Go through the preview with your students to let them know about what they will learn in terms of language and skills in this unit Brainstorm the project work which your students will carry out.. You can also prepare alternative projects that your students can do. It is not recommended to make the students work on the same project year after year. Here is a short list of other projects that can be assigned for your students in this unit: a family history project, memoirs of famous people, biographies, portraits, sketches , in short projects that fit in with the new language elements and skills that will be studied in the unit. THINK IT OVER (p.15)
The aim of this rubric is to introduce the students to the topic of the file, which is life styles. Elicit your students’ responses to Mohammed Racim’s tableau/ miniature using questions which contain the semi-modal used to. e.g., What does the tableau represent/show? It shows/represents life as it used to be like in Ramadan in the olden times? What can you see at the background? What did the women use to wear when they went outside then ? What about their menfolk? What did they use to put on on their heads ?
WORDS TO SAY (p.15)
The aim of this rubric is to revise the pronunciation of words related to the topic. The focus is on vowels and diphthongs. Make sure your students repeat the words. As they do so, try to diagnose possible problem sounds to which you will bring remedy in the SAY IT LOUD AND CLEAR rubric.
DISCOVERING LANGUAGE ( pp.16-21)
BEFORE YOU READ (p.16)
Interact with your students and have them identify/categorise the smaller pictures within the montage. Ask questions to elicit their responses. Which sector of economy do the small pictures with a green background represent?
What about the pictures with a yellow background ? ...
Personalise your questions gradually. In which sector of economy does your father work? Did he use to work in another sector ? ... At