Teacher : Mrs.

 FB Kh
El Cheikh Moulay Bencherif Middle School Sidi Ali

File Two 
Plan

You Can Do It

P48 physique relizane www.physique48.org

Nothing will work unless you do.

If you don't work for

something, you will not cherish
 it. Life is a succession of
events, and success is gradual.

File Two
File Two Plan
Plan

Ultimate Objective:
By the end of this file, students should be able to make a
profile of changes in Man’s capabilities.

Functions and Notions Language Learning

-Expressing ability Grammar
-Expressing possibility -Modals : can, may, might and could
-Asking for and giving permission -Irregular forms of the modals can and
-Expressing certainty could: am able / will be able / was able
-Making requests ( consolidation) -Agreement and disagreement patterns:
- Exressing agreement and so can I / Neither can I
disagreements -Modals: must / have to / need

Words and Sounds

-Vocabulary related to technology and animal life
-Equivalents of defective verbs (modals): allow to, permit to, capable of
-Prefixes of opposition: il, im, in, in, ir, un and dis
-Stress in words starting with prefixes
Skills Building
-Strong and weak forms of auxiliaries: was, were, can, do and have

Primary Skills

-Listening for functions (agreements and Social Skills

disagreements)
-Listening for intonation patterns -Making a survey
-Listening for gist -Managing through
-Reading for details conversation
-Predicting and checking prediction -Drawing rules for charter
-Transposing information to a graph
-Interpreting texts with the help of an illustration
-Writing a short news paper article/ school report
 Present to your students the theme of the file through the
description of the pictures p42. Ask them as many questions as
possible about the two illustrations.
Make your students deduce the message behind the pictures which
is
SUCCESS or ACHIEVEMENT

Expain to your students that nothing of great

value in this life comes easily. And strong and
deeply rooted desire is the starting point of all
achievements.

All what you must have to achieve your goal is

to believe in yourself and have the courage to
persue your dreams.

Self-doupt is the little voice in

your head saying : » You Can Do
It ». And the big voice saying: “I
Wish You Would”. So, listen to the
little voice!
Sean O Donnell

I don’t want to reach

immortality through my work. I
want to achieve it through not
dying.
 Listen and Consider

Learning Objectives :
By the end of this lesson, students should be able to
-Express their abilities
- Find specific information from a dialogue
Step One : Review - Distinguish between strong and weak forms of can
Recycle the use of modal verb can

What is a modal verb?

All the auxiliary verbs except: be, do and have are called modals.
Unlike other auxiliary verbs, modals only exist in their helping form; they cannot
act alone as the main verb in a sentence.

Be, Do and Have also differ from the other

auxiliaries in that they can serve as ordinary verbs
in a given sentence.
P48 physique relizane www.physique48.org

Can Could
May

Would

Might
The modals
are

Will

Must

Ought
to
 Shall
Should

Can
expresses

Present ability General possibility Give permission Request something

Lyn can use the Susan and her I left my bag at

laptop friend can come home. Can you
Our mother said
to the party. lend me your book,
that you can go
please
to the woods

Can’t

Absence of ability Impossibility Deny permission

You’ re
Time machine is not messy.
real. It can’t get you You can’t
Chinese is very back to centuries ago. go to the
difficult. I can’t learn party.
it.
Step Two : listen and consider

Before you listen: Presentation of the theme

Draw your students’ attention to the magazine cover page and ask them
Possible questions
What is the cover page about? –It’s about a contest.
What kind of contests is it? -It’s talent show contest.

What is a talent show?

Talent : a natural ability of a superior quality to do something.

Talented: Adj; a person who has talents

Talent show: a live performance or spectacle (sometimes on TV)

where contestants perform acting, singing, dancing, acrobatics
and other art forms

"I believe that every person is

born with talent." - Maya
Angelou
Ask your students to name some of the most famous talent shows.
Eg: Star Academy / America’s got Talent ………….

Make your students read about the contest then ask them about their
talents. Activity 1 p 43

As you listen: Listen and Do

1-Read the questions carefully then listen to the teacher to answer the
questions p44 P48 physique relizane www.physique48.org

2-Strong and Weak forms

Some words not only verbs that are used in speaking, have one weak sound
and one strong sound.
Weak forms are used in connected speech, that is when you are having a
normal, everyday conversation or when they are in the middle of a
sentence.
 Strong forms are normally used when we say a word isolated from
speech with an emphasis on the vowel. These forms are used by
native speakers of English when talking to a foreigner, for example
or in questions.

Modal verbs usually have these two forms. But negative

forms of these verbs have only a strong pronunciation

Answers
Answerstotoquestions
questionsp44
p44

a-Bob
a-Bobpolitely
politelyrequests
requestsWendy
Wendytotogive
givehim
himsome
someofofher
hertime .
time .He
Hesays :
says :« 
« Can
Canyou
you
spare a moment to answer a few questions, please ?”
spare a moment to answer a few questions, please ?”

b-Wendy
b-Wendytotooffer
offerhelp,
help,she
shesays:
says:“Sure,
“Sure,what
whatcan
canIIdo
dofor
foryou?”
you?”

c-Yes,
c-Yes,she
shecan.
can.

d-Yes,
d-Yes,she
shecan.
can.

e-No,
e-No,she
shecouldn’t.
couldn’t.

f-Her
f-Herparents
parentsaccepted
acceptedtotolet
lether
herplay
playmusic
musicbecause
becauseshe
shewas
wasable
abletotoconvince
convince
them.
them.

Grammar Window

Aim : To make students aware of the functions of the modals :

can / could and be able to
 Be able to
Although we look at be able to here, it is not a modal verb. It is
simply the verb be plus an adjective (able) followed by the
infinitive. We look at be able to here because we sometimes use it
instead of can and could.
We use be able to: to talk about ability

The structure of be able to is:

subject + be + able + infinitive

be able
subject main verb adjective infinitive

+ I am able to drive.

is not
- She able to drive.
isn't

? Are you able to drive?

Notice that be able to is possible in all tenses, for example:

 I was able to drive...

 I will be able to drive...
 I have been able to drive...

Notice too that be able to has an infinitive form:

I would like to be able to speak Chinese.

USE OF BE ABLE TO
Be able to is not a modal auxiliary verb. We include it here for convenience, because it is
often used like "can" and "could", which are modal auxiliary verbs.

be able to: ability

We use be able to express ability. "Able" is an adjective meaning: having the power, skill or
means to do something. If we say "I am able to swim", it is like saying "I can swim". We
sometimes use "be able to" instead of "can" or "could" for ability. "Be able to" is possible in
all tenses - but "can" is possible only in the present and "could" is possible only in the past
for ability. In addition, "can" and "could" have no infinitive form. So we use "be able to"
when we want to use other tenses or the infinitive.

 I have been able to swim since I was five. (present perfect)

 You will be able to speak perfect English very soon. (future simple)
 I would like to be able to fly an airplane. (infinitive)
 Practice
Aim : students should be able to express Man’s past and present abilities

-find out what old travelers could achieve during their life

Neil Armstrong Marco Polo

Write it Up
Aim: students should be able to write a short school report about a student’s
past and present performances then future expectations.

Read and Consider

Aim: students should be able to predict and check predictions

Before you read: Presentation of the theme

Invite your students to see the picture p46 and guess why the pupil has
stopped taking his test.

Make them try to give all the possibilities and probabilities that come to
their mind using: perhaps or maybe
 You: Why has he stopped taking his test?

Your partner: I don’t know. Maybe / Perhaps he doesn’t know the

answer.

Maybe / Perhaps he trying to remember the suitable answer.

Maybe and Perhaps

In British English, both of these adverbs are still very commonly used
and have the same meaning. We use them to say that something is
possible or maybe true, but you are not certain. They can be used
interchangeably but of the two:

Maybe Perhaps

Is very appropriate for Is used in more formal

more informal contexts sitautions

How old is Jane? There were perhaps as many as

I don’t really know. In her fifty badly wounded soldiers in
twenties certainly. Twenty- the hospital.
five maybe.
 What do you think Professor Kane will say about exam preparation?

In my opinion, Professor Kane will talk about the importance of exam

preparation and the advantages of group revision and its role in fighting
stress and anxiety before exams’ period.

Grammar Window

Aim: to make students aware of the functions of May and Might

Go back to file plan page 6

Practice
Aim: to reinforce students’ mastery of the modals may and might and use
them in contexts.
1-Students should be able to ask for permission
2-Give or refuse permissions using responses on the table p49

Write it Out
Aim: students should be able to write meaningful notes about what is most
likely to happen at the end of the school year.
 Words and Sounds

Aim: Students should be able to form new words (opposites): adjectives,

nouns or verbs using the prefixes of opposition: il, im, in, ir, un and dis

Presentation

Unhappy Happy Happiness

adj adj noun

Not happy To feel joy The feeling of

To be in a good satisfaction,
To feel mesirable mood pleasure or joy

Try to make your students distinguish between the three words

above (form and meaning).

Unhappy Happy Happiness

Prefix Suffix
Root

A root is a word in its basic simple form. Other word

may be built up or have its meaning changes by an
addition at the beginning “prefix” or at the end “suffix”

Prefix

A word or letter placed at the beginning of another

word (root) to adjust or qualify its usage or meaning
 il / im / in / ir / un / dis

u in ir i dis
n m

il
 Fill in the gaps with the appropriate Key answers
prefix

il im in ir un dis words

regular
√
capable
√
possible
√
responsible
√
legal
√
justice
√
probable
√
definite
√
polite
√
obey
√
 Research and Report
Aim: to develop students’ desire to learn about endangered animals.

Students should be able to write a report about an animal in danger of

extinction.

SOS

Present and explain the instruction p52

-What’s the graph about? -It’s about some animals’ life expectancy.
P48 physique relizane www.physique48.org
What is life expectancy?

It is a statistical measure of the average length of

survival of a living thing. It means the expected time
: how long an animal can live

Thelife
lifespans
spansof
ofanimals
animalsareareeither
eitherthe
theaverage
averagelife
lifeor
orthe
themost
mostextreme
extremeageage
The
recordedororboth.
both.
recorded
Someanimals
animalslive
liveaavery
veryextreme
extremelife;
life;others
othersvery
veryshort.
short.
Some
Whatdetermines
determinesthe
theaverage
averagelifelifeexpectancy
expectancyof ofaaparticular
particularanimal
animalisisdependent
dependent
What
onmany
manyevolutionary
evolutionarypressures
pressures
on
1-Speedof ofmetabolism
metabolism
1-Speed
2-ageof ofsexual
sexualmaturity
maturity
2-age
3-bodyor orbrain
brainsize
size
3-body
4-Riskof
ofpredation
predation
4-Risk
 -Ask your students to list the animals on the graph.
-One of the most frequently asked questions is “how long are animals
expected to live?”

Life expectancy graph

Tortoise

Bat

Horse

Dolphin

Lioness

Cat

Giraffe

Elephant

5 10 12 15 22 24 38 100

Ask your students some questions about the graph

How long do these animals live on the average?

2-Discuss the maximum age to which people and each of the animals on the
following table can live. Use the auxiliaries on the graph below to express
degree of possibility

100
(higher possibility)
80 may well
60 might well

40 may (smaller possibility)

20 might
0 Can’t live to the age of 30
 Animals Average age Maximum age

Human 78 122
Elephant 05 70
Giraffe 10 30
Cat 12 25
Lion-lioness 15 35
Dolphin 22 50
Horse 24 40
Bat 38 50
Tortoise 100 125

Example:

Humans live for78 years on the average, but they may live for up to 122
years.

The above information is compiled from a number of sources: Encyclopedia

Britannica and animal’ lifespans.com

Activity 4: Animals in danger of extinction

Living things
Presentation:
On planet Earth, live humans, animals and plants

Humans Animals Plants

How many species of animals are there? Species = kinds = sorts

There are more than 1.5 million species of animals.

Animals face a great danger. What is it?

-It is the danger of extinction.
Extinct species
Are plants or animals that once
lived on Earth, but no longer live
Extinction anywhere in the world. You’ll never
The complete disappearance of a species see an extinct animal such as
Dinosaurs, Dodo birds, Passenger
pigeons because they are all
Extinction (noun) / to become extinct( verb)
extinct.
 Extict species

Pachyrhinosaurus (dinosaure)
Passenger pigeon Dodo bird

Dinosaures lived on Earth 200 million Since 1600, about 500

years ago and dominated it for species of animals
almost 100 million years. have become extinct.

Endangered species Threatened species

Are plants or animals whose Are plants or animals whose total
number is so few that they are in numbers are falling and they are
danger of extinction, or becoming on the way of becoming
extinct. endangered.
Endangered species are most in
danger of extinction; Even large
populations of animals can be at
risk

White-Headed The Vaquita

Langur

Extinction has always happened naturally, but in

modern times, people have pushed wildlife to the
brink much more quickly than ever before. We are
losing wildlife at a rapid rate.
What animals are in danger of extinction? -They are: African elephant, Tigers,

Koalas, Mexican crocodiles, Pandas, Polar bears, Brown bears, Mountain gorillas,

hippotamuses, Orangutans, River otters…

What causes their extinction? -Here are nine of the main reasons why animals become
Extinct:

1-Habitat loss 2-Illegal hunting 3-Introduction of a foreign species

4-Predation 5-Sport hunting 6-Folk medicine
7-Poaching 8-Fur trade 9-Pollution

Choose an animal which in danger of extinction and write a report about it:

Name of animal: Mountain Gorilla

Where does it live: Virunga volcanoes mountains Eastern
Africa: Congo, Uganda
What does it look like: big, black fur, bounding chest, big
bared teeth
What is special about it: vegetarian, peaceful
How long does it live: 20 years
What is the maximum age to which it can live: 55 years
What may cause its extinction: civil war, meat, trophies
What can we do to save it: set agreements to ban hunting
gorillas, establish natural parks to protect them

The report :
An Animal in Danger of Extinction
One of the animals in danger of extinction is the Mountain Gorillas.
Mountain gorillas live in Virunga Volcanoes Mountains, some regions in
Eastern Africa: Uganda, Rwanda and Congo. They are huge animals with
black fur (hair), bounding chest and big bared teeth.
Mountain gorillas are gentle, peaceful and mainly vegetarian creatures.
They live for 20 years in the average, but they may well live for up to
55 years.
Life for mountain gorillas is not at all peaceful. They are
threatened by: civil war in some African regions. Hunters kill them for
food and trophies. Their forests are chopped down for farm land, fuel
and housing.
Here are some ideas that may help save the mountain gorillas:
African authorities should sign international agreements to officially ban
the hunting of this species and establish natural protected areas where
mountain gorillas can live in peace.
5-Group work : Presentation

WWF

World Wildlife Fund World Wildlife Foundation

World Wildlife Fund is an international organization founded in 1961

by the biologists: Sir Julian Huxley and Sir Peter Scott.
World Wildlife Foundation is another organization. It’s a name
coincidence. The main point is that both the two organizations work
for the same aim: a better planet, where all species live peacefully.
W. W. Fund has been doing a lot of strong, beautiful and committed
actions related to the preservation of environment and its
endangered species for nearly 50 years.
W.W. Foundation is much younger, but works for the same goals and
strives to make a difference for the entire world to benefit from.

Listening and Speaking

Aim: listening for functions (agreeing) and for intonation patterns

Students should be able to make agreements positively and negatively using

so and neither

Presentation: So…………./ Neither…………

 Positive agreement :
If you agree with someone about an opinion, you can simply say: “ I agree” or “ you
are right.”
Eg: A- I think you need more time.
B-You are right / I agree OR

A-I am in a hurry./positive statement

B-Me, too. I am in a hurry, too OR So am I

A-I need to go to the bathroom./ps OR So do I

B-Me, too. Ineed to go ……,too.

Note that « too » usually comes at the end of the sentence and « so » at the
beginning

To agree with a positive statement, we use :

So + auxiliary / modal + pronoun

Use: SO …..I IN A POSITIVE SENSE TO SHOW THAT WE FEEL THE SAME WAY AS
ANOTHET PERSON? OR HAVE PERFORMED THE SAME ACTION.

CHANGE THE AUXILIARY VERB RELATED TO THE ORIGINAL STATEMENT.

THE FORM IS USUALLY USED IN THE FIRST PERSON SINGULAR; HOWEVER, OTHER
FORMS ARE ALSO POSSIBLE.

A-I am cilmbing a ladder. A-Helen teaches Maths.

B-So am I A-I love Maths. B-So does her husband.
B-So do I

Find the suitable responses to the following statements:

A-I would like to visit Geneva some day.

B-……………………………………….
A-I could run 10 kms when I was young.
A-I am meeting a colleague tomorrow. B-……………………………………………
B- ……………………………………..
A-I work in a bank.
A-I went to the cinema last night. B- ………………………………
B-…………………………………..
Negative agreement

To agree with a negative statement, we use « NEITHER “in place of SO

and EITHER in place of TOO

Examples Neither am I
A-I am not hungry. B-
I am not either
Neither do I.
A-I don’t have enough money. B-
I do not either.

These expressions can also be used in the 2nd or 3rd person

Example:
A-Tod does not want to quit smoking.
B-Neither does Louis. / Louis doesn’t either.

To agree with negative

Note that NEITHER is used with statements, we use
positive verbs and EITHER with Neither + auxiliary or
negative verbs modal + pronoun

Practice Activities
Aim: to provide further practice of: So and Neither

Types of Activities
You can give your students different kinds of exercises such as:

*Add a response to the following statements A variety of activities

*Which of the following is a correct agreement? are available
*Which of the following is not correct? at:English-zone.com
 Reading and Writing
Aim: Students should be able to interpret a passage with the help of an
illustration
Pre-reading: presentation of the theme
The magazine’s cover page
The answers: P48 physique relizane www.physique48.org
1-The name of the magazine is: Popular Science
2-The title of this issue of the magazine is: Flash Forward Life in the future
3-The magazine deals with topics about: Science, Medicine, Technology,space
4-The illustration on the cover page represents: a robot holding a baby
5-I think the most important article will be about: Robots

NASA ROBOT
The talent of success is nothing more than
doing what you can do, well.
Henry W. Longfellow

When you rehearse success in

your mind, you experience it in
your life.
Remez Sasson

P48 physique relizane www.physique48.org

After climbing a great hill, one

only finds that there are many
more hills to climb.
Nelson Mandela