دروس للسنة4م

[center]Timing
Teacher’s Activities Expected Performances by pupil
10 m
17 m
20 m
30 m
45 m
55 m
Food for thought:
T. asks St to take books P: 17 and asks St to look at the two pictures.
Possible questions about picture 1:
T; -The people are in a restaurant, aren’t they?
-They are friends, aren’t they?
-They’ve finished eating, haven’t they?
-Why are they smiling?
–You like the picture, don’t you?
Possible questions about picture 2:
T: -It represents a restaurant, doesn’t it?
-It’s a Macdonald’s restaurant, isn’t it?
-A Macdonald’s is a fastfoo restaurant, isn’t it?
-To which country oes this chain of restaurants belong? Is it Britain, Japan or the USA?...
T. deals with a short talk about food: Couscous, Huamburger,...
T. makes PP identify the dihes and the countries at P: 18 ( 1- 2 ).
T. asks PP to listen to him/her and to answer the qq.( T. reads the qq before reading the script).
T. T.makes PP answer the qq.
T. deals with Act 1-2-3 orally.
T. deals with “Grammar Window”
T. asks Pp to read the Gram Reference 1 P: 176 ( There’s a misprint line:16-17(risinn tone-falling tone)
Home Work : Practie P : 20

Take books


Try to answer the questions


//



Practise orally

//


Answer qq

Practise

Read


Take down

File: One



Aims :
Timing Teacher’s Activities Expected Performances by pupils


15 m


25 m


35 m
45 m






55 m
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17 m

30 m











55 m
T. deals with the correction of the homework.
Before you read:
1- T. explains the task and makes St practise orally.
2- T. explains the task and asks St to reorder the sentences.
As you read: T. asks St to read and check.
After Reading:
T. deals with “Gram Window” orally.
(The other sequencers are: first, then, after that, finally. They precede the verb in the imperative form. Other sequencers: First of all, to begin with. Verbs in the imperative: Mix (twice), put, pour, toss, cook, serve)
(Grammar reference P: 177)
Practice:
1- T. explains the task and makes St do the activity on their rough CB.
T. guides and helps then asks PP to read.
2- T. explains the task and makes St practise orally.
Write it out: T. explains the task and makes St write a recipe for success.
A possible answer:
. . . It’s not true at all that some people are born losers as they say, and that others are born winners. No my friend, failure and success at school depend on what you put into your work.
You want to be successful, don’t you? Try my recipe because I’ve already tried it and it has worked well for me. First take 2 kilograms f ha k. Add t them half a kilogram of punctuality. Then sprinkle a pinch of honesty on them. Finally mix in a spoonful of self-respect. I’m sure that you will soon start saying that you were born a winner because this recipe will guarantee you success in the final maths exam...

Correct

St1: We have flour, eggs...I suppose we can make Tamina, can’t we?
St2: I’m sorry, we can’t. We haven’t got any honey.

Reorder the sentences
(1b/2a/3d/4c/5e/6f/7h/8g)

Read and check


Practise orally




Rewrite the text...

Picture 1: The man has broken the rule which says: “Put the food into your mouth with the fork not with the knife”
Pict 2: No rule is broken. The man has followed the et of rules.
Pict 3: The woman on the left-hand side of the picture has broken the rule which says: “Never speak while you have food in your mouth”.
Pict 4: The rule is not mentioned in the checklist. So have the students get the rule which the boy has broken (E.g. Don’t lick your plate)
File: One



Aims :

Timing Teacher’s Activities Expected Performances by pupils






15 m


22 m







32 m


47 m










55 m

T. presents: “Suffix” and explains.
1- T. explains the task and asks St to add the suffix ”ed” to the verbs and then to complete the phonetic transcription.
2- T. explains the task and makes St practise orally.

3- T. deals with a short talk about “Silent letters” and asks St to do the activity (Cross the silent letters).

T. asks St to read the words aloud. (T. uses the boar).

T. deals with activity: 4-5 and 6.




7- T. explains the task and asks St to complete the phonetic transcription.


T. deals with the correction on BB.
T. asks St to read the words aloud.

Listen

Do the activity





Do the activity


Read


Do the activities




Complete the phonetic transcription
(/letIs/ lIpId/ lIkwId/ lem@n/ bred/ brekf@st/ egz/ kOfI/ )
File: One



Aims :

Timing Teacher’s Activities Expected Performances by pupils


10 m

15 m

20 m

25 m
30 m



40 m



50 m



15 m

25 m



32 m




50 m T: When you want your friend to give you his/her pen, what do you say?
T: What’s the difference between...?
1-T. explains the task and asks PP to circle the polite request at P:29.
2-T. reads part one of script 2 P: 165.
3-T. reads again and asks PP to say what the customer has ordered.
5- T. explains the task, reads part 2 of script 2P:166 and asks PP to answer the questions.
T. deals with the answer orally or in writing.
It’s your turn:
T. deals with Coping orally.
1- T. explains the task and deals with it orally.
2- T. explains the task and asks PP to make the waiter sound more polite.
E.g.: No Couscous on Fridays.  I’m sorry, we don’t serve Couscous on Fridays.
Write it up:
T. explains the task and asks PP to describe an Algerian dish (in writing).



P: N:1 is impolite, 2 is polite.


Do the act


Answer


//




Listen

Practise



Practise


E.g.: This dish is called Shorba. It is made of... It is served with...We eat Shorba in Ramadan, weddings,...
File: One




Aims :
Timing Teacher’s Activities Expected Performances by pupils








15 m


25 m




42 m




49 m


55 m
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25 m


40 m


55 m Read an check :
1- T. asks St to take books at P: 32 and to look at the picture.
T: Where does the sentence on the right come from?
*The sentence has been left out during publication: (There is no food more delicious than that one you’re served at Jack’s Fish and Chips Corner).
2- T. asks St to read the text and to check their answer.
3- T. asks St to read the advertisement and to locate Jack’s Fish and Chips Corner.
4- T. makes St read the text and answer the questions.
T. deals with the correction orally.
5- T. deals with a short talk about fact and opinion.
(E.g. *This board is white (fact).
*This board is beautiful (opinion).
T. make St do the activity.
6- T. explains the task and asks St to do the activity (which opinion in the ad is confirmed).
Write it out:
1- T. explains the task and makes St reorder the sentences.
T. asks St to read the whole paragraph.
2- T. asks St t fill in the invitation card and then to write a letter of invitation...
T. asks St to read their letters.
T. may select a well prepared one, writes it on BB n asks St to take it down.
Take books and look at the picture
St1: It comes from A restaurant advertising leaflet.



Read and check

Read and locate...
(Draw the route)
Read an answer the qq


Listen / practice

Do the activity

//

Reorder the sentences
(1-a / 2-b / 3-e / 4-c /
5-d / 6-f / 7-g )
Write the letter

Possible beginning:
Dear Saida,
I’m writing to invite you to our housewarming party. We’re going to celebrate it on 20 June, from 10 to 12. Our new home is...
Do the activity
Read / Write