Download Aissaoui AEK Middle School -Tircine

Level: Fourth (04th) MS
Aissaoui AEK Middle School -Tircine-
It's my Treat
(01)
L.Form :
Function :
Objective:
-
Food and Drink
Teacher: Mr. ZIANI Rachid
Listen & Consider
Tag question.
Books, Pictures & Maps
V.Aids :
Making suppositions
Seeking agreement
Pps will be able to asking appropriate questions while listing to conversations.
Procedure
Pupil's Task
Warm-up:
- Asks the Pps to open their books on page 16, and tries to warm up the situation by introducing the new
"File 01", its contents, objective and functions.
Food for Thought:
- Asks the Pps to open their books on page 17, and asks to pay attention at the photos and to interpret
them with possible questions:
 The people are in a restaurant, aren't they?
 Why are they smiling?
 A MacDonald's is a fast-food restaurant, isn’t it? …
Before you listen:
- Interact with your learners and have them identify same eating's.
- Asks to do ("Act 1 p 18") Look at the pictures and try to answer the following questions.
 What kind of dish is it?  Its [ fried chicken – hamburger –chips and a drink]
 What's the most popular in the world?  It's the hamburger.
 Which restaurant made it? It Mc Donald's.
As you listen:
- Invites Pps to listen the ("Script 1 p 165").
- Asks to do ("Act 1 p 18") Listen to the teacher's reading and try to answer the questions on page 18.
 How many speakers are there? There are two (2) speakers.
 What are their names and where are they from? Abdelkader "Algeria" and Ronald "U S A "
 What are they talking about? They're talking about food and restaurants.
 Are they really angry with each other or are they simply teasing each other? No, they're
not angry with each other's; they're teasing each other's.
 What do they decide to do in the end? By the end they've decided to go and have
something to eat.
- Asks to do ("Act 2 p 18") Try to describe the form of the statements, and then asks them to listen to his
reading and mark out the intonation. ( ) ( )
A.
B:
C:
D:
E:
- Asks to do ("Act 3 p 19") Look at the form of the statements then try to identify the type of questions :
- Reminds Pps about all the types of questions –Wh qqs – Interrogative form- and introduces again the
"Tag questions" since it's already been seen in the Second AM Level .
A. Don't you?
B. Aren't you?
C. Does you?
D. Shall we?
- Explains to Pps the importance of the intonation on a "Tag question", they should be able discriminate
between a raising and a falling intonation
 A raising intonation is like yes-no questions, therefore they call for yes-no answers; implies that the
speaker is not sure and he is seeking for the information.
 A falling intonation is simply asked for agreement or confirmation. Implies that the speaker is sure,
but he's looking for agreement. It generally used in statements.
After listening:
- Asks Pps to go to page 176 and look at the grammar lesson about "Tag questions", then asks them to
answer the question" on the "Grammar Window" on page 19.
- Asks to do ("Act 3 p 19") There are two types of questions above;
 Which ones call for a yes-no answer?  "a" and "b" .
 Which ones simply ask for agreement?  "e" and "f".
-1-
Grammar Window:
- Pps are asked to open their books on page 165 and perform the dialogue then the teacher requires
from the learners to take their pencils and try completing the "grammar window ".
 Complete with ( down falling – raising up )  We 've two types of tag questions:
1- Tag questions with a raising intonation (a-b)
2- Tag questions with a falling intonation.(c-f)
 If the intonation of a tag question goes "up" the speaker is not sure and requires an information
 If the intonation of a tag question goes "down" the speaker is sure, he's just seeking for an
agreement.
 The form of the verb in a tag question
 Sentence positive  tag question "negative "
 sentence negative  tag question "positive "
- Invites Pps to go to page 176, read then listen to the teacher explanation of the grammar lesson on
"the tag questions"
Tag Questions
Form:
1234567-
A tag question comes after a statement. Statement + Tag question +?
A tag question contains : { an Auxilary + subject pronoun }
A tag question is "negative " if the statement is positive
A tag question is "positive" if the statement is "negative"
The subject is the same in the statement as in the tag question.
The tense in the statement matches the tense in the tag question.
The intonation is very important in tag questions. We can have (2) types of tag questions.
 Tag question with a rising tone  (the speaker isn't sure)
 Tag question with falling tone  (the speaker is sure)
8- After "let's" the tag question is  [shall we?]
9- After imperative "infinitive without 'to' " the tag question is  {Will you ?}
Practice:
- Asks to do ("Act 1 p 20") Write tag questions for the following sentences.
 She knows the recipe of Shorba, doesn't she?
 This restaurant can sit thirty people, isn't it?
 They drink tea in Tam, don't they?
 They eat pudding in England, don't they?
 It's a lovely evening, isn't it?
 You don't know how to make English tea, do you?
- Asks to do ("Task 1") supply the punctuation and capitalization.
 you couldn't help me with my homework could you
 they haven't got $10 to lend me have they
- Asks to do ("Task 2") complete the missing words
 This ……… work, won't it?
 We'd never have known, ……… we?
 The weather's bad, isn't ………?
 ………. won't be late, will you?
 Let's go for a walk, …………..?
Write it up:
- Explains the instructions of the task then asks the Learners to work on pairs
- Asks to do ("Act 1 p 20") Give the origin of each food then act out the dialogue respecting the
intonation.
Tea: China – artichoke: Mediterranean area – tangerines: South east Asia /China – potatoes
Peru/Peruvian Andes – Tomatoes :Andes ,South America –coffee: Arabia – dates :North Africa, South
East Asia /India - rice :South eats Asia –figs :Mediterranean area – corn : central/south America –
nutmeg: Indonesia – oranges :South east Asia – mint :Mediterranean area – lemon: Arabia – sugar :
South America
The Home Work:


Revise the tag question forms.
See Grammar Reference № 01 page 176.
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Aissaoui AEK Middle School -Tircine-
It's my Treat
(01)
L.Form :
Function :
Objective:
Level: Fourth (04th) MS
-
Teacher: Mr. ZIANI Rachid
Read & Consider
Food and Drink
The Imperative
Sequencers
Giving instructions
Asking for and giving information
Pps will be able to use imperative and sequencers.
V.Aids :
Books, Pictures & Maps
Procedure
Pupil's Task
Warm-up:
- Asks the Pps to recall previous forms of Tag Questions.
Before you read:
- Interact the Pps to same recipes which can make.
- Asks to do ("Act 2 p 21")Re-order the instructions of the recipe about "How to make a pancake"
Number
1
2
3
4
5
6
7
8
Letters
B
A
D
C
E
F
H
g
As you read:
- Invite the Pps to reads the text p22 and insists on the structure (the sequencers and the imperative)
Grammar Window
Describing process
 Next, heat the pan.
a) Next is a time sequencer. It is used to indicate the order in which steps of a procedure
are carried out
b) List other time sequencers of the text: [first – and-then- next – after that-finally]
c) Other time sequencers: [later]
d) In what part do they come in a sentence: They come at the beginning of a sentence.
e) Heat is a verb in the imperative.
The imperative
 The imperative is the base form of the verb [the infinitive without (to) and the command
is given to (you )
 "Let " the command is given to [ me- him – her-it –us – them]
 The imperative has "positive and negative" commands  ex: Go out! - Don't go out!
 The imperative is used to give [orders-instructions –advice- directions- suggestionsrequests and invitations].
 The intonation is very 'important' in the imperative .ex: Come over here.
 "Order"
and Come over here, please.
"request"
- Asks the Pps to open their books on page 177 and look at the 'grammar' lesson about the imperative,
Practise
- Asks to do ("Act 1 p 23") Re-write the checklist of instructions; replace the models by 'the imperative'
 When you eat, hold the knife firmly in one hand and the fork in the other .Cut your food with
the knife .Push the food onto our fork with the knife .Put the food into your mouth with the fork
and not with the knife .(§1)
 Chew food very slowly .Keep your mouth closed while chewing .Never speak while you have
food in your mouth (§2)
 Don't put too much food in your mouth at a time .Take small bites only .(§3)
 Put the napkin on your lap .When you have finished eating ,wipe your mouth with your napkin
and place it neatly on the plate .Put your knife and fork together on the plate .Don't put them on
the table cloth.(§4)
- Asks to do ("Act 2 p 23") Look at the pictures and say what rules have been broken.
 Picture 1: The man has broken the rule which says "put the food into your mouth with the fork
not with knife"
 Picture 2:No rule is broken .The man has followed the set of rules in §4
 Picture 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"
 Picture 4: The rule is not mentioned in the checklist .The learners are encouraged to improvise
according to the situation .The rule may  Never /don't lick your plate.
The Home Work:

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Aissaoui AEK Middle School -Tircine-
It's my Treat
(01)
L.Form :
Function :
Objective:
Level: Fourth (04th) MS
Teacher: Mr. ZIANI Rachid
Words & Sounds
Food and Drink
V.Aids :
- Suffix ed / silent letter
Books, Pictures & Maps
- Pps will be able to pronounce suffix ed
Procedure
Pupil's Task
Warm-up:
- Asks to reminds the Pps about the "suffix ed" and its pronunciation. He may ask them questions about
the discrimination between the pronunciation and when do they pronounce [ /t/ - /d/ or /id/ ], the
teacher should explain to the learners the discrimination between isolated words and connected speech
(pronunciation)  adjectives
 Cooked /t/ "isolated past participle"
 cooked food /d/ "adjective", so the /t/ changes to /d/
Practice:
- Asks to do ("Act 2 p 24") Add the suffix –ed to the verbs in the table belowto form adjectives or past
participles
Verbs
Adjective
Phonetic transcription
To cook (food)
Cooked food
/k u k d/
To boil (eggs)
Boiled eggs
/b o i l d /
To fry (potatoes)
Fried potatoes
/fraid/
To steam (rice)
Steamed rice
/sti:md/
To roast (peanuts)
Roasted peanuts
/ r o u s t i d/
To grill (lamb)
Grilled lamb
/grild/
Forms:
- In addition, many adjectives are made from the past participle and so end in -ed.
e.g.: I like painted furniture.
- The question is: How do we pronounce the -ed?
- The answer is: In 3 ways - / Id/ or / t/ or / d/
pronounce
If the base verb ends
example
example
the -ed:
in one of these sounds: base verb*:
with -ed:
/t/
want
wanted
/ Id /
/d/
end
ended
/p/
hope
hoped
/f/
laugh
laughed
/s/
fax
faxed
/t/
/ʃ/
wash
washed
/ tʃ /
watch
watched
/k/
like
liked
play
played
/d/
all other sounds, …
allow
allowed
beg
begged
- Asks to do ("Act 3 p 24") Read aloud the words in the table below and cross out the letters which
remain silent when you pronounce them.
You see /write
You pronounce
You see /write
You pronounce
Cooker
Yolk
/ 'k k /
/j
k/
Fruit
Salmon
/ 's m n/
/ fr t/
Parsley
Salt
/ s lt/
/'p sli/
Fork
Stomach
/ 'st m k/
/ f k/
Knife
Lamb
/l m/
/n f/
Turnip
Doughnuts
/ 'd
n ts/
/'t n ps/
Hamburger
Wheat
/w t/
/'h mb g /
Yoghurt
Light
Spaghetti
/'j g t/
/ sp 'geti/
Calf
autumn
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/l t/
/k f/
/ ' t m/
Forms:
Silent letter form
B
B is not pronounced when following M at the end of
a word.
C
C is not pronounced in the ending "scle"
D
D is not pronounced in the following common
words:
E
E is not pronounced at the end of words and usually
makes the vowel long.
G
G is not often not pronounced when followed by an
N
GH GH is not pronounced before T and at the end of
many words
H
H
K
H is not pronounced when following W. Some
speakers whisper the H before the W.
H is not pronounced at the beginning of many
words. Use the article "an" with unvoiced H. Here
are some of the most common:
K is not pronounced when followed by N at the
beginning of a word.
L is often not pronounced before L, D, F, M, K.
example
climb
crumb
muscle
handkerchief
sandwich
hope
site
champagne
foreign
thought
right
might
what
why
hour
herb
dumb
comb
Wednesday
gave
drive
sign
feign
daughter
through
fight
when
where
honor
honest
write
light
weigh
whether
heir
knife
knee
knock
knowledge
know
L
calm
salmon
talk
balk
should
half
would
N N is not pronounced following M at the end of a
autumn
word.
hymn
P
P is not pronounced at the beginning of many words psychiatrist
psychotic
using the suffix "psych" and "pneu".
psychotherapy pneumonia
S
S is not pronounced before L in the following words: island
isle
T
T is not pronounced in these common words:
castle
fasten
whistle
often
thistle
listen
Christmas
U
U is not pronounced before after G and before a
guess
guitar
vowel.
guidance
guest
W W is not pronounced at the beginning of a word
wrap
write
followed by an R.
wrong
W is not pronounced with these three pronouns:
who
whom
whose
- Asks to do ("Act 5 p 25") Complete the phonetic transcription of the words below with the sound /i/ as
in "big" or /i:/ as in cheese.
You see /write
You pronounce
You see /write
You pronounce
Sweets
Apricots
/ 'e pr k ts/
/sw ts/
Kiwis
Berries
/ber z/
/k w s/
Beans
Peaches
/p th z/
/b nz/
Bitter
Juicy
/b
t
/
/d3 s /
Figs
Lettuce
/f
gz/
/ 'let s/
Protein
/pr
t n/
- Asks to do ("Act 7 p 25")omplete the phonetic transcription of the words with the sounds /i/ or /e/.
You see /write
You pronounce
You see /write
You pronounce
Lettuce
Bread
/ bred//
/ 'let s/
Lipid
Breakfast
/l p d/
/'brekf st/
Liquid
Eggs
/l kw d/
/egz/
Lemon
coffee
/lem n/
/k fi/
The Home Work:

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Aissaoui AEK Middle School -Tircine-
(01)
L.Form :
Function :
Objective:
Level: Fourth (04th) MS
It's my Treat
Food and Drink
V.Aids :
- Comparative and superlative of adjectives.
Teacher: Mr. ZIANI Rachid
Research & Report
Books, Pictures & Maps
- Comparing
- Pps will be able to uses comparative and superlative of adjectives.
Procedure
Pupil's Task
Warm-up:
- Asks Pps to reminds them about the comparative and the superlative .
 The climate is warmer in winter.
 Comparative of superiority
 The west is as hot as the south.
 Comparative of equality
 Hogar is the highest peak in Algeria.  Superlative
Practice:
- Asks to do ("Act 1 p 27") look at the processed food labels below, and then compare.
- Mohamed: Which processed food is higher / lower in calories? The cocoa powder or the chocolate
bar?
- Salah: Let me see .The chocolate bar is higher in calories than cocoa powder, isn't it?
- Mohammed: That's right .Which processed food contains more / less fat? The cereal bar or the
chocolate bar?
- Salah: Let me read the label. The chocolate bar contains less fat than the cereal bar, doesn't it ?
Short adjective
Long adjective
Comparative of
as + adj + as
equality
e.g.: The chocolate bar is as high as cocoa powder in calories
adj + er
more/less + adj + er
Comparative of
e.g.: The chocolate bar is higher in
e.g.: The cereal bar is more contain in
superiority
protein than cocoa powder
calories than cocoa powder
adj + est
most + adj + est
Superlative of
e.g.: The cereal bar is highest in
e.g.: The cereal bar is most containing
superiority
protein than chocolate powder.
in protein than chocolate powder.
- Asks to do ("Act 4 p 28") Read it and answer the questions
a. Which foods and drinks in Jack's diet contain sugar?  The foods and drinks which contain sugar
are: Choco-pops, wafers ketchup, soda, yoghurt, chips, Cornish pastry, sweetened tea, chewing –
gum, pop-corn, chocolate.
b. Which foods in his diet contain fat?  The food which contains fat is: cereals, sausages, omelet,
Choco-pops, wafers, chips, ketchup, yoghurt…
c. Which foods in his diet contain fiber?  There aren't many foods in his diet which contain fiber
only: cereals, sausages and chips.
d. Which foods in his diet contain additives (E-numbers)?  Nearly all the foods he eats contain
additives. The exceptions are: tea, omelette, Cornish Pastry, fish and chips.
e. What do you think about Jack's diet?  I think it's unhealthy, because it contains too much sodas,
sweeties and chocolate.
- Asks to do ("Act 5 p 28") Write a short letter to a British friend of yours where you will inform him /her
about Algerian mealtimes.
Dear Tony,
Thank you for letting me knows about the British mealtimes. It is my turn to give you some information about
mealtimes in Algeria.
Unlike the British, the Algerians have only three meals a day. First; they have breakfast when they get up, usually
at 7 o'clock. It's made of bread, jam butter, and white coffee. Next they have lunch at around 12.This is the biggest
meal time of the day .Dinner is in the evening at about 20:00.
I hope you have now some information about Algerians meal times,
Please answer soon,
Yours faithfully
Ahmed
The Home Work:

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Aissaoui AEK Middle School -Tircine-
It's my Treat
(01)
L.Form :
Function :
Objective:
Level: Fourth (04th) MS
Teacher: Mr. ZIANI Rachid
Listening &
Speaking
Food and Drink
- /
V.Aids :
Books, Pictures & Maps
- Seeking agreement
- Pps will be able to asking appropriate questions while listing to conversations.
Procedure
Pupil's Task
Warm-up:
- Recall previous lesson.
Listen and Checks:
- Invites Pps to listen the ("Script 2 p 165").
- Asks to do ("Act 1 p 29") Read the sentences and circle the polite ones. Justify your answer [ b-c-d-g-I ]
a) What's on the menu? (idiomatic expression) This sentence is said by the client.
b) Are you ready to order, sir? (polite request)
c) And for the main course, sir? (polite request)
d) How would you like your steak, sir? (polite request) This is not a good question because it is about
likes and dislikes.
e) Do you like a steak? The question is "impolite" – informal – because the speakers are not supposed to
know each other.
f) What would you like for a starter? (This is a polite request because the speaker uses "would")
g) Do you like a starter? (This question is meaningless)
h) Would you like a starter? (polite request)
- Asks to do ("Act 3 p 29") Listen then say what the customer has ordered.
 The customer has ordered:
1) Fillet steak (medium)  Main course.
2) Fish soup:  starter
- Asks to do ("Act 4 p 29") Listen then answer the question. Circle the correct letter.
A.  (b)
B.  (b)
- Asks the Pps to the explanation of the teacher then read the "Coping" passage.
When you face a vocabulary problem in a conversation, don't stop talking .Use one of the following
strategies:
A. Use a synonym.
B. Explain the meaning of the word with a complete sentence.
C. Ask for help using one of the questions below.
a. I don't know how to say it/what you call it.
b. I don't know the word in English.
c. What is the English for …?
d. What is /How do you say (own language word) in English?
Asks to do ("Act 1 p 30") Use one of the strategies in the box then perform the drill.
- Waiter: The dish is made of potatoes, tomatoes, and another vegetable. I don't know how to say
it .It is like carrots, but it white in colour.
- Customer: You mean turnips, don't you?
- Waiter: The dish is made of potatoes, tomatoes, and another vegetable. I don't know the word in
English. What do you call "aubergine" in English?
- Customer: We also call it "aubergine".The other name is 'eggplant'.
- Waiter: The dish is made of potatoes, tomatoes, and another vegetable. I don't know how to say
it. What is the English? It is like chick peas, but they are green in colour.
- Customer: You mean peas, don't you?
- Asks to do ("Act 5 p 30") Listen then circle the correct letter.
 The waiter does not know the meaning of the word "chickpeas". Which o f the following
strategies does he use to continue the conversation?  He explains and compares.
 The customer misunderstands the waiter at one moment of the conversation. Is it because the
latter has made a mistake.  In pronunciation?
The Home Work:

-7-
Aissaoui AEK Middle School -Tircine-
It's my Treat
(01)
L.Form :
Function :
Objective:
Level: Fourth (04th) MS
Teacher: Mr. ZIANI Rachid
Reading & Writing
Food and Drink
- /
V.Aids :
Books, Pictures & Maps
- Seeking agreement
- Pps will be able to asking appropriate questions while listing to conversations. And distinguish between facts and opinions.
Procedure
Pupil's Task
Warm-up:
- Recall previous lesson.
Read and Checks:
- Invites Pps to listen the ("text p 33").
- Asks to do ("Act 4 p 33") answer the questions
A. The author does not expect an answer to his/her tag question. He uses the question to speek the
reader's agreement.
B. I would read it with a falling intonation if I presented the same advertisement on radio
C. Paragraph three gives information.
D. Paragraph Two and One try to persuade/convince customers to go and eat at Jack's Fish and Chips
Corner.
- Asks to do ("Act 5 p 33") Which of the sentences state "facts" or "opinions".[distinguish between facts
and opinions"]
A. There is no food more delicious than the one you're served at Jack's Fish and Chips Corner.
"opinion"
B. We are at the corner of Haymarket Street and Panton Street  "fact"
C. Jack's Fish and Chips Corner is the restaurant which has the fastest service in London.  " opinion "
- Asks to do ("Act 6 p 33") Check and confirm the opinions from the previous advertisement.
- Customer A: You enjoyed the food, didn't you?  "true opinion"
- Customer B: Oh yes, I certainly did .The food was simply delicious…But the service wasn't fast, was it?
 "False opinion"
- Customer A: I agree with you, but it takes a long time to prepare quality food, doesn't it?  "true
opinion"
- Customer B: I guess so.
Write it out:
- Asks to do ("Act 1 p 34") Read the sentences and match letters with numbers, write a coherent
paragraph.
Numbers
1
2
3
4
5
6
7
Letters
A
B
E
C
D
F
G
- The paragraph:
Our opening times are generally from 10.30 to 6.30.And we are open seven days a week all year
round. Call us on 0171889223. We accept all credit cards .Book now and pay later. We at Jack's Fish and
Chips Corner are looking forward to welcoming customers old and new. Your enjoyment is our pleasure.
- Asks to do ("Act 2 p 34") Fill in the invitation card, then write a letter of invitation to a classmate of
yours .
You're invited
Occasion: Birthday
Date: 28/10/2006
Time: 18.00
Place: Home
Directions: Next to the post office opposite to the Mosque
Dear X,
I'm writing to invite you to my birthday. We're going to celebrate it on 28/10/2006
at 18.00.The party is going to be at home.
This is my address: my house is next to the post office opposite to the mosque.
I’ll be waiting for you.
See you soon.
Y
The Home Work:

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