Teacher: BELIT BRAHIM Ait Daoud Hocine Secondary School

Unit: Education in the World Level: 3rd Year FL & LP

Sequence: Reading and Writing Time Allotment: 1 hour
Rubric: Pre-reading, while reading and post-reading.

Lg objectives: By the end of the lesson, learners will be able to read for gist and for details as well as to practise the use of link words in written texts.
Material: Textbook, whiteboard, markers, pictures.
Skill: Reading Lge Forms: link words expressing contrast, vocabulary related to education.
Competencies:
 Interpreting.
 Interacting.
 Producing.

Teacher’s Task Learners’ Task Interaction

Timing pattern

Pre-reading:
Aim: to interpret and interact about a chart of the US education
system. T- SS
The teacher shows the pps a picture and draws a chart on the board PPs interact with the teacher and get involved in the lesson.
representing the American school system.
SS- T
10mn IRF
Here, he tries to elicit as much output as possible from the part of
the pps by asking them to compare the US education system with the
British one.

While reading: Expected (Pupils') answers:

Task 1P 98: [Although in general Americans prefer … between the ages of 5 and 18.]
Aim: to read for gist and to divide the text into paragraphs. §1
10mn [Formal education is usually considered … the cost for people who live T- SS
The teacher makes it clear that the learners are supposed in the state.] §2 SS-
to read the text for the sake of dividing it into five [By some standards …. are illiterate.] §3 content
paragraphs. [Most educational institutions are public… so that they will have IRF &
Here, he makes the pps aware that they should interpret the advantages later in life.] §4 individual
ideas that are expressed in the text to divide the text. [Americans agree on the importance of education…their beliefs.] §5 work

2
 Task 2 P 98: Expected (Pupils') answers:
Aim: to read for gist and for specific information.
The teacher asks the pps to read the text again and to link T- SS
each paragraph with its corresponding general idea from the SS-
10mn suggested ones (one is a title for the text).
content
Then he interacts with them to get their answers and to IRF &
provide them with feedback and correction. individual
work
Expected (Pupils') answers:
Task 2 P 99: (Unlike, contrast)
Aim: to discuss about the use of link words. ( Although, concession)
(Since, cause )
The teacher asks the pps to read the second part of the text and (As a result, effect).
underline the link words identifying the relationship they express. (In turn, however, state …concession).
(By contrast to other countries … contrast), T- SS
(therefore, consequence)
(However (contrast) in relation to the first paragraph),
SS-
10mn (because ….cause) content
(Thus, deduction) IRF &
(for example, exemplification) individual
(But ,contrast) work
(In order to, purpose)
(But, contrast)
Post- reading:
Task 2 P 101: Expected (Pupils') answers:
Aim: to re-order jumbled sentences. (D) The idea of continuing or lifelong education has become more
The important than ever before because (B) the job market is changing T- SS
remaining The teacher asks the pps to re-order the jumbled sentences A-F rapidly as a result of technological advance. (A) This idea is more or less
the time.
accepted all over the world (E) as people are afraid of losing their jobs if SS-
to get a coherent paragraph.
Here, he asks them to identify the relationships between the they don’t keep upgrading and updating their occupational skills. (C) content
sentences and to use the appropriate link words to make these Today, many adults go back to school to broaden their knowledge and IRF &
relationships more explicit. learn something they enjoy doing. (F) But in the near future, all of them individual
will return to school mostly for occupational reasons. work