The Republic of Tunisia

The Ministry of Education & Training

SFAX Educational Zone
Monji Slim Secondary School

Skills for life

Book 4

Daily Lesson Planning

Tr. Ali Tahri

Scholastic Year: 2010/ 2011

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Main Topic Entertainment

Holidaying/ Travel/ leisure activities/ eating out/ geography

Sub-Topics
Space tourism/ art shows/ package tour
Problem solving / critical thinking/ efficient use of data/ self-
Objectives
expression/ working and living with others
Definitions A festival programme
Reading Leaflets A tale
Ads

Discussing the topics Interpreting a table

Speaking
Planning a guided tour

Listening A song
A contrast paragraph A letter of complaint
Writing An e-mail Pros & cons of space tourism
A biography form notes A package tour
Structures Used to/ would Reported speech

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Verb+ing So…….that
Negative prefixes

Unit One – Lesson 1 / Holidaying

Pages 37/ 38 / 39 / 40
Skills Speaking into writing
Sub-skills Interpreting a table (comparison and Talking about preferable holiday activities
contrast) Writing a contrast paragraph
Writing a postcard
Objectives Discuss the issue of entertainment, Express one’s preferences about holidaying
holidaying and travelling Write a postcard
Express one’s opinion towards certain Write a paragraph
leisure activities
Structures  Used to / would (past habit)
 Linkers of contrast (whereas, in contrast, while….)
Functions  Expressing opinion/ feeling/ preference
Vocabulary Words related to: Holiday preferences & activities / geographical location/
accommodation
Lesson Step 1: asking sts to look at the visuals (wsh) and unscramble the words. (Pair work)
Procedures Step 2: asking sts to guess about the main topic of the lesson (Holidaying) and try in
group work to think of any possible word related to the theme. (word family on the
board.) Let sts think of different holidaying issues (word family / brainstorming
activity) using the worksheet as a starting activity:
Destinations and accommodation
 Activities, sports and entertainment
Travelling procedures
Holiday expectations
Holiday dealers (agency/ guide/ net/ hotels..)
Step 3: asking sts to use the unscrambled words to fill in the blanks (wsh)
Step 4: asking sts to study the table about summer outing choices (Page 37)and orally:
1. compare people’s choices (children and adults)
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2. compare the choices (Britain and Tunisia)
Step 5: asking sts to focus on the activities and sort all the possible adjectives related
to different holiday issues (weather/ food/ hotels/ room/ feelings/ activities…)
Step 6: asking sts to look at the visuals (p.39) and guess about the place (Seychelles)
Sts describe the beauty of the place (geography, weather, expectations..)
Step 7: with reference to the lexical items previously introduced in the lesson and the
visuals on the book, sts are required to achieve two writing tasks:
1. a postcard to a pen friend about a holiday in the Seychelles (to be done in class)
2. a guided paragraph (compare holidays in the past and today) using contrast linkers
(to be assigned as a homework)
Materials Students' books / blackboard/ worksheet
Evaluation Make sure that sts have utilized the learnt vocabulary, grammar points, linkers and
writing techniques in their writing tasks.

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Unit One – Lesson 2 / Space Tourism

Pages 41/ 46
Skills Speaking into Reading
Sub-skills Discussing a controversial issue: space Reading a documentary text telling the history of
tourism space tourism
Expressing opinion towards the issue Writing a paragraph about the pros OR the cons
Persuading via arguments of space tourism
Objectives Discuss the issue of space tourism Answer related comprehension questions
Express one’s opinion towards space Search and collect data thru the net
tourism Discuss and compare data
Read a text for gist Write a paragraph
Structures Verb+ing Negative prefixes
Functions  Expressing opinion
Vocabulary Words related to: space tourism (shuttle/ spaceship/ spaceport/orbit…)
Billionaire/ a couple of/ face-off/ foothold/ well-to-do/ a deal/ emerging
Lesson Step 1: (group work) Asking sts to read the idioms and proverbs (p.41) and discuss in groups
Procedures the value of travelling. Sts sort out the potential benefits of travelling:
1. Enlarge the horizons of knowledge
2. Entertainment, fun, relaxation
3. Meeting other people with different customs and traditions
4. Visiting famous places…..
Step 2: asking sts to discuss the main issue of the lesson (space tourism) and try in group
work to think of any possible word related to the theme. (word family on the board.)
Sts are expected to mention familiar words related to space such as:
 Spaceship / shuttle/ rocket / astronaut / orbit….
Step 3: asking sts to read the text and:
1. discuss the issue of ‘space tourism’
2. think about the potential benefits as well as drawbacks of ‘space tourism’
3. answer the related comprehension questions on the book
Step 4: asking sts to write an argumentative essay about the cons of ‘space tourism’

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Materials Students' books / blackboard/ worksheet
Evaluation Make sure that sts have utilized the learnt vocabulary, grammar points, linkers and writing
techniques in their writing tasks.

Unit One – Lesson 3 / ART SHOWS

Pages 47/ 51
Skills Speaking into Reading
Sub-skills Discussing the importance of ‘Art’ Gap filling: writing and using words in context
Expressing opinions and preferences Information transfer: completing a table with
Persuading via arguments details from leaflets
Reading leaflets for specific information Enacting a conversation
Objectives Discuss the importance of ‘Art’ write and use words in context
Express opinions and preferences complete a table with details from leaflets
Read an entertainment programme Enact a conversation
Read for specific information Use compound adjectives
Structures Compound Adjectives
Functions  Expressing opinion
Vocabulary Words related to: Art (drama/ sculpture/ gallery…)
To book, foyer, free, interactive, performance, refreshments
Lesson Step 1: (group work) Asking sts to look at the different visuals (worksheet) and:
Procedures 1. name the different items
2. guess about the main theme: ‘Art’
3. fill in the blanks with words (Worksheet – Task 1/ the first letters are provided +
visuals) to get a good definition of the word ‘Art’
Step 2: (group work) Asking sts to study the different leaflets and:
1. mention the different ‘Art Shows’
2. express their opinions and preferences
3. discuss the importance of the different art shows
4. complete the table (worksheet – Task 2) with specific details
Step 3: Asking sts to focus on Leaflet 1 (Daily Events/ At The National Gallery) and:
1. find words having the same meaning as given (worksheet – Task 3)
2. paraphrase the expression and do same with other given examples standing for the
compound adjective

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Step 4: (group work) Asking sts work together on writing and enacting a conversation in
which they try to express the art preferences, persuade each others and use strong arguments
using the expressions given (worksheet – Task 4)
Materials Students' books / blackboard/ worksheet
Notes ________________________________________________________________________
Unit One – Lesson 5 / Walking Tour
Pages 59/ 63
Skills Reading into Speaking
Sub-skills Discussing the main topic ‘a walking Gap filling: writing and using words in context
tour’ Information transfer: completing a table with
Expressing opinions and preferences details from a map, a paragraph and an ad
Persuading via arguments Writing a guided paragraph
Reading for specific information
Objectives Discuss the importance of ‘a walking write and use words in context
tour’ complete a table with details from a map
Express opinions and preferences write a guided paragraph
Read a text for gist
Read an ad for specific information
Structures the comparative
Functions  Expressing opinion
Vocabulary Words related to: geography
 Border, constituent, cosmopolitan, venues, year round, residence, spectacular, captivating,
breath-taking
Lesson Step 1: (group work) Asking sts to play the first letter game (worksheet/ Task 1) and:
Procedures 1. look for different words starting with the given letters
2. focus on the names of cities and countries and say what they know about them
Step 2: (group work) Asking sts to study the map of the British Isles and:
1. mention the different constituents of Great Britain and the United Kingdom
2. say what they know about these countries (geography, history, culture…)
3. express their preferences (which city would they like to visit? Why?)
4. complete the paragraph with the missing words (worksheet/ Task 2)
5. complete the table with the necessary information (worksheet/ Task 3)
Step 3: Asking sts to read the text about Edinburgh and the ad about London and:

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1. find words having the same meaning as given (worksheet)
2. state the main events, characteristics and places in Edinburgh and London
Step 4: Asking sts to use the given notes to write a coherent paragraph (an attractive ad)
about the island of Jerba
Materials Students' books / blackboard/ worksheet
Notes ________________________________________________________________________
Unit One – Lesson 6 / A Package Tour
Pages 64/ 67
Skills Speaking into Reading
Sub-skills Discussing the main topic ‘a package Gap filling: writing and using words in context
tour’ Sorting out pros and cons
Expressing opinions and preferences Writing a guided paragraph
Reading for specific information Persuading via arguments
Objectives Discuss the importance of ‘a package write and use words in context
tour’ classify words
Express opinions and preferences write a guided paragraph
Read a text for gist
Functions  Expressing opinion
 Expressing preference
Vocabulary Words related to: festivals / package tour
 Admission, check in, contest, discount, exhibition, package tour
Lesson Step 1: (pair work) Asking sts to read and classify words under the appropriate heading
Procedures (P.64). This task should pave the way to discuss the main issue of the lesson ‘A package tour’-
just telling sts that such tour may include all the headings at once.
 Step 2: Asking sts to fill in the blanks so as to get an idea about the origin of the Canadian
Tulip Festival.
 Step 3: Asking sts to read the ad (P. 65) and:
1. sort out the advantages that the Package Tour may offer (worksheet)
2. match the words with the corresponding definitions (P. 65)
 Step 4: Asking sts to read the notes (worksheet) and:
1. (Group Work) sort out the pros and cons of each type of tour (worksheet)
2. write a short paragraph trying to convince people of the benefits of ‘a package tour’
 Step 5: Asking sts to read the notes and write a 4-line paragraph about a festival

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Materials Students' books / blackboard/ worksheet
Notes ________________________________________________________________________
________________________________________________________________________

Unit One – Lesson 7 / At the Travel Agency

Pages 70/ 71
Skills Speaking into Listening
Sub-skills Discussing the main topic ‘complaint’ Gap filling: writing and using words in context
Expressing opinions and dissatisfaction Sorting out details from an ad
Listening for specific information Writing a guided paragraph (complaint letter)
Objectives Discuss the issue of travelling write and use words in context
Express opinions and disagreement reorder sentences into a letter
Listen for specific information write a guided paragraph (complaint letter)
Functions  Expressing opinion
 Expressing preference
 Expressing dissatisfaction
Vocabulary Words related to: travel agency / holiday offers
 To book, deposit, discount, disappointed, oil refinery, package holiday, refund, scheduled,
superb
Lesson Step 1: (group work) Asking sts to study the ads (worksheet1) and compare the offers
Procedures provided, then sts are expected to express their preferences using different expressions and
justifying their options
 Step 2: Asking sts about the right procedures to be taken so as to book for the chosen
holiday (introducing the travel agency). Sts may here state the different services that can be
provided by the agency before, during and after the holiday. (on the board)
 Step 3: Asking sts to read the interview (worksheet 2) and:
1. Guess about the participants
2. Fill in the blanks with words they know
 Step 4: Asking sts to listen to the first section of the dialogue and:
1. Check their previous answers (in pairs)

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2. Answer the comprehension questions on page 70
 Step 5: Asking sts to listen to the second section of the dialogue and:
1. Answer the comprehension questions on page 71
2. Reorder the statements to get a coherent letter of complaint
 Step 6: Asking sts to use the details given in the ad about the Hotel Superb and write a letter
of complaint (if time is up, the task is to be done at home)
Materials Students' books / blackboard/ worksheet/ cassette

Main Topic Education

Importance of education – donation – virtual education

Sub-Topics
Alexander Graham Bell
Exploiting an ad / exploiting a graph and data / reading an ad /
Objectives reading quotations / expressing agreement and disagreement /
reading for gist
Definitions An article
Reading
Ads A biography

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Discussing the topics Producing a speech
Speaking
Understanding acronyms Discussing a quote
A summary A formal argumentative letter
Writing Punctuation and commas in
apposition
If/ unless Prepositional verbs
Structures Compound adjectives Affixation: -hood
Reported speech

Unit Two – Lesson 1 / School-related words

Pages 88/ 92
Skills Speaking into reading
Sub-skills Using words in context Reading an ad about the importance of education as
Extending school-related words well as donation
Talking about school (subjects/ people/ Classifying words
buildings/ exams/ degrees/ ..) Word formation

Objectives Discuss the issue of education and donation Read an ad for gist
Express one’s opinion towards the Persuade people to donate money
importance of education Use words in context
Structures  Too + adjective + to
Functions  Expressing opinion
 Persuading people
Vocabulary Words related to: education (geometry, art, physics, chemistry, timetable, terms, semesters, multiply,
subtract, divide, candidate, pass, fail, examiner, attend)
Boost / deny/ nutritious/ priority/ provide/ provision/ nourishing, feed, wealth

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Lesson Step 1: Group Work (worksheet) asking sts to work in groups and find as many education-related
Procedures words as possible. Sts classify their words according to specific headings
Step 2: (sts’ books P. 88/ act 1) asking sts to go further with the words and try ask and answer some
questions in which they would use some familiar words
Step 3: Group Work (sts’ books P. 88/ act 2) asking sts to work in groups and play the opposites
game by matching opposite words in pairs.
Step 4: asking sts to:
1. Look at the pictures and describe the people
2. Guess about the main issue (Education in poor countries)
3. Read and fill in the blanks to get a paragraph which introduces the main topic of the lesson
(education – right & duty).

Step 5: asking sts to read the captions above and below the picture and:
1. Guess about the main issue (education/ poverty/ donation…)
2. Describe the child in the picture
3. Read the ad (WFP) and answer the related comprehension questions (Q4/ 5/ 6/ 7) + Wsh
4. Focus on the grammar point (too + adj + to) P.91

Materials Students' books / blackboard/ worksheet

Unit Two – Lesson 2 / Education for all

Pages 93/ 96
Skills Speaking into reading
Sub-skills Using words in context Studying and analyzing a chart
Extending school-related words Discussing the main issue (children out of school-
Talking about humanitarian organizations statistics, causes and solutions)
dealing with educational matters Completing missing letters

Objectives Discuss the issue of education and donation Complete missing letters to get an ad
Discuss the issue: children out of school Read an ad for gist
Express one’s opinion towards the Persuade people to donate money
importance of education Use words in context
Structures  The conditional
Functions  Expressing opinion
 Persuading people
Vocabulary Words related to: education / Acronyms, enrolment, therefore

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Lesson Step 1: Group Work (worksheet/ pictures) asking sts to work in groups and
1. Describe the children in the pictures (vis-à-vis education)
Procedures
2. Focus on the differences between children at or out of school
3. Guess about the causes that may make children out of school at an early age

Step 2: (P.93/ Q2) asking sts to

1. Guess about the regional differences of children out of school (e.g- in which regions the
number of these children is higher? Why?)
2. Study the graph and check their prediction (reading the UIS extract) (handout & P.94/ Q2)
3. Prove their answers via figures, percentages, statistics
4. Complete the table with the appropriate figures

Step 3: (P.93/ Q1) asking sts to think about the possible solutions and then
1. Match the acronyms with the corresponding organizations
2. Say what they know about each one
3. Say which one can bring solutions for children out of school

Step 4: (handout 2) asking sts to read about the organizations and

1. check which one can bring solutions for children out of school (HANDOUT)
2. guess about the strategies followed by these organizations to raise funds
3. complete the missing letters to get a coherent ad (P.95)
4. answer the related comprehension questions below the ad

Materials Students' books / blackboard/ worksheet

Unit Two – Lesson 4 / ON-LINE LEARNING

Pages 101/ 102
Skills READING INTO WRITING
Sub-skills Using words in context Reacting to quotations
Extending school-related words Discussing the main issue (on-line learning / pros
Talking about on-line learning and cons)
 Reading a passage for gist Expressing opinions

Objectives Discuss the issue: on-line learning Read a passage for gist
Express one’s opinion towards the Use words in context
importance of on-line learning Classify pros and cons
Structures Punctuation marks (the comma)
Functions  Expressing opinion / Persuading people
Vocabulary Words related to on-line learning
Lesson Step 1: Group Work (picture) asking sts to work in groups and
1. Describe the children in the pictures (vis-à-vis education)
Procedures
2. Focus on the differences between different learning methods
3. Guess about the main idea of the lesson

Step 2: (p.101) asking sts to

1. Read the quotations
2. Express agreement or disagreement
3. Try in groups to think about two strong arguments to support their opinions

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Step 3: (p.102) asking sts to read the question and
1. Say whether the author is for or against ‘on-line learning
2. Justify with details

Step 4: (handout) asking sts to read the pros and cons of on-line learning and
1. Classify them under two main headings (pros and cons)
2. Discuss them in groups and then express their own opinion
3. Say whether they are for or against the issue

Step 5: (writing) asking sts to read the topic and

1. Write the first draft (essay planning)
2. Jot down details (notes to be developed)
3. Choose the cohesive linkers to be used
4. Write the final draft

Materials Students' books / blackboard/ worksheet

Unit Two – Lesson 6 / AGE OR…?

Pages 107/ 110
Skills Reading into Speaking
Sub-skills Using words in context Reacting to arguments
Extending school-related words Discussing the main issue (ability-grouped class vs.
Talking about school and class grouping age-grouped class / pros and cons)
 Reading a passage for gist Expressing opinions

Objectives Discuss the issue: ability-grouped class vs. Read a passage for gist
age-grouped class Use words in context
Express one’s opinion towards the issue of Classify pros and cons
ability-grouped class Answer related questions
Structures Prepositions
Functions  Expressing opinion / Persuading people
Vocabulary Assess- boost – numeracy – stream – switch – tackle – low & high achievers- improve - deprived
Lesson Step 1: Group Work (picture) asking sts to work in groups and
Procedures 4. Describe the people on the pictures (vis-à-vis education)
5. Focus on the differences between the high-level and low-level students
6. (handout) classify the adjectives according to the pictures
7. Guess about the main idea of the lesson
8. Answer in brief the main question: how should students be grouped in class?

Step 2: (p.107) asking sts to

4. Read the first and last paragraphs
5. Sort out the general idea
6. Brief discussion (What do you think? For or against?)

Step 3: (p.107/ 108) asking sts to read the whole text and
3. Say whether the author is for or against ability-grouped class

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4. Justify with details
5. Answer the related comprehension questions

Step 4: (handout) asking sts to read the pros and cons of ability-grouped class and
4. Classify them under two main headings (pros and cons)
5. Discuss them in groups and then express their own opinion
6. Say whether they are for or against the issue

Step 5: (writing and speaking / P.110) asking sts to read the topic and write the speech
(to be achieved as a home assignment)

Materials Students' books / blackboard/ worksheet

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