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 GETTING THROUGH
Diagnostic - To check the level of assimilation of the pre-requisites through a
Assessment diagnostic test and regulate teaching accordingly.

Unit Introduction - To introduce Lexis related to: Computing and messages

- To Name the main parts of a communication device.
 By the end of SEQUENCE ONE pupils will be able to:
Anticipate/Listen and Check:
- To talk about means of intercultural exchanges (phone apps, internet,..)
- To make comparisons
- To express preferences
- To manipulate some common means of intercultural exchanges.
Say it Clear: Intonation in polite requests. /Stress in two syllable- words
It’s Your Turn: To give sequenced instructions
Listening and Grammar Resources: (Stop and Consider: Grammar in context)
- The imperative
Speaking
- Sequencers: first, next…/ Expressing purpose: in order to, so as to, to.
- Modals: need to, have to, must
- Comparatives of adjectives and adverbs, less/ more +adj + than.
Say it in Writing:
- To write a composition about advantages and drawbacks of the internet
 By the end of SEQUENCE TWO, pupils will be able to:
Anticipate/ Read and Check: To read and interpret an email
Discovering Language:
- Frequency adverbs: always, often…/Degree adverbs: very , quite …
Reading and - Types of pronouns: subject, object,…
Writing - Prepositions of time and place: in , on , at
- Describe regular activities
- Correlative conjunctions (neither..nor..)
Write it Right: To write a reply to an email
 By the end of SEQUENCE THREE, pupils will be able to:
- To differentiate between formal and informal letters / messages.
- To write short notes to invite, refuse and accept invitation.
Developing Skills - To write short notes to express sympathy and apology.
- To write a letter of inquiry.
 By the end of SEQUENCE FOUR, pupils will be able to:
Consolidation Write it Out :
- To respond to an e-mail/ advert
and Extension
- To fill in a résumé (CV).
- To write an application letter
SUGGESTED PROJECTS: Create a Poster about Communication Tools: Students can create a
poster that showcases different communication tools, such as a telephone, computer, TV, and radio. They can
include pictures of each tool and write simple sentences describing what each tool is used for. This project
reinforces vocabulary related to communication devices.
Telephone Dialogue Practice: Learners can work in pairs or small groups and practice telephone conversations
using a scripted dialogue. They can create a dialogue that includes greetings, introductions, and common phrases
used during phone calls. Encourage them to practice the dialogue and then perform it for the class.
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 Getting Through 1st Year All Streams
Objective: To assess Learners’ mastery of grammar pre-requisites
Materials: Worksheets Time Allowance: 01h
Tasks Procedure/Correction Aims Time
Task 01  Ls are asked to fill in the gaps with “mustn’t/ must/ have To identify
to/ don’t have to” weaknesses
of modals of
Modals obligation,
1. have to pay/ must pay prohibition
2. mustn’t run and absence
3. don’t have to pay of obligation
4. don’t have to wear
Task 02  Ls are asked to put the adjectives in the correct group and To identify 10mn
Comparatives write the comparative form. weaknesses
of
Of adjectives Key: comparative-
and adverbs Adjectives with Adjectives with Adjectives with Irregular s
one syllable two syllables two or more adjectives
that end in 'y' syllables, not
ending in 'y'
Smartsmarter Busybusier Intelligent Badworse
Talltaller Funnyfunnie- more intelligent Goodbetter
Smallsmaller r Important
Hot hotter Happyhappie- more important
Nicenicer r Delicious
Longlonger Lazylazier more delicious
Oldolder Smellysmell- Dangerous
ier more dangerous
Healthyhelthi- Popular
er more popular
Sunnysunnier Exciting
more exciting
 Ls are asked to complete the sentences with the
comparative form of the words in brackets.
1- better than 2- more difficult than 3- more quickly than
Task 03  Ls are asked to complete each sentence with the To identify 15mn
Prepositions of prepositions of time: in, on or at. the
Time and Place weaknesses
Key: 1- in 2- in 3- at 4- in 5- on/at/in of
 Ls are asked to complete the gaps in the statements with prepositions
the prepositions of place: in, on, at. of time and
Key: 1- in 2- at 3- on 4-at place
Task 04  Ls are asked to fill in the gaps with the right article To assess
Definite and (a/an/the) or Zero article (-). the mastery
of articles
Indefinite 1/ an 2/ Zero-an 3/ the- a 4/ an
Articles
Task 05  Ls are asked to put the words in the correct order to make To assess the
Frequency sentences that contain adverbs of frequency. mastery of
frequency
Adverbs 1. I never work at the weekend adverbs
2. I usually get up at 10 a.m. on Saturday.
3. I often do the housework in the morning.
4. She is always punctual for meetings

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 Getting Through 1st Year All Streams
Objective: to introduce the theme of the unit
Materials: Worksheets Time Allowance: 01h
Tasks Procedure/Correction Aims Time
 Ls are asked to unscramble the words to name To introduce
electronic devices (1-4) and say what they are used lexis related
to the unit
Task01 for.
10mn
1- laptop
2- computer
3- smartphone
4- tablet
 Devices (1-4) are used for communicating, studying..etc
 Ls are asked to computer parts (1-8) using words
from the box. To name
Task02 computer
1- Keyboard parts 10mn
2- Printer
3- Screen
4- Mouse
5- Speakers
6- Floppy disk
7- CD
8- Central unit
 Ls are asked to complete the chart as shown in the
To form
example. words
Task03 related to
Verb Noun Adjective the unit 10mn
to communicate communication communicative
to connect connction connected
to inform information informative
to create creation creative
to instruct instruction instructive
 Ls are asked to fill in the gaps with words from the
To explain
list. the theme of
the unit 5mn
1- interactions
2- backgrounds
3- share
4- friends

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 Getting Through 1st Year All Streams
- Objective: to talk about means of intercultural exchanges (phone apps, internet,..)/ to make
comparisons/ to express preferences

Materials: Worksheets Time Allowance: 01h

Tasks Procedure/Correction Aims Time
Ls are asked to name apps (1-5). To set Ls in
context
Anticipate T asks Ls the following questions.
What are they used for? Share with the class a list of your
favourite apps. 5mn

Before
Listening

 T invites Ls to listen to the conversation and do the

tasks that follow.
Part01:
Jawed: Hey Mustafa! What are you up to? I tried calling you five
times, but you didn't answer!
Mustafa: Hi there. Sorry, I was busy recording a video about the
unboxing of my new smartwatch.
Jawed: Ah, that's cool! So, are you going to share it on your Telegram
channel as usual?
While
Mustafa: No, actually, I'm planning to share it on YouTube.
Listening Jawed: Really! Do you have a YouTube channel?
Mustafa: Yep, I created one just last week.
Jawed: Interesting. But why not share your videos on TikTok? It's
more popular than YouTube.
Mustafa: I'm aware of that, but I find YouTube more interesting than
TikTok.
Jawed: Oh really! Personally, I find TikTok videos more enjoyable
and funnier than YouTube videos.
Mustafa: Well, TikTok videos are cool, but I prefer YouTube ones
because they are less restricted in time compared to TikTok videos.
Jawed: Yeah, you're right. We can't post very long videos on TikTok.

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 Part02:
Jawed: I want to create a YouTube channel too. Can you help me
please?
Mustafa: Yes sure. Bring your phone and follow my instructions
carefully.
Jawed: Oh, that’s good! Go ahead sister. I am all ears!
Mustafa: First, sign in into your Google account, or create a new one.
Jawed: Ok, I have already created one. What’s next?
Mustafa: Next, visit YouTube’s homepage and set up your channel’s
name.
Jawed: Euh! I need to find an attractive name! What’s the next step
please?
Mustafa: After that, fill out additional details for your business
account and set up your channel icon.
Jawed: This sounds easy, is that all?
Mustafa: Wait! Finally, to finish creating your YouTube channel, To evaluate
write your channel description then start uploading your content. statements
Jawed: Thank you so much my dear. You helped me a lot. (1-4) for
accuracy,
Task01: Listen to part01 and say whether statements (1-4) are and correct 10mn
True or False. Correct any false statements. any false
Key: statements
1. True
2. False/ They are comparing YouTube to TikToK To
3. False/ He thinks that TikTok is more popular than YouTube. rearrange
4. False/ because YouTube videos are less restricted in time. the
instructions
Task02: Listen to part02 and reorder the instructions. 10mn
into the
Key: correct
1- B/ Sign in… 3- A/ Fill out additional… sequential
2- D/ Visit… 4- C/ Write your channel.. order
Task01: Ls are asked to turn the instructions from the
previous task into a paragraph using the following sequencers:
After To enhance
(first, next, then, after that, finally...) learners'
Listening Suggested answer: writing skills 15mn
In order to create a YouTube channel, you need to do the following: and
First, sign in to your Google account, or create a new one. Next, visit understand-
YouTube’s homepage and set up your channel’s name. Then, fill out ing of
sequencing
additional details for your business account and set up your channel icon.
concepts
Finally, write your channel description and start uploading your content.
Task02: Ls are asked to write a short paragraph about your
favourite mobile app.
To
Suggested answer: encourage
There are many apps on my phone, but I prefer Wattpad for learners to 15mn
many reasons. express
I can find stories about mystery, adventure, personal
and more! Also, it's easy to use. I just pick a story and start reading. preferences
Plus, I like Wattpad more than other reading apps as it enables me to and practice
write my own stories and share them with others. Overall, Wattpad is writing skills
my favorite app because it entertains me and improves my reading
and writing skills.

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 Getting Through 1st Year All Streams
Objective: By the end of the lesson, students will be able to correctly form and use
imperative sentences in various contexts.

Materials: Worksheets Time Allowance: 01h

Tasks Procedure/Correction Aims Time
To
"It's advisable to integrate grammar items into relatable contexts introduce the
Grammar across various sections, rather than waiting until you reach the imperative
'Stop and Consider' section." form 10mn
in context
 Ls are asked to underline the verbs in sentences (1-2-3)

To identify
function and
 Ls are asked to choose the correct answer. structure
The underlined verbs are used to:
c. to give orders and instructions
 Ls are asked to check the REMINDER then do the tasks
that follow.
 Ls are asked to complete the imperatives with the verbs
from the box, then indicate its function.
To practice
using the
1. pass me the laptop please. request imperative
Practice 2. ask them to come to see a movie with you. suggestion 15mn
form and
(adapted 3. leave me alone or I'll call the police. warning indicate its
4. watch out! The cable is burning. warning function in
task) 5. get out of here! order different
6. Don't worry, be happy. advice contexts
8. turn left and then go straight on. instruction
9. buy a smart phone… advice/suggestion
10. mix the ingredients together for 10 minutes. instruction

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 Getting Through 1st Year All Streams
Objective: to identify and apply correct stress patterns in two-syllable words/ to use intonation
effectively in polite requests

Materials: Worksheets Time Allowance: 01h

Tasks Procedure/Correction Aims Time
 Ls are asked to match similar halves of each fruit to
create meaningful words.
Stress in To create
 Ls are asked to sort the words into nouns and verbs.
two syllable meaningful 10mn
Key: two-syllable
words words

To test Ls
ability to
At this stage, the teacher directs learners' attention to the differentiate
number of syllables in the words they constructed and between
explains that a syllable is a word part with one vowel sound, nouns and 10mn
sometimes with other consonants around it. verbs
Ls are asked to listen to the teacher and mark the stressed
syllable
To identify
Reminder: If a word has more than one syllable, one of the the stressed
syllables
syllables will be longer and higher in pitch than the others.
This syllable is called a STRESSED syllable.

"It's advisable for the teacher to use facial expressions and body
gestures when pronouncing the stressed syllables to help pupils recognize
them." To deduce 5mn
 Ls are asked to complete the rule. rules
Key:
 In two-syllable nouns, the stress falls on the first syllable.
 In two-syllable verbs, the stress falls on the second
syllable.

 Ls are asked to listen and write the words in the box

Practice below in column A or column B according to their
To
stress pattern.
10mn
Key:
Stress on the 1st syllable Stress on the 2nd syllable
browser/ modem/ cursor/ erase/ escape/ / protect/
pointer/ windows/ floppy/ display / remove/ connect
icon/ keyboard

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  Ls are asked to classify statements (1-4) into: formal (very To 5mn
polite) or informal (less polite) requests. distinguish
Intonation between
in polite Expected answer: formal and
requests Formal requests Informal requests informal
- Could you speak louder - Can you lower the requests
please! volume!
- Would you mind closing - Can you borrow me your
the window! charger To mark
 Ls are asked to listen to the teacher reading statements (1- intonation in 5mn
4) and mark the intonation. polite
 T explains the term “intonation’’ in a simple way. request

Intonation is the rise and fall of the pitch of your voice when
you speak, which helps convey meaning and emotion in
sentences.
 Ls are invited to complete the rule. To deduce
the rule 5mn
In requests, the intonation goes ↑
 Ls are asked to transform statements (A-D) into formal
and informal requests and say them with the right To practice
Practice intonation in
intonation. 15mn
polite
Reminder requests
Polite requests:
- could you+ stem
- would you mind+stem+ing

Key:
1- Could you type more quickly, please? ↑
2- Can you press the key more smoothly? ↑
3- Could you work harder please? ↑
4- Would you mind arriving earlier? ↑

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 Getting Through 1st Year All Streams

Objective: to express purpose

Materials: Worksheets Time Allowance: 01h

Tasks Procedure/Correction Aims Time
 Ls are asked to label mobile apps (1-4) with functions To set
from the box then complete the dialogue. learners in
context
Listening to music/Connecting with friends/ Setting
Warming up 10mn
reminders/Improving writing skills

1 2 3 4

Expected answer :
Connecting with friends
Improving writing skills
Setting reminders
Listening to music

Ali: Hey Jalil. I need your help please.

Jalel: Sure! How can I help you, dear?
Ali: I purchased a new phone, but it's lacking apps, and I'm feeling To complete
bored. Can you recommend some useful and entertaining apps? a dialogue
Jalel: Well, first you need to create an Instagram or a Facebook
account in order to share photos and connect with friends.
Ali: Oh yeah, that's cool. What else?
Jalel: Download Spotify so as to listen to your favorite music
offline.
Ali: That’s cool I love music. What else?
Jalel: Install Grammarly app to improve your writing skills.
Ali: Awesome, and which app should I use to organize my time and
events.
Jalel: In order to organize your time and events, use the calendar
app.

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 "It's advisable to integrate grammar items into relatable contexts To correctly
Grammar in across various sections, rather than waiting until you reach the identify the
Context 'Stop and Consider' section. meaning of
the 5mn
underlined
 Ls are asked to read examples (1-2-3) and answer the connectors
Stop and
question that follows.
Consider
Key: The underlined connectors express: b/ goal (purpose)
To introduce
 Ls are asked to read the Reminder and the task that the 5mn
follows. connectors
of expressing
purpose

 Ls are asked to combine each pair of sentences with one

To practice
of the connectors provided with making changes where
expressing 15mn
Practice necessary. purpose
Key :
1- Sarah decided to upgrade her phone in order to access the
latest messaging app.
2- I need to buy a new laptop so as to complete my online
courses.
3- They reviewed the instructions carefully in order to make
any mistakes.
4- She downloaded a language-learning app to improve her
vocabulary.
5- I always set my phone to silent mode so as not to disturb
others during the lecture.

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 Getting Through 1st Year All Streams
Objective: to write a composition about advantages and drawbacks of the internet

Materials: Worksheets Time Allowance: 01h

Tasks Procedure/Correction Aims Time
 Ls are asked to describe pictures (1-7) using cues from To set
the box then classify them in the table below. learners in
Warming context
up Online study /Security risks/ Online bullying/ Internet 10mn
addiction/ Online shopping/ Worldwide Communication

To gather
the
necessary
vocabulary
for the
writing task

Online study Online Security risks/ Online

shopping/ Worldwide bullying/ Internet addiction/
Communication
 Ls are asked to use hints from the previous table to
write a short paragraph about the usefulness of the To write a 30min
Say it in composition
Internet and its hidden dangers. about the
writing
 T should provide learners with the necessary words, advantages
expressions and link words to facilitate the task for and
them. disadvantag
es of internet

I I think the internet is a very useful invention. First, it enables

people to connect with each other all over the globe. It also helps
students with online study by making learning more accessible.
Additionally, it facilitates online shopping as it allows us to buy things
quickly and easily. However, the internet can also be dangerous. First,
there are security risks, like viruses and scams, that can harm our
devices and personal information. Furthermore, internet users on
social media platforms usually face online bullying through hurtful
and rude comments and messages. Lastly, internet addiction or the
over use of interne may lead people to waste time and neglect other
important aspects of their lives. In short, the internet can help us a lot,
but it can also be risky, so it's important for everyone to be careful.

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 Getting Through 1st Year All Streams

Objective: to read and interpret an email

Materials: Worksheets Time Allowance: 01h
Tasks Procedure/Correction Aims Time
 Ls are asked to match the letter items (1-2-3-4) with their
corresponding identifiers (A-B-C-D).
Before
reading Expected answer: To set 8mn
learners in
A- attachment context

B- recipient
C- subject
D- sender

 Ls are asked to read the text and do the tasks that follow.
Task01: Ls are asked to choose the correct answer. To identify
Key: the text type 8mn
The text is: b/ An introductory email
While Task02: Ls are asked to answer questions (1-5) according to the
reading text. To
Key: demonstrate
comprehens 15mn
1- Mayar is the recipient of the email.
-ive
2- Emily found Mayar’s email on the Learn English Website. understandin
3- Emily is sometimes late for school because the school is a bit g of the text
far from her house.
4- The nationality of Emily is Irish.
5- Clonakilty is located on the southwest coast of Ireland.
Task03: Who or what do the underlined words refer to in the
text? To identify
a/ I (§01) : Emily b/ you (§01) : Mayar referents 10mn
c/ we (§04): Emily and her family d/ it (§05): Clonakilty
 Ls are asked to check the table and fill in the gaps in
sentences (1-2-3) with the appropriate "frequency
After adverb" from the box. To review
frequency
Reading Key: adverbs
1- Emily is sometimes late for school.
Discovering 2- Emily never eats in the school canteen. 10mn
Language 3- Emily always helps her mom with dinner.
 Ls are asked to underline the verbs in the previous
Frequency sentences then circle the right option.
Adverbs Key:
Frequency adverbs go after the auxiliary verb "to be".
Frequency adverbs go before other verbs.

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  Ls are asked to go back to the text and pick out from To extract
the text more frequency adverbs then arrange them on frequency
adverbs
the line according to the frequency degree they express. from the text
Key: and arrange 10mn
00% never 05% hardy ever 20% rarely them
according to
50% sometimes 70% usually 80% often their degree
of frequency
100% always
 Ls are invited to do the following tasks.
Task01: Rewrite the sentences in the right order. To practice
the use of
Key:
frequency
1- usually/ in the morning/ reads newspapers/ Dad. adverbs
Dad usually reads newspapers in the morning. 5mn
Practice 2- are happy/ always/ They. To rewrite
They are always happy. sentences
using the
3- by 10.00 p.m./ often/ Lina/ in bed/ is
correct
Lina is often in bed by 10.00 p.m. adverb
4- rarely/ I/ with friends/ hang out/ placement
I rarely hang out with friends.
5- never/ He/on Facebook/shares posts .
He never shares posts on Facebook. 5mn
Task02: Fill in the table with frequency adverbs to describe To identify
your weekend routine. and apply
Key: Ls give different answers frequency
adverbs
relevant to
 Ls are asked to write a short paragraph to describe weekend
their weekend routine. activities
 T should provide Ls with the necessary vocabulary to
facilitate the work for them.
Suggested answer: To practice
using
My weekend routine is simple and interesting. First, I always frequency 15mn
wake up early and tidy my room. Then, I help my parents with adverbs in
chores around the house. After that, I usually hang out with context to
describe
friends or visit my grandparents. At night, I make sure to revise
routines
my lessons and complete my homework assignments. Overall,
my weekend is a good mix of work and fun.

16
  Ls are asked to describe the weather in pictures (1-2-3) To reinforce
by filling the gaps with the appropriate word from the understand-
Degree ing of degree
box. 5mn
Adverbs adverbs in
extremely - a bit - very describing
weather
conditions

Expected answer:
1- The weather is a bit cold.
2- The weather is very cold cold.
3- The weather is extremely cold.
 Ls are asked to check the Reminder, then do the task
that follows. To rewrite
Task: Put the words in the correct order to make sentences sentences
using the 10mn
containing adverbs of degree.
correct
Key: adverb
1. The icecream is extremely delicious. placement
2. The pizza is rather spicy
3. I am quite tired
4. The English lesson was too long.
 Ls are asked to pick out from the email of “Emily” To enhance
adjectives which are similar in meaning to A and B. extreme
Extreme adjectives 8mn
Key: comprehens-
Adjectives A/ extremely small= tiny ion through
B/ extremely big= huge contextual
 Ls are asked to check the Reminder, then do the tasks that understand-
follow. ing
 Ls are asked to match ORDINARY ADJECTIVES (1 -8)
with EXTREME ADJECTIVES (A-H). To
Key: strengthen
1. good A. huge understandin
2. hot B. excellent g of the
relationship
3. tired C. tragic between
4. interesting D. exhausted ordinary and 10mn
extreme
5. large E. brilliant
adjectives
6. sad F. hilarious
7. funny G. fascinating
8. clever H. boiling
To enhance
 Ls are asked to fill in the gaps with the appropriate students'
extreme adjectives from the box. ability to use
1- tiny extreme 10mn
adjectives in
2- exhausted
context
3- furious
4- freezing
5- filthy

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 Getting Through 1st Year All Streams
Objective: to understand the rules and contexts in which to use "either or," "neither nor," and "both and"
constructions in English grammar.
Materials: Worksheets Time Allowance: 01h
Tasks Procedure/Correction Aims Time
Read Sentences (1-2-3) and complete the Reminder. To
introduce
learners to
double 10mn
Stop and conjunctions
through
Consider visual aids
Expected answer: and
Grammar sentences to
REMINDER
in context The double conjonction : reinforce
understand-
 "both...and" indicates the presence of two options. ing.
 "neither....nor" indicates the absence of two options.
Double
 "either...or" combines a choice between two options.
Conjunct-
ions EXTRA INFORMATION
 Both…and/ both of are followed by a Plural Verb.
 “Neither…nor" is followed by both Plural and Singular
verb if the two elements are in singular.
 When we use both of/ neither of/ neither of, we always need:
the, these, those, my, your, us
To
 Ls are invited to do the following task. effectively
combine
Task: Combine each pair of sentences with the connectors given pairs of
between brackets. sentences 15mn
Key: using the
1- John likes to play both basketball and soccer. specified
2- Tom neither eats healthy food nor practises sport. connectors
3- We can either go to the forest for vacation or visit the provided in
mountains instead. brackets
4- Both Sarah and Nour are hardworking.
5- Neither Seif nor Akram smokes.
You can either take the bus to work or drive your car instead.
 Ls are asked to check the picture and complete the
sentence with the right option from the box. To introduce 5mn
learners to
Expected answer:
reflexive
Reflexive She is looking at pronouns
Pronouns through
herself in the mirror. visual
prompts

 Ls are invited to read the Reminder then do the tasks that

follow.

18
 Task01: Match the subject pronouns to the reflexive pronouns. To
Key: understand 10mn
1- I myself 4- She herself 7- We ourselves the
Practice relationship
2-You yourself 5- It itself 8- They themselves
between
3- He himself 6- You (plural) yourselves subject
Task02: Choose the correct reflexive pronoun for each pronouns
sentence. and reflexive
1. Mario cut itself / himself on the broken glass. pronouns
2. I introduced yourself / myself to the class. To
3. We built the house yourselves / ourselves. demonstrate
4. She made the cake by herself / myself. proficiency
5. We really enjoyed themselves / ourselves at the zoo. in selecting 10mn
the
6. Emma and Mary prepared the dinner ourselves/ themselves. appropriate
7. You should take more care of myself / yourself. reflexive
8. The cat looked at herself / itself in the mirror. pronoun for
each
sentence

19
 Getting Through 1st Year All Streams
Objective: to write a reply to an email
Materials: Worksheets Time Allowance: 01h
Tasks Procedure/Correction Aims Time
Design 01 Product writing: Emphasizes the final written piece, providing
learners with a model or sample to follow. It focuses on correctness and
structure, often associated with traditional writing instruction where the
emphasis is on the final product rather than the writing process itself.
Ls are invited to read the e-mail, then do the tasks that
Product follow.
Writing Task01: Ls are asked to choose the right answer.
Key:
The text is: An e-mail response To 10mn
Task02: Ls are asked to reorder ideas according to their familiarize
appearance in the text. learners with
the structure
Key: and elements
Before 1 Saying thank you of a letter of
Writing 2 Introducing Lina reply
3 Describing Lina’s regular activities
4 Introducing Lina’s family
5 Describing Lina’s town
 T invites Ls to write their own letter of reply to Emily’s
Write it email following the order of ideas in the previous text
right and using frequency and degree adverbs when
necessary.
To write a
- Give clear instructions. reply to an
- Offer support and guidance. email
While - Encourage brainstorming and outlining. 45mn
Writing - Monitor progress and provide feedback.
- Keep students focused.
- Allow time for revision.
- Facilitate peer review.
After - Provide feedback.
Writing - Encourage self-reflection.
- Discuss editing strategies.
- Celebrate student work.

Possible answer: Lina’s sample letter

20
 Getting Through 1st Year All Streams

Objective: to write a reply to an email

Materials: Worksheets Time Allowance: 01h

Tasks Procedure/Correction Aims Time
Design 02
Process writing: Concentrates on the stages involved in writing,
Process from brainstorming and drafting to revising and editing. It prioritizes the
development of ideas, organization, and revision skills over the final
Writing
product, encouraging students to engage in multiple drafts and iterations.

 T writes the following questions on the board and invites

Through
Ls to answer them.
guided
Warming 1- What's your name? questioning, 10mn
up 2- How old are you? students will
3- What grade are you in? acquire the
4- What do you do every day? necessary
5- How many people are in your family? information
6- Where is your town situated? What's interesting about it? to complete
the writing
Introduce one's self: Ask pupils to answer questions such as: task
"What is your name?", "How old are you?", and "What is your study effectively
level?" Encourage them to use their answers to introduce themselves
in the letter, mentioning their name, age, and educational level.
Describe daily routine: Ask pupils to describe how they spend their
day, considering questions like:
"How do you spend your day?" Instruct them to incorporate this
information into the letter, sharing details about their daily activities
and routines.
Describe family and house: Have pupils provide details about their
family, including the number of members and any unique aspects of
their household. Guide them to include this information in the letter,
describing their family members and their living arrangements.
Describe town: Ask pupils about the location of their town and what
it's famous for. Instruct them to include descriptions of their town in
the letter, highlighting its location and notable features or attractions.
By following these steps, pupils can effectively create a reply letter to
a friend, incorporating key elements such as self-introduction, daily
routine, family and house description, and town description.
 T invites Ls to write their own letter of reply to Emily’s
email following the order of ideas in the previous text and To write a
using frequency and degree adverbs when necessary. letter of
 T provides LS with the structure of the letter. reply
45mn
1/ Greeting 2/ Reason for writing 3/ Body 4/ Closing
Possible answer: Lina’s sample letter

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 Getting Through 1st Year All Streams
Objective: to differentiate between formal and informal letters / messages. to write formal / informal
letters / messages accordingly
Materials: Worksheets Time Allowance: 01h
Tasks Procedure / Correction Aims Time
 Ls are asked to label LETTERS (1-2-3) with
SUBJECTCS (A-B-C) from the box. To set the
foundation
Expected answer: for
1 an invitation letter to a friend understand-
2 an apology letter to a friend ing different
Warming
3 an apology letter to a teacher styles of
up
 Ls are invited to check the Reminder, then complete the communicat-
table. ion
15mn
 Ls are asked to compare the Letter Styles by filling the
table with features from the box. To
Key: understand
Letters to friends (informal) Letters to teachers the
characterist-
(formal)
ics of
Orders Polite requests different
Street language Standard English letter styles
Contracted forms

 Write a short Formal or Informal letter about one of

the following Subjects:
 Say sorry for mocking at your friend.
To write
 Apologize from teacher for cheating in the exam. formal /
Practice  Invite a friend for a trip/ a tea party.. informal
letters /
Possible answers: (editable) messages
Dear, [Teacher's Name],
I would like to apologize for cheating during the recent exam. I take full
responsibility for my behavior and assure you that it won't happen again. I
am truly sorry for any disappointment or inconvenience I may have
caused and am committed to learning from this mistake and earning back
your trust.

Hey, [Teacher's Name],

I wanna say sorry for making fun of you yesterday. I know I hurt your
feelings. You're a great friend, and I feel really bad about it. Can we
put this behind us and move on? Let's keep being awesome together.
Catch you later, [Your Name]

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 Getting Through 1st Year All Streams

Objective: to write a letter of inquiry

Materials: Worksheets Time Allowance: 01h
Tasks Procedure/Correction Aims Time
 Ls are invited to reorder Letter Parts (A-B-C-D)
according to the Structure given.
Expected answer: To prepare
1 Greeting D students for
Warming 2 Reason for writing C understand-
3 Body A ing the
up organization 10mn
4 Closing B
of an
 Ls are asked to choose the correct answer.
enquiry
Expected answer: letter
We write an enquiry letter in order to:
b- ask about information

 Now, T invites Ls to write an enquiry letter to ask a school

director about Summer Courses.
 Ls can use hints from the previous task. To write an
30mn
enquiry
 T should provide LS with the letter structure and the
letter
necessary vocabulary to facilitate the task for them.
Possible answer:
Dear Director [Director's Name],
I hope you're doing great. I'm [Your Name], a student at [Your High
School Name]. I'm interested in your Summer courses and I have a few
questions. Firstly, could you please let me know when the courses start
and finish? Additionally, I would like to inquire about the fees for these
courses and what subjects they cover.
Thank you for your help. Warm regards, [Your Name]

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 Getting Through 1st Year All Streams

Objective: to write an application letter / to fill in a résumé (CV)

Materials: Worksheets Time Allowance: 01h
Tasks Procedure/Correction Aims Time
 T invites Ls to match job adverts (1-2-3) with their
corresponding positions (A-B-C).
To set Ls in
context
5mn
Warming To
brainstorm
up the topic

To introduce 5mn
the meaning
and function
Key: 1 B 2 C 3 A of an
 Ls are asked to choose the right answer. application
Key: In order to apply for a job, we write: c/an application letter letter

 Ls are asked to read the text and do the tasks that follow. To identify
Task01: Ls are asked to reorder the letter’s elements. the elements 10mn
of an
Key:
application
1 F 2 B 3 D 4 C 5 A 6 E letter
Task02: Ls are asked to fill in the CV format using applicant’s
information from the letter. To fill in a 20mn
CV
Key:
Full Name : Behri Akram
Age : 17 years old
Address : The brothers Street, El Eulma
Place of birth : Batna
Qualifications : communication, mathematics, and problem-
solving.
Interests: sports, arts, and volunteer work.
Previous experience: a sales assistant for two months in Setif
Mall. A customer assistance and product marketing for three
months at a super market.

To write an
 Ls are asked to write a letter of application and prepare a application
Homework CV. letter and
prepare a
CV

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 Getting Through 1st Year All Streams

Objective: to mobilize and reinvest what has been learned in the unit

Materials: Worksheets Time Allowance: 01h

Tasks Procedure/Correction Aims Time
 Ls are asked to put verbs in the imperative form. Add the
necessary sequencers to the instructions to get a coherent To assess
Task01 writing a
paragraph.
paragraph of
key: instructions
using the
In order to create a BrainPOP account and enjoy watching imperative
educational videos, you have to do the following:

First, download the BrainPOP app from Play Store. Next,

15mn
create an account in order to log in. Then, browse topics or
search for specific content. Finally, tap for a video to watch
it and enjoy interesting educational content regularly.

 Ls are asked to add more words to lists A and B. To assess

key: acquiring 10mn
Task02 degree and
rarely sometimes often usually
frequency
very rather quite extremely
adverbs
 Ls are asked to combine each pair of sentences with the
Task03 connectors given between brackets. 15mn
To assess the
key: mastery of
1- You can either take a taxi or wait for the bus. double
2- Both the cat and the dog like fried eggs. conjunctions
3- Neither Malik nor Wassim eats Broccoli.
4- Both John and Jane will attend the party.
5- Neither dad nor uncle smokes cigarettes.
 Ls are asked to put the unscrambled letters (1 and 2) into
Task04 the right order. 15mn
To assess
key: distinguish-
ing letter
Hey dude, types and
I wanna say sorry for breaking your smartwatch. I'll buy you a styles
new one.
Cheers!

Dear Sir,
I would like to invite you to my graduation party at Golden
Hotel on Friday at 4.00 p.m.
Best regards

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