Mounir’s Teaching in Style Collection

Teaching Worksheets

1st Year of Secondary Education

Index

Index ....................................................................................................................................................................... 1
Introduction ............................................................................................................................................................ 2
Teaching Framework ........................................................................................................................................... 3
Units and their distribution ............................................................................................................................. 3
Guidelines and principles: .................................................................................................................................. 3
Teaching approach: ............................................................................................................................................ 3
Teaching practices: ............................................................................................................................................. 3
Structure of the book: ......................................................................................................................................... 3
How units work .................................................................................................................................................. 5
Presentation: ........................................................................................................................................................... 6

By REFFAS Mounir, Teacher of English Page 1|6

 Introduction
Officially, teachers are required to present their teaching worksheets following an inspector’s or an
administrator’s visit. Teachers are also required to follow their teaching practices and content of their lessons
according to the worksheet they are employing.
The following are the worksheets for 3rd year secondary education, all streams. It is based on the
teaching framework established by the official authorities and mentioned in Forward of 3rd year Official
Coursebook: New Prospects.
Some of the worksheets are specific to a certain stream. When it is the case, the detail will be included
in the title of the lesson between brackets.
Each unit, sequence, or lesson adds to the vocabulary repertoire and adds up to the body of knowledge
of each learner. Such teaching practices, themes, types of activities / questions, and list of words employed in
each of them are not to be mentioned in the teaching worksheets as they are separately organized in the
Teacher’s Copybook; which is part of this collection.
Finally, to know more about the style followed in this collection, there is a document named 001 Start
here, which describes each component / document of the collection.

By REFFAS Mounir, Teacher of English Page 2|6

 Teaching Framework
Teachers are required to follow a specific framework of guidelines and principles. These are mentioned
in Forward in the Official Coursebook of English for 3rd year secondary education: New Prospects. As well as
in Teacher’s book: Key features of the coursebook p.8.
Units and their distribution
The book comprises 6 units. Each unit is assigned to one or more streams. The following table describes
the streams, the units, and the assigned units for each stream.
Unit Stream
Theme
Title Scientific Literary
1 Getting Through Intercultural Exchanges 1 1
2 Once upon a time … Famous people X 5
3 Our findings show … Communication: The Press 2 2
4 Eureka! Innovation and Technology 4 4
5 Back to nature Environment / Pollution / the world of Animals 3 3
Total……. 4 5

Guidelines and principles:

According to the official coursebook for 1st year secondary education, it is assumed that learners have
completed the four years of English provided by the new Middle School E.F.L. syllabus, and therefore should
be already familiar with the competency-based teaching and the learner-centred approach on which this book is
based. The general aim of the book is to consolidate and extend the competencies acquired at the Middle
School level.

Teaching approach:
Competency-based, learner-centred, and project-geared.
It has to be observed that the notion of competency in the SE1 syllabus is viewed as an on-going process
extending from MS1 (Middle School: Year One) all through to SE1 (Secondary Education: Year One).

Teaching practices:
In general, teaching will follow these guidelines:
1. Learners are given the rules of grammar straightaway.
2. Teacher and learning occur in the form of units, each with a specific theme and set of grammatical rules
to be taught.
3. At the Crossroads is meant to be 'taught from' rather than `taught'.
4. The teacher plays the role of facilitator and guide.
5. Learners should interact orally in English, interpret oral and written texts, and produce oral and written
texts.

Structure of the book:

The book is comprised of five (5) units distributed on the basis of 20 hours each. Each unit comprises four
sequences (Sq) and include in addition three sections (Sc), structured as follow:
Sequence / Section
Description Aims
Designation Sub-
Sq Listening Both “Listening and speaking”, and “Reading
1 and and writing” aim to encourage learners to
speaking anticipate before listening and reading, check
out their predictions, communicate with the
proper pronunciation, stress, and intonation and
practise language functions before producing a
reasonable stretch of oral or written discourse.
Anticipate In this rubric, learners are invited to look at The aim is to familiarise learners with the
pictures and answer questions. spoken text they will hear shortly afterwards.
Listen and In this rubric, learners listen to the teacher Improve listening comprehension and ability to
check reading a listening script, and check the recognize the sounds of English.
answers they have made.

By REFFAS Mounir, Teacher of English Page 3|6

 Say it clear In this rubric, learners train to pronounce
correctly, mark stress and use the intonation
appropriate to the context.
It’s your In this rubric, learners will respond orally Re-using what you have learnt so far.
turn and in writing to life-like situations.
Sq Reading and See aims for listening and speaking above.
2 writing Anticipate In this rubric, learners are given hints about
the general idea of the text they will read
presently. They are also encouraged to
predict what is likely to happen next in the
text they have just started to read.
Read and In this rubric, learners check their answers
check and learn how to read the text.
Discover In this rubric, learners find how language
the works and practice the language structures
language they have come across in the text.
Write it In this Reuse what have been learnt in the sequence.
right
Sq Developing This sequence helps learners to further Get learners to “perform with a purpose”, i.e. to
3 skills develop the listening, speaking, reading and combine the four basic skills with attitudinal
writing skills at the same time as it improves patterns in problem-solving situations.
their ability to communicate in and outside
school.
Sc Stop and A series of guidelines for the realisation of Acquire automatisms in language use.
consider the project.
Provides a training in the use of English
based on the implementation of rules (of
grammar, syntax, phonology) that illuminate
aspects of the language which learners have
come across either in the unit under study or
even in the Middle-School curriculum.
Sq Consolidati In this sequence, learners combine Elaborate and expand on the functions,
4 on and knowledge and know-how to reach language and social skills acquired earlier so as
extension objectives conducive to a competency. to flesh out, in writing, learners’ communicative
abilities.
Write it consolidate and extend learners’ writing skill.
out
Work it gives learners the opportunity to solve problems
out related to the sounds of English as well as
finding the way out of problem-solving
situations.
Sc Project Assigns to learners - working as a group, in Projects where they are expected to re-invest, in
workshop pairs or individually. an integrative way, the functions and skills
Provides learners with a sample project and acquired earlier.
with suggestions and guidelines on how to
materialise it.
Sc Check your Evaluation section. Learners must assess Provides the students with the opportunity to
progress what they have really learnt to understand, to assess their attainments through a series of
say, to write, to do. exercises generally devised around a master-text
that encompasses the thematic and didactic
components of the unit as a whole.

By REFFAS Mounir, Teacher of English Page 4|6

How units work
Component Description
Unit Each unit of the textbook turns
around a broad topic selected for
its general interest and for the
functional language it generates:
Unit 1: communication
Unit 2: arts (literature)
Unit 3: journalism (reporting)
Unit 4: science and technology
Unit 5: the environment.
Sequence 1: All in all, learners speak to:
listening and - express their opinion
speaking - express agreement and
disagreement
- describe a place, a person
- express likes, dislikes and
preferences
- ask for and give directions
- locate a place
- express condition and result,
- give instructions, etc….
Anticipate
Listen and
check
Say it clear
It is your turn represent the culminating point in
the building of the speaking skill
Sequence 2: reading skills and strategies are
Reading and focused on:
writing - reading for global information
- reading for specific information
- reading for main ideas
- analyzing style and tone so as to
identify the author’s implied
attitude
- analyzing overall structure of
texts
- determining the meaning of
words through the context in
which they are used
- interpreting texts
- making inferences, etc...
Sequence 3: concerned with the building /
Developing development of ‘social’ skills
skills
By REFFAS Mounir, Teacher of English
Aims
The emphasis in all five
units falls on skills since the
statement of outcomes in
the syllabus is formulated in
terms of what the learners
can do with the language.
The following listening
skills are systematically
covered:
❑ Listening for specific
information
❑ Understanding and
sequencing main ideas
❑ Interpreting attitude,
point of view
❑ Identifying and
interpreting context, topic,
function, information …
Give the learners the
opportunity to integrate
functions and language
forms previously introduced
to their oral performance
repertoire through the
application of the speaking
skill in carefully selected
communication areas.
Learners are asked to draw
upon their discoveries over
functions of written
language through reading to
produce limited but
meaningful piece of
writing.
Writing tasks emphasize the
product as much as the
process.
Inviting learners for
participating spontaneously
in the give-and-take of
spoken interaction
involving either transaction
or mere social interaction.
Practice
These topics are made to be thought-
provoking through the treatment of related
teenage issues like sports, food, health, the
Internet and leisure. Learners explore these
issues in relation to skills, functions, and
related strategies and language forms that fit
in with the topic of each unit.
To build these skills, strategies selected are:
- focusing attention on the topic
- dealing with unfamiliar vocabulary
- brainstorming
- warming-up
- predicting.
(not to develop in a strict order)
Preparation for the listening tasks in the
ANTICIPATE rubric, in doing the listening
tasks in LISTEN AND CHECK, and in
practicing the intonation and stress patterns,
and deciphering The hidden messages in the
SAY IT CLEAR.
Strategies coming in bold relief.
- hypothesis testing
- inferring
- checking understanding
focusing attention on:
- intonation
- stress patterns
- sound and spelling relation
Open-ended tasks offering freer speaking
practice.
learners do them in pairs, in groups, or
individually
Learners are always asked to write with a
purpose.
Learners are guided through numerous
reading strategies:
- predicting the subject of articles (texts) from
headlines and illustrations
- brainstorming the topic
- brushing up vocabulary in the
ANTICIPATE rubric to hypothesis testing
and reading comprehension tasks in READ
AND CHECK, and to the analysis of
sentence and paragraph structure, such as if-
clauses, the use of connectors that contrast
ideas, and other such sentence-and paragraph-
level features in DISCOVER THE
LANGUAGE.
Learners are encouraged to apply the basic
skills of listening, speaking, reading and
writing together with the functions and
language forms they have learned in the
previous sequences in various social
situations.
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 Stop and Is a grammar review. Learners consider aspects of language, with
consider which they have come across earlier in the
units.
Learners are not given rules and structures,
they work them out for themselves.
Learners are now invited to look at rules
supplied in Reminders, and apply those rules
in various exercises.
Sequence 4:
Consolidation
and extension
Write it out expand on and consolidate
all four skills and
particularly the writing skill
Work it out places the learners in problem - expand on and consolidate
situations related to learning social skills.
English (e.g., problem consonants) - make learners aware of
and everyday life. problem areas in
pronunciation and stress
that might eventually
impede communication in
English.
Project This section assigns the learners It supplies a layout of the project as well as a
workshop the project which they have to checklist of instructions to observe for its
carry out. realisation.
Check your It comprises a series of assessment Its aim is to give learners to be completed by the learners on the basis
progress tasks built around a master text as and teachers alike the of their level of performance in the tasks.
well as a checklist. opportunity to monitor
progress and decide
whether remedial work is
needed before moving on to
the next unit.

Presentation:
Each unit is presented in a single file named as follow:
104 Unit ONE_Getting Through
105 Unit TWO_Once upon a time …
106 Unit THREE_Our findings show…
107 Unit FOUR_Eureka
108 Unit FIVE_Back to nature

By REFFAS Mounir, Teacher of English Page 6|6