C-3-5. The Role of the teacher:

There is no doubt that learners are central to the learning process, as they are the means as well as the end of teaching English. Teachers, on the other hand, are what either supports or hinders fulfilling this aim. The role of the teacher is, thus, of great importance. The personality of the teacher and his relation with his students are what may affect and decide his success as a teacher. I think that there are several features that every teacher has to consider or to assume to positively affect and encourage one’s students to speak; to take effective role in their learning process. These requirements can be summarised in the following points that I am, myself, convinced of and keen to apply, in order to afford all the favorable, motivating and supportive impulses for my learners to do better in speaking and in learning in general:

· To motivate my students, I have, first of all, to be motivated myself, not only while conducting activities that require speaking as a main skill, but also during lessons procedures.

· I have to be a model for my students to follow, either in relation to learning English: [(when doing an activity or after explaining a task, I tend to show /to present an example myself. This has a noticeable effect on my students and makes them more enthusiastic to talk: they felt more secure and encouraged to talk after a model than to take risk and to be the first to do the task. This was so obvious, for example, when I did a sample of a task for the 7^th form .I enacted a conversation with my pupil Abdelhak about describing our houses. (What’s your house like?).

This motivated the other students to do the same with their classmates (a speaking activity done in pairs; conducted at the production stage of the lesson: Aly’s house /module 3 /activity 3 p 73)]; or also, in relation to my behavior, and my way of speaking: I, personally, respect my pupils though being young learners; keen to be a good model in my relation with others (the administration staff; my colleagues; and my guests in the classroom or outside). I do not only work on feeding my students with knowledge in relation to English learning but also I invest every single opportunity to show and to highlight good ethics. Thus, learners would become aware that to be a good pupil, does not only mean to have good marks, but also to be responsible and respectful inside and outside school. My pupils remember what I usually say at the end of sessions:

 - “Enjoy your day; always be respectful pupils.”

· I highlight the close relation between pupils and myself, as their teacher, This relation that might create a comfortable atmosphere that encourages my pupils to interact and to use their English. I did this through:

  ü Knowing my students' names, and calling them by their names when they are to be assigned to do an activity and to perform a task. Calling him by his name, a pupil, I think, feels he is addressed as a person, as a recognizable human. This makes him more responsible and willing to be at the level of his teacher's expectations. Megan Downs highlighted this point when he said: “Knowing a student’s name can be a powerful motivation. » I knew my students names around the first 2 months of the school year. This facilitates the work between us because “when students are acknowledged in the classroom and feel understood by their teacher, their level of motivation will increase.”

  ü Within the same context, learning takes place more pleasantly and thus effectively when there are chances, from time to time, for a laugh, for a joke and for sharing a funny moment. However, pupils have to understand and to keep in mind that having some fun is not the end in itself, which may hinder the real objective.Moreover, there is no harm to smile to make a pupil feel at ease to lend a hand whenever he gets stuck or  he is reluctant to talk. I usually say these encouraging sentences to my students, to motivate them:

  -“You can do it”;

 - “I know that you know everything, just try to sort/get words out”.

C-3-3. Types of activities used to motivate students to speak fluently:

English classroom activities are multiple. They differ in their type; their pace and their focus. In order to motivate my students, I have to choose the activities that are creative, enjoyable; active and unusual. More importantly, these activities should encourage pupils to speak and to practise their English. The following are examples I used in order to get my students motivated to speak fluently.

Ø Stirrers: stirrers are mainly used as warmers meant to catch my students’ attention; to engage them while using and practicing their English:

           - Speed games: How many words can you think of in 1minute that relate to such a topic?

(To ''the farm''?  The 7^th from / to ''pollution''? The 9^th form).

           - Riddles: though riddles do not require much language to use, they are so motivating to my students. They love them and usually ask for more. They warm them up not only to speak to find the solution but also during the lesson procedure afterwards:

- What travels around the world, but it is always in a corner?.

- Two mothers and two daughters are in a room, how many women are there in the room?

- Why is a Math’s book always sad?

          - What are the 2 things that people do not eat before breakfast?

1) a stamp

2) 3 women: a grandmother, a mother and a daughter.

3) because it is full of problems.

4) lunch and dinner .LOL.

Ø Games: nothing is more enjoyable and motivating to practice English like games. They are more and more exploited as a way to ensure successful learning in a less stressful manner. I can, as a teacher, get my students speak fluently and even ''unconsciously'' pushed to make use of their language to achieve an aim that, apparently, seems not related to learning. Games, also, serve as breaks from the usual rhythm of lessons; help to energize students and to increase their engagement in any activity that is speaking-oriented.

              * The most successful game for my students, as they said,  was “Don’t say ''yes'' or ''no''”. I really felt satisfied with the rate of speaking; of motivation and of the whole atmosphere that this game created. I summarize the game as follows: I divided the class into 2 groups: A and B. I prepared in advance a list of sentences (of different topics: the already covered+ others).Each time, I utter a sentence, a group has to comment on it or to answer it, if it is a question, but without saying “yes” or “no”( the objective was to let students speak fluently as much as possible, not just reacting through saying “yes” or “no”. Saying these, that group will lose the point to the other. These were examples of the sentences I suggested:

- The colors of the Tunisian flag are red and yellow.

- Smoking may cause lung cancer only.

- The name of our headmaster is Mr. Mohammed.

- School memories are events that will happen in the future.

- To give up smoking means to continue to smoke.

- I am a teacher of History.

- Food gets contaminated because farmers do not use pesticides.

- Smoking is harmful because smokers must give up smoking (to recycle linkers of cause/ effect).

The sample of the result sheet:

C-3-3. Types of activities used to motivate students to speak fluently:

English classroom activities are multiple. They differ in their type; their pace and their focus. In order to motivate my students, I have to choose the activities that are creative, enjoyable; active and unusual. More importantly, these activities should encourage pupils to speak and to practise their English. The following are examples I used in order to get my students motivated to speak fluently.

Ø Stirrers: stirrers are mainly used as warmers meant to catch my students’ attention; to engage them while using and practicing their English:

           - Speed games: How many words can you think of in 1minute that relate to such a topic?

(To ''the farm''?  The 7^th from / to ''pollution''? The 9^th form).

           - Riddles: though riddles do not require much language to use, they are so motivating to my students. They love them and usually ask for more. They warm them up not only to speak to find the solution but also during the lesson procedure afterwards:

- What travels around the world, but it is always in a corner?.

- Two mothers and two daughters are in a room, how many women are there in the room?

- Why is a Math’s book always sad?

          - What are the 2 things that people do not eat before breakfast?

1) a stamp

2) 3 women: a grandmother, a mother and a daughter.

3) because it is full of problems.

4) lunch and dinner .LOL

Ø Games: nothing is more enjoyable and motivating to practice English like games. They are more and more exploited as a way to ensure successful learning in a less stressful manner. I can, as a teacher, get my students speak fluently and even ''unconsciously'' pushed to make use of their language to achieve an aim that, apparently, seems not related to learning. Games, also, serve as breaks from the usual rhythm of lessons; help to energize students and to increase their engagement in any activity that is speaking-oriented.

             
  * The most successful game for my students, as they said,  was “Don’t say ''yes'' or ''no''”. I really felt satisfied with the rate of speaking; of motivation and of the whole atmosphere that this game created. I summarize the game as follows: I divided the class into 2 groups: A and B. I prepared in advance a list of sentences (of different topics: the already covered+ others).Each time, I utter a sentence, a group has to comment on it or to answer it, if it is a question, but without saying “yes” or “no”( the objective was to let students speak fluently as much as possible, not just reacting through saying “yes” or “no”. Saying these, that group will lose the point to the other. These were examples of the sentences I suggested:

- The colors of the Tunisian flag are red and yellow.

- Smoking may cause lung cancer only.

- The name of our headmaster is Mr. Mohammed.

- School memories are events that will happen in the future.

- To give up smoking means to continue to smoke.

- I am a teacher of History.

- Food gets contaminated because farmers do not use pesticides.

- Smoking is harmful because smokers must give up smoking (to recycle linkers of cause/ effect).

      

           

     *Another game I used with my students that was so engaging and mainly required speaking, was ''tennis'' game. It was a good, “indirect” way, for students, to improvise speech; to speak while thinking.  ''Played'' into 2 groups, the teacher started, after pupils agreed on a topic, to throw a small ball each time to a pupil from one group. He has to say a sentence that relates to that topic. If he did not find what to say in the set time, the point would go to the other group. The game continued with pupils throwing the ball between themselves. I often intervened to throw the ball myself to ensure that all pupils participate. Each time they had to make the sentence longer, which created a nice atmosphere and motivated my pupils; the ball was moving all the time.

Ø Experience- based activities: Normally, my students feel enthusiastic to speak about themselves; to relate their experiences in such a topic; to express their opinions about a debatable issue according to their personalities and choices. However students would not feel eager to discuss a “foreign” topic that they do not neither feel interested in nor does it fit into their cultural background .

Samples:

            * A group session was mainly devoted to circle discussions; my pupils chose a topic and talked about it. This was done within circles; groups sitting down on the floor within circles (on blankets I brought to the classroom). After choosing a topic, every pupil within that circle has to say something in relation with that topic in a clock-wise direction. After that, they could choose another topic from those suggested on sheets of papers. They keep doing the same until the fixed time finished. The topics that I suggested were close to pupils, about which they felt motivated to talk. Moreover, it was an opportunity to know more about each other. I suggested the following: your favorite hobbies/ your dream job (why?) / places you want to visit / your favorite sports, club / your favorite singer, song (this was so helpful in relation to the project work idea of the fifth module).

            * Another session was devoted to debatable issues. They, also, were provocative and my students were highly interested in; their speech was spontaneous, and subjective; they felt willing to express themselves and to say: “I am here and I have my say” I, myself, sat within the group as a participant (and as a manager). Examples of these “issues” were:

 - “Happiness means Money”

 - “A boy is a bless, a girl is a curse”.

This topic was a real success in the way that it motivated all students to speak; to defend their gender and led the class to divide into 2 groups: girls VS boys.

Moreover, I suggested other activities where pupils had to talk about themselves / their real life experiences.

 - The 7^th form: (My daily routines). In pairs, discus with your partner your daily routines, writing down 2 different activities between both of you

 - My birthday party: tell your partner what you did on your last birthday.

c-3-4. Competition

Competition is what spices lessons and activities. It has a genuine effect on learners: they indirectly use language; they become more spontaneous, active, enthusiastic and no longer shy. Competition creates moments of breaking the classical, rigid rhythm of lessons, where learners get more freedom in the classroom. While competing in an activity, they feel  pleasure , newness and freedom to move and to speak , and even to do “unexpected” things ( I felt surprised that pupils who were quiet and passive during ordinary lessons became enthusiastic and did better in competitive speaking activities). I noticed this, for example, with Lomini Mohamed, Bahri Zouhair (9th forms); Orabi Salma; Ezzine Mouna (7^th form). Thus competition was responsible for creating successful activities that motivated my students. They also enjoyed what they were doing. I should admit that I, myself, enjoyed what happened then, and I was satisfied with such effect on my learners as they were speaking fluently, learning and practising their English while having fun.

I cite 2 examples of speaking-oriented activities that my students did in a competitive way:

            * Another version of the previously mentioned game '' Don’t say “Yes” or “No” ''. This time I was myself a part of it. I divided the class into 2 groups. I was the third. Each time, one of each group has to ask me a question which I had to answer without saying ‘‘Yes’’ or ‘‘No’’. Students evidently, felt so motivated to ask their teacher ''personal'' questions as they thought about different topics, they even got me trapped (by Jerbi Nidhal; Mbarki Hatem) and they really enjoyed this. What matters, for me, is that they felt motivated and enthusiastic to participate; to ask more questions and thus to talk more and more.

            * Another competitive game was ‘‘add a word or 2’’.I suggested the word ‘‘Fumes’’. Into 2 groups, pupils were asked to add,each time a group, a word or two to that word to try to compose a longer sentence containing that word. Pupils competed to utter words .They made use of Linkers. This was the final sentence (a paragraph).

‘‘The fumes that factories release are very dangerous. As a result, people may get sick and have health problems. For example, they may suffer from asthma; lung cancer and breathing problems. That’s why we should all take action to stop this harmful danger not only to our health but also to our Environment ’’.

            * A third game that was ‘‘played’’ competitively, within 2 groups, was:'' who am I?''. I gave some information / hints about a famous person; pupils were supposed to guess about whom I am talking. The example was:

            ‘‘I am an American singer. I have long hair. I always wear black glasses. I have a special way of dancing. I have many known songs; and millions of fans in the world. Who am I?”

After this, pupils within their groups, had to think about some hints about their favorite celebrity   and then to say them in turns, the other pupils had to guess him / her right or they would lose the point to the other group.

                  

     *Another game I used with my students that was so engaging and mainly required speaking, was ''tennis'' game. It was a good, “indirect” way, for students, to improvise speech; to speak while thinking.  ''Played'' into 2 groups, the teacher started, after pupils agreed on a topic, to throw a small ball each time to a pupil from one group. He has to say a sentence that relates to that topic. If he did not find what to say in the set time, the point would go to the other group. The game continued with pupils throwing the ball between themselves. I often intervened to throw the ball myself to ensure that all pupils participate. Each time they had to make the sentence longer, which created a nice atmosphere and motivated my pupils; the ball was moving all the time.

Ø Experience- based activities: Normally, my students feel enthusiastic to speak about themselves; to relate their experiences in such a topic; to express their opinions about a debatable issue according to their personalities and choices. However students would not feel eager to discuss a “foreign” topic that they do not neither feel interested in nor does it fit into their cultural background .

Samples:

            * A group session was mainly devoted to circle discussions; my pupils chose a topic and talked about it. This was done within circles; groups sitting down on the floor within circles (on blankets I brought to the classroom). After choosing a topic, every pupil within that circle has to say something in relation with that topic in a clock-wise direction. After that, they could choose another topic from those suggested on sheets of papers. They keep doing the same until the fixed time finished. The topics that I suggested were close to pupils, about which they felt motivated to talk. Moreover, it was an opportunity to know more about each other. I suggested the following: your favorite hobbies/ your dream job (why?) / places you want to visit / your favorite sports, club / your favorite singer, song (this was so helpful in relation to the project work idea of the fifth module).

            * Another session was devoted to debatable issues. They, also, were provocative and my students were highly interested in; their speech was spontaneous, and subjective; they felt willing to express themselves and to say: “I am here and I have my say” I, myself, sat within the group as a participant (and as a manager). Examples of these “issues” were:

 - “Happiness means Money”

 - “A boy is a bless, a girl is a curse”.

This topic was a real success in the way that it motivated all students to speak; to defend their gender and led the class to divide into 2 groups: girls VS boys.

Moreover, I suggested other activities where pupils had to talk about themselves / their real life experiences.

 - The 7^th form: (My daily routines). In pairs, discus with your partner your daily routines, writing down 2 different activities between both of you

 - My birthday party: tell your partner what you did on your last birthday.

c-3-4. Competition

Competition is what spices lessons and activities. It has a genuine effect on learners: they indirectly use language; they become more spontaneous, active, enthusiastic and no longer shy. Competition creates moments of breaking the classical, rigid rhythm of lessons, where learners get more freedom in the classroom. While competing in an activity, they feel  pleasure , newness and freedom to move and to speak , and even to do “unexpected” things ( I felt surprised that pupils who were quiet and passive during ordinary lessons became enthusiastic and did better in competitive speaking activities). I noticed this, for example, with Lomini Mohamed, Bahri Zouhair (9th forms); Orabi Salma; Ezzine Mouna (7^th form). Thus competition was responsible for creating successful activities that motivated my students. They also enjoyed what they were doing. I should admit that I, myself, enjoyed what happened then, and I was satisfied with such effect on my learners as they were speaking fluently, learning and practising their English while having fun.

I cite 2 examples of speaking-oriented activities that my students did in a competitive way:

            * Another version of the previously mentioned game '' Don’t say “Yes” or “No” ''. This time I was myself a part of it. I divided the class into 2 groups. I was the third. Each time, one of each group has to ask me a question which I had to answer without saying ‘‘Yes’’ or ‘‘No’’. Students evidently, felt so motivated to ask their teacher ''personal'' questions as they thought about different topics, they even got me trapped (by Jerbi Nidhal; Mbarki Hatem) and they really enjoyed this. What matters, for me, is that they felt motivated and enthusiastic to participate; to ask more questions and thus to talk more and more.

            * Another competitive game was ‘‘add a word or 2’’.I suggested the word ‘‘Fumes’’. Into 2 groups, pupils were asked to add,each time a group, a word or two to that word to try to compose a longer sentence containing that word. Pupils competed to utter words .They made use of Linkers. This was the final sentence (a paragraph).

‘‘The fumes that factories release are very dangerous. As a result, people may get sick and have health problems. For example, they may suffer from asthma; lung cancer and breathing problems. That’s why we should all take action to stop this harmful danger not only to our health but also to our Environment ’’.

            * A third game that was ‘‘played’’ competitively, within 2 groups, was:'' who am I?''. I gave some information / hints about a famous person; pupils were supposed to guess about whom I am talking. The example was:

            ‘‘I am an American singer. I have long hair. I always wear black glasses. I have a special way of dancing. I have many known songs; and millions of fans in the world. Who am I?”

                                                                                                                     

 

After this, pupils within their groups, had to think about some hints about their favorite celebrity   and then to say them in turns, the other pupils had to guess him / her right or they would lose the point to the other group.

C-3-2. Classroom management:

“Success in language learning depends … on what goes on inside and between people in the classroom”

                                                                                                       E. Stevick

Knowing how to manage my classroom, either during sessions or mainly when conducting communicative activities affects, to a large extent, the atmosphere of learning. It, also, affects learners’ motivation and their rate of the oral production. The  classical notion of teaching is more teacher-centered and it is manifested in a rigid arrangement of the classroom space. Here all pupils are sitting in rows facing their teacher like the following figure, Figure 1, shows:

This results mainly in the teacher, providing everything, and in students ''just'' receiving  information.So unsufficiant interaction between learners is possible and all activities are done, as a class, in relation with the teacher. However when doing such activities in the form of pair and group work, the chances of interaction between students themselves are better; the opportunities to express oneself are greater. Here students communicate fluently with their peers. They ,also,  interact more freely and this is the core of the CLT to English Language Teaching. As interaction “creates’’ knowledge, English “is constructed by the students in relation to each other with the occasional necessary input and verification of the teacher”. The importance of such interaction and involvement of students in what is done in the classroom is summarized in the following Chinese proverb:

       “Tell me and I will forget

         Show me and I will remember

         Involve me and I will learn”.

Here the students are partners and effective participants in what they are learning. They “become responsible not for something outside themselves, but for the growing understanding of English which they themselves create through interaction with the teacher and with each other”.

The following are pair and group activities that my students did and that were beneficial in the sense they provided chances to speak fluently. The focus was mainly on fluency.

1.      Pair work speaking activities.

1/ I dealt with this activity with my seventh form pupils, during a group session, at the end of the first module. Here pupils moved freely into the classroom and each time I clap my hands, every pupil has to find a partner that he would “interview” focusing on the following information:

- His name, his age, the number of brothers or sisters and his favorite pastimes. After moving again he had to meet a new classmate.

à This was so beneficial. Pupils were motivated to speak fluently as they felt themselves as if meeting new people really. Also, it was a good opportunity to recycle the acquired vocabulary and structures. More importantly, pupils knew each other more and this created a warm atmosphere.

2/ Reorder the following conversation and enact it with your partner (the 7^th form):                 

What’s the matter?

 Let me see, first we have to clean the injury and then put a plaster.

 A dog attacked me Doctor.

 What’s the matter, Tom?

 No, it isn’t, but remember to take these medicines.

 Is it dangerous, Doctor?

 Goodbye, Tom.

       Thank you, Doctor, goodbye. 

Each pair discussed which sentence comes first, second and so on. After correcting and practising the conversation in pairs, pupils turned into Doctors and Patients: each pair enacted the conversation in front of their classmates. This, too, was so motivating and too real as there were Doctors with their white gowns and medicines (Realia)

·         Group work activities:

           1/ Categories: once conducted during a group session (when finishing dealing with the third module, Health and Environment). Pupils were divided into groups; chose a topic / a category from those I proposed (smoking; pollution; environment). It was about looking for all the possible words that relate to that category. They had to make sure that all members know these words (Speaking). Then they ought to write them down, forming a spider gram in order to know which group thought of more words and was the winner.

           2/ An enjoyable way to recycle many grammar points covered, was the following activity. I prepared for each group 2 envelopes: the 1^st contained examples of grammar points and functions and the 2^nd contained  a sentence/ an utterance expressing each of them.

à Pupils had, at the first stage, to read and  to match the sentence with what it expresses. The most important objective was to know the rule behind each grammar point and the utterances with which we recognize such a function à each time pupils agree about a sentence, one pupil from each group has to write it (the rule / the utterance) on the board and to go back to his group to finish analyzing the remaining sentences and so on until one group gets all the answers.

à Correction (as a class)

This activity was so motivating. It was not a mere revision of grammar points in a boring, monotonous way. Rather, pupils were highly engaged; they all took part and the class was so active, especially with the background music that pleased them and let them speak freely.

C-3.How to motivate students to speak:

Motivation has a crucial role in leading to a successful learning of English. The strong desire to learn it is what drives students to excel. The challenge, however, is to know how to motivate these learners to speak, how to push them to make use of their acquired language. To motivate my students to speak fluently requires and depends on many considerations. To know how and when to motivate is important to ensure learners’ motivation and thus their effective learning of English.

     C-3-1. Motivation during the lesson procedure:

Getting my students motivated, and increasing their interest in using English is not related to a specific time. Enjoyment, interest and desire to practice the language must be ensured along the lesson duration. Moreover, the teacher has to engage and to direct his students' attention and efforts to make use of language in different ways; through varied types of activities and at different moments of a lesson procedure. This has to be done in a smooth, flexible manner.

A sample lesson from the seventh form book, where speaking was exploited and highlighted along the procedure of this lesson taught on Monday, January the 26^th

Module 3

Section three: Market day.

I set my objectives as follow: the ability to:

     - recognize new vocabulary related to clothes; shops,

     - scan for specific details.

     - identify and properly use prepositions

     - reinvest the acquired language in one’s speech.

Skills: speaking-reading.

Procedure:

       - The speaking test (5 minutes): role-play: a conversation about a previously taught topic: what’s your house like? Enacted by 2 pupils (Hersi Abdelhak and Chnib Amani).

       - Warming up (5 minutes): introduction of the topic under study through a class discussion.

@ Presentation(15 minutes): 

·Guided questions meant to introduce/ elicit vocabulary items and the structure point (prepositions of time and of place). These questions targeted the real- life experience of pupils which made them enthusiastic to participate: when is market day in your village (Zarat)? In (Mareth)? What can you find/ see in the market?

                   Name the clothes that you know.

·This led to activity 1 p 86 (related to clothes: done in groups of 4; through speaking. Pupils discussed and decided which clothes are worn by men; which by women and which are worn by both.

                 Discussion between pupils was also during the correction stage, there were different opinions about categorizing "hat, tie, and gloves".

·This led to activity 2 p 87 that introduced names of shops as well as introduced articles "a butcher’s/ an antique shop".

@ Practice(20 minutes):

A transition to this stage was done through questions meant to remind my pupils by Ali Soltane and his British friend Peter visiting him in Jerba.

·A silent reading of the text à for gist.

·To scan for details à to answer the first question; to fill in a table (highlighting prepositions of time and place).

                                          à To answer 2 (b)

                                                                 4: pupils elicited opposites of words from the 

                                                                     text.

          The teacher highlighted again prepositions starting from the answers and from the text (examples are written on board).

This was practised by doing activity 1 p 41 (the activity book).

@ Production(10 minutes):

An evaluation was done through questions meant to check understanding of the covered vocabulary and structure points.

Activity 4 p 89: to fill in the blanks in a short conversation by questioning classmates; then to enact it in pairs. As dealing with the personal experience of pupils, they were eager to enact it in pairs and in front of the class.

A second sample lesson taught to the ninth form on February the sixteenth:

Module4: Services

Lesson 1: At the airport

My objectives were the ability to:

                - recognize/ categorize new vocabulary.

                - infer the emotional state of a speaker.

                - identify the communicative functions of utterances.

                - enact a conversation

Skills, speaking, reading.

Procedure:

- The speaking test (5 minutes): role-play: a conversation between a tree and a pupil, where he asked her about “her problems” and how humans are causing harm to forests and to the environment (in relation with the previous module) enacted by Mhemdi Nizar and Aloui Fawzi

-Warming up (5 minutes): introduction of the fourth module: a free discussion about what this topic may suggest: words, types of services. (Brainstorming).

@ Presentation(10 minutes):

Transport was mentioned as an example of these services and among the words that relate to it that pupils suggested was ''airport''.

In groups of 4, pupils interacted in order to think about words that relate to “airport” à then a spider gram was completed with pupils' suggestions; where some vocabulary items were introduced (a flight attendant; a boarding pass).

A transition.

@ Practice(20 minutes):

-          To skim the text à a conversation between a flight attendant and a passenger.

-          To guess what it is about.

-          To read the text silently.

-          To read it loudly: pupils read the conversation twice (to practise pronunciation).

-     To scan for details: →to answer 1 p 82

                                          Activity 2 p 100 (vocabulary)

                                  Then they answered 2 p 82, that was the way to deal with the structure point related to that lesson.

→ through examples written on board from the text, and with focus on others presented in the book (p 83), pupils noticed and deduced the structures to express a polite request / to ask someone to do something politely:

          - would you mind + v + ing

          - could you +VP

→As practice: pupils were asked, in pairs, to form polite requests using the examples given in the activity entitled: “Ask your classmate politely to…” p83. I moved between the rows monitoring and making sure that my students are using the 2 structures properly.

→ Then, pupils made few examples orally to check their understanding (/ as evaluation).

@ Production(15 minutes):

·        Activity 1 p 100 (the activity book), starting from the text, pupils filled in a table where some functions (including polite request) are given. Students were supposed to look for the utterances they express in the conversation.

→ Other utterances were given by students when correcting.

In pairs, students practised and enacted the conversation using realia. Two pairs did it in front of the class (Jaadi Nabil + Lahouli Majd Eddine; Bouabidi Sana + Dahmani Mannoubia).