked to fill in the form on page 19. The teachers moves through the rows and checks the learners’ work and offer his help if needed. The teacher invites the learners to give back their works by : Reading the form Making interviews [question – answer] about each feature of the form to create a real life communication situation .

Interact

about daily

life school

Interpret

the

problem

solving

situation

Interpret the problem solving

situation

produce a written message talking introducing oneself{appearance &

mood}

�Talk about daily

life school

routines

�Describe

appearance

�Talk about

personality and

mood

�Identify family

members

�Discriminate

between likes and

dislikes

�Talk about

ambitions and

hopes

�Locate

�Produce a

written message

talking about

appearance and

character

[email protected]

Your teacher asked your friends to introduce themselves[name- origin- appearance and personality]

You are a new comer to your class and your colleagues do not know you.

You teacher asked you to introduce yourself to the class

Fill in the form talking about yourself ,appearance, likes and dislikes , personality and feeling


interact Procedure

competencie

s

Who are my

learners?

Greet and

welcome

Use

modern

technologic

al means of

communic

ation

Make

appeals

and

requests

(writing

cvs)

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence One READ & WRITE File 1 (3AM)

Warm up: The teacher greets his pupils and try to talk to them and make them interact about their daily school life

Pre-reading: The teacher invites the students to open their books on page 20 and pay attention at the advertisement.

The teacher explains the instructions of “Activity Onep20” ,then invites the pupils to read the advert and answer the task.

��Activity 1p20: Look at the advert on page 20 then and answer the following questions. A .What is the advertisement about? �� It is about Pop star contest.

B .How can you contact channel 7 TV? �� By phone or by email. C .Do you want to be a pop star? Why or why not? �� ( No, I don’t , I don’t like music)

The teacher invites the pupils to correct the activity on the board, read and perform it as a drill. While –reading:

The teacher explains the whole idea of the text, the type of text , the sender , the receiver, the theme , then invites the pupils to pay attention at “Activity ‘A’p21” , he explains the instructions of the activity then invites the pupils to read

silently the text and answer the task ��Activity Ap21: Look at the photos then say which one represents Sarah Bint? Why?

�� Photo C represents Sarah Bint , because it represents a girl with long red wavy hair . The pupils work in rough, the teacher moves through the rows and offers his help if required, then invites the pupils to

correct the task. The teacher invites the pupils to read the text loudly in order to get them familiarized with the theme and

pronunciation with some new words such as : “ sparkling-turned up nose – photogenic-lyrics-flute –lute-rhythm”

The teacher explains the instructions of “activity B p21” , then invites the pupils to read the text and try to fill in the form:

�� Activity Bp21: Fill in the blanks in the profile below with information from the “email” on the previous page. Don’t write full sentences.

The pupils read then answer in rough, the teacher moves between the rows and supervises the pupils works and offers

his help if required.

The learners are asked to answer the task on the their copy book using their pencils, later they will read it .

Interact

about

daily life

school

Interpret

the

problem

solving

situation


situation

produce a written message talking introducing oneself{appearance

& mood}

�� Greet and

welcome

�� Talk about

daily life school

�� Identify and

recignize an

advertisement

�� Discriminate

between phone

and email

�� Express likes

and dislikes

�� Discriminate

between

straight

forward text

and an email

text

�� Read and

interpret texts

�� Produce a

written

message

according to a

specific

question

Name: Sarah Bint Age: 15

Physical appearance: slim- quite tall –long wavy red hair-sparkling brown eyes-short turned up noise

Personality: quiet & not shy –like meeting teenagers & love exchanging

Likes: singing soul music –flute and lute- modern dance – Latin American and oriental dances

Dislikes: classical music

Preferences: flute & lute / Latin American & oriental dances

Inquire

and

interview

Question

and

inquire

about

people

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

The teacher explains the instructions of the next activity and invites the pupils to do “activity Cp21” “orally”

��Activity Cp21: Ask questions about Sarah Bint using the information in Task B above.

Q: What’s her name? �� Her name is Sarah Bint

Q:What does she look like ? �� She is tall ,slim with wavy red hair and sparkling eyes

Q: What is she like ? �� She is quiet but not shy

Q: What does she like? �� She likes singing soul music .

Q: What does dislke? �� She dislikes classical music.

Q: What does she prefer ? �� She prefers Latin American & oriental dances

The students work in rough ,the teacher supervises their works ,then invites them to answer the activity “orally”

The teacher reports the questions on the board.

�� Post –reading :

The teacher checks the students’ comprehension of the text , by inviting them to read again the text and answer the

following task .{expressing likes and dislikes – describing personality and appearance – showing preferences}

The students are later invited to pay attention at activity Dp21 , the teacher explains the instructions of the activity

then requires from the student to read the text silently and answer the questions .

��Activity Dp21: Answer the following questions according to the email on page 20:

A ;What would Sarah bint like to do?

�� She would like to participate in the competition for teenage pop star.

B .Is she shy? Why or why not?

�� She is quiet but not shy , she like meeting teenagers .

C.Why does she hate classical music?

��Because it hasn’t got lyrics.

D.Why does she prefer Latin American and oriental dances?

�� Because they have more rhythm.

The teacher reads the text and asks the pupils to underline the conjunctions “and” - “but” & “because” and the

sentences corresponding to them ,then he asks the pupils to read the text and answer the task.

The pupils work in rough ,the teacher supervises the learners’ works , then invites them to read the text and answer

the task , while he reports the answers on the board.

the students to read and perform the task as a drill (question –answer).

The students are invited to read the written works on the board then copy on their copy books.

Interact

Interpret

Produce

��use the

“whqqs” to

inquire

��ask about

appearance

and character

�� talk about

preferences

�� Rxtsead

texts and

answer

question

�� identify

forms and

structures of

statements



Who are my

learners?

Connecting

and

combing

statment

Connecting

and

combing

statment

Connecting

and

combing

statement

To express

similarity,

opposition

& cause

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence One PPU lesson Integrated Situation File 1 (3AM)

Warm up: The teacher greets his pupils and try to talk to them and make them interact about their daily school

The teacher makes the pupils talk about previous text, and then invites them to open their books on page 20 and read the text.

Your Turn p21:�� Presentation : The teacher asks the pupils to remind him about the sentences and words the underlined in the previous hour.

1) I am slim and quite tall for my age. 2) I’ve got long, wavy red hair with sparkling brown and a short turned up nose

3) I like singing soul music, but I hate classical music. 4) I’ m also fond of modern dance, but I prefer the Latin American and oriental ones.

5) I find it boring because it hasn’t got lyrics The pupils are invited to read the sentences written on the board.

�� Isolation : The teacher selects the sentences containing the conjunctions –and- –but- & because) and writes the

conjunctions in different colours. �I am slim and quite tall for my age. � I like singing soul music, but I hate classical music.

and � I find it boring because it hasn’t got lyrics but

�� Analysis:

� I am slim . I am quite tall for my age because � I like singing soul music.I hate classical music Sentence 1 (=/+) Sentence 2 Sentence 1 (=/=) Sentence 2

and I find it boring�Why? � because it hasn’t got lyrics but Why because cause = reason

��Stating rule: Sentence 1 is “similar” to sentence 2 entence 1 is “opposite” to sentence 2 and coordinators but Similarity cause opposition

Interact

about daily

life school

Interpret

the

problem

solving

situation

Interpret the problem solving situation


mood}

��Greet

�� talk about age

,appearance ,

personality ,likes and

dislikes

�� Identify the main

constituents of a

statement

�� recognize

Cordinators and

their meanings

��discriminate

between coordinator

��Identify

Opposition,

similarity and cause

“sambounab@hotmali

ma .fr"

.

�� “and” is a coordinator ,it expresses “similarity and avoids repetition . “but” is a coordinator , it expresses opposition. “because ” is a coordinator , it expresses cause.



Who are my

learners?

Use the right

terminoloy

and lexis to

express

similarity,

opposrions

and cause

Express

meaning

and sense

Giving

and

commun

icating

meaning

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

�� Practice :

After the stating rule stage , the teacher invites the pupils to practise .The teacher explains the instructions of

each type of task and invites the students to work on their rough copy books.

��Based form tasks:

Exercise :Re-order the words to make correct sentences.

1) ill / . / because / Ali / absent / is / he / , / is / �� Ali is absent because he is ill.

2) but/ football / . / love / smoking/ I / , / hate / I �� I love football, but I hate smoking.

3) tall/ I / slim / am / and / . / ��I am tall and slim

�� meaning based tasks:

Exercise : Match the pairs

Statement meaning

1) The weather is hot and sunny

2) I love sports , but I hate drugs.

3) Amina is late ,because she didn’t get up early

a- Expressing cause

b- Showing similarity

c- Expressing opposition

�� Communicative based tasks:

Activity Bp22: Join each of the pairs of the sentences ( a to e) to get meaningful sentences .

a- I live in England .I spend my summer holidays in Algeria. � I live in England, but I spend my summer holidays in

Algeria.

b- He sings well .He plays the banjo wonderfully. �� He sings well and plays the banjo wonderfully.

c- I study at Colonel Amirouche School. Latifa studies at the same school. �� I and Latifa study at Colonel Amirouche

School.

d- I like football. I also like tennis. �� I like football and tennis, too.

e- I can play the piano. I cannot play the guitar. �� I can play the piano, but I can’t play the guitar.

The pupils work in rough then correct on the board. Later the read the corrected task.

The teacher explains the instructions of “activity 2p22” ,then invites the pupils to work.

Activity “B” p22: Complete the sentences ( a to e) to make them meaningful.

a) I like reading detective stories because I love discovering secrets.

b) I hate watching horror films because I got frightened from them

c) My brother likes playing basket ball because he wants to be tall.

d) My friend and I don’t like football because it’s too tiring .

e) My apples mother always eats apples because they cure many illnesses.

The students work in rough then use their pencils to correct on their books, the teacher helps them to formulate

correct sentences in order to make each pupils fill his own sentences on their books.

The teacher invites the students to read the written works on the board then copy down on their copy books.

Interact

about daily

life school

Interpret

the

problem

solving

situation


situation


mood}

�� recognize the main

form of a statement

� recognize the place of

each constituent of a

sentence

�� recognize the

meaning of each

sentences through it’s

connector .

� talk about likes and

dilkes using the

connectors to express

similarity , opposition

and cause

�� improvise and give

justifications

according to a given

situation

[email protected]



Who are my

learners?

Welcoming

,greeting

and

greetings

Seek to

solve

problem in

problem

situations

Making

appeals

and

requests

Making

appeals

and

requests

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

�� Write it out : INTEGRATED SITUATION file one seque1

Warm –up :The teacher greets his pupils and tries to make them talk about the last séance . Presentation :

The teacher presents the problem solving situation through visuals showing the different sports club local and foreign one , which reflect the real life situation

The teacher reads and explains the instructions of the integrated situation. The situation:

Eliciting information constituents from the learners:

Name club address Age Education Appearance ) Personality Likes & dislikes

first name 1)

family 2)+

name

Football

Handall

Jugo

Basket

ball

Volleyball

N° of

house/street or

Avenue/town

hall/ Country 14/14 3rd AM

level

Tall –small- fat- slim-

short/long hair

(brown-fair-dark)

Eyes: brown-dark-

blue-green

Trendy- cool-

naughty- messy-

funny-friendly-

stupid-crazy-shy-

clever-patient-

intelligent-

Sport- video

games- tv –

music – reading

..../ Drugs –

violence

The teacher invites the pupils to complete the form on page 22 using the elicited words.

He moves through the rows then supervises their works.

The teacher asks the pupils to read their works ,then tries to create a situation of discussion ‘questions –answers’

The pupils are invites to correct on the board a sample integrated situation , then invites the students to read and

copy down

Interact

about daily

life school

Interpret

the

problem

solving

situation


situation


mood}

��greet &

welcome

��identify a

problem solving

situation fact

��Use the

integrated

learning

objectives to

solve the given

integrated

situation

��make

application

letters and

discriminate

between the

other types of

letters.

[email protected]

� One of you friends wants to join one of your local sport clubs.

� The manager of the club asked him to fill in a form.

� Your friend does not know how to fill in it

� Fill in the form talking about yourself ( a sample for your friend to follow it)

� Use adjectives describing “appearance & personality”

� Use coordinators “and – but – because”

Dear Sir, I would like to subscribe at the local football club. Name: Forename: Age: 15 years old Address: 23 Ben Badis Street Médéa Algeria Education: 3rd Middle School Level Appearance: tall slim boy with brown hair and dark eyes Personality: friendly –cheerful Likes and dislikes: football & dislike cigarettes

FILE ONE : COMMUNICATION 3rd AM LEVEL

Sequence TWO WHO’S CALLING PLEASE?

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 � Supported and purposeful development

� Meaningful Activities / Tasks .

� Active,evolving process

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(polite requests, apologizing….)?

�In this lesson I will teach the following aspects of language: � Function : Making and answering requests. & Make apologies and giving explanation. & Asking for clarification. & Defining

Grammar : « can » - « would » request / « sorry – pardon » / relative pronouns “which-who”

Pronunciation : Practise intonation in polite request / �� vowel sounds “ -" "- - " - - e » /

Vocabulary : vocabulary related to : communication “ phone –email......”

Competencies :

�� 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 plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used : ��To facilitate pair work in class.

� Can listen to and understand very short, routine classroom instructions: ��Without supporting visuals .

� Can understand everyday signs: � Can find specific, predictable information in : {A range of simple everyday material & That is straightforward (e.g. some websites,

travel brochures, catalogs}

� Can write very short letters or email. �� Containing simple description of personal life


��SWBAT by the end of the lesson ,students will be able to demonstrate : 1- Ask polite request / Express apologies / Ask for clarification & define

2- Express polite request – similarity – opposition and cause

3 – Identify Intonation in questions & Discriminate between strong and weak forms of the vowels


�� Manual's script page 164/ 165 & pictures

"[email protected]"


interact Procedure

competenci

es

Who are my

learners?

Congratulate

and show

sympathy

Show use

of phone

communic

ation way

How to

make

phone

calls and

take

messages

Receive

calla and

register

messages

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence Two : Who is calling ? Pdp “listening lesson File One 3rd AM

Pre_ listening:

��The teacher asks the pupils to open their books on page 21 ,

�� The teacher tries to make his learners interpret the pictures by interacting with him and trying to answer the

following questions:

�� What kind of pictures are they" first pair"? � They 're cartoons pictures �� How many persons do they show? � They represent two persons .(a man and a woman) �� What are they talking about? � They are talking about phone numbers. �� Who is asking the question? � The woman is. �� What's the question about? � It's about the phone number of the man. �� What can you read in the bubble speech? � I can read "excuse me, what' your…./ My phone number's... �� What does the word yours in the bubble replace? � It replaces the phone number of the lady. �� What about picture two? � It represents the same persons. �� What is the woman asking for ? � She asking for the phone number of Mrs. Smith. �� Does the man know the number of Mrs. .Smith? � Yes, he does.

�� Can you compare the two numbers? � Yes the first number contains 10 numbers, but the second only "6". �The pupils listen & interpret the teacher's questions then answer "orally"

� The pupils are invited later the read the drills on page 24 and perform them by pairs.

�The teacher asks the learners to look at "Activity3p21" and try to interact and interpret the message.

What kind of message do you have? � It's a telephone message. Where do you find such messages? � At the reception desk, office next to the telephone.

While listening : �The teacher asks the pupils to take their pencils, listen to the teacher's reading of the script , underline some

expressions like :” would like to speak / could you tell her “ then try to fill in the "telephone message".

� The teacher reads the text twice or thrice then invites the pupils to correct

�� Activity 3p21: Listen and fill in the message slip below.

� The teacher invites the pupils to read the drill and perform by pairs.

� The pupils perform and substitute the keywords : [6600586] – Mr Green / John Williams/ 15:00/ - {1122O495}

Mrs Williams / Mr Black / 16:00)

Interact

Interpret

produce

Recognize the different finds of

pictures and discriminate between

them Identify number

and discriminate between their use

Identify the way how to read a

phone number Ask polite

request using "can" Identify

possessive pronouns Recognize all

sorts of messages Identify a

telephone message Discriminate

between the caller and the receiver

Recognize "would" and its use

Use simple ways to ask polite requests

Discriminate between beginning and ending a dialogue

[email protected]

Telephone message

For: Jane Smith _______________________________

From: Mary Chapman_________________________

Message: Time: 14.00

Marry wants to talk to Jane



Who are my

learners?

Make polite

request and

show

respect for

others

Make polite

request and

show

respect for

others

Make polite

request and

show

respect for

others

Make polite

request and

show

respect for

others

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

� The teacher asks the pupils to remind him about what they have underlined previously .

Presentation :

� The pupils open their books on page 164 and read the underlined sentences.

1) I would like to speak to Jane Smith 3) Could you tell her I’ll ring her at 2:30?

� The teacher invites the learners to read the written sentences on the board.

Isolation :

� The teacher tries to attract the attention of the learners to the words written in different colours and asks them

to read them

1) I would like to speak to Jane Smith 2) could you tell her I’ll ring her at 2:30?

would could

Analysis :

�� The teacher tries to make the students talk about the isolated

1) I would like to speak to Jane Smith 2) could you tell her I’ll ring her at 2:30?

would could

modal verbs

Express polite request

Stating rules : To express polite request we use the “modals” [ would / could]

Subject + [ would / could ] + verb “infinitive without “to” + Object

Practice : The pupils are invited to do the following tasks about “asking polite request”

1) Based form tasks: Exercise : Re-order the words to make correct sentences.

a) You / the / please / window / could / ? / open / �� b) Like / to / would / I / use / your/ please / phone / ��

2) Meaning based tasks: Exercise : Complete each statement with the following words: “ability – request- permission”

1) Can I use your pen ? �� (...............................) 2) I can speak English . �� (................................)

3) Would you tell me the time please ? �� (..........................) 3 ) Communicative based tasks:

Exercise : Ask question to complete the dialogue. A : .........................................? A: .......................................?

B: Oh my pen with pleasure you can use it. B: Yes ; I would be very pleased to come to your party �� The teacher supervises the works of the pupils , then invites them to correct on the BB then read and copy down.

Interact

Interpret

produce

Discriminate

between the

beginning and the

end of a dialogue

Identify "can –

could"

Discriminate

between the use of

"can " and "could"

Interact using

formal ways

Discriminate

between formal and

informal ways

Identify the

main constituents of

a sentence

Recognize "would"

and its use

Peform different

types of written

tasks and

discriminate

between them

Use “would “&

“could “ to make

polite resuests

Samir Bounab's

preparation sheet

[email protected]



Who are my

learners?

Welcoming

,greeting

and

greetings

Seek to

solve

problem in

problem

situations

Making

appeals

and

requests

Making

appeals

and

requests

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence Two: PRACTICE 3RD Am level

PPU Lesson:

The teacher greets his learners, interacts with them about their daily life school and tries to see if they have

understood or do not face any problems about the previous lesson “making polite request”

The pupils are invited to open their books on page 26 and pay attention at the drills .

The teacher explains the situation using the classroom situation , reads the first dialogue .

�� Drill One:

The teacher invites the pupils to read and perform the drill by pairs.

�� Drill two:

The learners are asked to perform the drill by pairs.

The teacher invites to pay attention at the words written in red

Isolation :

Would you like me � offering help Do you want me

Analysis: Yes , thanks No,thank you Yes , thanks No,thank you

Accept offer Refuse offer Accept offer Refuse offer

To offer help we use: Accept offer Refuse offer

Would you like me to ...........?

Do you want me to..............? Yes , thanks No,thank you

Stating Rules

Practice: The teacher invites the pupils to perform using the following situations.

Situation 1 : { It’s hot – Open the window} Situation 2: [is carrying heavy satchel- help carry it]

Situation 3: [ forgotten pen – use my pen]

The pupils perform the drill and substitute key words.

Interact

about daily

life school

Interpret

produce

��greet &

welcome

��talk and

discuss the

previous séance

��Identify the

model “would”

and its use

��can read and

perform drills

��can identify

the theme of

the discussion

��analyse

statements

��discuss the

different ways

to “offer help”

��State rules

about the new

use of “would”

[email protected]

Pupil 1 : It’s cold.

Pupil 2: Do you want me to close the door?

Pupil 1: Yes, thanks

Teacher : It’s cold

Pupil: Would you like me to close the window?

Teacher: No, thank you .Could you just pass me that coat, please?



Who are my

learners?

Welcoming

,greeting

and

greetings

Seek to

solve

problem in

problem

situations

Making

appeals

and

requests

Making

appeals

and

requests

Ways of

sepaking

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Say it clear :

The teacher asks the pupils to pay attention at him and at the way he asks his question.

Question 1: Would you open your books on page 25? � Question 2: Would you open your books on p25 please?

The teacher asks the students to pay attention at the way he asks the two questions

The students will certainly notice the difference between the two question, the way the intonation is uttered

.

Q 1: Would you open your books on page 25? � Q 2: Would you open your books on p25 please?

The students will certainly remark the difference uttering the intonation .

The students are invited to open their books on page 25 and pay attention at the “TIPS”*

The teacher invites one or two of the students to read the TIPS “rule” and tries to explain it

The pupils read the tips then they are invited to practise through the following task.

�� Activity 1p25: Mark the intonation on the items in bold with arrows (� or �) .Justify your answers.

The pupils work in rough , the teacher moves through the rows , checks the students’ answers , then ivites them to

read and correct the activity where they have to justify their answers The teacher invites the pupils to use their pencils and correct on the book, later they will read all the written work

on the board and then copy down on their copy books.

Interact

Interpret

produce

��identify the

intonation ,its

form and its use

�� discriminate

between the

meaning in

“rising” and

falling”

intonation

��analyse the

use of intonation

in making

requests

��use the stated

rule to produce

“oral” & written”

productions

��pps have to

justify their

answers

[email protected]

It’s important to choose our words when we make request i.e., when we want to ask people to do things for us.

For example; ‘Could you shut the window?’ is more polite than ‘Shut the window’

-Intonation is also important .Your voice should start quite high, rise and then go down on the last impotant

word

e.g. Could you give me that books

-If the request ends with “please». We say ‘please’ with rising intonation.

e.g. Could you give me that book , please ?

A: Hello, oh right-one three –two-oh,nine-five –four-six. B: This is Massyl.Can I speak to Fatima, please? �

A: I’m afraid / Sorry she is out for the moment. B: Can I leave a message? �

A: Yes, go ahead. B: Thanks. Could you tell her to call me, please? �

A: Could you repeat / remind me your name? � B: It’s Massyl, M-A-S-S-Y-L



Who are my

learners?

Welcoming

,greeting

and

greetings

Seek to

solve

problem in

problem

situations

Making

appeals

and

requests

Making

appeals

and

requests

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence Two: Practice File One (3rdAM)

Warm-up:

The teacher greets his learners and interacts with them about the last hour, what they have seen and if they

face any problems. The teacher invites the pupils to open their books on page164 , he reads the dialogue and invites the learners to

“underline” < I’m sorry .She isn’t here at the moment> The teacher invites the learners to perform the drill

Presentation : The teacher reminds the pupils about the sentence they underlined and asks them to read it.

I’m sorry .She isn’t here at the moment Isolation :

The learners are invites to read the isolated sentence

Analysis: I’m sorry . She isn’t here at the moment. Apology clarification Stating rule: To express apologies we use :

� [ sorry – I’m sorry – I’m afraid / pardon + clarifications ] Practice: The teacher invites the pupils to practise using the following situations and key words.

The students are invited to do “activity 2p26” ��Activity 2p26: Complete one of the apologies below with an explanation .

1) Being late: Sorry I’m late , I didn’t get up early and I missed the bus 2) Missing a party : I’m sorry I didn’t come to your party . I was ill . I had fever and I was in bed.

3) Missing a phone call : I ‘m sorry I didn’t phone , I lost your phone number. The pupils perform the situations in pairs.

Imagine: The teacher asks the pupils to perform what has been seen “how to express apologies and give clarifications using the problem solving situations. Situation1: {In a shop} Situation 2 : [ In the post office ]

Shop assistant: That's two pounds fifty. �� Customer: Can I have two stamps please?

Customer:" Pardon?/ Sorry " how much did you say? �� Post office clerk: Pardon? , how many did you say?

Shop assistant: Two pounds fifty, please. �� Customer: I'd like two please.

Customer: Here you are thanks. �� Post office clerk: Here you are, sir.

Situation 3: [ Asking for the way] Situation 4: { In class}

A : Excuse me , where is the hotel , please? �� Teacher: Open your books and go to page 12.

B : Go straight on .Turn right .You can't miss it. �� Pupil: Sorry . I didn't hear you!

A :"pardon?" would you repeat please? I didn’t understand. I was listening to my friend

B : I said : go straight on. Then Turn right.

The pupils work in rough , the teacher supervises the pupils’ work , then invite them to correct on the board.

The teacher invites the students to read all the written works on the board then copy down.

Interact

about daily

life school

Interpret

the

problem

solving

situation


situation

produce

��greet &

welcome

�revise what

has been seen in

the previous

hour

��pps can listen

to a listening

script and

execute a given

instruction

��identify the

meaning and use

of “sorry”

��express

apologies and

give

justifications

��Use the

different

expressions to

express

apologies in reel

life situations

[email protected]



Who are my

learners?

Welcoming

,greeting

and

greetings

Seek to

solve

problem in

problem

situations

Making

appeals

and

requests

Making

appeals

and

requests

Introducing

Answering

and

replying

appeals

and

requests

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence Two: Read and Write File One (3rdAM)

Warm-up:

The teacher greets his learners and inquires about their daily school life.

The teacher tries to check the pupils’ understanding of the previous lesson.[expressing apologies and giving clarification] Pre-reading:

The teacher invites the pupils to open their books on page 28 and pay attention at the photo. The pupils are invited to interpret the photo; the teacher tries to make the pupils to talk about the photo.

��The pupils’ answers: The photo is an advertisement

The teacher may lead the learner to answer such task by answering the questions of “Activity1p28” The teacher explains the instructions of “Activity one p 28”

��Activity One p 28: Read the advertisement below and answer these questions.

A. What is the advertisement about? �� It’s for holiday job in Britain. B. Is it addressed to boys only, to girls only, or to both and girls? ��It is addressed to both boys and girls.

C. What is the minimum age set for the job applicants? �� The minimum age is 14. D. How are the workers paid? ��They are paid by piecework.

E. Would you like to apply for the job? Why or why not? �� Yes, I love travelling / �� No, my parents do not allow me to travel abroad alone.

The pupils work in rough, correct on the board, and then perform the task as a drill. While –reading:

The teacher reads the “ad” and explains its items, then leads the pupils to read the text and try to answer the following task.

The teacher reads the text and asks the pupils to underlined the statements containing “which & who” �� Activity 2p28: Read the letter and answer the questions.

A. What newspaper advertised the job for fruit pickers? �� It’s Teenage Magazine. B. Where does Farida Souhali live? �� She lives in Mitidja.

C. What kind of person is she? �� She likes team work very much. D. How many foreign languages does she speak? �� Two foreign languages.

E. Do you think that Farida will be accepted for the job? Why or why not? �� Yes she will be accepted because she has a lot of experience in picking fruit and she speaks two foreign languages.

The teacher invites the pupils to read the text “loudly” and give their answers. The teacher reports the pupils’ answer on the board, and then invites them to read it and perform the task as a

drill. The teacher explains the instructions of the next “task” then invites the learners to do it.

��Activity 2p29: Farida Souhali received a positive reply. Read the answers and choose the right answer. � I am pleased to inform you that your application for the job of fruit picker has been accepted.

The pupils read the text and answer the task, the teacher listens to the pupils answer and try to make them talk why did they chose such answer.[the answer is the polite one]

Interact to

greet and

welcome

Interact about

the last séance

(expressing

apologies &

clarifications)

Interpret the

flashcard to

identify what

kind of

message is it

Interpret the

written

message to

answer the

questions of

task onep28

Read and

interpret the

text to exploit

the text

Interpret to

sump up the

main idea of

the Text

��greet &

welcome

��talk about

ways to express

apologies

��interpret

photos and

pictures and

decode the

meaning through

them

��interpret the

advert to

answer the

questions

��identify

pronouns in

written script

��read and

exploit the text

to answer the

tasks

[email protected]

Making

appeals

and

requests

Making

appeals

and

requests

Showing

and

demonstrati

ng

Showing

and

demonstrati

ng

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

��Post-reading[ Your Turn page29/30]:

The teacher reads the text and invites the learners to follow , use their pencils and underline the following sentences. 1) I would like to apply for the job of fruit picker which you advertised in this month’s issue. 2) I am the kind of person who likes team work very much - 3) It is easy for me to communicate with people who are my age.

The teacher invites the learners to read once the text

��Presentation:

The teacher invites the learners to list the underlined sentences. 1) I would like to apply for the job of fruit picker which you advertised in this month’s issue. 2) I am the kind of person who likes team work very much - 3) It is easy for me to communicate with people who are my age.

��Isolation: The teacher invites the learners to focus on the isolated words. “Which - who”

��Analysis: The learners are invited to analyse the isolated words in their sentences.

1) I would like to apply for the job of fruit picker which you advertised in this month’s issue. Sentence 1 Sentence 2 Relative pronoun = the job of fruit picker( noun object)

2) I am the kind of person who likes team work very much

Sentence 1 Sentence 2 Relative pronoun= person

�� Stating rule:

“who & which” are relative pronouns “who & which” link two clauses into a single complex clause “who & which “ are defining relative pronoun they define

��Practice : The learners are invited to perform the following tasks 1) Based form task: Exercise1: Re-order the following words to make correct sentences. a) We / wash / a machine/ which / washing machine/use/ clothes/ to /. /A/ is /� b) instructs/ person/ A/ pupils/ school/ teacher/ is / who/ at / a / � 2) Meaning based task: Exercise 2: Match the pairs.

I’m so sorry for being late. – defining Would you lend me your pen please? - apologizing A giraffe is an animal which has long neck - polite request.

3) Communicative based task: Activity 2p30: Match items in column “A” with their definitions in column “B”, Then write full sentences .

Column A 1 2 3 4 5 6

Column B C A B F D E

1. A king is a person who lives in a palace. 2. A TV set is electronic equipment which transmits images. 3. A policeman is a person who arrests thieves. 4. A pan is a kitchen utensil which we use to cook food. 5. A typewriter is a machine which we use to type texts.

Activity 3p30: Join each of the pairs of sentences below (A to F) with “which” or “who” to form one sentence. A. Karim is a boy who likes telling the truth. B. A glutton is a person who likes eating a lot.

C. Sabrina is the schoolgirl who is fond of basketball D.That’s the cat which I photographed yesterday. E. I read the postcards which arrived yesterday. F. Those are the birds which I fed last week.

The pps work in rough, the teacher supervises then invites them to correct on the board later they read and write down.

Interpret the

script to study

the new

supported

structure

Analyse the

statements

supporting the

“relative

pronouns”

State the form

and use of the

relative

pronouns

“who& which”

Use the stated

rule to produce

written

messages

using the

learnt

language

� listen & follow

written script

��underline the

selected words and

statements

�Identify and

recognize pronouns

and their uses

�� analyse the

selected statements

to state the role of

the relative

pronouns

��identify the main

constituents of a

sentence

��discriminate

between the

meaning of

sentences

��build correct

sentences using the

relative pronouns

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Supporting

& defending

Supporting

& defending

Supporting

& defending

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Warm-up: The teacher greets his learners and welcomes them; he inquires about their daily life school. The learners are invited to talk about the previous hours and the learnt language ( defining using the relative pronouns –who & which) The teacher invites the learners to open their books on page 3O and pay attention at the “write it out” section = Integrated situation.

�� Learning the integration: “ Letter of recommendation” The learners are invited to pay attention at the set of instruction in the “integrated situation”

The teacher invites the learners to list and organize their ideas about the topic.

Names letter Job Friend’s profile Wish

Mr Konny Friend’s name

Recommendation letter for

application letter Fruit picker

-always punctual / never arrive late/school -work well / get on well / inn team/ with people - well –spoken/tactful -always reading to help /people/ who / problems -tidy / neat - do well every work / which / undertake

Polite salutations (beginning and ending)

The learners are invited to use the listed information ,and try to write letters of recommendations about their classmates ��Suggested Letter of recommendation :

��Assessing the Integration: The teacher invites the learners to work in rough, he supervises their works then invites the

learners to read their letters, the teacher reports the correction on the board, later the learners read and copy down.

Interact to

greet and

welcome

Interact

about the last

séance

Interact

about the

problem

solving

situation

Interpret the

problem

stated in the

module of

integration

Produce

written letter

discussing

the stated

problem

Greet and

welcome

Discuss and

sum-up the least

séance learning

objectives

Identify the

meaning of an

integrated situation

Discriminate

between the forms

of writings (letter –

paragraph- email..)

Recognize the

lay out of a letter

Discriminate

between sender and

receiver

Identify jobs

Describe one’s

profile

Describe one’s

friend profile

(appearance and

character)

Read and

discuss one’s piece

of writing in front

classmates

[email protected]

�� Imagine you spent last summer working on Konny’s farm . ��This year, your partner intends to go and work there. ��Write a letter of recommendation to support her / his letter of application ��Use the cues provided to you on page 30. �� Use the relative pronouns “ who – which”

Dear Mr Konny , I am writing to support Ali’s application for the job of fruit picker. He is my close friend because we go to the same school for many years. Ali is always punctual and never arrives late at school; he works well in a team and gets on well with people around him. He is well –spoken and tactful. My friend is always ready to help people who have problems and he does well the work which he undertakes. Waiting forward for your reply, Yours sincerely, Kamel


Sequence Three: what’s on?

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 � Active Learners :Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning cooperatively with peers,

and making connections to life outside of class

�Ongoing assessment of Learning: Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can provide useful

information on individual progress and achievement, which teachers and learners can review to aid learning .

�Facilitator : Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind; guiding and

monitoring learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching .

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 (polite requests, apologizing….)?

�In this lesson I will teach the following aspects of language: Function : Asking and giving the time / Describing TV programmes /Expressing likes and dislikes / Accepting and declining invitations / Describing a broadcasting company {BBC} / Planning a TV programmes/ Writing a greeting card

Grammar :simple past tense - « would » invitation / simple present tense / gerund / Present simple continuous /

Pronunciation : Strong & weak forms of “ would you ...? / Do you.....?

Vocabulary : vocabulary related to : TV programmes

Competencies : �� 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 plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used : To facilitate pair work in class.- To convey the meaning of unknown words, phrases and structures

�Can plan for ,use and evaluate the effectiveness of a few listening strategies in order to :Comprehend general ideas or gist - Make reasonable guesses at meanings.

�Can plan for, use and evaluate the effectiveness of a few basic reading strategies to develop. Reading efficiency and speed -Guessing skills.

� Can plan for, use and evaluate the effectiveness of a few basic writing strategies to :Generate ideas and Create a draft of a text .


��SWBAT by the end of the lesson ,students will be able to demonstrate : � Express polite request – describe TV programmes – expressing likes & dislikes – accepting and declining invitations /write a greeting card.

& Discriminate between strong and weak forms of “would – do you ....?”


�� Manual's script page 164/ 165 & flash cards pages (32- 34- 35- 36- 37- 38) Page 21

"[email protected]"

time RationaleType of

interact P r o c e d u r e Swbat Who are my learners?

Welcoming

,greeting

Making

appeals

and

requests

Telling

the time

Commun

icating

and

keeping

in touch

Inquire

about time

and date

Likes and

dislikes

Experiencin

g &

suffering

Teacher

–

student

Student

-

teacher

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence Three: Listen and speak Warm-up:

The teacher greets his learners and inquires about their daily school life. The teacher tries to check the pupils’ understanding of the previous lesson [Making appeals and requests] The teacher tries to remind the learners about the way of asking and giving the time. The learners try to identify the time.

1.0 0 �� one o'clock 1.01�� one past one 1.15�� quarter past one

1.30 �� half past one 1.45 �� quarter to two 1.59 �� one to two

The teacher reminds the learners about the way of asking the time.

What is the time? �� The time is 8.30

What time is the English lesson? �� The English lesson is at 8.30.

Pre-listening:

The teacher asks the learners to open their books on page 32 and look at the film announcements and try to interpret

them

The teacher may help the learners to interact by asking the following questions.

What are the following photos about?

Do you know some of these actors?

What is your best actor or film?

Can you summarize your best film?

Which of the given films do prefer? Why?

�The teacher invites the learners the look at the timing and the TV programme and try to interact about them.

�� Activity 1p29: look at these film announcements, and then talk about today's TV programme.

You: When's {Spiderman-cat woman-Harry Potter-The Battle of Algiers}?

Your partner :It' s on [Saturday-Sunday- Monday –Tuesday-Wednesday-Thursday-Friday]

You: At what time?

Your partner: (It's at) + time…..

� The teacher invites the learners to perform the drill , substitute the keywords according to the TV programme

Note : The learners should discriminate between [ at a time ] and { on a day}

During listening:

�The teacher invites the learners to pay attention at that instructions of “activity 2p32” then invites them to listen and try

to answer the questions.

�� Activity2p29: Listen and answer these questions.

What film are Jack and Jill talking about? �� They are talking about "cat woman" Did Jack like the film? Why.? Why not? �� No, he didn't, because the story was awful, the actors were horrible, the

script didn't have any good lines. How did he feel? ��He felt depressed. What did he like ? �� He liked the special effects.

� The teacher reads twice the script on page 165 , then invites the learners to give back their answers. Page22

Interact to greet and

welcome

Interact in order to express ways of telling the

time

Interpret the photos to describe the TV

programmes

Interact about the date and time of TV programmes in order to discriminate between “at +time &

On + day”

Listen and interpret listening script to answer the written

task

Recognize the

time and date

Identify the way

how to ask about

time and the time

of an object

Identify the

prepositions "on-at"

and discriminate

between them

Introduce famous

personalities

(actors)

Identify TV

programmes

List some of the

famous films

Narrate some

past events

Describe events

from photos

Listen and decode

message from oral

reading

Answer and

justify answers

Discriminate

between likes and

feelings against TV

programmes

[email protected]

Likes and

dislikes

Experiencin

g &

suffering

Ways of

speaking

Ways of

speaking

Ways of

speaking

Teacher

–

student

Student

-

teacher

Student

-student

Teacher

–

student

Student

–

teacher

Student

-

student

Post-listening: � The teacher invites the learner to open their books on page 165 and perform the drill in pairs. � The teacher explains the instructions of “ Activity 3p32” then invites the learners to perform.

Pair Work: Activity 3p32:Now,look at the TV announcements above.Then try to build a dialogue with your friend

�� You: Which programme do you like best? �� Your partner: I like............ �� You: Why? �� Your partner: Because................. �� You: How do you feel when you watch it? �� Your partner: I feel.........................

� The learners work in pair, the teacher supervises their works and offers his help if needed � The learners are invited to give back their production and perform their drills in pairs.

� The teacher reports on the board one of the learners production, he invites the learners to read it .

The teacher invites the learners to pay attention at the following example written on the board.

Example: A: Do you like playing chess? B: Yes , I love it

A: Would you like to come to my home and play it? B: Yes with pleasure.

The teacher invites the learners to pay attention at the way “ Do you & Would you...?” are uttered

The teacher will read the first reading at normal speed where the learners will notice that :

The teacher will read the first reading at a higher speed where the learners will notice that :

Would you � /wwwwʊʊʊʊ dʒ ə / Do you �/ dʒ ə /

The learners will certainly notice the difference between the /ʊ/ & / ə/

The learners are invited to pay attention at the “TIPS” on page 33. The teacher reads the TIPS then invites some of the learners to read it.

The teacher explains the instructions of “Activity 1p33” then invites the learners to perform. He may instruct the learners that “Dialogue A= normal speed” and “ Dialogue B = Higher speed” The learners use their pencils to write the correct pronunciation of the items in bold. Activity 1p33: Write the correct pronunciation of the items in bold in the dialogues “A” & “B”

The learners are invited to give their answers and perform the drill respecting the use of weak forms of “would you/do you...? The teacher explains the instructions of “Activity2p33” then invites the learners to build up drills as a {homework} The learners are invited to read the corrected written works on the board then copy down on their copy books.

Page 23

Produce exchanges showing likes , dislikes and feeling against TV

programmes

Listen and interpret weak and strong forms of “would & do

+ you...?

Interpret the drill and use “weak & strong” forms

transcriptions

Identify means

of leisure

Describe and

list a TV

programme

Describe

different sorts and

kinds of films

Express likes

and dislikes

Discriminate

between positive

preferences and

negative

preferences

Make invitation

Accept and

decline invitation

Discriminate

between the “weak

and strong forms”

in quick and slow

speech

Use a given

pattern to work in

pair and build

dialogues

Samir BOUNAB ‘s

preparation sheet

Dialogue « A » « Normal Speed speaking »

Sofiane: Do you /dujʊ/ like watching serials? Karim: Yes, I do. I love them

Sofiane: Would you /wʊdjʊ / like to come home to watch

one with me? Karim: Thank you. What time? Sofiane: Let’s say five o’clock. Karim: That’s fine .Thank you.

Dialogue « B » « Quick Speed speaking »

Houda: Do you / dʒ ə / like watching cartoons?

Meriem: No, I don’t. I prefer watching films. Would you /wwwwʊʊʊʊ dʒ ə

/like to see one this afternoon?

Houda: No, thanks. I have a lot of homework to do.

Would you � /wwwwʊdʊdʊdʊdjʊ / Do you �/dujʊ/

Greet

and

welcome

Likes

and

dislikes

Liking

more

Liking

more

Liking

more

Inviting and

summoning

Teacher

–

student

Student

-

teacher

Student

-student

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence Three File one

�� Warm up: The teacher greets his learners and inquires about their daily school life.

�� The teacher tries to check the pupils’ understanding of the previous lesson [likes and dislikes & experiencing and suffering] �� The teacher may ask the learner about last night’s TV program

A: What was on TV last night? B: There was a football match. A: Do you like watching football? = Are you fond of /keen on watching football? B: Yes, I do / I am .

�� The teacher invites the learners to repeat “twice or thrice” then asks them to open their books on page 34 and pay attention at “ Activity 1p34.He explains the instruction , the new vocabulary & ways of expressing likes and dislikes. Later the learners are invited to make dialogues using the key works on page 34

�� Activity1p31: Ask and answer questions about television programmes you watch. Do you like watching

You: Are you fond of watching [comedies- horror films- action – fiction- drama… ] - I don't really like comedies , but I like action films very much.

Your partner : I like watching comedies , but I prefer watching fictions films I 'm not fond of comedies , but I prefer watching drama films .

Note : The teacher must lead the learners to discriminate between likes , dislikes and give justify their answers .

Positive preferences Negative preferences I 'm fond of

I 'm interested in

I love …

I really like ..

I like very much

I 'm crazy about…

I 'm mad about…

I 'm not keen on…

I dislike…

I hate …

I don't really like…

I don't like….at all

I 'm not keen on…

�� The teacher explains the instructions of "Activity2p31" , then asks the pupils to work on their copy books in pair �� Activity2p31: Act out dialogues .Invite your partner to dinner-birthday-party…..

i. Make sure your friend is free first.

Are you free on ………………………?

Are you doing anything on …………………?

ii. Then check what your partner likes .

Do you like ………………..?

Are you fond of ……………?

iii. If the answer is "yes" , invite him or her .

Example: "The Battle of Algiers "is on channal Algerie .Would you like to come and watch it with me?

iv. If the answer is "no" , change your invitation. Example : Could you come and do some revision with me then?

Interact to

greet and

welcome

Interact about

what had

been seen

previously

Interpret the

flashcard to

identify

between ways

of expressing

positive and

negative

preferences

Produce oral

& written

messages

inquiring

about likes

and

expressing

positive and

negative

preferences

Interpret the

task to inquire

about likes

and make

invitations

Page 24

Discuss he last

séance learning

objectives

Express like

sand dislikes

Can list the daily

tasks and leisure

Discriminate

between positive and

negative preferences

Can talk about

TV programs

Work in pair and

make drills and

dialogues

Substitute key

words while

performing drills

Inquire and

make invitations

Use “ would to

make invitations”

Adapt the

learning objectives

according to one’s

likes and

preferences

[email protected]

Tuesday evening

Saturday morning

This afternoon

Next Friday

This week end

I’m fond of / keen on ….

I’m interested in…

I love….

I really like/I like very much

I ‘m mad /crazy about ….

I’m not keen on …..

I dislike/ hate….

I don’t really like….

I don’t like …..at all.

Likes

and

dislikes

Liking

more

Likes

and

dislikes

Liking

more

Teacher

–

student

Student

-

teacher

Student

-student

Teacher

–

student

Student

–

teacher

Student

-

student

Sequence Three File One Warm up:

The teacher greets his learners and inquires about their daily school life.

The teacher tries to check the pupils’ understanding of the previous lesson [expressing positive and negative preferences] The learners are invited to talk about their positive preferences and negative ones and try to justify their answers

�� Integrated Situation = Pair Work ( Imagine p 35):

1) Learning the integration : The teacher presents the situation of the new problem solving situation through the following introduction. The set of instructions:

The teacher reads and explains the instructions of the “integrated situation”, then invites the learners to read it

The teacher interact with his learners about the theme and try to make them take part by: A) Eliciting learners’ information:

Animals Animal liked Animals Preferred why Animals’ likes

Dogs – goldfinch –

cat – canaries –

horse – donkey – hens......

Cat – dog – goldfinch

Canary. Cat

friendly – tender – purr (sound)

roll up on your knees and purrs from joy

Cats are loving, playful, charming and

cute companions

- climb on you -sleep with you

- hunt mice - Good food, water, a litter box,

scratching post,

and a place to

sleep.

- toys.

B) Eliciting learners’ information: The learners are invited to select from the elicited information, work with their colleagues and make dialogues

describing their favourite pet. The teacher supervises the learners works, he offers his help if needed.

2) Assessing the integration: The teacher invites the learners to give back their works They are asked to read their dialogues in front their colleagues

The others listen, take notes and discuss and may ask questions to each others. The teacher invites the learners to copy down their own drills .

Page 25

Interact to

greet and

welcome

Interact

about the

last séance

Interpret

the stated

problem in

the module

of

integration

Interpret

the

situation by

listing and

organizing

ideas

Produce a

dialogue

talking

about one’s

preferred

animal

Greet and

welcome

Discuss the last

séance learning

objectives

Identify the

concept of

“integrated

situation”

Recognize and

name animals

Interact and list

ideas

Discriminate

between domestic

and wild animals

Describe some of

the common

animals

Describe

appearance of

animals

Talk about their

likes and dislikes

Work in pair to

form dialogues

Present one’s

production in front

the class and discuss

it

[email protected]

�� Imagine you are conducting a survey about students’ preferences for pets. �� Interview your partner about His / Her preferences �� Pets : dogs – cats – parrots – canaries – horses – fish – monkeys.....


Sequence Three: READING & WRITING

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 � Facilitator. Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind; guiding and monitoring

learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching .

�� Supportive Learning Environment and Classroom Management: Teachers have a positive impact on learner learning by creating a supportive and relaxed learning environment and using

appropriate classroom management : communicating warmth and respect for learners, encouraging them to participate and work cooperatively and to develop self-confidence

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 (polite requests, apologizing….)?

�In this lesson I will teach the following aspects of language: Function : Describing TV programs

Grammar :Simple present tense

Vocabulary : vocabulary related to : TV programmes

Competencies : �Can plan for, use and evaluate the effectiveness of a few basic reading strategies to develop Reading efficiency and speed ,guessing skills.

� Can plan for ,use and evaluate the effectiveness of a few basic writing strategies to :Generate ideas and Create a draft of a text .


��SWBAT by the end of the lesson ,students will be able to demonstrate : Describe and write a TV program


�� Manual's script page 164/ 165 & flash cards pages (36- 37- 38)

Page 26

"[email protected]"

Time Rational

e

Type of

interaction P r o c e d u r e Swbat Who are my learners?

Greeting

& Welcoming

Communi

cating

and

keeping

in touch

Communi

cating

and

keeping

in touch

Communi

cating

and

keeping

in touch

Teacher –

student

Student-

teacher

Teacher –

student

Student –

teacher

Student-

student

File One: 3Am Warm up: The teacher greets his learners, welcomes them and inquires about their daily life school.

The learner are invited to talk about the last séance .[talking about likes , dislikes and preferences] Pre-reading:

The teacher invites the learners to open their books on page36 and pay attention to the flashcard. The learners are asked to describe the photo and try to interpret it , the teacher may help the his learners by asking them

to talk about “three” things” 1) What kind of picture? 2) What does it take place? 3) Who is in the picture? 4) What is he doing? The aim is to lead the learners to interact about the picture and create a situation of real communication. The teacher explains the instructions of “Task 1p36” and the new words such as “ FM-MW-LW ” The teacher may set it as a game, he may read the “radio” frequencies (as a model) then asks the pupils to read and the one who makes a pronunciation mistakes (without telling him what is the mistake) the teacher just says “stop” another pupils tries to read again and the one who reads all the frequencies without pronunciation mistakes is the winner. �� Task Onep36: Read and play a radio presenter’s role for the following stations. -RADIO 1: FM:97.6.99,8 MHZ - RADIO 2 : FM:88,909KHZ - RADIO 5 live........

During-reading:

� The teacher explains the instructions of Activity2p36, and then invites the learners to read the text on page 37 and try to answer.

� Activity 1p36: Read the TV programme on page 37 and answer these questions.

a- What’s on Channel 5 at 9.25? �� On Channel 5 at 9.25 there is Shrek III.

b- Which channel is the “The Adams” on? ��The Adams is on ITV 1 Channal.

c-Next to the announcement of some films in the programme, you read “Don’t miss it”. Why? ��Because it’s a nice

programme and deserves to be seen.

� The learners work in rough , the teacher supervises the works , offers his help once needed then invites the learners to read the text and correct

� The teacher reports the answer on the board, and then asks the pupils to perform it as drill. (by pair)

Post-reading:[Your Turn] The learners listen to the teacher’s explanations of “Task 1p36” then try to answer the “task”

Note for the teacher: “ Opening Sentence”

Activity 1p36: Read the paragraph and put the opening sentence in the right place.

There are five terrestrial TV channels in Britain. There are also several satellite channels (opening sentence) .The BBC has.......BBC1is ....... BBC 2 is .......Its programmes................ITV1............Channel 4...............It started............The

last ........ The learners work in rough , the teacher supervises their works and offers his help once needed ,later they are asked to

read the whole paragraph and copy it down on their copy books The teacher explains the instructions of the “write it out” < Integrated Situation> and invites the learners to do it as a

home work . page 27

Interact to

greet and

welcome

Interact

about ways

to express

likes and

preferences

Interpret

the picture

to identify

the topic of

the course

Interpret

the radio

frequencies

Interpret

the British

TV

channels

and their

programs

Interact

about

“opening

sentence”

Interpret

the task to

identify the

opening

sentence

� Pupils can greet and

welcome

� Discuss about the

last séance and give

examples about what

has been learnt

� Discriminate

between different

type of pictures

� Describe pictures to

identify the meaning

and the topic of the

lesson

� Name different type

of mass media (Tv –

Radio....)

� Describe Radio

frequencies

� Name and locate

places

� Names foreign

broadcasting

channels

� Interact about some

of the foreign TV

channels

� Identify the

meaning of opening

sentence .

� Recognize the place

of the opening

sentence and its

importance

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At the beginning of a written work stands the opening sentence. Considered "most important",[1] the opening sentence needs to

entice the reader[2] and sets the subject, the tone and possibly the style for the whole work,[3] although this does not have to be

obvious

File one communication 3rd am- atf & aef competencies

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