English Lesson Plan 2As - Document the unit's contents : i)-coming across language. * Grammar: ×can / may want to. ?verb idioms: changed into / will be capable of … ×have to / have / want to … ×ought to have beyond participle. * Pronunciation: ×primary pressure in related speech. ?pronunciation of abbreviations /intonation. * Vocabulary: ×vocabulary related to peace. ?making a phrase chart using abbreviations. Ii)-developing talents . * Capabilities: ×expressing capacity and opportunity. ?expressing duty and shortage of obligation. ?expressing appreciation. * Abilties: ×listening for gist. ?listening for particular records. ?analyzing dictionary entries. ?discussing fashion. ?writing a public deal with. 1 ×writing a contract. ?writing a poem. 2nd years the undertaking outlines. (Pages:36) p r o j e c t o u t c o m e writing a assertion of achievements. Further records is protected on pages 51 assume it over. (Page:37) phrases to say. (Page:37) 2 2nd years linguistically speaking, the venture language structures depend upon the use of modals, phrases related to peace, politics, and many others. It need to also include abbreviations and acronyms, expressions of opportunity, impossibility, potential, and inability inside the past and at gift. For added information, right here is a detailed making plans of the undertaking. Three by using the cease of unit , students need to be able to write a announcement of achievements approximately well-known those who gained 'nobel peace prize' in the beyond, and / or may additionally win it within the future; folks that should win the prize at gift (in line with scholars). The statement has additionally to consist of various biographies of those personalities in addition to the works which are a real masterpieces leading to triumphing the prize. The unit project planning . -Degree: 2d years. -Unit: two. (Make peace) -subject matter: peace and struggle resolution. -Mission : making a letter of achievements. (Nobel peace prize: the winners and the prevailing.) I) - components of the venture: (recommended sub-issues). A) – nobel peace prize ( a shortened historic history). ?what is it? ?who initiated it and for which motives? ?on which bases is it made equitable and merited? ?who offers it? And who gets it? B) – famous personalities who gained the prize in the past. ?a short listing of some nobel prize winners on the neighborhood, national or worldwide degree. C) – the group persona's short biography. ?introducing the persona selected by way of the group. ?the biography of the personality that consists of the whole names, nationality, date/place of delivery if known and the famous work(s). D) – the sphere of the persona's hobby (strong point) and the masterpiece main to prevailing the prize. ?wherein subject was the personality utmostly involved? (Eg, drug treatments, literature, theatre, technological know-how, astronomy, etc). ?what is / are the paintings (s) that led him/ her to triumphing the prize? (Eg; books, films, innovations, discoveries, researches, and so on). E) – group nominees for the prize in the future (in algeria or elsewhere). ?who do you think merits nobel peace prize? ?why do you believe you studied does he/she deserve it? Justify. Four °how can this/these works (s) contribute and inspire extra development of peace, information, humane works, vital and secure inventions, and so on? Ii) – important gear and language points to be re-invested in the project. ?possible equipment. - Pix, drawings and photos of personalities and their works. - Tape recorded speeches of those people approximately their past/ present works, and their objectives for prevailing the prize. ?language factors . - Use of modals particularly to explicit possibility/impossibility and responsibility/ absence of responsibility. Eg; can/could/can't/couldn't, will/won't be able to, and so on. - Expressions of duty / absence of duty and prohibition. Eg; need to/should not, must/does not should/ want to, must have/should have, may additionally/may, etc. - Use of abbreviations denoting to titles, companies, organizations, fields of hobby, and so on. - Use of interrogative form. - Tenses: simple beyond, simple gift, gift perfect, destiny easy and the conditional ideal. - Capitalization; particularly for proper and commonplace nouns used. Five 6 iii) -table of decided on activities. Rubrics/sequences activities' wide variety pages competences interacting orally deciphering o&w msgs generating o & w msgs coming across language -before you study. 38 - - - -as you examine. 38 - -grammar table. 39 - - - practice -activity one. Forty - -pastime two. 40 - - -activity 3. Forty one - - - say it loud and clean - activity one. 42 - - activity two. Forty two - - - running with phrases - hobby one. 43 - - 7 listening and talking - interest one. Forty four - - pastime . Forty four - - interest 3. Forty four - - - interest 4. 44 - - - activity five. Forty five - - your flip - pastime one. 45 - - - interest two. 46 - - write it up - activity one. 46 - - - interest three. Forty seven - - - studying and writing - interest one. 48 - - - activity . 48 - - - hobby three. Forty nine - - write it out - interest one. 50 - - eight nine ♣preview . (Web page: 36). At this degree, the instructor and pupils undergo the preview in which the latter are made aware the targets of the unit (assignment). Here also, a discussion of the project kinds that may be well matched with the language exponents and the talents to be able to be learnt in this unit must be the principle awareness of the class. Students consequently are told approximately the primary steps and factors of the mission so they start their works approximately writing statements of achievement. ?? think it over . (Page 37). A brief statement and evaluation of the 9 photos and pics at this page can help to acquaint students with the new unit and consider its wellknown outlines. ?? phrases to say . (Web page 37). The teacher gives pupils with a accurate reading of the abbreviations and acronyms. Every time the instructor reads a phrase, pupils repeat imitating. Therefore the punctuation, pressure patterns and intonation are given significance. Later, he asks pupils to enroll in each abbreviation/ acronym with its corresponding image/ signal/ drawing. Targets : 1) to introduce unit two implicitly. 2) to understand both the principle topic and the language exponents utilized in unit two. Three) to make pupils discover the un from interior and some its places of work and agencies. 10 component one. 2nd years coming across language pre-analyzing. (Page:38) as you study. ( Web page : 38) publish studying “grammar table”. (Page:39) practice. (Pages:forty / forty one) write it proper. (Web page:41) say it loud and clear. (Web page:forty two) working with words. (Web page:43) eleven coming across language. (Page: 38). ?? pre-analyzing. The instructor encourages his college students to elicit an interpretation of the ' solutions can also range depending on their cultural backgrounds. Targets : 1) to become aware of the un blue helmets volunteers and their task. 2) to manual students' imaginations approximately the general concept of the following studying passage. Esuggested solutions to pre-studying stage : are called "the blue helmets" or the "un" peacekeeping troops. Are working for the united countries agency. Are from algeria. Homes are destroyed due to the struggle that is probably there. Squaddies' chief responsibility is to deliver peace again to this area. , I do. / Of course i do. Because dwelling in peace is a need. Or; no, i do not like to be one of them. Because it's miles a totally difficult activity, and so forth. ?word : a number of students' interpretations of the image might not be correct; consequently the trainer has to provide the magnificence with the above 'cautioned answers'. ?? as you examine. Students begin studying the text silently and in my view being given the good enough time. Oactivity two : study the text and solution the following questions. Aims : 1) to search for precise details about the un/ln and their organizations and corporations. 2) to make students aware of the precise form of answering questions.I.E, the form and contents. E solutions to pastime two: a) the horrors of the modern struggle made guy think about the maintenance of human life. B) the league of nations became not able to / incapable to prevent fascism as it had no energy of its own. C) the un security council is the body that may settle disputes. 12 d) one of the many possible titles is: the u.N's organizations and obligations. ?? after studying. (The grammar table, p39) the magnificence is going through the sports within the grammar table grade by grade with the steerage of the trainer to answer all of the questions. Ambitions : 1) to find out new language additives introduced with the aid of the 05 sentences. 2) to discover ways to express opportunity the use of various modals in the past/present simple tenses and the prevailing ideal. E answers to sports in the grammar desk : a. "Can" expresses opportunity. It can express different functions such as ability and permission. Eg, - can you go out, sir? Expresses permission. - We will do this exam. It's easy. Expresses capacity. B. The two past types of can are "ought to" and "turned into/have been able to". We can replace become/were able to by means of controlled to. C. The future form of "can" is "could be able to". 13 practice. (Pages: forty / forty one). Oactivity one : fill in the blanks the usage of: can /can not , could /couldn't , could be capable of , was/had been able to or have/has been capable of . Pursuits of interest one : 1) to education using can and its irregular bureaucracy. 2) to apply can and its paperwork in special tenses. Three) to express capability and incapability in context. (Talking about the u.N and its achievements and failures it the beyond, present best and the destiny tenses. Eِanswers to hobby one: a. The league of nations could not impose economic sanctions on warlike international locations. B. Germany will be able to join the security council soon due to the fact it is the 1/3 monetary strength in the world. C. The un wellknown meeting can most effective make guidelines to the safety council. It can not make decisions. D. The united nations enterprise has been capable of create a permanent navy pressure but. E. Dag hammarskjöld, who served as secretary standard of the un from 1953 to 1961, became able to organize peacekeeping challenge forces. F. Un peacekeeping troops, called 'blue helmets', can use pressure best for temporary self-defense functions. They could keep peace, but they can't prevent war. G. The united countries educational scientific and cultural organization (unesco) was capable of release its peace program best after the cease of the bloodless struggle. Oactivity two : healthy sentences from column "a" with their corresponding in column "b ". (Web page: 40). ? word: scholars paintings in pairs or in small corporations of four to do that pastime. Goals of pastime : 1) to pick out the special functions that may be expressed the usage of the modals: can /can not – may want to. 14 2) to offer scholars with true instances for expressing capability, opportunity, permission, offer, and so forth. Eanswers to activity two : column " a " column " b " . Ought to build a culture of peace with the aid of being extra tolerant. . To what humans assume, ladies may be tall and . 4."I have hurt her feeling. What can i do?" . . The age of 17, you could take your driving license with . . . ?be aware : by way of the cease of the hobby, pupils ought to be encouraged to write down person sentences the use of can, could and cannot to explicit some/ all of the capabilities learnt in this interest. Oactivity three : complete the solutions of your companion (s)using: become / were capable of . An instance is given. ?be aware : students can paintings in small companies of 02/04 on this hobby. Additionally pupils' responses can also range depending on their imaginations and language capacities. Objectives of interest 3 : 1) to give scholars extra possibilities for practising expressing capacity inside the beyond the use of the structure: be able to, in context. 2) to illustrate the idea of fulfillment inherent to using be capable of in the beyond. Esuggested answers to pastime 3 : * instance: 15 you: did you persuade them? Your associate: yes, it become tough, however we had been able to do it in the long run. * Different conditions: you: did they settle the dispute? Your companion: sure, it took them quite a few time of negotiation, however they were able to arrive to an settlement eventually. You: the exercising turned into hard, wasn't it? Your companion: sure, it was one of these hard one that nobody ought to do it in elegance. But with the assist of 1/3 yr pupils we had been capable of find its solution at home. You: my automobile broke down in a wooded area street. Your associate: oh! I see. However if you have been not capable of repair it, you would not power it again right here. ?notice : on the give up of this activity, students should be endorsed to examine out their responses in a role play form. The great ones can be written on the chalkboard. Qwrite it up . (Web page: forty one). Commentary : the rubric targets at writing a chunk of poetry to enter a unesco competition against prejudices. Consequently it isn't always advocated at this degree. The trainer can simplest make pupils brainstorm with them the various 16 type s of prejudices and ask them to provide examples of actual lifestyles conditions, and those inherited as social ideals. Say it loud and clean. (Web page: forty two). Oactivity one : concentrate to your instructor and mark the intonation on the stop of the underlined statements with an arrow: ( or ). Targets of activity one : 1) to raise scholars' focus approximately the musicality of spoken english. 2) to distinguish the intonation of interrogative statements particularly in requests, permissions and responding to them. Three) to offer students accurate examples for making polite requests. Eِanswers to hobby one : you spare a few minutes please? - M ed el-baradai: absolutely. - Journalist: ……….. How do you feel about it? - M ed el-baradai: it is incredible. This is some other victory of peace in opposition to struggle. - Journalist: could you thoughts pronouncing wherein sense please? - M ed el-baradai: never. I imply … of mass destruction. - Journalist: can also i ask you some other question? - M ed el baradai : certain. -Journalist: i wonder if you could inform me some thing approximately the possibilities of peace for the subsequent decade please. -M ed turned into to make. -Journalist: will you please deliver us a few examples? -M ed el baradai: properly, as an instance, we need to salary warfare towards international warming ……………… oactivity two : use the clues below to make accurate request statements, and their replies. ?observe : pupils do that interest in pairs or in small groups. The work is completed orally. Ambitions of interest : • the same goals of hobby one, besides that right here the emphasis needs to be placed on the clues; i wonder, do/ might you thoughts, etc. 17 working with words. (Web page: forty three). Oactivity one : make an abbreviation chart. An example is given to you. Upload other abbreviations. Remarks : a. This paintings is performed out of sophistication; within the library, internet room, and so forth, in which pupils paintings freely in agencies to find the abbreviations/ acronyms. B. Pupils are advocated to demonstrate every abbreviation/ acronym with stickers, images, print-outs or even hand-drawn pics to demonstrate their interpretations. They may be additionally encouraged to look for additional acronyms/ abbreviations. C. The work is to be corrected collectively in class earlier than the end of the unit; a few notes may be beneficial to the practise of parts of the unit's project. The goal of pastime one : 1) to enhance scholars' lexical reminiscences with some abbreviations and their use when regarding "un" agencies and companies, titles and ranks, scientific phrases, global influential establishments, countries, tv and/or radio networks, etc. Eanswers to interest one : abbr. /Acr. Complete bureaucracy description unwra - united nations relief woks organization. It is the un corporation that brings alleviation to humans in need. Abc - american broadcasting company. It's miles one among four maximum important tv channels within the united states of america. A-bomb - atomic bomb. A damaging weapon of warfare together with the only used in opposition to japan earlier than the cease of world struggle ii useful resource - organisation for worldwide /// 18 improvement bbc - british broadcasting enterprise. /// Cia - valuable intelligence business enterprise. /// Cnn - cable news community. /// Fbi federal bureau of investigation. /// Fifa - fédération internationale de football affiliation/(global federation of football association /// gb - notable britain. It is a set of states the capital of that is london. Mbc - center east broadcasting business enterprise. /// Nato - north atlantic treaty company. /// Nba - country wide basketball association. /// Opec - organization of petroleum exporting nations. /// Phd - health practitioner of philosophy. /// Pta - determine-instructor affiliation / passenger delivery authority. /// United kingdom - united kingdom. /// Wba - international boxing association. /// 19 component two. 2nd years developing talents listening and speakme. (Pages :44 / 45) your turn. (Web page:45) write it up. (Pages:46 / forty seven) reading and writing. (Pages:48 / 49) write it out. (Web page:50) unit information. (Web page:fifty one) scholars' self assessment. (Web page:fifty two) exploring topics similarly. (Pages:fifty three / 57) 20 listening script of unit . Leila and maya are two little schoolgirls. As common it's time for their revision at domestic. However these days something is inaccurate with leila. She isn't so happy as normal. Rather nowadays leila is crying. Maya is making an attempt to edify her and spot what she could do to assist. That is their speak. * Maya: morning, leila. How are you? * Leila: high-quality. * Maya: what's incorrect? * Leila: nothing. * Maya: come on, tell me what is incorrect? * Leila: i instructed you. Nothing. * Maya: there ought to be something. Are you irritated with me? * Leila: i' simply upset. * Maya: and why are you upset? * Leila: ok. You made a laugh of me. * Maya: no, i did not. * Leila: sure, you did. You said, i used to be stupid. * Maya: whilst? * Leila: the previous day, in the front of all my classmates. * Maya: did i? I'm sorry. I should not have said that. * Leila: however you probably did. * Maya: yes, however it's just due to the fact i had to mention some thing to make my buddies snigger. * Leila: i am sorry, but you need not have said that to me. * Maya: good enough, leila, i'm honestly sorry. I found out that i used to be wrong. The supply: the pupil's course book, "getting through", 02 nd 12 months, web page, 180. 21 listening and speaking. (Web page: 44) oactivity one : with the steerage of the teacher, scholars are going to study the image on page 44, and solution instructor's questions orally. The trainer recommends pupils to using the structures: i bet her/them …... Perhaps she/they ……, perhaps they/she …, earlier than their solutions. Objectives of activity one : 1) to encourage scholars' unfastened oral conversation in english. 2) to teach pupils on using the structures of inference. The recommended (teacher's) questions to interest one : a. Who do you believe you studied, are those folks in the photograph? B. Are they in a cafeteria/ eating place? C. So where do you bet are they, then? D. How do ? E. Do they appearance happy? Why? Eexpected (students') answers to interest one : a. I guess they may be two girls/students/young students, and many others. B. No, they may be no longer. C. I assume they're at college/ in magnificence/at domestic doing their sporting activities, and many others. D. Because they are wearing college uniforms/ they have faculty blouses/ college garments/ they have got pens and books/reproduction books, and so on. E. No. One among them doesn't possibly she had a bad mark/she found the exercising so tough/ she could not understand the answer/ become now not able to remedy the equation, etc. Or truely; sure, they're very satisfied! ?observe : pupils' responses may not be the same nor correct. Nonetheless, despite the fact that their answers are not necessarily to be the right ones, the instructor must put them close to the situation before listening to the dialogue. 22 oactivity : concentrate to your teacher and check your answers to hobby one. The ambitions of activity two : 1) pupils' self evaluation to their predictions and random solutions to activity one. Oactivity 3 : listen to the dialogue and answer the following questions. Aims of interest 3 : 1) to develop scholars' listening capacities via listening at the same time as looking for precise notes. 2) to analyze making summaries (in which the focal point is on the primary thoughts and a few details). Eanswers to interest 3 : a- the speakers are two girlfriends / classmates. B- they're in the study room. C- the trouble is that leila is angry/unhappy/disillusioned. D- sure, it's miles solved on the cease after maya apologized to leila. E- leila feels so unhappy and indignant together with her buddy maya. Leila is sad advised her that she became silly. Eventually, maya apologized to leila and the hassle was solved. Oactivity four: listen and mark the confused phrases many of the ones in bold type. Pursuits of activity four : 1) to make pupils aware of the musicality (intonation) of spoken english. 2) to understand and preparation the stress pattern in a given context. Eanswers to pastime 4 : leila: adequate. You made amusing of me. Maya: no, did not. (The stress falls on 'did') leila: yes you probably did. ??……….. (The strain falls on 'did') maya: while? Leila: the previous day, in front of all my classmates. 23 maya: did i? ??………. (The pressure falls on 'i') leila: however you probably did. (The stress falls on 'did') before going to the following rubric, students read the end box observe in an effort to help them improve their strategies to summaries of long heard or study piece of information myour flip . (Page: 45). Oactivity one : take turns to criticize or apologize for the incorrect moves (a – d) the usage of have to / shouldn't have . Make any important adjustments . Right here is the instance: you: karim read my letter / my diary. Your associate: he shouldn't have examine it. It's non-public. Goals of interest one : 1) to express apologies using ought to have in context. 2) to criticize using should not have verb within context. Esuggested answers to activity one : - the trainer ought to word that now not all students' answers have to be the equal. The pairs or the small groups can also have exclusive responses to every of the conditions. The nice solutions but, might be written on the chalkboard. You: you lent my books to farida with out my permission. Your companion: sorry, i shouldn't have accomplished so .I ought to have requested you first. You: the trainer shouted at me for no apparent cause. Your accomplice: he shouldn't have completed that for any reason. You: she borrowed my bag without letting me know. 24 your companion: she should not have taken it without your permission. In any other case you may say she has stolen it. You: i am indignant with you. You stated i was obese. Your associate: i am so sorry. I did not mean to make fun of you. I shouldn't have stated that. Oactivity : write d . " Deduction ", or o . "Duty" next to the sentences which include the modals in bold type. Act out similar dialogues. Objectives of activity two : 1) to make the student differentiate between deductions and duty. 2) to analyze the capabilities of the shape: had to, must be, can not be. 3) to allow the learner to guidance the 2 sorts of speaking orally in a guided environment to make sure his/her mastery of the form. Eanswers to pastime two : you: you have arrived overdue once more. Your partner: sorry, the bus broke down and that i had to come on foot. O you: she hasn't stated a type word to us since the morning. Your companion: she must be irritated with us. D you: do not panic! You can't be late for the exam. It would not begin till 10:15. D your accomplice: right, then. I shall take my time. ?be aware : by using the stop of this interest, the trainer has to inspire pupils/ pairs to imagine similar situations wherein they might express both deduction and/or obligation the use of the modals had to, should be, can't be, will must and different systems. 25 mwrite it proper . (Pages: forty six/47) © be aware: operating in small corporations or in pairs, students are going to a list of (school) policies through using the clues within the bow web page forty six, and the; modals of responsibility, prohibition and lack of obligation supplied inside the desk. Pupils should take a look at the grammar reference about modals of obligation and necessity on page 198, n o 09. Oactivity one : the usage of the notes under, write a list of faculty "do (s)" and "do not (s)". Use a dictionary, if vital, to discover the meaning of the brand new words. Pursuits of interest one : 1) to enhance the scholar's lexical reminiscence through getting to know new words. 2) to education the usage of the various systems; have/has/do no longer should, need to/shouldn't, must/should not, ought to, and many others to explicit responsibility and/or absence of duty and prohibition. Esuggested answers to interest one : - we have to tolerate variations at school. - Pupils have to respect each other in elegance and out of doors. - We must maintain cool and have to now not be warm-tempered. - Every body should not impose himself/herself on others. - We do not want to usually consider one another. Variations are usually viable and now and again important. - We need to settle disputes peacefully. - We don't must/mustn't be violent. - We need to receive the reviews of others. - We have to learn how to concentrate to each other. - We must not/ must no longer insult others or make a laugh of them for no purpose. We should not shout at every/one another. 26 - pupils need to no longer cheat in the examination. ?? pastime two approximately acrostics is optional depending on time and stage of the newcomers. And if it's miles performed, it's miles left to volunteers. Oactivity 3 :" elegance work." Distinguish among the responsibilities and rights within the container. Then complete the magnificence charter under. Speak and add different objects to the constitution. The interest relies upon on the listing of rights and obligations furnished at the field on page forty seven. Students, however, can add to it extra rights and/or obligations of their own. Objectives of interest three : 1) to apprehend what a charter is; focusing the shape and contents. 2) to differentiate between the rights and obligation in context. Three) to provide scholars additional possibilities to education the use of modals expressing responsibility, prohibition, necessity, etc. Esuggested answers to interest two : a) rights and duties. T h e r i g h t s - specific opinions. - Meet collectively to specific views. - Loose training. - Excellent running conditions. - Health care. - Statistics. D u t i e s a n d r e s p o n s i b i l i t i e s - work tough. - Appreciate the opinion of others. - Tolerate differences. - Respect the rights of others. - Sell a culture of peace. - Cooperate to resolve issues. 27 b) the magnificence charter under is a possible form of the constitution. Abdelkader boualka secondary faculty, tsabit, wilaya of adrar. Literary and overseas languages movement, year 02. Scholar governing body. Class constitution we the undersigned, after elegance dialogue and referendum, have agreed on the following: article one: rights. All scholars have the right to express their reviews freely. Additionally they have the proper to meet together at college to explicit their views. The school authorities, on their behalf, must offer free education to whosoever wants it. The latter must also aid the college with properly operating conditions for pupils and their teachers. Faculty authorities have to no longer inspire racial attitudes and racism interior faculty. The parent-instructor association has to assist pupils with their advice, care and comments. The association has the proper to explicit opinions approximately the academic coverage. Each students and their parents should the have the right for any essential information about their sons/ research. 28 article : duties and responsibilities scholars have the obligation to paintings hard in our research. We should recognize our teachers and the school government. We have to also appreciate the opinions of each other. We should not be competitive or behave violently. Scholars should tolerate differences and appreciate the rights of every pupil among them. We will promote a way of life of peace and coexistence. Students need to cooperate to remedy their man or woman and commonplace issues. We need to assist hold our faculty smooth, safe and pleasant. We shouldn't be the purpose of school, ailment. The present charter shall come into pressure and energy as soon as it's far deposited with the headmaster. Date: day, month, 12 months. Representatives' signatures: name and signature. Name and signature. Call and signature. Call and signature. Call and signature. The faculty headmaster's name and signature: mr. / Omit/ mrs. Signature: -------------------------------------- 29 analyzing and writing. (Page: forty eight). Before doing the activity, college students are asked to examine the picture and speak its contents. Oactivity one : look at the image underneath and discuss the subsequent questions. If the photograph is tough to investigate, the teacher can replace it with some other one to introduce the issue definitely. The implicit points of the pix ought to be in addition mentioned by way of the trainer to clarify the racial difficulty inside the american records and tradition. Esuggested answers to activity one : a- the picture talks about slave alternate that was within the beyond. Illustration. B- the boat appears to be in africa. I suppose it is going to america. C- indeed those dates are very essential and well-known inside the american history because of the activities that passed off in the course of them; i- george washington changed into the first american president. Ii- july 04 th , 1783 was america's independent day. Iii- abraham lincoln turned into every other us president. Iv- 1861- 1865 turned into the generation of american civil battle. V- martin luther king jr. A black afro-american priest. He become one of the leaders of civil right motion in the us. Vi- august 1963 represents the date of the march of about 2 hundred,000 people on washington dc to demand racial equality. Oactivity : study the newspaper article beneath and solution the subsequent questions. Due to the familiarity of the persona - about which the questions are- to students, the latter may answer the questions relying on their own 30 expertise. Therefore their solutions may also very be correct now not necessarily the usage of the writer's phrases. Targets of hobby two : 1) to acquaint scholars with the concept of civil right movement and its leadership in the american history. 2) to educate students on analyzing and be aware taking. Eanswers to pastime two : a. Martin luther king jr. Was one of the black american leaders of the civil rights motion in the usa within the 1960s. B. He was hoping/wished/predicted his kids to be loose from racial discrimination and prejudice. C. Martin luther king jr.'S deal with within the article is in an oratorical fashion. The clean characteristics of this style are repetition of wards, terms and ideas. He use this style as a way to stimulate his target audience to cause them to feel what he feels; the injustice of racial discrimination and segregation. D. One viable answer is: sure, because it's miles righteous and logical and because it consists of a good desire for black people in the future. Oactivity 3 : examine the dictionary entries of the phrases in ambitious. Then discover the meanings of the phrases as they're used inside the newspaper article above. Goals of pastime 3 : 1) to broaden pupils' dictionary usage skills such as susceptible/strong bureaucracy and strain sample in spoken english. 2) to make pupils aware about the distinction of meanings of a few phrases notwithstanding their comparable spellings. The words in question are cope with (as a noun), can (as a verb) and spiritual (as an adjective). Eanswers to pastime 3 : *deal with: speech or speak to an target market. * Can: capability or potential to do some thing. * Spiritual: a religious music as sung by means of negroes inside the u.S.. 31 ©observe : earlier than resuming to the next rubric, scholars study the end field and discuss its contents in elegance with the instructor. The top field is about a method of dictionary making. For wider information, the class can have in addition preparation with different phrases from the passage or some place else. Qwrite it out . (Web page: 50). Before work in the following interest to begun, the class goes via the tip box underneath. The trainer presents scholar with a few notes to help them shape their speeches. The notes are supplied after the speech situation is selected with the aid of the elegance/companies. In place of hyde park as a area for the speech transport, the instructor can assign some other location; pupil's understanding of hyde park in london might be very little until the instructor tells them approximately it if there's a time space. ??the task. Imagine that you are in (the assigned location). You'll deliver a speech about (a particular difficulty). Using the notes at the board, and the try and imitate martin luther king jr. To deal with the audiences who are being attentive to you. Use as plenty of the auxiliaries that you learnt in this unit as feasible. The speech-organizing plan furnished on web page 50 may additionally assist you. 32 final statement : - if time is to be had for the subsequent rubrics, the instructor chooses some sports to address the guide texts. Otherwise, it is time for concluding the unit with projects' dialogue and opinions similarly to remedial works. - Pupils are strongly endorsed to assess their learning consequences relying at the "self-evaluation" sheet on page fifty two. 33 34.