2As files'.doc

HABA Abdelmadjid Secondary School Unit I: Signs of the time Theme: Diversity Part 1: Discovering Language

School Year: 2015/2016 Teacher: Miss. KHOUNI Leila. Level: 2nd year SE Class: 2nd year Lph1,2/ FL

I/ Grammar in context The aim of the lesson: the students should be able to: use the semi-model used to, going to, will-future.

Steps of the lesson: Timing Steps 10mn

20mn

25mn

Input / Output

Before The teacher encourages his/ her pupils to elicit an interpretation you read of the image in their textbooks. (p.16) Students' answers may differ depending on their cultural backgrounds. Suggested answers to pre-reading stage: Primary sector: production (agriculture). Pics.1,4 Secondary sector: transformation (industry). Pics.2,5 Tertiary sector: services. Pics.3,6 As you Act. One: (p.16) read The teacher asks the pupils to read and check some of their (pp.16-17) answers to the questions of the previous task. Key answers: -The pictures with a green background show the primary sector of economy -The picture with a red background show the secondary sector of economy -The pictures with a yellow background show the tertiary sector of economy. Act. Two: (p.17) The teacher asks the pupils to read the text again and answer the given questions. Key answers: a- Uncle Hassan used to work in the primary sector of economy. b- Every morning he used to get up early to milk the cows before coming back to the kitchen for breakfast. c- He usually wakes up at 6 in the morning. d- This is an inference question. The sector of economy which attracts the greatest number of workers today is the tertiary sector. The inference can be made from §3. e- Uncle Hassan is going to retire if his boss refuses to transfer him to a commercial service i.e., the tertiary sector of economy After GRAMMAR DESK reading The teacher asks the pupils to read sentences (1- 5) and answer (p.17) the questions (a-c): Key answers: a- Sentence 1 expresses a habit in the past. Sentence 3 expresses a habit in the present. b- To express a habit in the past the author uses the semi-modal used to. He uses the present simple tense and a frequency adverb (usually) to express a habitual action in the present. c- What did uncle Hassen use to be? Did he use to go shopping in the town very often? d- Sentence 5 expresses future intention. The author uses the “going to” form.

Aims The pupils should be able to recognize the different sectors of economy.

The pupils should be able to use their read & check skills.

The pupils should be able to introduce through the written medium the semimodal used to in the interrogative and negative forms as well as the going to form for expressing future intentions.

The pupils should be able to observe, analyse and draw the rules for using the semi-modal used to by contrasting its uses with the present simple tense, and the going to form.


School Year: 2015/2016 Teacher: Miss. KHOUNI Leila. Level: 2nd year SE Class: 2nd year Lph1,2/FL

I/ Grammar in context *Practice (pp.18-19) The aim of the lesson: the students should be able to: practice the use of “used to” & “going to”


5mn

15mn

15mn

Input / Output

Act. One The teacher asks the pupils to complete the sentences using the (p.18) positive, negative & interrogative forms of the semi-model “used to”. Key answers: a- Samira doesn’t like reading now, but she used to read a lot. b- I know that Nassima is living in a small village now, but where did she use to live? c- Now, there are four libraries in our town, but there used to be only one. d- When I was a child I didn’t use to wear a burnous, but now I wear one. e- I know that she doesn’t work in a bank now, but did she use to work in one before? Act. Two The teacher asks the pupils to listen to him/her reads the (p.18) completed sentences of the previous activity and note how the letter /d/ of “used to” is pronounced. Key answers: “Used to” is pronounced / juːztə/ just like “had to” (/hætə/)  We call this assimilation. Act. Three (p.18)

Act. Four (p.18)

The teacher asks the pupils to put the verbs in brackets into the correct tense to express a habit in the past or a habit in the present. Key answers: a-In ancient times, most people used to worship stones. b-We used to go for long walks in the country when my father was alive. c-We sometimes go hiking in the mountains. d-I used to go to school by bicycle, but I don’t do it any longer. e-In England, most people often go to the theatre at weekends. The teacher asks the pupils to use “used to/ didn’t use to/never used to” or the present simple with the verbs between brackets. Key answers: All the members of my family have changed their lifestyles of late. My grandfather used to drink coffee. Now he drinks milk. My father didn’t use to jog. Now he runs more than three kilometres every afternoon. My mother used to cook food for every meal because she could not eat leftovers and processed food. Now, she often sends me to buy pizzas whenever she feels she can’t prepare dinner. My brothers used to go to bed early. These days, they stay up late with the other members of the family

Aims The pupils should be able to consolidate the use of the semi-modal used to (in contrast with the present simple tense).

The pupils should be able to be aware of the pronunciation of the letter “d” in the semimodal used to as /t/ because of the phonological phenomenon known as assimilation The pupils should be able to recognize the correct tense of verbs.

The pupils should be able to express a habit either in past or in present.

10mn

Act. Five (p.19)

watching films on TV. They didn’t use to play video games. Now they are addicted to them. Even I haven’t escaped the change. I used to read books... The teacher asks the pupils to complete the sentences using “going to” Key answers: a. You’ve put too much pressure in the balloon. Mind, it is going to explode/ blow up. b. The referee has put the whistle in his mouth. He is going to end the match. c. Mouloud has lost his balance. He is going to fall down. d. Zohra has switched the TV off. She is going to bed/sleep/revise his lessons. e. Karim has just entered the post office. He is going to send a letter/buy a stamp.

The pupils should be able to consolidate the use of “going to” to express future intentions.



I/ Grammar in context *Write it right (p.19) The aim of the lesson: the students should be able to: practice the use of “used to” & “going to”


40mn

Input / Output

Act. One The teacher asks the pupils to correct the mistakes in the given (p.19) paragraph, using the semi-modal “used to”. Key answers: I was born in the Kasbah of Algiers in 1949. My father was a stevedore: he used to work in the docks, loading and unloading ships. He used to go to work early in the morning and to come back home late in the evening without getting any wages. At the time, stevedores used to pay French foremen on the docks to get a day’s work, but my dad never paid. So he didn’t use to get work every day. Mum used to cry but poor old dad never used to say a word. I remember, money was always the problem. My sister Zohra and I didn’t have toys. So we used to go down the steep and narrow alleys of the Kasbah to spend the day in the French quarter near the harbour. All day long, we used to look at the toys displayed in shop windows and envy the children of the French colonists playing in the park…. Act. Two Each pupil try to imagine that he or she is on an election (p.19) campaign. Advertise your programme by writing a policy statement. Use ‘going to’ and the given clues: Key answers: Fellow Citizens, If I am elected to office, I’m going to improve the standards of life in our town. First, I’m going to raise the salaries by 20 per cent and reduce food prices. For our children, I’m going to create parks and green spaces in every district. I’m going to build a youth club for our youngsters to practise their hobbies, too. Moreover, I’m going to take a lot of measures to protect the environment and the health of our citizens. So, I’m going to impose higher taxes on cigarettes and citizens whose surroundings are not clean. Finally, I’m going to improve our health system. I’m going to build two thousand flats, and provide as many jobs as possible for the jobless. Since our town is in need for a hospital, I’m going to build one as soon as possible. Vote for a better future!

Aims The pupils should be able to edit the text using the semi-modal used to as appropriate

The pupils should be able to re-invest the going to form to produce/write a policy statement.



II/ Say it loud & clear(p.20) The aim of the lesson: the students should be able to: learn about the pronunciation of final /s/, English & French phonetics, comma pauses, homophones & homonyms.


Input / Output

Act. One The teacher asks the pupils to pick out the words in bold from (p.20) paragraph 2&3 on the p.16 and classify them according to the pronunciation of the final /s/. Key answers:

/s/ works – wakes – knocks- gets – puts- keeps 10mn

Aims

/z/ Lives- goes – buys – litres –his- overalls – does – staysalways- cansloaves-

/ɪz/ finishes – boxesservices – refuses.

Act. Two The teacher asks the pupils to put each of the given (p.20) transcriptions in the correct box. Key answers: Spelling English French Table /teɪbl/ /tabl/ Oranges /ɒrɪndʒɪz/ /ɔrᾶnʒ/ Police /pəˈliːs/ /pɔlɪs/ Television /telɪˈvɪʒən/ /televɪzʒᴐ/

10mn

Act. Three (p.20)

15mn

Act. Four (p.20)

15mn

Act. Five (p.20)

The pupils should be able to revise the pronunciation of the “s” verb inflection.

The teacher asks the pupils to add appropriate punctuation marks and capital letters in each sentence to get two coherent sentences but differ in meaning. Key answers: a. Ahmed was born in Oran. On April 20 1990 he went to live in Algiers. b. Ahmed was born in Oran on April 20 1990. He went to live in Algiers. The teacher asks the pupils to correct the misspelling in bold type by replacing them by their homophones. Key answers: * A homophone is a word pronounced like another but different in meaning, spelling or origin. When I (not eye) was young, I used to (not too) go to (not two) the seaside (not see). At the time, there (not their) were no (not know) restaurants serving holidaymakers on the beach. So (not sew) I used to take bread (not bred) with me. All the boys (not buoys) of my age used to meet at (not meat ate) 7 at (not ate) the bus station, bags full (not fool) of food. Some (not sum) of them were poor. We used to buy (not by) tickets to them so that they could come with us. ... The teacher asks the pupils to find the various definitions of the word can in the given tongue twister. * A homonym is a homograph or homophone that is the same

The pupils should be able to be aware of the major differences between English and French phonics.

The pupils should be able to be aware of the importance of pauses in speech.

The pupils should be able to be aware of what homophones are.

The pupils should be able to be aware of what homonyms are.

in form and sound as another but different in meaning. A canner exceedingly canny, One morning remarked to his granny, ‘A canner can can Anything that he can But a canner can’t can a can, can he.’ Meanings: 1- A canner: someone who cans 2- Canny: careful, cautious. 3- Can: model( be able to) 4- Can: (verb) the action or process of conserving things in the can 5- Can: (noun) a tin-plate canister, often cylindrical, for preserved food such as fruit, meat or fish.



III/ Working with words(p.21) The aim of the lesson: the students should be able to: learn about the vocabulary related to food, clothes…, and suffixes –ism, -ic, -ical, -less, -ist, -ary, -dom …

Steps of the lesson: Timing Steps

Input / Output

25mn

Act. One The teacher asks the pupils to add the given suffixes to the (p.21) words between brackets. Key answers: 1- nostalgic 2- conventional 3- traditional 4- pessimists 5- hopeless 6- revolutionary 7- optimistic 8- social 9racism 10- racial 11- racist 12- optimist 13- logical 14- practical

25mn

Act. Two The teacher asks the pupils to find the missing examples to fill (p.21) in the blanks in the table. Key answers: Suffixes meaning Example (+ for transcription) forming nouns -ance / Verb+ance / appearance / -ence adjective+ance tolerance /clearance/ Verb+ence / emergence/coexistence/ -ee adjective+ence adolescence Person affected by an trainee / / action or person acting employee / / -er Agent (one who does /-or an action) /-ess Job /-ist Sb or sth that carries an bakery / -ar, -ian action surgery/ discovery / Place where an action slavery/ ry-ery is carried out Art of or practice of State, quality, character Wisdom -dom Condition, state, rank Childhood / adulthood -hood Status, rank, condition of life Adjective+ity Eternity / futurity -ity Result or means of an Entertainment / -ment action agreement Quality, state, character Up-to-dateness -ness State of being, status, apprenticeship -ship office

Aims The pupils should be able to infer the category of the words put between brackets and to use appropriate suffixes to form the words that correspond to each of the categories. The pupils should be able to develop their dictionary and vocabulary skills.

HABA Abdel-Madjid Secondary School School Year: 2015/2016 Unit I: Signs of the time Teacher: Miss. KHOUNI Leila. Theme: Diversity Level: 2nd year SE Part 2: Developing skills Class: 2nd year Lph1,2/FL Sequence one (p.22): Listening and speaking The aim of the lesson: the pupils should be able to: listen for specific information, predict and express certainty and doubt.


Act. One (p.22)

20mn

Act. Two (p.22)

20mn

Act. Three (p.22)

Input / Output

Aims

The teacher asks the pupils to predict what may happen in the field of medicine. They use “will” if they’re sure and “may be / perhaps” if they are not totally sure about their predictions: Key answers: Maybe scientists will invent a cure for palsy. Perhaps scientists will succeed in their research to find a vaccine against kidney disease… Perhaps scientists will find a vaccine to protect people from malaria. The teacher asks the pupils to listen to your teacher and write the sentences which contain the modals in the graph: Key answers: 100 will/won’t → - Well, there will be changes in the next decade for sure. - We’ll eat more genetically modified foods(GMFs). - Children will be able to study at home; - Homemakers will do less housework. - They will do all their shopping by computer - They won’t go to school every weekday. will probably/ probably won’t → Robots will probably be available for sale; may well → - New diseases may well infect u may/may not → - We may invent a cure for killer diseases like cancer, but many diseases may infect us. might well → - Pandemics might well reappear in another form. might/could → - We might reduce hunger in the world. 0 The teacher asks the pupils to listen again and answer the given questions : Key answers: a- They are talking about the changes that might happen in the next decade. b- Dr Jones is the least optimistic because he does not simply mention the positive changes. He also mentions the negative effects of the expected changes. c- The summary can take several forms (in reality). For example, it can be a short report in a newspaper. The students should use their own words in the report. And the report should be concise and to the point. What life will be like in the future? Scientists predict many changes in our way of life in the next decade. According to some of them, there will be enough food for everybody in the world because of the availability of GMFs. Teleschooling will make it possible for children to study at home.

The pupils should to express prediction in the future.

The pupils should be able to illustrate the use of will, may and might in expressing degrees of certainty.

The pupils should be able to listen for specific information, and write a summary.

HABA Abdel-Madjid Secondary School School Year: 2015/2016 Unit I: Signs of the time Teacher: Miss. KHOUNI Leila. Theme: Diversity Level: 2nd year SE Part 2: Developing skills Class: 2nd year Lph1,2/FL Sequence one (p.23): Listening and speaking The aim of the lesson: the pupils should be able to: express certainty and doubt and express prediction. Steps of the lesson: Timing Steps Input / Output Aims 30mn

Your turn (p.23)

30mn

Write it up (p.23)

Pair work. The teacher asks the pupils to make predictions about the future using the clues in the blue box. Each pupil’s partner will express certainty or doubts about what the other says: Key answers: You: I’m sure that scientists will invent a vaccine against tooth decay in 20 years. Your partner: Personally, I have doubts about that. That might or might not happen. You: I’m almost certain that we’ll travel to space some day. Your partner: It seems to me that this won’t happen tomorrow. You: I’m quite sure that Man will live up to 130 years. Your partner: It’s unlikely that this might happen. You: I have the firm conviction that children will study at home to work through the use of computer. Your partner: I have no doubt about this. Pair work. The teacher asks the pupils to write a short dialogue predicting what might happen in the future in different fields. Then they act out the dialogue in front of the class: Key answers: sample dialogue You: Will all people accept to eat GMFs in the future? Your partner: I don’t know/I have no idea. They may possibly eat them, but on the other hand, they may well refuse to do so. You: How sure are you about children who will stay and study at home through the use of computers? Your partner: I have the firm conviction that they will appreciate that. You: Will robot house maids be available for use in the near future? Your partner: I’ve no doubt that people will afford buying them to help homemakers in housework. You: Will scientists invent a cure for killer diseases like cancer and AIDS? Your partner: Personally, I have the firm belief that it’s improbable in the near future although I hope that might happen as soon as possible.

The pupils should be able to make predictions about the future by expressing certainty/doubt

The pupils should be able to reinvest what they have seen in this sequence to write a short dialogue.

HABA Abdel-Madjid Secondary School School Year: 2015/2016 Unit I: Signs of the time Teacher: Miss. KHOUNI Leila. Theme: Diversity Level: 2nd year SE Part 2: Developing skills Class: 2nd year Lph1,2/FL Sequence two (pp.24-27): Reading & writing I The aim of the lesson: the pupils should be able to: read for specific information; read for general ideas, read a biography, a newspaper article...; and express ideas using relative pronouns.


Act. One (p.24)

Input / Output

The teacher asks the pupils to identify the different groups of food in the pyramid using the words in the box: Key answers: Fats

Aims The pupils should be able to read for a specific information.

Wafers pastry - fats chocolate sweets - oils

Meats

Dairy

Chicken - Fish Cheese, milk , Beef – Eggs Yogurt Mutton - poultry

Fruits

Vegetables Lettuce - Carrots Potatoes - Raddish

Bananas - Apples Grapes - Peach Apricots

Bread Bread - cereal Rice – Pasta - Doughnuts

10mn

Act Two (p.24)

15mn

Act. Three (p.24)

The teacher asks the pupils to discuss which food group did their grandparents use to eat most and which ones do they eat most today. Key answers: The pupils give different answers. Suggested answers: Our grandparents used to eat natural foods like fruits and vegetables and traditional meals as well. However, nowadays people eat fast food, diaries and fats. They said that there is no time to cook traditional food because they are working. The teacher asks the pupils to read the text and its continuation on the next page and say whether s/he agree or disagree with what the author says about our eating habits. Key answers: Start like that:

The pupils should be able to give their opinions and justify them.

The pupils should be able to express agreeing and disagreeing about specific idea.

I agree /disagree with the author when he/she says that………… 

15mn

Act. Four (p.25)

I agree with the author’s opinion when he said that people now live modern life, so they eat fast food and diaries. But our grandparents used to eat traditional and natural meals.

The teacher asks the pupils to read the given tips and find examples from the text to complete the blanks in the tip box. Key answers: a-Synonyms: - eating habits = eating patterns - contrary to = by contrast - enjoy his meal = eat his meal

The pupils should be able to be aware of the different techniques/strat egies for avoiding repetition.

20mn

Act. Five (p.25)

20mn

Act. Six (p.26)

20mn

Act. Seven (p.26)

- the whole house hold = all the members of the family - changed = transformed b-Antonyms: - chosen =/= imposed - traditional =/= modern - declined =/= increased c-Pronouns instead of a noun or noun phrase: E.g., that (consumption) it (this change) it (life) they (people) they (most people) d- A verb instead of a noun: eat ------ eating e- A noun instead of a verb: this change ---- changed The teacher asks the pupils to write 4 definitions using the information in the box. Key answers: - A restaurant is a place where people dine out. - A waiter is a person who serves clients in a restaurant. - Beef is the meat/flesh which/that comes from an ox, a bull , or a cow. - Ramadan is the month when Muslims fast. - A widow is a woman whose husband is dead. - This is the man whom I met yesterday. The teacher asks the pupils to insert phrases a-c in the form nondefining relative clauses in the sentences 1-3 to make them more informative and pay attention to punctuation. Key answers: A- London, which is the Capital of the United Kingdom, has eight million inhabitants. B- The Earl of Sandwich, who invented the first snack called sandwich, was an admiral of the English Fleet. C- Hamburg, which gave its name to the most popular fast food in the world, is a German town. The teacher asks the pupils to insert essential information in the

form of defining relative clauses into the places indicated to make sentences a-c both meaningful and truthful: Key answers: a- Food which contains chemicals is dangerous for health. b-A person who serves meals at the restaurant is called a waiter. C-Summer is the season when most people take their holidays.

The pupils should be able to learn how to write definitions using relative pronouns and their corresponding categories. The pupils should be able to use of nondefining relative clauses

The pupils should be able to recognize the importance of defining relative clauses in conveying meaning.

HABA Abdel-Madjid Secondary School School Year: 2015/2016 Unit I: Signs of the time Teacher: Miss. KHOUNI Leila. Theme: Diversity Level: 2nd year SE Part 2: Developing skills Class: 2nd year Lph1,2/FL Sequence two (pp.24-27): Reading & writing I *Write it out(pp.26-27) The aim of the lesson: the pupils should be able to: read for specific information; read for general ideas, read a biography, a newspaper article...; and express ideas using relative pronouns.


Act one (p.26)

30mn

Act two (p.27)

Input / Output

Aims

Group work. The teacher asks the pupils to write five or six advertisement slogans for a car of their choice using the information in the table. Key answers: Mercedes-Benz car brand Slogans: Unlike any other. Mercedes-Benz. The Future of the Automobile. Engineered to move the human spirit. Honda Cars Slogans: The Power of Dreams. It must be love. Honda. First man, then machine. Technology you can enjoy. Acura cars (the Honda Motor's brand) Ad slogans: The True Definition of Luxury. Yours. Acura. Precision Crafted Performance. FIAT Cars Advertising slogan: Driven by passion. FIAT. Alfa Romeo car brand Slogans: Alfa Romeo. Beauty is not enough. Power for your control. Subaru Cars Taglines: Subaru. Think. Feel. Drive. Driven By What's Inside. When You Get It, You Get It. The Beauty of All-Wheel Drive. Ford Vehicles Advertising slogans: Ford. Feel the difference. Ford. Bold moves. (USA) Built for life in Canada. (Canada) Built for the road ahead. Ford. Designed for living. Engineered to last. Have you driven a Ford lately? The teacher asks the pupils to complete the blanks in the short newspaper article below. They can get help from the questions in italics. Key answers: What do people wear? Climate, tradition, and history affect the way people dress . For example, in Northern European countries, the climate is cold. Consequently, people wear warm clothes. By contrast, in Northern Africa, the climate is hot As a result, they wear light clothes

The pupils should be able to use the comparatives by putting forward slogans.

The pupils should be able to be aware of paragraph development by comparison and contrast through a completion activity.

Differences in tradition also influence the types of clothes people wear. For instance, in Muslim countries, people wear traditional clothes when going to parties , in contrast to America where people put on suits and ties during ceremonial occasions . Contrary to what people think, history is no less important when it comes to clothes. In olden days, young people in Algeria were used to wear djellabas whereas today they wear trousers and shirts. In olden days, they were used to wear sheshias, but nowadays, they wear sports caps The most important factor that determines dressing styles today is fashion. So in most of the world people like wearing jeans and sports shoes. However, there are still some countries which keep to their traditional clothing in spite of globalisation.

HABA Abdel-Madjid Secondary School School Year: 2015/2016 Unit I: Signs of the time Teacher: Miss. KHOUNI Leila. Theme: Diversity Level: 2nd year SE Part 2: Developing skills Class: 2nd year Lph1,2/FL Sequence two (pp.28-29): Reading & writing II The aim of the lesson: the pupils should be able to: read for specific information, and use “going to/ will” to express plans.


Act one (p.28)

5mn

Act two (p.28)

15mn

Act three (p.29)

20mn

Act four (p.29)

Input / Output

Aims

The teacher asks the pupils to look at the picture and answer the questions. Key answers: a-The key of a city represents hospitality and welcome. It is offered to the most distinguished and trustworthy people. b- The circles stand for twinned towns. c- The answer is in the logo. It’s written in Arabic. d- Towns belonging to different countries twin in order to collaborate with each other in many fields and promote mutual understanding. The teacher asks the pupils to read the passage and check if their answer to question (d) above was right:

The pupils should be able to interpret the logo of the United Towns Organization.

The teacher asks the pupils to read the passage again and answer the questions. Key answers: a- Twin towns are towns which have agreed to collaborate with each other. b- They are arriving on Sunday afternoon on Sunday, March 15. c- The Mayor of Algiers is giving the opening speech. d- The programme includes the visit of the Martyr’s Monument, the Roman Ruins, the Royal Mauretanian Mausoleum and the Kasbah. The teacher asks the pupils to correct the form of the verbs in bold and justify their answers. Key answers: a. The Bulgarian students are staying at the Safir Hotel. b. Are they visiting Zeralda next week? c. I hope you will enjoy your visit. d. I will get you an aspirin. e. I’ve a camera. I’m going to take pictures of the Royal Mauretanian Mausoleum.

The pupils should be able to read a passage to look for specific information.

The pupils should be able to go through the whole text to check their answers to question d in activity one

The pupils should be able to consolidate the use of the future simple / present continuous to talk about the future.

HABA Abdel-Madjid Secondary School School Year: 2015/2016 Unit I: Signs of the time Teacher: Miss. KHOUNI Leila. Theme: Diversity Level: 2nd year SE Part 2: Developing skills Class: 2nd year Lph1,2/FL Sequence two (pp.28-29): Reading & writing II *Write it out(p.29) The aim of the lesson: the pupils should be able to: write an e-mail talking about future plans. Steps of the lesson: Timing Steps Input / Output Aims 1h

Act one (p.29)

The teacher asks the pupils to imagine that each one of them is a Bulgarian student visiting Algeria . They send an e-mail to a pen friend to tell him/her about plans for the next months. They have to use the information in the box . Key answers: Start like this: Dear………… I am staying with an Algerian host family for the next two months. Tomorrow, we are planning to visit Blida and Mount Chrea. Next week, we are intending to go down to Sahara and visit El-Oued, and since it has a magical power of attraction, we are going to stay there for two weeks. On 27th of November, we are visiting El-Kala for fishing and enjoying the sun set. On the 3rd of December, I’m flying Back to Korea. Your lovely friend Sara

The pupils should be able to reinvest what they have learnt to write e-mails to talk about predictions

Streams: 2nd year classes (Management & Economy)

Source: Getting Through

Unit I: Make Peace: Peace & Conflict Resolution PROJECT: Writing a statement of achievements

(Nobel Peace Prize: the winners and the winning .) The unit project planning.

I) - Aspects of the project: (suggested sub-themes). A) – Nobel Peace Prize (a shortened historical background). ° What is it? ° Who initiated it and for which reasons? ° On which bases is it made equitable and merited? ° Who gives it? And who receives it? B) – Famous personalities who won the prize in the past. ° A short list of some Nobel Prize winners on the local, national or international level. C) – The group personality's short biography. ° Introducing the personality chosen by the group. ° The biography of the personality that includes the full names, nationality, date/place of birth if known and the famous work(s). D) – The field of the personality's interest (specialty) and the masterpiece leading to winning the prize. ° In which field was the personality is mostly interested? (Eg, medicines, literature, theatre, science, astronomy, etc). ° What is / are the work (s) that led him/ her to winning the prize? (Eg; books, films, inventions, discoveries, researches, etc). E) – Group nominees for the prize in the future (in Algeria or elsewhere). ° Who do you think merits Nobel Peace Prize? ° Why do you think does he/she deserve it? Justify. ° How can this/these works (s) contribute and encourage more advancement of peace, knowledge, humane works, important and safe inventions, etc? II) – Main tools and language points to be re-invested in the project. 1)Possible tools. - Pictures, drawings and photos of personalities and their works. - Tape recorded speeches of those people about their past/ present works, and their ambitions for winning the prize. 2)Language points. - Use of modals especially to express possibility/impossibility and obligation/ absence of obligation. Eg; can/could/can't/couldn't, will/won't be able to, etc. - Expressions of obligation / absence of obligation and prohibition. Eg; must/mustn't, have to/does not have to/ need to, should have/must have, may/might, etc. - Use of abbreviations denoting to titles, organizations, agencies, fields of interest, etc. - Use of interrogative form. - Tenses: simple past, simple present, present perfect, future simple and the conditional perfect. - Capitalization; especially for proper and common nouns used.

Abd-Elazize El-Sharif Secondary School Unit I: Make Peace Theme: Peace & Conflict Resolution Part 1: Discovering Language

School Year: 2014/2015 Teacher: Miss. KHOUNI L. Level: 2nd year SE Class: 2nd year ES4

I/ Grammar in context The aim of the lesson: the students should be able to: get an idea about the use of the modal “can” and its irregular forms.


25mn

20mn

Input / Output

Aims

Before you The teacher encourages his/ her pupils to elicit an read (p.38) interpretation of the image (on the right side of the page).Students' answers may differ depending on their cultural backgrounds. Suggested answers to pre-reading stage: 1. They are called "the blue helmets" or the "UN" peacekeeping troops. 2. They are working for the United Nations Organization. 3. They are from Algeria. 4. The buildings are destroyed because of the war that might be there. 5. The soldiers' chief duty is to bring peace back to this area. 6. Yes, I do. / Of course I do. Because living in peace is a necessity. Or; No, I don't like to be one of them. Because it is a very hard job, etc. As you The teacher asks the pupils to start reading the text silently read (p.38) and individually being given the adequate time. Act. Two (p39): The teacher asks the pupils to read the text and answer the given questions. Answers to activity two: a) The horrors of the modern warfare made Man think of the preservation of human life. b) The League of Nations was not able to / incapable to stop fascism because it had no power of its own. c) The UN Security Council is the body that can settle disputes. d) One of the many possible titles is: The U.N's organizations and duties.

The pupils should be able to identify the UN Blue Helmets volunteers and their job. The pupils should be able to imaginate the general idea of the following reading passage.

After reading (Grammar desk) (p.39)

The pupils should be able to discover new language components introduced by the 05th sentences. -The pupils should be able to learn how to express possibility using various modals in the past/present simple tenses and the present perfect.

The pupils go through the activities in the grammar desk step by step with the guidance of the teacher to answer all the questions. Answers to activities in the grammar desk: a. "Can" expresses possibility. It can express other functions such as ability and permission. Eg, - Can you go out, sir? Expresses permission. - We can do this exam. It's easy. Expresses ability. b. The two past forms of can are "could" and "was/were able to". We can replace was/were able to by managed to. c. The future form of "can" is "will be able to".

The pupils should be able to look for specific details about the UN/LN and their agencies and organizations. The pupils should be able to make pupils aware of the correct form of answering questions. (i.e, the form and contents.)



I/ Grammar in context *Practice (pp. 40-41) The aim of the lesson: the students should be able to practice the use of the modal “can” and its irregular forms.


Act. One (p.40)

20mn

Act. Two (p.40)

20mn

Act. Three (p.41)

Input / Output

Aims

The teacher asks the pupils to practise the use of the modals can/could and their irregular forms by doing a completion activity. Key answers: a. The League of Nations cannot impose economic sanctions on warlike nations. b. Germany will be able to join the Security Council soon because it is the third economic power in the world. c. The UN General Assembly can only make recommendations to the Security Council. It cannot make decisions. d. The United Nations Organization has not been able to create a permanent military force yet. e. Dag Hammarskjold, who served as Secretary General of the UN from 1953 to 1961, was able to organize peacekeeping task forces. f. UN peacekeeping troops, called ‘blue helmets’, can use force only for temporary self-defence purposes. They can maintain peace, but they cannot prevent war. g. The United Nations Educational, Scientific and Cultural Organization(UNESCO) was able to launch its Peace Programme only after the end of the Cold War. The teacher asks the pupils to read each sentence and match it with the appropriate function expressed by the modal can. Key answers: 1-a. ability 2-b. possibility 3-c. possibility 4-d. suggestion 5-e. request 6-f. permission 7-g. warning 8-h. offer The teacher asks the pupils to complete the answers of your partner (s)using: “was / were able to”. An example is given. Example: You: Did you convince them? Your partner :Yes. It was difficult. But we were able to do it in the end. . Key answers: You: Did they settle the dispute? Your partner: Yes, it took them a lot of time of negotiation, but they were able to reach an agreement at the last minute of the discussion. You: The exercise was difficult, wasn’t it? Your partner: Yes, we were able to solve it thanks to the collaboration of everybody.

The pupils should be able to get an idea about the use of the modal can and its irregular forms.

The pupils should be able to identify the different functions that can be expressed by the modals can and could.

The pupils should be able to illustrate the idea of achievement inherent to the use of the irregular form of can was able/were able to.

You: My car broke down in a forest road. Your partner: Were you able to repair it and drive back home? Remark (s):



I/ Grammar in context *Write it up (p. 41) The aim of the lesson: the students should be able to use their knowledge about some racist beliefs in their social life.


Input / Output

Write it up The teacher guides the pupils to the complete form of the poem (p. 41) about prejudices and asks them to pick out the various kinds of prejudices and give examples of real life situations, and those inherited as social beliefs. Key answers: Gender Prejudice 

Gender stereotype refers to the attitude that all members of a particular gender -- all women, all girls, all men, all boys -- are a certain type of person. From this stereotype emerges sexism -- the belief that members of one gender are inferior to another. For example, the attitude that girls don't understand math and science as well as boys do is based on a long-held stereotype about basic female intelligence. When schools then choose to make math and science programs available for boys but not girls, they are acting on these prejudices and discriminating against girls by limiting their right to equal education opportunities.

Racial/Ethnic Minority Prejudice 

When the owner of a large hotel chain chooses not to employ those of a certain race or ethnicity because he believes they are in some way inferior to another, he is discriminating based upon a specific kind of prejudice called racism. He has not taken the time to get to know individuals in this minority group, and is "pre-judging" them as inferior based on generalizations and stereotypes.

Immigrants, Refugees and Gypsy Populations 

Often linked with racial prejudice, attitudes toward immigrants, refugees and nomadic populations can also constitute prejudice and can form the basis of legislation that discriminates against these groups. The underlying belief is that these people "are not from here," and are thus viewed as "the other" and inferior. This particular kind of attitude -- the fear of foreigners -- is called xenophobia. For example, at the turn of the 20th century in the U.S., there were deeply held prejudices against the most recent immigrant group to arrive to our shores. But this xenophobic attitude toward new immigrant groups still exists today, toward immigrants from Latin America. In

Aims The pupils should be able to get an idea about the common kinds of prejudices.

Europe, the Roma remain one of the most persecuted minority groups. Age Prejudice 

When townships and states pass laws limiting the rights of children to participate in legislation that might affect them, they are acting on an age prejudice -- or ageism. In this case, the belief is that those below a certain age cannot understand or contribute meaningfully to lawmaking dialogues. Conversely, when an elder-care facility refuses to install Internet technology because of the belief that older people don't have the energy or ability to learn web navigation, they are acting upon ageism.

Sexual Orientation Prejudice 

Prejudging someone because of their sexual orientation is called homophobia, and it's often based on the stereotype that all gay men or lesbians are a certain way and thus inferior. Also commonly lumped in this category are people's attitudes towards transgender or transsexual individuals, even though these are genders and not sexual orientations. Individuals who exist somewhere along the gender continuum but who defy being classified as either male or female are often the victims of prejudice.

Class Prejudice 

Classism is the belief or attitude that those of a certain economic class are inferior to another class. In some government structures, classism is employed by the ruling class as a basis to limit the rights of the lower class. For instance, by not extending funding to repair and renovate old schools or build new ones in low-income communities, the ruling class is sending the message that lower-class individuals are not entitled to quality education opportunities.

Disability Prejudice Ableism refers to the belief that those with physical or mental disabilities or handicaps are inferior to able-bodied people. Discrimination against the disabled is born of this belief and involves limiting the rights of disabled individuals to basic things that able-bodied people take for granted, such as adequate housing, health care, employment and education. Remark (s): 

Abd-Elazize El-Sharif Secondary School Unit I: Make Peace Theme: Peace & Conflict Resolution Part 1: Discovering Language II/ Say it loud and clear (p.42)


The aim of the lesson: the students should be able to identify the intonation pattern.


Input / Output

Aims

Act. One (p. 42)

The teacher asks the pupils to put the intonation at the end of the underlined sentences. Key answers: Intonation at the end of the underlined sentences: - Journalist: ….Could you spare a few minutes please? - Med El-Baradai: Certainly. - Journalist: ……….. How do you feel about it? - Med El-Baradai: It's great. That's another victory of peace against war. - Journalist: Would you mind saying in which sense please? - Med El-Baradai: Not at all. I mean … of mass destruction. - Journalist: May I ask you another question? - Med El Baradai : Sure. -Journalist: I wonder if you could tell me something about the chances of peace for the next decade please. -Med El Baradai: Yes. ……………………………….worthy was to make. -Journalist: Will you please give us some examples? -Med El Baradai: Well, for example, we have to wage war against global warming ………………

-The pupils should be able to be aware about the musicality of spoken English. -The pupils should be able distinguish the intonation of interrogative statements especially in requests, permissions and responding to them. -The pupils should be able to get an idea about making polite requests.

Act. Two (p.42)

The teacher asks the pupils to use the clues below to make correct request statements, and their replies. Note: The pupils do this activity in pairs or in small groups. The work is done orally.

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015 Unit I: Make Peace Teacher: Miss. KHOUNI L. Theme: Peace & Conflict Resolution Level: 2nd year SE Part 1: Discovering Language Class: 2nd year ES4 III/ Working with words (p. 43) The aim of the lesson: the students should be able to identify the abbreviation chart of some international organizations and agencies.


Input / Output

Aims

50mn

Act. One (p.43)

The teacher asks the pupils to make an abbreviation chart. An example is given. Add other abbreviations. Remarks: A. This work is done out of class; in the library, internet room, etc, where students work freely in groups to find the abbreviations/ acronyms. B. Pupils are encouraged to illustrate every abbreviation/ acronym with stickers, pictures, print-outs or even hand-drawn images to illustrate their interpretations. They are also encouraged to search for additional acronyms/ abbreviations. C. The work is to be corrected collectively in class before the end of the unit; some notes may be useful to the preparation of parts of the unit's project. Key answers: Abbreviation Full form Description / Acronym UNWRA United The UNWRA is the U.N Nations organization which Relief brings relief to people in Works need. Agency ABC

American Broadcasting Company

A-BOMB

Atomic bomb

AID

Agency for International Development British Broadcasting Corporation Central Intelligence Agency Cable News Network Federal Bureau of Investigation

BBC CIA CNN FBI

ABC is one of the four most important TV channels in the United States of America. A bomb which derives its destructive power from the rapid release of energy by fission of heavy atomic nuclei. The first atomic bomb to be used was dropped on Hiroshima , Japan on 6 August 1945 by the USA.

1)The pupils should be able to enrich their lexical memories with some abbreviations and their use when referring to "UN" organizations and agencies, titles and ranks, scientific terms, international influential institutions, countries, TV and/or radio networks, etc.

FIFA

GB MBC NATO

NBA

Federation International de Football Association (International Association Football Association) Great Britain Middle East Broadcasting Company North Atlantic Treaty Organisation National Basketball Association

OPEC

Organisation of Petroleum Exporting Countries

Ph.D

Doctor of Philosophy Parentteacher Association / Passenger Transport Authority United Kingdom World Boxing Association

PTA

UK WBA

Great Britain comprises ...

Act. Two Teacher asks the pupils to try to brainstorm the major concepts (p.43) that can be related to peace and war in the classroom by making (homework) a word map. Then assign the words as dictionary entries to be completed at home in the way suggested in the textbook. Then the teacher will check the students’ work in the classroom. Here are some words related to peace and war : violence, treaty, consensus, discussion, dialogue, non-violence ...

Abd-Elazize El-Sharif Secondary School Unit I: Make Peace Theme: Peace & Conflict Resolution Part 2: Developing Skills Sequence 1: Listening & Speaking (p.44) Steps of the lesson: Timing Steps Input / Output 15mn

Act One (p.44)

Act. Two (p.44) Act. Three (p.44)

Act. Four (p.44)


The teacher guides the pupils to observe the picture on page 44, and they will answer his questions orally. The teacher recommends them to the use of the structures: -I guess her/them …... -Maybe she/they ……. -Perhaps they/she …, before their answers. The suggested (teacher's) questions to activity one: A. Who do you think, are these two persons in the picture? B. Are they in a cafeteria/ restaurant? C. So where do you guess are they, then? D. How do you know? E. Do they look happy? Why? Expected (Pupils') answers to activity one: A. I guess they are two girls/pupils/young pupils, etc. B. No, they are not. C. I think they are at school/ in class/at home doing their exercises, etc. D. Because they are wearing school uniforms/ they have school blouses/ school clothes/ they have pens and books/copy books, etc. E. No. One of them doesn't perhaps she had a bad mark/She found the exercise so difficult/ she couldn't know the answer/ was not able to solve the equation, etc. Or simply; yes, they are very happy! Note: Pupils' responses may not be the same nor correct. The teacher asks the pupils to listen to him/her reading the script and check their answers to activity one. The pupils listen again to the dialogue and answer the following questions. Key Answers: a- The speakers are two girlfriends / classmates. b- They are in the classroom. c- The problem is that Leila is angry/sad/upset. d- Yes, it is solved at the end after Maya apologized to Leila. e- Leila feels so sad and angry with her friend Maya. Leila is sad because Maya made her classmates laugh about her .She told her that she was stupid. Finally, Maya apologized to Leila and the problem was solved. The pupils try to summarize the dialogue in their own words.

Aims 1)The pupils should be able to get encouraged for free oral communication in English. 2)The pupils should be able to have train on the use of the structures of inference

The pupils should be able to use their listening capacities. The pupils should be able to answer question through listening.

Act. Five (p.44)

Act. Six (p.45)

The pupils listen and mark the stressed words among the ones in bold type. Key Answers: Leila: Ok. You made fun of me. Maya: No, I didn't. (The stress falls on 'did') Leila: Yes you did. ………….. (The stress falls on 'did') Maya: When? Leila: yesterday, in front of all my classmates. Maya: Did I? …………. (The stress falls on 'I') Leila: But you did. (The stress falls on 'did') Pair work. The pupils read the tip box note that will help them improve their techniques to summaries of long heard or read piece of information. So they can act out the snippet in exercise four.

The pupils should be able to mark stress in short questions & answers.

Abd-El Azize Sharif Secondary School Unit I: Make Peace Theme: Peace & Conflict Resolution Part 2: Developing Skills Sequence 1: Listening & Speaking (pp.44-47) *Your turn (pp.45-46) Steps of the lesson: Timing Steps Input / Output 25mn

Act one (p.45)


The teacher asks the pupils to take turns to criticize or apologize for the wrong actions (a – d) using should / shouldn't have. They can make any necessary changes. Example: You: Karim read my letter / my diary. Your partner: He shouldn't have read it. It's personal. Key Answers: - The teacher should note that not all pupils' answers should be the same. The pairs or the small groups may have different responses to each of the situations. The best answers however, will be written on the board.

Aims The pupils should be able to express apologies using should have in context and to criticize using shouldn't have + verb within context.

You: You lent my books to Farida without my permission. Your partner: Sorry, I shouldn't have done so .I should have asked you first. You: The teacher shouted at me for no obvious reason. Your partner: he shouldn't have done that for any reason. You: She borrowed my bag without letting me know. Your partner: She shouldn't have taken it without your permission. Otherwise you could say she has stolen it. You: I'm angry with you. You said I was overweight. Your partner: I am so sorry. I didn't mean to make fun of you. I shouldn't have said that. 20mn

Act two The teacher asks the pupils to write D. "Deduction", or O. (p.46) "Obligation" next to the sentences which contain the modals in bold type, then act out similar dialogues. Key Answers: You: You have arrived late again. Your partner: Sorry, the bus broke down and I had to come on foot. O You: She hasn't said a kind word to us since the morning. Your partner: She must be angry with us. D You: Don't panic! You can't be late for the exam. It doesn't start till10:15. D Your partner: Right, then. I shall take my time.

The pupils should be able to differentiate between deductions and obligation, learn the functions of the structure: "had to, must be, cannot be" and allow the learner to practise the two forms of speaking orally in a guided environment to ensure his/her mastery of the form.

Abd-El Azize Sharif Secondary School Unit I: Make Peace Theme: Peace & Conflict Resolution Part 2: Developing Skills Sequence 1: Listening & Speaking (pp.44-47) *Write it up (pp.46-47) Steps of the lesson: Timing Steps Input / Output 20mn

Act one (p.46)

20mn

Act two (p.46)


The teacher asks the pupils to use the notes below, write a list of school "Do (s)" and "Do not (s)". They can use a dictionary, if necessary, to find the meaning of the new words. Key Answers: - We have to tolerate differences at school. - Pupils have to respect one another in class and outside. - We have to keep cool and should not be hot-tempered. - Everybody must not impose himself/herself on others. - We do not need to always agree with one another. Differences are always possible and sometimes necessary. - We should settle disputes peacefully. - We don't have to/mustn't be violent. - We should accept the opinions of others. - We must learn to listen to one another. - We should not/ must not insult others or make fun of them for no reason. We shouldn't shout at each/one another. - Pupils must not cheat in the exam. The teacher asks the pupils to write their own acrostics for the given words. Possible acrostics P: Pay more attention to others. E: Engage in non-violent campaigns/actions. A: Act peacefully. C: Collect signatures to end war and violence in the world. E: Express disagreement for conflicts. D: Do actions according to the law of your country. E: Engage in campaigns for the freedom of speech. M- Make protest against anti- social measures. O: Organise yourselves in committees to fight against injustice C: Collect funds for the election of your candidate. R: Respect the rights of others. A: Act against poverty. C: Care about the homeless. Y: Yell out your solidarity with people in need of justice.

Aims The pupils should be able to be enriched their lexical memory by learning new words and to practise the use of the various structures; have/has/do not have to, must/mustn't, should/shouldn't, ought to, etc to express obligation and/or absence of obligation and prohibition.

The pupils should be able to test their knowledge and get new vocabulary items.

20mn

Act three The teacher asks the pupils to distinguish between the (p.47) duties and rights in the box. Then they have to complete the class charter below, discuss and add other items to the charter. The activity depends on the list of rights and duties provided on the box on page 47. Students, however, can add to it additional rights and/or responsibilities of their own. Key Answers: A)Rights and responsibilities.

Rights - Express opinions. - Meet together to express views. - Free education. - Good working conditions. - Health care. - Information.

Duties - Work hard. - Respect the opinion of others. - Tolerate differences. - Respect the rights of others. - Promote a culture of peace. - Cooperate to solve problems.

B)The class charter:

The class charter can be presented in the form of a wall sheet. The teacher refer the students to the text on page 56 ( Exploring matters further). Suggested answers: Article One: Rights a- Children have the right to get free education. b- Children have the right to meet together to express views. c- The school authorities must offer good working conditions. d- The school authorities mustn’t discriminate among children. e- The parent-Teacher Association has the right to express opinion about the educational policy. Article Two: Duties and Responsibilities a- We have the duty to respect the opinions of others b- We must work hard. c- We shall tolerate differences. d- We mustn’t be the cause of school disorder.

The pupils should be able to recognize what a charter is; focusing the form and contents, to distinguish between the rights and responsibility in context and to practise more the use of modals expressing obligation, prohibition, necessity, etc.

Abd-El Azize Sharif Secondary School Unit I: Make Peace Theme: Peace & Conflict Resolution Part 2: Developing Skills Sequence 2: Reading and Writing (pp.48-49) Steps of the lesson: Timing Steps Input / Output 20mn

Act. One (p.48)

20mn

Act. Two (p.48)


The teacher interacts with the pupils by asking questions about the picture. S/He can add other questions to the checklist. The implicit points of the pictures should be further discussed by the teacher to clarify the racial issue in the American history and culture. Key Answers: a- The picture talks about slave trade that was in the past. Illustration. b- The boat seems to be in Africa. I think it is going to America. c- Indeed those dates are very important and famous in the American history because of the events that happened during them; i- George Washington was the first American president. ii- July 04th, 1783 was America's Independent day. iii- Abraham Lincoln was another US president. iv- 1861- 1865 was the era of American Civil War. v- Martin Luther King Jr. a black Afro-American priest. He was one of the leaders of Civil Right movement in America. vi- August 1963 represents the date of the march of about 200,000 people on Washington DC to demand racial equality. Due to the familiarity of the personality - about which the questions are- to pupils, the latter may answer the questions depending on their own knowledge. Key Answers: a. Martin Luther King Jr. was one of the black American leaders of the Civil Rights Movement in America in the 1960s. b. He hoped/wished/expected his children to be free from racial discrimination and prejudice. c. Martin Luther King Jr.'s address in the article is in an oratorical style. The clear characteristics of this style are repetition of words, phrases and ideas. He use this style in order to stimulate his audience to

Aims The pupils should be able to interpret and analyse pictures and get a specific ideas.

The pupils should be able to be acquainted with the concept of Civil Right Movement and its leadership in the American history. They should be able, too, to be trained on reading and note taking.

20mn

Act. Three (p.49)

make them feel what he feels; the injustice of racial discrimination and segregation. d. One possible answer is: yes, because it is righteous and logical and because it includes a good wish for black Americans in the future. The teacher asks the pupils to read the dictionary entries of the words in bold. Then they identify the meanings of the words as they are used in the newspaper article above (p.49). Key Answers: *Address: Speech or talk to an audience. * Can: ability or capacity to do something. * Spiritual: a religious song as sung by Negroes in the USA. Choice of words from the speech: character n. 1- (of a person, community, race,…etc) mental or moral qualities that make one person ,race, etc different from others; 2- moral strength; 3-person who is well known; 4-letter, mark used in a system of writing or printing.

The pupils should be able to develop their dictionary skills.

Abd-El Azize Sharif Secondary School Unit I: Make Peace Theme: Peace & Conflict Resolution Part 2: Developing Skills Sequence 2: Reading and Writing (p.50) *Write it out(p.50) Steps of the lesson: Timing Steps Input / Output 55mn

Write it out (p.50)


Before assigning the writing activity to the pupils, the teacher first have to go through the tip box ,then brainstorm the age limits. The students will take the jottings that the teacher will make on the board to write their speech/address. Martin Luther King’s address will be taken as a model.

Key: Ladies and gentlemen, let me make this point right away: age limits are not fair! I want to vote, but I can’t do that at the age of sixteen. “I’m sorry, you are too young”, they sat. I’m not an adult until I’m nineteen. But when I buy a plane ticket, I have to pay the full fare. I am an adult although I’m just sixteen. At the age of sixteen I cannot join the army, but if I have to work, that will be for a full time. Ladies and gentlemen, I have a dream that children of my age will be able to live their childhood as normal as possible. I have a dream to have the right to live in peace, a dream that could never be realized unless the adults would care about us. Our grandparents were able to assume their responsibilities at an early age. How about us? Give us a chance to try do that and to prove it. I hope we’ll be able to express our opinions and feelings freely. I hope we’ll be able to show the adults that we can do things just as they do if not better. But keep us far from wars Thank you very much for your kind attention, ladies and gentlemen. Please sign the petition entitled DOWN WITH AGE LIMITS which is being circulated by my classmates. God bless you all!

Aims The pupils should be able to get the techniques of writing a speech.

Abd-El Azize Sharif Secondary School School Year: 2014/2015 Unit II: Waste Not, Want Not Teacher: Miss. KHOUNI L. Theme: Poverty & World’s Resources Level: 2nd year SE Part 1: Discovering Language Class: 2nd year ES/ TM I/ Grammar in context (pp. 60-63) Source: Getting Through The Aim: By the end of this sequence, pupils will be able to transform active sentences into passive ones using simple tense.


Before you read (p.60)

20mn

As you read (pp.60-61)

25mn

After reading (pp.61-62)

Input / Output

Aims

The pupils have to interact about the map using their background knowledge and try to answer the questions. Key Answers: 1- The map represents Southern America. 2- The area in green stands for the Amazon Forest. 3- It is situated between Brazil, Peru, Ecuador and Bolivia. 4- The line in question is that of the equator. 5- The equatorial climate is hot and humid. Act. One (p.60) The pupils have to check the answers they have not checked in the Before-you-read activity. Act. Two (p.61) After reading the text in act one the students answer the questions. Key Answers: a-There is more than a decade of global fossil fuel emissions of carbon dioxide stored in the Amazon Forest trees. b- The Amazon basin ecosystem has been protected from threats because of its isolation. c- It is one of the world’s greatest conservation challenges because it is no longer isolated. (Students will give one or two justifications from the text.) Grammar Desk (p.61): The teacher asks the pupils to learn the sentences then try to answer the questions which are followed. Then, the students go through the Grammar Reference n°10 pp.199-200 to check their answers. Key Answers: 1- a- Timber companies b-The Brazilian government These sentences are in the passive voice because the subjects of the verbs are not really the doers/agents of the actions i.e., the focus is on the actions rather than

The pupils should be able to read and interpret maps.

The pupils should be able to get ideas by analysing text.

The pupils should be able to get a global idea about the form of the passive & active voice.

on the performers/ doers (of the actions). 2-a- Timber companies fell 1 8.000km2 of forest trees b-The Brazilian government built new roads throughout the 1960’s and 1970s. 3- The sentences that give attention to the action itself are the sentences from the reading text; The students’ sentences are in the active. They put emphasis on the doers/performers of the actions. 4- The writer has inverted the structure by foregrounding the action (putting it first in the sentence structure) and putting the real performers/doers of the action at the end of the sentence. 5- a-C ; b-D; c-B; d-A 6- No, it is not always necessary to use by in passive sentences. We use by when we want to draw attention to the doer of the action. Remarks:

Abd-El Azize Sharif Secondary School School Year: 2014/2015 Unit II: Waste Not, Want Not Teacher: Miss. KHOUNI L. Theme: Poverty & World’s Resources Level: 2nd year SE Part 1: Discovering Language Class: ES/ TM I/ Grammar in context (pp. 60-63) Materials: W.B, handouts *Passive/ Active voice The Aim: By the end of this sequence, pupils will be able to transform active sentences into passive ones.


30mn

20mn

Input / Output

Warming up The teacher writes some examples on the W.B and asks the pupils some questions. Examples: 1/ The teacher explains the lesson. The lesson is explained by the teacher 2/ somebody stole the bank yesterday. The bank was stolen yesterday. T: what are the obvious differences between the sces “a” & “b” of each example? Ppls: there is a difference in words’ order. T: who tell me about this differences? Ppls: - the object in sce “a” becomes subject in sce “b” -The conjugation of the verbs changed and we added the verb “to be” to the verb in sce “b” -We added “by” The The teacher distributes the handouts that include the reminder basic rules and the verbs’ tense change that should be followed to transform sentences from active to passive. Exercise

The teacher asks the pupils to do the exercise in the handout. Key answers: 12345678910Remark:

Aims The pupils should be able to use their previous knowledge to identify the difference between the active and the passive voices.

The pupils should be able to transform sentences from active to passive following the rules. The pupils should be able to practice the transformation of sentences from active to passive.

Abd-El Azize Sharif Secondary School School Year: 2014/2015 Unit II: Waste Not, Want Not Teacher: Miss. KHOUNI L. Theme: Poverty & World’s Resources Level: 2nd year SE Part 1: Discovering Language Class: 2nd year ES/ TM I/ Grammar in context (pp. 60-63) Source: Getting Through *Practice (p.62) Aims: the pupils should be able to transform sentences from active to passive. Steps of the lesson: Timing Steps Input / Output Aims 15mn

Act One (p.62)

The teacher reads the report to his/her pupils and asks them The pupils should be to put the verbs between brackets into the simple past passive. able to practise the Key answers: transformation from The Exxon Valdez was wrecked just off the coast of Alaska in simple past active to simple past passive 1986.It was carrying a huge cargo of oil. The oil spilled out, and it was washed onto the beach by the wind. The water was making the necessary changes. polluted. The beach was damaged. The fishing industry was ruined. Hotels and restaurants were closed.

15mn

Act Two (p.62)

10mn

Act Three (p.62)

20mn

Act Four (p.62)

The teacher asks his/ her pupils to turn the verbs between brackets into the simple past passive when necessary. Then s/he have to simulate the dialogue for them to note how was and were are pronounced. Key answers: Speaker A: What happened to the Exxon Valdez? Speaker B: It was (/wəz/) wrecked off the coast of California and the oil spilled out. Speaker A: The oil was (/wəz/) washed out onto the beach? Speaker B: Yes, it was (/wɒz/).It was (/wəz/) spread out by the winds. Speaker A: Was (/wəz/) the fish poisoned? Speaker B: Yes, they were (/wɜː/). They suffocated for lack of oxygen. Pair work: the teacher asks the pupils to act out the dialogue with the books closed and they should pay attention to the pronunciation of the auxiliaries.

The pupils should be able to focus on the pronunciation of the auxiliary was/were in the passive.

The teacher asks the pupils to transform the verbs from the active to the passive form using “by”. They can make any necessary changes. Key answers: a. Fumes from automobile exhaust pipes cause air pollution. Air pollution is caused by fumes from automobile exhaust pipes. b. Water pollution will deplete many water zones of their oxygen soon. Many water zones will be depleted of their oxygen by pollution soon. c. The Algerian government will ban cigarette smoking next year.

The pupils should be able to practise the transformation from active to passive.

The pupils should be able to practise the pronunciation of auxiliary “to be” (weak/strong form) in past simple passive.

Cigarette smoking will be banned by the Algerian government next year. d. The Post and Telecommunication Ministry has already issued a lot of environmental stamps. A lot of environmental stamps have already been issued by the Post and Telecommunication Ministry. e. We haven’t imposed drastic limits on gas emissions and noise yet. No drastic limits have been imposed on gas emissions yet. Remarks:

Abd-El Azize Sharif Secondary School School Year: 2014/2015 Unit II: Waste Not, Want Not Teacher: Miss. KHOUNI L. Theme: Poverty & World’s Resources Level: 2nd year SE Part 1: Discovering Language Class: ES/ TM I/ Grammar in context (pp. 60-63) Source: Getting Through Aims: the pupils should be able to complete a press report using the passive voice. Steps of the lesson: Timing Steps Input / Output Aims 1h

Write it right (p.63)

Right after the Exxon Valdez catastrophe, the owner of the shipping company made a press release to apologise for the damage and to promise reparation. The students are asked to re-write the press release using the secretary’s notes below and the future passive. They can add sentences of their own. Key answers: Press release We make our sincere apologies for the damage caused by the wreck of the Exxon Valdez yesterday. We promise that oil will be recuperated with special machines and the spoilt beaches will be cleaned. Marine life will be restored; birds will be washed out. We also promise that 2000 workers will be recruited soon. Hotel workers will be employed by the company, and the tourist industry will be compensated for its loss. ... Remarks:

The pupils should be able to write a press report reinvesting the linguistic and grammatical tools which they have studied.

Abd-El Azize Sharif Secondary School Unit II: Waste Not, Want Not Theme: Poverty & World’s Resources Part 1: Discovering Language II/ Say it loud & clear (p. 64) The Aim: by the end of this sequence, learners should be able to:

School Year: 2014/2015 Teacher: Miss. KHOUNI L. Level: 2nd year SE Class: ES/ TM Source: Getting Through

-mark intonation (listing); -mark problem consonants and vowels. -distinguish strong and weak forms of auxiliary was and were in the passive. -mark final ‘s’ as: /s/, /z/ (helps/meets) -mark final ‘ed’ as: /Id/ (added), /d/ (studied/wanted), /t/ (helped, worked) -pronounce abbreviations /acronyms correctly (UNESCO/UNICEF/OPEC/IMF) St=street, Ave=avenue, VA=state of Virginia (USA) -Peer-practice of sound contrast vs spelling between 2 words, phrases, or sentences


Act One (p.64)

Input / Output The pupils read the text silently as they listen to the teacher and continue marking the intonation on the words in bold with appropriate arrows ( or ) Key answers: There are five types of alternative energies ( ): solar ( ), wind ( ), biomass ( ), and hydroelectric ( ). All of them can be produced in our country because we have the following natural resources ( ): the wind ( ), the sun ( ), the mountains ( ) …

Aims The pupils should be able to aware of the list intonation.

However, solar energy is by far the most viable ( ). It is cheaper ( ), safer( ) and less polluting ( ). SONELGAZ has already built power plants in Biskra( ), Djelfa( ), Hassi Rmel ( )and other localities in the South of Algeria ( ).

20mn

Act Two (p.64)

List intonation: We use a falling intonation when we end the listing and a rising intonation when we are still in the process of doing so. Class work. pupils will consider the consonant and vowel sounds in the boxes and answer the following questions. Key answers: 1/The sounds of the coloured boxes don’t exist in Arabic. p t k f s θ ʃ tʃ b d g v z ð ʒ dʒ h l r w m n ŋ j ə iː uː ʊ ɪ ɜː ɔː ɒ e æ ɑː ʌ Task: Try to pronounce the following words correctly: p ə about, common, pen, copy, happen standard, teacher tʃ church, ɜː nurse, stir, match, nature learn, refer, girl g get, giggle, ɔː thought, law, bag north, war v view, heavy, ɒ lot, odd, wash, move hot, not ʒ pleasure, æ trap, bad, black, vision back,

The pupils should be able to try to single out the sounds which pose pronunciation problems.

ŋ

15mn

ring, anger, thanks, sung

ʌ

strut, mud, love, blood

Act Three As the underlined letters in the words below are (p.64) mispronounced, the teacher have to ask the pupils to correct The mistakes in the transcriptions. Key answers: words Wrong Correct transcriptions transcriptions Letter Beautiful Burned Were Saved Bird Polluted Washed

/ liːtə / / buːtɪfʊl / / bərnəd / / weər / / seɪvəd / / bɪrd / / pɒljuːtəd / / wɒtʃəd /

/ letə / / bjuːtɪfʊl / / bɜːnd / / wɜː/ / seɪvd / / bɜːd / / pəluːtɪd / / wɒʃt /

The pupils should be able to try to remedy the problems that the pronunciation of some sounds poses.

Abd-El Azize Sharif Secondary School Unit II: Waste Not, Want Not School Year: 2013/2014 Theme: Poverty & World’s Resources Level: 2nd year SE Part 1: Discovering Language Class: ES/ ME III/ Working with words (p.64) Source: Getting Through PROJECT: Making a Conservation Plan The Aim: by the end of this sequence, pupils should be able to: -strategies of checking a monolingual dictionary; -study a dictionary entry. -form nouns: (poor/poverty) hungry/scarce /homeless -The (before collective nouns): the poor, … -work with a monolingual dictionary -study a dictionary entry.


Act One (p.65)

15mn

Act Two (p.65)

Input / Output The students have to look up the following words in a dictionary: “conserve, sewage, deplete” Key answers: Consrve: / kənˈsɜːv / (v[T]) prevent sth. From being changed, lost or destroyed. Consrve: / ˈkɒnsɜːv / (n[C,U]) (fml) jam, with quite large pieces of fruit. Sewage: / ˈsuːɪ dʒ / (n[U]) waste matter from homes, factories...etc carried away by sewers. Deplete: / dɪˈpliːt / (v[T]) reduce greatly in amount : our food supplies are badly ~d The students have to recapitulate the various steps they have gone through to find the meanings of the words in exercise 1 above. Key answers: The strategies for checking difficult vocabulary are as follows:

Aims The students should be able to be aware of the strategies followed to use a monolingual dictionary.

-First, the students will resort to a dictionary only once s/he can’t guess the meaning of the difficult words from context. For this, s/he needs to identify the category of the words, see whether there are any synonyms, antonyms, or paraphrases of these difficult words. -Once s/he is sure that she can’t do otherwise than checking a dictionary for understanding the meaning of the difficult words that she has singed out from the text, she will open the dictionary at the page where the word is listed. In doing so, s/he will pay attention to the alphabetical order.

20mn

Act Three The students have to read the dictionary entry below and (p.65) put the following keys in the right boxes. Key answers: A: / weɪst/ pronunciation B: ~land compound/complex word C: (fig) figurative language D: (eg) example E: (vt) transitive verb F: (sth) something G: (sb) somebody H: (prov) proverb I: [U] uncountable noun J: definition

The students should be able to consolidate and stress the dictionary use skills.

K: [US] American English L: Colloq colloquial English M: adjective Part of speech N: adverb

Abd-El Azize Sharif Secondary School Unit II: Waste Not, Want Not

School Year: 2013/2014

Theme: Poverty & World’s Resources Level: 2nd year SE Part 1: Developing skills Class: ES/ ME Sequence 1: Listening & Speaking (pp.66-68) Source: Getting Through PROJECT: Making a Conservation Plan The Aim: by the end of this sequence, pupils should be able to: -listen to a lecture; -manage through a long conversation using discourse markers; -talk about the environment; -make a presentation of a product; -pronounce ‘must’, ‘should’, ‘can’ in the passive;


Act One (p.66)

20mn

Act Two (p.66)

Input / Output

Aims

The students have to look at the picture and complete the blanks in sentences (a-c) using the correct form of the verbs in the box. Key answers: a- Carbon dioxide is derived from the air. b- Water is drawn (absorbed) from the soil. c- Sunlight energy is absorbed (captured) by chlorophyll. d- Oxygen is released from plants and food. e- Sugar is produced during photosynthesis. The teacher have to ask the students to describe the photosynthesis process.

The students should be able to identify and interpret the photosynthesis process.

*The description of the process: The Photosynthesis process is a vital activity performed by plants. Carbon dioxide is derived from the air, water is drawn (absorbed) from the soil, and the sunlight energy is absorbed (captured) by chlorophyll. The oxygen is released from plants and food. During this process, sugar is produced. 15mn

Act Three The students have to listen to their teacher reading the text in (p.66) (p.181) of the text book and note how “must be”, “can’t be” and “shouldn’t be” are pronounced. Cross out the wrong transcriptions. Key answers: Plants must be (/məsbiː/) protected. [Not /mʌstbiː/] They can’t be (/kɑːmbɪ/) replaced by man-made converters. [Not /kæntbiː/ ] They shouldn’t be (/ʃʊmbiː/) cut down. [Not /ʃʊldntbiː/ ]

Act Four The students have to make the best use of their knowledge in (p.66) botany to describe the process of respiration in plants at night. Homework

The students should be able to describe the photosynthesis process

The students should be able to master the pronunciation of modals.

Abd-El Azize Sharif Secondary School Unit II: Waste Not, Want Not School Year: 2013/2014 Theme: Poverty & World’s Resources Level: 2nd year SE Part 1: Developing skills Class: ES/ ME Sequence 1: Listening & Speaking (pp.66-68) Source: Getting Through PROJECT: Making a Conservation Plan Steps of the lesson: Timing Steps 25mn

Your Turn (p.67)

30mn

Write it up (p.68)

Input / Output

Aims

Students are asked to turn the sentences below into the passive. Then they read them aloud paying attention to the pronunciation of the modals. Key answers: a. We mustn’t hunt animals in danger of extinction. Animals in danger of extinction mustn’t be hunted. b. We shouldn’t throw recyclable objects. Recyclable objects shouldn’t be thrown away. c. We should stop desertification. Desertification should be stopped. d. We can divide pollution into four types. Pollution can be divided into four types. e. We may group alternative energies in five categories: wind, solar, biomass and hydro-electric Alternative energies may be grouped in five categories: ... f. We must protect our human resources. Human resources must be protected. The students will use the notes in the box to write a presentation of the solar home in the picture. They can use appropriate discourse markers from the tip box on page 67, or add any other words if necessary. Key answers: Ladies and gentlemen, this is our new type of solar home. It is better than other homes because it is environmentally friendly. It is totally operated by solar energy. During winter, outside air is captured by warm glass roof panels. Then, warm air is forced down into a water tank by an air handling unit. Next, the water in the tank is heated and greater quantities of warm water air are released. The hot air is then sent down a duct to the crawlspace in under-floor area. After that, warm water rises through floor registers to the living space. Some of the heated air is absorbed by concrete slabs. It is released at night. This process is reversed during summer.

The students should be able to practise the transformation from active to passive and pronounce the modals correctly.

Abd-El Azize Sharif Secondary School Unit II: Waste Not, Want Not

The students should be able to present a product using appropriate discourse markers together with the passive voice (identify the different parts of the solar home and their functions).

School Year: 2013/2014 Teacher: Miss. KHOUNI L.

Theme: Poverty & World’s Resources Level: 2nd year SE Part 2: Developing skills Class: ES/ ME Sequence 2: Reading & Writing (pp.69-71) Source: Getting Through PROJECT: Making a Conservation Plan The Aim: by the end of this sequence, pupils should be able to: -read a map/ newspaper article; -guess the meaning of words through context; -analyse paragraph organization; -write a press release; -make an oral presentation.


Input / Output

Aims

The pictures illustrate a magazine article. The students have to look at them and complete each statement with the right item (a, b or c) Key answers: 1- The ear in picture A is [b (assaulted by noise)] 2- The ear in picture B is wearing [c (a hearing aid)] 3- The topic of the magazine article will be about [c (noise pollution)] The students have to read the article and check their answers to the previous act.

The students should be able to elicit responses to the pictures without checking their interpretations at this stage.

15mn

Act One (p.69)

10mn

Act Two (pp.69)

10mn

Act Three Students have to read the article on page 69 again and find the (p.70) following. Key answers: *easily made angry= irritability (noun) *is confirmed= is borne out (verb) *related to the brain= mental (adjective)

10mn

Act Four (p.70)

Students have to choose the best title for the article. Then, they justify their choice. Key answers: The best title is: Another Kind of Pollution. Noise pollution has not been recognized as such until recently.

15mn

Act Five (p.70)

The students have to pick out examples from the text on page 69 to complete the blanks in the tip box below. Key answers: a- A sentence which focuses on the general idea (topic sentence): e.g., For a long time, noise has been known to cause sleeplessness and irritability, and now other studies are linking it to a wide range of mental and physical disturbances. b- A sentence which gives details to support/ develop the general idea (supporting sentence): e.g., In Los Angeles, researchers have found that people living near the airport have… c- A sentence which provides a smooth transition from one idea to another (transitional sentence): e.g., In the opinion of many hearing specialists, time is running out. d- A sentence which supports the new idea (supporting sentence):

The students should be able to read an article so as to check their responses. The students should be able to guess the meaning of words through a context.

The students should be able to read for general understanding of a text.

The students should be able to analyze the organization of a paragraph by introducing to them the four types of sentences.

e.g., The number of mental diseases will be multiplied by two or three… e- A sentence which logically concludes the ideas discussed in the paragraph: (concluding sentence) e.g., This health alert against……

Abd-El Azize Sharif Secondary School Unit II: Waste Not, Want Not Theme: Poverty & World’s Resources

School Year: 2013/2014 Teacher: Miss. KHOUNI L. Level: 2nd year SE

Part 2: Developing skills Class: ES/ ME Sequence 2: Reading & Writing (pp.69-71) Source: Getting Through PROJECT: Making a Conservation Plan *Write it Out (p.71)


Act One (p.71)

25mn

Act Two (p.71)

Input / Output

Aims

The students have to put the verbs between brackets into the correct form of the passive. Key answers: a. Throughout the world, deserts are created because pastures near arid lands heavily are grazed and trampled. b. Around towns, adjacent forest belts are denuded by people in their search for firewood. c. More productive plants are introduced into semi-arid lands. As a result, indigenous plants necessary for the maintenance of the soil are nudged out. d. Many people think that desertification is caused only by a change in climate, but the truth is that deserts are provoked by human actions. e. Because of intensive production of cash crops like cotton and groundnuts, soil nutrients are dissipated and the topsoil is eroded by wind and water. f. A long time ago, history was made in the deserts. g. Today, about 140 million people are threatened by the spread of the desert caused through the interaction of climatic fluctuations and man’s abuse of his environment. h. Desertification must be stopped now; otherwise deserts will be transformed into a curse for man soon. i. These civilizations were built in deserts because people knew how to live in harmony with nature. k. At least two great civilizations were established there. The sentences in exercise 1 are not in the right order. The students have to re-order them into a coherent newspaper article about desertification. Key answers: (1- f) – (2- k) – (3-i) – (4- g) – (5- d) – (6-a) – (7-c) – (8 – e) – (9– b) – (10 – h)

Abd-El Azize El-Sharif Secondary School Unit III: No Man is an Island Theme: Disaster & Solidarity Part I: Discovering Language (pp.120-125)

The students should be able to practice more the passive voice.

The students should be able to reorder scrambled sentences to get a coherent newspaper article.

School Year: 2013/2014 Teacher: Miss. KHOUNI L. Level: 2nd year SE Class: ES/ ME

I) Grammar in Context (pp.120-123): The aim of the lesson: by the end of the lesson the students will be able to get an idea about the reported speech.


20mn

15mn

15mn

Input / Output

Aims

Warming The teacher interacts with his/ her students using the pictures in p.119. The students up The picture shows natural disaster which was happened in Algeria. should be able to An Earthquakes and Floods. get an idea about the unit’s topic. Before The students have to look at the symbols in the p.120 and answer the The students you given question. should be able to read Key answers: get a global idea (p.120) a-The first symbol represents a crescent; the second a cross; (The about two most International Federation of the Red Cross and Red Crescent societies is important global still discussing whether to adopt the diamond as an alternative common organisations in symbol) people’s need. b-They represent the different organizations which bring relief to people in need. c- No, people who work for these organizations are volunteers. d- They operate in situations in which people are in need of help. (natural disasters such as earthquakes, floods...). e-They fulfill the following duties: (1)fund raising (3) collecting food aids (4)helping with medical care (6)providing assistance in emergency situations As you The students have to read the text and answer the following questions. The students read Key answers: should be able to (p.121) a- The report is about Youth charity get information b- The author writes about the findings/results in the second(2)paragraph. and ideas through -S/He writes/ gives the interpretation in the third (3) paragraph. reading and c- The reporter used the word “interestingly” to show his/her surprise at analysing texts. the unexpected results of the survey. d- No, it doesn’t. The data gathered by Youth 2010 show that young people are more thoughtful than they were thought to be by their parents. After Grammar desk (p. 121) you Following the grammar desk, the students have to answer the given read questions. (p.121) Key answers: 1- The tenses used in the reporter’s questionnaire are the present perfect and the past simple. 2- The past perfect tense is used in the report. 3- Yes, there is a shift from the present perfect and the past simple tenses to the past perfect tense because the reporter reports indirectly what was said by the informants. 4- said (to say); told (to tell) Remarks:

Abd-El Azize El-Sharif Secondary School Unit III: No Man is an Island Theme: Disaster & Solidarity

School Year: 2014/2015 Teacher: Miss. KHOUNI L. Level: 2nd year SE

Part I: Discovering Language (pp.120-125) I/ Grammar in Context (pp.120-123): c. After reading “Reported speech”

Class: ES/ ME

The aim of the lesson: by the end of the lesson the pupils will be able to transform sentences with present perfect and past simple from direct into indirect speech.


Input / Output

Aims

Warming Grammar desk (p. 121) up Following the grammar desk, the teacher asks the pupils the given questions. Key answers: 1- The tenses used in the reporter’s questionnaire are the present perfect and the past simple. 2- The past perfect tense is used in the report. 3- Yes, there is a shift from the present perfect and the past simple tenses to the past perfect tense because the reporter reports indirectly what was said by the informants. 4- said (to say); told (to tell)

Questions

Indirect speech

- The reporter asked: “Have you ever experienced an emergency situation?” - He asked: “What have you done since the last time we met?” - He told me: “I/we/they/you have experienced different emergency situations.” - I said: “ She /he experienced a natural disaster” -

Statements

Past simple

Statements

Present perfect Questions

Direct speech

The pupils should be able to recognise the tense of the verb in direct and indirect speech.

Abd-El Azize El-Sharif Secondary School Unit IV: No Man is an Island

School Year: 2013/2014 Teacher: Miss. KHOUNI L.

Theme: Disaster & Solidarity Part I: Discovering Language (pp.120-125) I) Grammar in Context (pp.120-123): *Practice (pp.122-123):

Level: 2nd year SE Class: ES/ ME

The aim of the lesson: by the end of the lesson the pupils will have been able to practice the reported speech.


Act One (p.122)

Input / Output

Aims

The pupils have to read the interview in the box , then ask and answer questions reporting what is said the interview. Key answers: The interview You: What did the interviewer ask him? Your partner: S/He asked him where he had grown up. You: And what did he answer? Your partner: He said that he had grown up in Seattle, Washington. You: What did the interviewer ask him? Your partner: S/He asked him where he had discovered his interest in Software. You: And what did he say? Your partner: He answered that he had discovered his interest in Software at the private Lakeside School. You: What did the interviewer ask him? Your partner: S/He asked him when he had begun computer programming. You: And what did he answer? Your partner: He answered that he had begun computer programming at the age of 13. You: What did the interviewer ask him? Your partner: S/He asked him when he had entered Harvard University. You: And what did he answer? Your partner: He said that he had entered Harvard University in 1973. You: What did the interviewer ask him? Your partner: S/He asked him if had developed the first computer there. You: And what did he answer? Your partner: He answered that he had developed it there. You: What did the interviewer ask him? Your partner: S/He asked him how long he had been Head of Microsoft. You: And what did he answer? Your partner: He said that he had been Head of Microsoft for more than 20 years. You: What did the interviewer ask him? Your partner: S/He asked him why he had set up the Bill Gates Foundation. You: And what did he answer? Your partner: He answered he had always been thoughtful about others. That’s why he had done it. You: What did the interviewer ask him? Your partner: S/He asked him how much money he had donated that year. You: And what did he answer? Your partner: He said that he had donated $3.2 million. You: What did the interviewer ask him? Your partner: S/He asked him which charities he had supported so far. You: And what did he answer? Your partner: He answered he had supported organizations working in the field of health and learning.

The pupils should be able to practice their understanding of the reported speech.

20mn

Act Two (p.123)

Write it right (p.123)

You: What did the interviewer ask him? Your partner: S/He asked him if his wife had helped him. You: And what did he answer? Your partner: He said that she had helped him. The pupils have to turn the quotes into reported speech using the verbs given. Key answers: a- Albert Einstein doubts whether present-day Americans have become any happier since their grandparents settled in the country. -Albert Einstein doubted whether present-day Americans had become any happier since their grandparents settled in the country. b- John Donne writes that no man is an island. - John Donne wrote that no man was/is an island. c- Bertrand Russel says that three passions have governed his life: the longing for love, the search for knowledge, and an unbearable pity for the suffering of mankind. - Bertrand Russel said that three passions had governed his life: the longing for love, the search for knowledge, and an unbearable pity for the suffering of mankind. Homework: The teacher asks the students to use the information in the pie chart and write the report about Bill Gates as a man of the year of 2005. Remarks:

Abd-Elazize El-Sharif Secondary School Unit IV: No Man is an Island Theme: Disaster & Solidarity Part I: Discovering Language (pp.120-125)

The pupils should be able to turn quotes to reported speech.


II/ Say it loud and clear: The aim of the lesson: by the end of the lesson the pupils will have been able to get an idea about silent letters and the pronunciation of final –ed.


Input / Output

Aims

15mn

The The teacher gives the handouts to the pupils, read and explain Reminder how and when some letters aren't pronounced.

15mn

Activities Act one: The teacher asks the pupils to cross out the silent letters in the given words in the handout. Key answers:

The pupils should be able to get an idea about the silent letters The pupils should be able to practice the silent letters.

Act two: The teacher asks the pupils to guess the missing silent letter in the given words. Key answers:

15mn

The The teacher gives the handouts about the pronunciation of the Reminder final /ed/ to the pupils, read and explain it.

15mn

The Act one: activities The teacher asks the pupils to classify the given words in the table according to the pronunciation of the final /ed/. Key answers: /d/ /t/ /id/

The pupils should be able to get an idea about the pronunciation of the final /ed/ The pupils should be able to classify the words according to the pronunciation of the final /ed/

Remarks:

Abd-Elazize El-Sharif Secondary School Unit III: No Man is an Island Theme: Disaster & Solidarity Part I: Discovering Language (pp.120-125)


III)Working with words (p.125): The aim of the lesson: by the end of the lesson the students will be able to know about the most common reporting verbs and using them.


Act One (p.125)

20mn

Act Two (p.125)

Input / Output

Aims

The students have to use some of the given verbs to report the quotes in the box that follow. Key answers: a-The thief admitted that he had stolen the bag. b-The mother prayed/begged the doctor to save her son. c-She apologized for being late. d-She ordered him to go there. e-He suggested to go out for a walk. f-She advised her girlfriend to consult a doctor. g-She blamed him/her for breaking the vase. h-Leila agreed that the flowers were really beautiful. The students have to use the rest verbs to form sentences of their own. Key answers: Each student reads his/her sentences and choose the appropriate ones to write them in their copybook. Remarks:

The students should be able to chose the appropriate reporting verb depending on the meaning of the quotes.

Abd-El Azize El-Sharif Secondary School Unit III: No Man is an Island Theme: Disaster & Solidarity Part II: Developing Skills (pp.126-131) Sequence one: Listening & speaking (pp.126-131):

The students should be able to practice their understanding of the reporting verbs.


The aim of the lesson: by the end of the sequence the students should be able to: -Listen to a radio interview; -manage through a conversation;

Steps of the lesson:

Timing

Steps

Input / Output

Aims

15mn

Act One (p.126)

The students should be aware of how to order a given instructions.

15mn

Act Two (p.126)

The students have to interact and to decide on the correct order of the following earthquake safety measures. Key answers: Numbers 1 2 3 4 Letter b c d a The students have to listen to their teacher reads an interview p.184 of the text book, and check their answers of the previous act.

20mn

Act Three The students have to listen to their teacher read some sentences (p.126) which contain mistakes then they will try to pick out this mistakes and correct them. Key answers: The mistake consists of adding to the idiom had better and had better not. a- If you are inside a building during an earthquake, you had better stand in a doorway. b- You had better not try to take the stairs and lifts. c- You had better stand away from buildings. Remarks:

The students should be able to assess their knowledge by checking their answers with the correct ones in the passage. The students should be aware about the use of the idioms had better, had better not.

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit III: No Man is an Island Teacher: Miss. KHOUNI L. Theme: Disaster & Solidarity Level: 2nd year SE Part II: Developing Skills (pp.126-131) Class: ES/ ME Sequence one: Listening & speaking (pp.126-131) The aim of the lesson: by the end of the sequence the students should be able to: -take turns in an interview; -write an announcement;


20mn

Your Turn (p.127)

Input / Output

As a pair work, the students have to ask for and give advice about what to do before, during and after earthquake using the verb idiom had/ ‘d better/ ‘d better not. Key answers: Before an earthquake You: What should I do before an earthquake? Your partner: You’d better have an earthquake survival kit at hand. Other suggestions: You’d better know how to turn off gas, water and electricity. You’d better plan emergency procedures. You’d better make plans to keep your family together. You’d better know emergency telephone numbers (doctor, hospital…). You: What shouldn’t I do before an earthquake? Your partner: You’d better not anchor objects like bookcases and kitchen units to walls. Other suggestions: You’d better not place objects over beds. After an earthquake You: What should I do after an earthquake? Your partner: You’d better check for injuries. Other suggestions: You’d better provide first aid. You’d better check for building damage and potential problems during aftershocks. You’d better clean up dangerous spills. You’d better wear shoes. You’d better turn on the radio and listen for instructions from public safety agencies. You’d better use telephone for emergency only. Write it up The students have to use the previous act’s statements to write a (p.128) short announcement advertising the precautions that people should take before, during and after an earthquake. Key answers: ANNOUNCEMENT Dear citizen, Our town is situated in an earthquake zone. We can’t do anything to stop earthquakes, but we should see to it that safety measures are taken in order to limit the loss of human life and material damage. Before an earthquake, we’d better not place objects over bed because they may fall over family members and injure them. ... During the earthquake, we’d better not panic and run away in all directions, for we can be injured or killed . We’d better stand in a doorway or crouch under a desk or a table, stay well away from windows or glass dividers, for our safety. ... After an earthquake we’d better provide first aid because family members and neighbours may be injured. ... Remarks:

Aims The students should be able to ask for and give advices using some verb idioms.

The students should be able to know the steps of writing an announcement.

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit III: No Man is an Island Teacher: Miss. KHOUNI L. Theme: Disaster & Solidarity Level: 2nd year SE Part II: Developing Skills (pp.126-131) Class: ES/ ME Sequence two: Reading & Writing (pp.129-131) The aim of the lesson: by the end of the sequence the students should be able to: -read a report; -read a newspaper article; -write a report;

-write a letter of opinion;


Timing

Steps

10mn

Act One (p.129)

15mn

15mn

20mn

Input / Output

Aims

The students have to interact with the picture and analyse what it presents. Suggested answers: - They are taking food to homeless families and neighbours as their houses were destroyed by an earthquake. This can be an act of solidarity. - The picture is supposed to have been taken after the earthquake that shook Bourmedes in 2003. Act Two The students have to read the newspaper report and check their (p.129) answers to the previous act. Key answers: The women are taking food to their neighbours because the latter have lost their homes. Act Three The teacher have to read and explain the tip box to his/ her (p.130) students, whom have to pick out the first paragraph of the previous article and try to state the correct punctuations to separate the reporter’s words from those of his informant. Key answers: Great calamities can show the best in man. For instance, while I was covering, for my newspaper, the earthquake in Boumerdes I met a group of women carrying plates of Kouskous. “Where are they going all together like that?” I asked Rafik, my Algerian friend and translator. “They are taking food to their neighbours who have lost their homes,” he replied. After a few minutes, he added, “People have always helped each other over here. But this earthquake has considerably increased that sense of neighbourliness”. Act Four The students have to use the information in the given table to (p.130) turn the conversation between Rafik and the journalist into reported speech. Key answers: A. The journalist asked Rafik where the women were going all together. B. Raffik replied that they were taking food to their neighbours who had lost their homes. He said that people had always helped each other over there and he added that that earthquake had considerably increased that sense of neighbourliness. Remarks:

Abd-El Azize El-Sharif Secondary School Unit III: No Man is an Island Theme: Disaster & Solidarity Part II: Developing Skills (pp.126-131) Sequence two: Reading & writing (pp.129-131). *Write it out (pp.130-131): The aim of the lesson: by the end of the lesson the students should be able to: -write a report; -write a letter of opinion;


The students should be able to interpret and analyse pictures.

The students should be able to get ideas from analysing texts The students should be able to learn about punctuation marks concerning reported speech.

The students should be able to practice more reported speech.


Timing

Steps

Input / Output

Aims

20mn

Act One (p.130)

The students should be able to use reported speech and reporting verbs.

30mn

Act Two (p.131)

The students have to report the given opinions using the proposed verbs and expressions. Suggested answers: There are many possible answers. e.g., Some people think that we can reduce poverty in Africa by giving more food aid. Some others believe that food aid is not the solution to starvation and malnutrition in Africa. The students have to use the hints in the box and the notes that follow to develop an argument against the claims reported in the previous exercise. Suggested answer: Some people think that we can reduce poverty in Africa by giving more food aid. This is totally wrong. Billions of dollars are already spent on food aid and thousands of people are still dying from hunger and famine. I believe that ... (Students will develop the relevant notes to support this second opinion.) The irrelevant notes are as follows: - Africa has long history/culture - music beautiful Remarks:

The students should be able to aware how to express polite disagreement

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Discovering Language (pp.160-165) Class: Management & Economy I/ Grammar (pp.160-163) The aim of the lesson: by the end of the lesson the students should be able to: Steps of the lesson: Timing Steps Input / Output Aims 20mn

Before you read (p.160)

The students have to look at the picture and answer the given questions. Key answers: a-The expression “handle with care” is written on packets/boxes

The students should be able to get ideas through interpreting

containing ( easily broken) fragile objects which are in transit. b-I think that she sells vases. c- She feels angry because the vases have been damaged in transit. 40mn As you Act one (p.160): read The students have to read the letters A-D, then identify the one (pp.160-161) which the previous picture best illustrates. Key answers: The letter which the picture p.160 best illustrates is letter C. Act two (p.161): The students have to read the letters again and answer the questions. Key answers: A: The letters are business letters. They are written for business transaction. ( There are other possible answers.) B: 1-order placement-D 2-letter of complaint-C 3-order/receipt of acknowledgement-B 4-advice of dispatch-A C: Chronological order in which the letters are sent: D-B-A-C Remarks:

pictures.

The students should be able to read and analyse texts.

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Discovering Language (pp.160-165) Class: Management & Economy I/ Grammar (pp.160-163) C- After you read (p.162) The aim of the lesson: by the end of the lesson the students should be able to: - express purpose. Steps of the lesson: Timing Steps Input / Output Aims 20mn

Grammar Together, the teacher and his/ her students will discuss the sentences and Desk the questions in the grammar desk. (p.162) Key answers: a-The link words written in bold express purpose.

The students should be able to get an idea about

20mn

Act one (p.162)

15mn

Act two (p.162)

b. All the main clauses are in the front/first part of the sentences and the subordinate ones in the second part (after the conjunctions written in bold). c-Sentence 4: The verb in the main clause is in the present continuous tense, whereas that of the verb in the subordinate clause is in the future tense. Sentence 5: The verb in the main clause is in the future tense whereas the second verb is preceded by can. d- The sentence which is acceptable is the following: -We would like our order to be processed promptly in order not to miss the summer sale. This one is not acceptable. -We would like our order to be processed promptly not to miss the summer sale. The students have to write an introductory sentence to express the purpose of each of the subjects of the letters in the given box, with the use of "to". Key answers: a-Dear sir, I am writing to congratulate you for the new born baby. b-Dear sir, I am writing to apologize for the offence. c-Dear sir, I am writing to apply for the job advertised in USA today. d- Dear sir, I am writing to enquire about the quotations for Spring and Summer clothing. e- Dear sir, I am faxing you information about the merger of our company with the Yamakachi Company. The students have to rewrite the sentences using "so that" instead of the link words in bold type. Key answers: -a-Would you therefore please let us know about your wishes as soon as possible so that we can reserve the rooms you need. -b-Please, place your order for our new range of products by 15 December so that you can benefit from the discount prices on the price list.

expressing purpose using "to", "in order to" & "so as to".

The students should be able to practice the use of "to" to express purpose.

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Discovering Language (pp.160-165) Class: Management & Economy I/ Grammar (pp.160-163) *Write it right (p.163) The aim of the lesson: by the end of the lesson the students should be able to: Steps of the lesson: Timing Steps Input / Output Aims 30mn

Act one (p.163)

The students have to imagine that they are a group of foreign investors interested in opening a business in Algeria, so they should prepare a facsimile and send it to the consulate to ask for information, with the use of the given information in the box. Suggested answer:

The students should be able to write letters related to business.

30mn

Act two (p.163)

Dear Mr._____, We are writing to ask for information about the city of El-Oued. We are a group of manufacturers of air conditioners from Leeds and we are interested in opening a business in El-Oued. Would you please send us information about the following: a. working hours b. languages spoken c. working force ... Thank you in advance for any information you can provide us with. We look forward to receiving your reply. Yours faithfully, Air and Co., The students have to imagine now that they are working in the consulate, so they should write a draft reply to the previous letter of enquiry. Remarks:

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Discovering Language (pp.160-165) Class: Management & Economy II/ Say it Clear (p.164) The aim of the lesson: by the end of the lesson the students should be able to: Steps of the lesson: Timing Steps Input / Output Aims 15mn

Act one (p.164)

25mn

Act

As the teacher reads the sentences, the students try to underline the stressed syllable. Key answers: The focus is on the shift of stress at the sentence level. a-June b-Algiers c-business d- going e-you See the key to activity two below. The students have to answer the questions of the previous act, by

The students should be aware about the stress shift. The students

two (p.164)

20mn

Act three (p.164)

focusing each time on a word. Key answers: The focus is on corrective stress. You: Are you going on a business trip to Algiers in June? Your partner: No, I’m going on a business trip to Algiers in July. You: Are you going on a business trip to Algiers in June? Your partner: No, I’m going on a business trip to Oran in July You: Are you going on a business trip to Algiers in June? Your partner: No, I’m going on a holiday trip to Oran in July You: Are you going on a business trip to Algiers in June? Your partner: No, Mary is going on a business trip to Oran in July Together with their teacher, the students have to find out and discuss the spelling sound links in English.

should be aware of the contrastive and the corrective sentence stress.

The students should be aware about the different sound-spelling links.

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Discovering Language (pp.160-165) Class: Management & Economy II/ Say it Clear (p.164) The aim of the lesson: by the end of the lesson the students should be able to: - get an idea about the stress pattern in the different word's types.


Input /Output

The The teacher distributes the handouts about the stress pattern to the Reminder pupils, read and explain it.

Aims The pupils should be able to get an idea about the stress pattern in verbs nouns and adjectives.

35mn

The The teacher asks the pupils to do the activities in the handout activities concerning the stress pattern. Key answers:

The pupils should be able to practice the stress in different words.

Remark(s):

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Discovering Language (pp.160-165) Class: Management & Economy III/ Working with words (p.165) The aim of the lesson: by the end of this lesson, the pupils should be able to: - use prefixes. Steps of the lesson: Timing Steps Input / Output Aims 20mn

Act one (p.165)

The pupils have to use the prefixes in the box to form words out of the underlined phrases, then replace the underlined phrases with the words they have formed. Key answers: Memo The employees of the company are dissatisfied with their working conditions. Some of them complain about mistreatment and malpractice while others say that the wages are unfair and that the managers are insensitive to their feelings.

The pupils should be able to use the prefixes.

30mn

Act two (p.165)

The present organization of our company is not efficient. It is time to rearrange and reorganize it so as to re-establish good labour relations. It is impossible to improve production and productivity if the policy of wages is not reconsidered. Pupils will write their own Profit and Loss statements and Balance Sheets. They have to use the words in the box. Remarks:

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Developing Skills (pp.166-173) Class: Management & Economy I/ Listening & Speaking (pp.166-169) The aim of the lesson: by the end of the lesson, the students should be able to: - listen for gist - listen for specific information Steps of the lesson: Timing Steps Input / Output Aims 20mn

Act one (p.166)

10mn

Act two

The pupils have to read a given short texts and answer the questions. Key answers: a-advertisement b-in newspapers and magazines c-The short texts on the left hand side of the page are ‘work wanted’ ads; the text on the right hand side is a firm offer of recruitment (situations vacant). The pupils have to listen to their teacher reading the script (p.186), and say which advertisement of the previous part the speakers are talking about.

The pupils should be able to get an idea about some types of texts related to business.

(p.166) 20mn

Act three (p.166)

Key answers: The speakers are talking about the advert on the right hand side of the page. (offer of recruitment/situations vacant) The pupils have to listen to their teacher reads the script again and take notes in order to summarise the dialogue in their way. Suggested Summary: ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ………………………………………………………………………………

The pupils should be aware about writing summaries.

Remarks:

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Developing Skills (pp.166-173) Class: Management & Economy I/ Listening & Speaking (pp.166-169) Your turn (pp.167-168) The aim of the lesson: by the end of the lesson, the pupils should be able to: - ask and answer questions Steps of the lesson: Timing Steps Input / Output Aims 30mn

Act two (p.167)

20mn

Act two (p.168)

The pupils have to act out dialogues using yes-no questions and the clues in the box. They have to make comments and give further information each time they answer. Key answers: The students have to follow these examples to write their own dialogues. You: Have you applied for the job yet? Your partner: No, I haven't done that yet. I'll do it this afternoon/ tomorrow, next year. Yes, I have already done that. I hope I will get it. The pupils have to study the given dialogue and act out snippets of it to rehearse for a job interview.

The pupils should be aware how to deal with conversation's questions and answers. The pupils should be able to differ

between the present perfect simple and the present perfect continuous. Remarks:

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Developing Skills (pp.166-173) Class: Management & Economy I/ Listening & Speaking (pp.166-169) *Write it up (pp.168-169) The aim of the lesson: by the end of the lesson, the students should be able to: -learn about the present perfect & the present perfect continuous. Steps of the lesson: Timing Steps Input / Output Aims 30mn

Act two (p.168)

30mn

Act two

The students have to put the verbs between brackets in present perfect simple or the present perfect continuous and insert already, yet, still and just where appropriate. Key answers: Rashid: He has been working in the sales department for two months, and he has already mastered all the selling techniques. Omar: He has been working for six months, but he has not got the list of all workers in his shift yet. Rashid: She has been directing a research project since January last year, and she still hasn’t completed it. Omar: She has been training to become manager since 2005, and she has just only got the appointment to the position. The students have to use the information in the next page to write an annual report of a company of their choice.

The students should be able to use the present perfect and the present perfect continuous using already, yet, still and just.

The students should be

(p.168)

Key answers: The students can follow this form: The production has increased steadily from 650,000 to over 1 million packets of pasta. The number of accidents has fallen sharply from 20 to 2. Absenteeism has fallen to the lowest point. ... (The students will give figures to support their statements) ( If necessary refer to SE1 book to have ideas about how graphs can be read.) Remarks:

aware about the steps to write a company's annual report.

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Developing Skills (pp.166-173) Class: Management & Economy The present perfect simple and continuous Steps of the lesson: Timing Steps Input / Output Aims 30mn

30mn

The The teacher gives the pupils handouts about the present perfect Reminder simple & continuous forms and uses, read and explain it.

The pupils should be able to get an idea about the present perfect and the present perfect continuous. Activities Act one: The pupils The teacher asks the students to give the correct form of the verbs should be able between brackets. to practice the Key answers: use of the 1- has been looking 2- has been playing 3- has worked present perfect 4- hasn't come 5- has been making 6- hasn't arrived 7- has just finished simple and 8- has been raining 9- hasn't found 10- has been practicing continuous. Act two: The teacher asks the students to choose the correct form of the verb that complete each sentence. Key answers:

1-have been playing 2- has only won 3- have been walking 4- have just finished 5- have been working 6- have you been waiting Remarks:

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Developing Skills (pp.166-173) Class: Management & Economy II/ Reading & Writing (pp.170-173) The aim of the lesson: by the end of the lesson, the students should be able to: - read for specific information. Steps of the lesson: Timing Steps Input / Output Aims 10mn

Act one (p.170)

10mn

Act two (p.170) Act three (p.171)

20mn

The pupils have to look at the picture and the graph and guess what they represent. Key answers: - The picture represents the American women who helped in the war effort in World War II by working outside their homes. - The graph represents the growth in the number of firms owned by women in the late 1980s and 1990s. The pupils have to read the text and check their answers to the question of the previous act.

The pupils should be able to read and analyse picture and graphs.

The pupils have to read the text again and answer the given question. Key answers: a)American women went to work outside the home during World War II in order to/so that they might help in the war effort. b)They continued to work after the war in order to/in order that they might/ contribute to the rebuilding of their country’s economy. c) In the 1960’s many of them preferred to stay at home to take care of their

The pupils should be able to read and analyse texts and get ideas.

20mn

Act four (p.171)

children. d) Their husbands bought them cars so that they could drive their children to school. e) The supplied them with washing machines and cookers to help them spend less time on housework. f) They furnished them with TV sets in order to prevent them from being bored during their free time. The pupils have to read the information in the given tip box, then deduce/ infer the central idea developed in each of the paragraphs of the previous text. Key answers: Paragraph 1: World War II gave American women the opportunity to work outside their homes. Paragraph 2: The decrease in the number of working women in the 60’s and 70’s. was caused by economic prosperity. Paragraph 3: American women worked outside again in the late 1970s and 1980s because of economic crisis. Remarks:

The pupils should be able to get ideas through reading text.

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014 Unit IV: Business is Business Teacher: Miss. KHOUNI L. Theme: Management & Efficiency Level: 2nd year SE Developing Skills (pp.166-173) Class: Management & Economy II/ Reading & Writing (pp.170-173) *Write it Out (pp.172-173) The aim of the lesson: by the end of the lesson, the pupils should be able to: - practice the use of the link words of purpose. Steps of the lesson: Timing Steps Input / Output Aims 15mn

Act one (p.172)

The pupils have to re-write the sentences of the text on the previous page which contain the link words so that and in order that using "in order to", "so as to" and" to" Key answers: a- After the war, American women continued to work side by side with American men for sometime in order that they might contribute to the building of their country’s economy . →After the war, American women continued to work side by side with American men in order to contribute to the building of their country’s economy. b- Many of them preferred staying at home so that they could take care of their children. →Many of them preferred staying at home so as to take care of their children. c-They highly salaried husbands bought them cars so that they could drive their children to school and back home. →They highly salaried husbands bought them cars in order to drive

The pupils should be able to practice the use of link words of purpose.

15mn

Act two (p.172)

25mn

Act three (p.173)

their children to school and back home. d- They also supplied them with brand new washing machines and cookers so that they would spend less time on housework. →They also supplied them with brand new washing machines and cookers so as to spend less time on housework. e -They furnished them with TV sets so that they might not feel bored during their free time. →They furnished them with TV sets so as not to feel bored during their free time. The pupils have to re-write the sentences using the link words and the The pupils modals in the box instead of the link words written in bold. should be Key answers: able to do more practice a - She took more than forty word-processing lessons in order to have a related to the job promotion. use of the →She took more than forty word-processing lessons so that she could link words. have a job promotion. b- The government refuses to increase the wages so as not to cause inflation. →The government refuses to increase the wages in order that they may not use inflation. c- In order to increase the sales, the company recruited an expert in marketing. →The company recruited an expert in marketing so that the sales would increase. d- To protect the local industry, the government imposed new tariffs on imports. →The government imposed new tariffs on imports in order that the local Industry could be protected. e- In order not to disappoint private exporters, the government will lower the duties. →The government will lower the duties so that private exporters may not be disappointed. The pupils have to write a confidential report using link words so that/ The pupils in order that and modals might/ would/ could. should be able key answer: to get an idea about the tips of Confidential report writing a Introduction: confidential The purpose of this report is to evaluate the performance of Leila Derradj, Production Manager of Autocar, during the year 2005. The report report. details the decisions that Leila Derradj took month by month in several areas. Findings: Leila Derradj was appointed on 2 January, 2005 so that she would help increase production. In February, she re-organized the department so as to have more control on the staff and the work to be done. In March, she introduced break time for workers on the assembly line so that they could improve production. She introduced also a flexible time scheme for female employees of the company. In April, she put suggestion boxes in order that workers might give their opinion on the company. On June, she held a meeting with the workers so that they could participate in decision-making. Finally she introduced new items in work contract for workers... Conclusion: Leila Derradj ’s decisions have led to a new management style. The annual turnover has increased steadily. There has been a peak in productivity and sales have increased considerably which has made profits

reach a sharp rise. I therefore strongly recommend to maintain Miss Leila Derradj in her position as production manager of Autocar. Remarks:

Abd-Elazize El-Sharif Secondary School Unit IV: Budding Scientists Theme: science and experiments Part one: Discovering language (pp.80-85)

School Year: 2014/2015 Teacher: Miss. KHOUNI L. Level: 2nd year SE Class: 2nd year ES

I) Grammar in Context: The aim of the lesson: the students should be able to: - learn about the conditional type zero & 1.


Before you

Input / Output The pupils have to look at the picture and use the

Aims The pupils should be to

read (p.80)

15mn

30mn

As you read (pp.80-81)

After reading (p.81)

information to write 5definitions to the angles. Key answers:  The "acute angle" has less than 90 degrees.  The "reflex angle" has more than 180 degrees.  The "right angle" has exactly 90 degrees.  The "obtuse angle" has more than 90 degrees.  The "straight angle" has 180 degrees. Act one (p.80): The teacher asks the pupils to read the given text and check their answers of the previous activity. Act two (p.81): The pupils read the text and answer the given questions. Key answers: 1- Plane geometry is the study of points, lines and figures occurring in planes. 2- Yes, there is. A point in geography has no dimensions (length and thickness) whereas a dot has length, width and thickness. 3- The teacher advises his/her students to revise today’s lesson. Grammar desk: With the guidance of the teacher, the pupils have to do all the activities in the computer screen-shaped square on page 81. Key answers: a- The result clause of sentence 1 is in the future simple. The result clause of sentence 2 is in the present simple. b- The condition in sentence 2 is true at any time because it is a general truth. The condition in sentence 2 is of the domain of prediction. The students may or may not get good marks. c- When can replace if in sentences 2 and 4. 2- When two lines cross, the opposite angles are always equal. 4- When there are two points, the shortest distance between them is called a straight line.

be familiar with geometry-related vocabularies, and use and practice the comparatives.

The pupils should be able to look for specific notes in the text, to identify the main and secondary ideas of the reading passage, and to provide them with the correct methodology of answering questions. The pupils should be able to identify the conditional clause, recognize the construction and building of the conditional sentences ;( if clause/main clause – main clause/if clause), and discriminate between the usage of the two different types of conditional: Type (I) and type (II).

d- The order of the sentences is as follows: (2-4) (1-3)

Remarks:

Abd-Elazize El-Sharif Secondary School Unit IV: Budding Scientists Theme: science and experiments Discovering language (pp.80-85)


I) Grammar in Context: *Practice: The aim of the lesson: the students should be able to: - practice the conditional type zero & 1.


Act one

Input / Output The teacher asks the pupils to put the verbs between

Aims The students should be able

(p.82)

15mn

Act two (p.82)

15mn

Act three (p.82)

20mn

Act four (p.82)

30mn

Act five (p.83)

brackets into the correct tense. to practise the use of the Key answers : conditional clause in context and enable them to a- We will get wet if it rains. (Prediction) differentiate between the b- If you boil water at 100% centigrade, it evaporates. two types of conditional: (Scientific truth) Type (1) and (0). c- If you throw water on fire, it will stop burning. d- If you drink some cool water, you will soon feel better. e- She will fall sick if she drinks that polluted water. The students have to put the verbs between brackets in The students should be able the sentences of column A into the right tense. Then to practise more the match each sentence with its function in column B. conditional and to make Key answers: them aware of the diverse functions a conditional A: Sentences B: Functions sentence may have. 1. If you buy two, you will get one F. promise free. 2. I will help you do the exercises if B. offer you want. 3. If you do not stop making a noise, I D. threat will switch off the TV. 4. He will understand if you just E. advice explain why you came late. 5. If you touch that wire, you will get C. warning an electric shock. A. prediction 6. If this jacket is the correct size, it will fit me. The students have to write if-conditional sentences expressing the functions in column B of exercise 2 above. Then read them aloud using the right tone: Key answers: a– You may have an accident if you drive too fast. b- If you don't pay your taxes on time, you can have a fine. c- You can ran out of money if you spend too much of it. d- If you overuse your old car, it may break down one day. The students have to think about what they’ll do if they The students should be able to pass their exams. Then play a chain game by asking the express freely their own ideas other group what they will do next. as long as the conditional is Key answers: used appropriately. G1: If you pass your exam, we’ll go to Brazil. G2: What will we do if we go to Brazil? G1: If we go to Brazil? We’ll visit Maracana Stadium. The students have to make the result clauses in the The students should be able sentences sound less categorical (likely) by using the to differentiate between auxiliaries ‘may’ or ‘can’. Then to write similar sentences conditional sentences with as the ones they have obtained. 'may' and 'can', recognize Key answers: the difference in the degree Possible Sentences: of certainty of conditional a- If you fall down, you may break your arm. sentences using 'may' and b-That boiler can explode if you put too much pressure 'can', and to reinforce the on it. use of 'may' and 'can' in a c- He may hurt himself if he mixes chemical products given language context carelessly. d- They can fail their mathematics and physics exams if they don’t learn the theorems.

e-If you drive too fast, you may have an accident. f-If you spend too much money, you can run out of it soon. g-If you overuse your old car, it may break down one day. h-If you don’t pay your taxes on time, you can have a fine. Remarks:

Abd-Elazize El-Sharif Secondary School Unit IV: Budding Scientists Theme: science and experiments Discovering language (pp.80-85)


I) Grammar in Context: The aim of the lesson: the students should be able to: - practice the conditional in writing a scientific composition


Input / Output

Write it right The students have to use the information below to write (p.83) a short description about water properties. Use conjunctions ‘if / when / as’. Key answers: Like air, water is found almost everywhere. It is familiar to us in different forms, as drinking water, water vapour, ice and snow. Water has some surprising qualities. For example, most liquids freeze and become denser, but water

Aims The students should be able to practise the use of conditional with 'may', 'can' and 'will', to write a descriptive essay using given notes to improve their writing skills.

becomes lighter. When you fill a pan of water, with ice cubes, you note that unmelted particles remain on the surface. The reason is that frozen water is lighter than water in liquid form. When water expands, it becomes ice and it exerts pressure. If you fill a glass bottle and put it in the freezer, the bottle breaks. As the frozen water expands, it exerts pressure on the glass bottle. Water molecules have a strong attraction to each other. The force of attraction is called cohesion. If you moisten two pocket mirrors and stick them together, you will not be able to pull them apart. The water molecules on the surface of the pocket mirrors attract each other. But it is not difficult at all to separate dry mirrors because ... Remarks:



II) Say it loud and clear: The aim of the lesson: the students should be able to: - mark intonation in complex sentences with if. - mark stress in words ending in –gy, -ical, -ics …


15mn

Input / Output

Act one The students have to listen and mark the intonation at the end of (p.84) each sentence in the dialogue below. Use arrows ( ) key answers: Car owner: What should I do () if the engine fails to start? () Mechanic: Check if there is fuel in the tank. () Car owner: And if there is fuel in the tank. () Mechanic: Then you should check () if the battery is all right. () Act two In a pair work, the students have to act out the given dialogue.

Aims The students should be aware of the musicality of spoken English, learn the intonation in the interrogative form, and learn the use of "should" for giving advice.

10mn

25mn

(p.84) Act three (p.84)

Act four (p.84)

Then make similar dialogues using should and if…: The students have to listen to their teacher reading the words in the table. Then mark the primary stress with a prime (ˈ). The secondary stress is already marked: Key answers: A) Word Pronunciation B) Words Pronunciatio n Psychology Solution /sa 'k l d / / s lu n/ Democracy -Television / tel 'v n/ / d 'm kr s / Philosophy -Realistic / f 'l s f / / r 'l st k/ Responsibility / r sp ns 'b l t / -Static / 'st t k/ Technological / tekn 'l d kl/ Aeronautics / e r 'n t ks/ The students have to discuss the given points and draw pronunciation rules: Key answers: The rules for word stress 1. Stress on first syllable Most two-syllable nouns and adjectives have stress on the first syllable. 2. Stress on last syllable Most two-syllable verbs have stress on the last syllable. 3. Stress on penultimate syllable (second from the end): Words ending in ‘ic’ , ‘tion’, and ‘sion 4. Stress on ante-penultimate syllable (third from the end): Words ending in ‘cy’, ‘ty’, ‘phy’; ‘gy’ 5. Polysyllabic words (words with many syllables) These usually have more than one stress, i.e., primary and secondary stress. Often such words contain a prefix (as with ‘inter’ and ‘anti’ in international and antibiotic). This is common with many long technical words. 6. Compound words (words with two parts) If the compound is a noun, the stress goes on the first part. eg: greenhouse, blackbird. If the compound is an adjective, the stress goes on the second part; e.g., bad-tempered, old-fashioned If the compound is a verb, the stress goes on the second part, e.g., understand, overlook. Remarks:

The students should be aware of what homophones are.

The students should be able to raise their awareness about spoken English sounds, to discriminate between primary and secondary stress in words, and to learn the stress pattern in words ending with specific suffixes: gy, cy, phy, ity, cal, tion, sion, ic and ics.



III) Working with Words: The aim of the lesson: the students should be able to: -form adjectives with suffixes. - get vocabulary related to science, experiments…


Input / Output

Act one The students have to complete the blanks in the table with (p.85) adjectives of their own. Key answers: Suffixes meaning Example for (+transcription) forming nouns

Aims The students should be able to learn some suffixes, their meanings and their use, and to be able to create new and different adjectives using specific nouns and suffixes.

-able/ ible

20mn

Act two (p.85)

- that can be/ fit to be/ - reliable showing qualities of -al, -y, -en Related to, like -identical, similarly -ate -related to -passionate -ed - having the -polluted characteristics of -ful - full of, having the -fruitful, harmful quality of -ial - having the -serial, racial characteristics of -ic - related to - biologic, ecologic -ive - having the tendency -reflexive towards/quality of -lar -in the shape of -perpendicular -less -without - tasteless -like -resembling -lifelike -ly -having the quality of/ -scholarly, yearly regular occurrence -ous -having the qualities of -some -which causes -tiresome -ss,-ese,-sh, -nationality -Swiss, Japanese, -an... The students have to unmix the letters to find out the name of a science. Then complete the crossword puzzle: Key answers: Across Down h- physics a- Psychology b- mathematics czoology d- astronomy ebiology fecology g- chemisty Remarks:

Abd-Elazize El-Sharif Secondary School Unit IV: Budding Scientists Theme: science and experiments Part two: Developing Skills (pp.86-91)


Sequence one: Listening & speaking (pp.86-88) The aim of the lesson: the students should be able to: - listening to a talk - talking about a dilemmas.


Input / Output

Act one The students have to skim through the advertisement below and (p.86) answer the given questions.

Aims The students should be able to be familiar with the form and language items of

5mn

Key answers: advertisements. a- The advert addresses high school graduates. b- “Open Day” is the day when the university is open for visit by high school graduates who are interested to join the university. Act two The students have to listen to their teacher reading a dialogue The students should be

(p.86)

10mn

30mn

and check their answers to the questions of the previous task.

Act three The students have to listen to their teacher again and answer the (p.86) given questions. Key answers: a- The speakers are Jamel and Maya who are high school students. b- Jamel. c- He starts as follows: “I feel like going”. d- Jamel wants to visit the faculty of medicine. e- Maya wants to visit the faculty of civil engineering because she isn’t interested in visiting the faculty of medicine Your Pair work. Each one of the students have to imagine that his/ turn her friend finds himself/herself in a dilemma and suggest to (p.87) him/her a solution to get out of it: Suggested answer: You: I’m sure that scientists will invent a vaccine against tooth decay in 20 years. Your partner: Personally, I have doubts about that. That might or might not happen. You: I’m almost certain that we’ll travel to space some day. Your partner: It seems to me that this won’t happen tomorrow. You: I’m quite sure that Man will live up to 130 years. Your partner: It’s unlikely that this might happen. You: I have the firm conviction that children will study at home to work through the use of computer. Your partner: I have no doubt about this. Remarks:

Abd-Elazize El-Sharif Secondary School Unit IV: Budding Scientists Theme: science and experiments Part two: Developing skills (pp.86-91) Sequence one: listening & speaking (pp.86-88)

able to get self evaluation about their guesses about activity one. The students should be able to be trained to look for specific details (the correct answers) while listening to a read passage.

The students should be able to consolidate further the use of the language exponents for asking for and giving advice.


 Write it up (p.88)

The aim of the lesson: the students should be able to: - give a short presentation.


Input / Output

Act one The students have to imagine they are in a dilemma. So they (p.88) have to write a letter to an ‘agony aunt’ to ask for advice. Key answers: A letter for seeking advice A suggested letter to an “agony aunt”: Dear Dr Wells, I’m writing to you to seek advice. My name is Omar and I’m a secondary school student. I can’t make up my mind about a personal problem. I’ll sit for the baccalaureate exam soon. I’ll

Aims The students should be able to learn how letters of seeking advice are written regarding both the form and contents, and to use the conditional for expressing predictions.

certainly succeed, but my parents are old and are in need of financial help. I would really like to help them. However, if I do so, I will have to give up my dream of becoming a doctor. In short I am in a dilemma. On the one hand, if I decide to help, I will have to renounce to my registration at the university. On the other hand, if I don’t, I’ll feel guilty of not helping my family. I have no one to turn to. What should/can I do? Sincerely, “Miserable”

30mn

Act two (p.88)

The students have to imagine they are an ‘agony aunt’. They have to read their partner’s letter and reply by suggesting a solution to his/her problem, keeping to the given plan. Key answers: The students most appropriate letter.

The students should be able to know how to write responses to a letter of complaint expressing sympathy, and making written suggestions and recommendations using specific language items.

Remarks:

Abd-Elazize El-Sharif Secondary School Unit IV: Budding Scientists Theme: science and experiments Part two: Developing skills (pp.86-91)


II) Reading & Writing (pp.89-91) The aim of the lesson: the students should be able to: - read a report about an experiment. - write a letter about a contingency plan.


Input / Output

10mn

Act one (p.89)

The students have to read and answer the question in the caption attached to figure 1 that is given.

15mn

Act two (p.89)

The students have to read the first part of the text and check their answers to question 1 in the exercise above. Then discuss the given questions. Key answers: a. Yes, it shows the balloons moving away from one and other. The illustration helps in understanding the word “repel” in the text. It also helps to visualise the whole experiment. b. Yes, I have used my knowledge in physics. Using background knowledge helps in understanding texts.

Aims

The students should be aware of the importance of using illustrations, drawings and background knowledge to understand a text before reading it.

c. The answer to the first part of the question may be ‘yes’ or ‘no’ depending on the students’ background knowledge. As regards the second part of the question, the answer is no. 15mn

Act three The students have to Read the rest of the text on page 89 and (p.90) check your answer o question © in exercise 2 on page 89. Key answers: Fig.2: It illustrates the result of the experiment: unlike charges attract. The balloons are attracted to the rod. They are negatively charged whereas the rod is positively charged.

15mn

Act four The students have to read the last paragraph on the text above (p.90) and write captions for figures 3 and 4 to illustrate the explanations. Key answers: Captions: Figure.3: A negatively charged balloon adheres to an uncharged wall. Figure.4: A positively charged balloon also adheres to such a wall. Write it This activity will be given as a home work. out (p.91) Remarks:

The students should be aware of the different techniques/strategies for avoiding repetition.

Abd-El Azize Sharif Secondary School Unit IV: Science or Fiction Theme: Technology & the Arts Discovering language (pp.139-145)

School Year: 2015/2016 Level: 2nd year SE Class: Experimental Science

PROJECT: Writing a repertory of inventions & discoveries I) Grammar in Context:


Input / Output

Before you read The teacher asks the pupils to look at the picture of (p.139) the book cover and answer the given questions. Key answers: a-The author of the book is H.G. Wells. b-The titles of novels included in the book are: The time Machine ,and The War of the Worlds. c-Their theme is science fiction. d-Suggested answer: I like films like Star Wars or ET. e- Suggested answer: yes, I do. I like it because it narrates imaginary scientific and futuristic

Aims The students should be able to describe a book cover and know some vocabulary words related to fiction.

15mn

30mn

stories. Act one (p.139): The teacher asks the pupils to read the text and check the answers of the previous task. Act two (p.140): The teacher asks the pupils to read the text again and answer the given questions. Key answers: a- All science fiction films are based on the following hypothesis: “what if it were real?” b- They are different because some scenarios are built on the supposition that Martians are dangerous whereas some of them suppose that they are friendly. c- Sci-fi takes its ideas from current ideas in science. d- Dr Jekil and Mr Hide teaches us to remain close to human nature and not try to upset it. After you read Grammar desk page 140: (p.140) The teacher asks the pupils to read the given sentences and answer the questions after them? Key answers: 1- The conjunction If expresses condition. 2- The tense of the verb in the if-clauses of sentences a, b and c is the past simple. The clauses are about something unreal, unlikely or untrue. They refer to either to the future or present, but not to the past. 3- The modal used in the result clauses is would. The future form of this modal is will. Let ‘s consider sentence d: 1- The past tense used in the if-clause is the past perfect simple. 2- It refers to something impossible, something which did not happen. The speaker is dreaming of or imagining a different past. But the past cannot be changed! 3- The speaker uses would have + past participle. The teacher refers to “Grammar reference n° 11 page 201-202. The conditional 1/ Type zero: Form: If+ present, present Use: general truths, scientific facts and habitual actions. E.g: If I through a glass, it smashes. 2/ Type one: Form: If+ present, future. Use: predictions, hypothesis, sth real and possible to happen in the past or the future. E.g: If it is sunny, we will go to the beach. 3/ Type two: Form: If+ past s, would+ stem Use: sth impossible to happen; imaginary in the present. E.g: If I were you, I would apologize. 4/ Type three: Form: If+ past perfect, would+have+p.p Use: imaginary in the past E.g: If I had been a little bit taller, I would have As you read (pp.139-140)

The pupils should be able to check and answer questions through reading a text.

The pupils should be able to understand and use If-conditional type 2, Ifconditional type 3.

joined the army.

Abd-El Azize Sharif Secondary School Unit IV: Science & Fiction Theme: Technology & the Arts Discovering language (pp.139-145)


PROJECT: Writing a repertory of inventions & discoveries

I) Grammar in Context: *Practice (pp.141-142)


Act one (p.141)

10mn

Act two (p.141)

20mn

Act three (p.141)

15mn

Act four (p.142)

Input / Output

Aims

The students have to put the verbs between brackets into the right tense. Key answers: a. If animals could speak, they would complain about our ingratitude to them. b- I would change my destiny if time travel was possible. c- If Hitler had not existed, the history of the world would have been different. d-If Arabs had not translated and (had not) conserved Greek scientific works, humanity would have lost an important part of its cultural heritage. The students have to match the sentences in column A with their functions in column B. Key answers: a-Advice b-Regret c-Blame Group work: the students have to speculate and add some endings to the if-clauses below. Key answers: Brainstorm the if-clauses before you set your students to task. Provide them with any necessary help.

The students should be able to practice what they have understood from the “grammar desk”. “Conditional types 2 and 3”.

The students have to make the statements less categorical by replacing “would” by the past forms of the modals “may” and “can”. Key answers: a-could b-could c-might d-could

The students should be able to practice more the use of would, by the past forms of may and can.

The students should be able to understand the use of functions such as “regret, blame, advice”. The students should be able to interact with each other in order to write endings to the if-clauses.

Abd-El Azize Sharif Secondary School Unit IV: Science & Fiction Theme: Technology & the Arts Discovering language (pp.139-145)



Steps of the lesson: Timing Steps Write it right (p.142)

Input / Output

Aims

The students have to write a short newspapers article speculating about how things would have been different if the events given had not happened. Key answers: Brainstorm the topic of the newspaper article. Don’t forget to remind them about the layout of a newspaper article: catchy headline, lead-in and the article proper. The students will use their background knowledge in history to write their articles. I consider that there is one important event that has really made modern history. If this event hadn’t taken place, our world might been totally different, revolution hadn’t happened, the world would have stayed in the dark and there would have been not technology. For example, if the computer hadn’t developed. We would have been living in dark ages. “ So industrial revolutions changed a lot of things in our life”

The students should be able to write an article using the conditional types 2and 3.

Abd-El Azize Sharif Secondary School

Unit IV: Science or Fiction Theme: Technology & the Arts Discovering language (pp.139-145)


PROJECT: Writing a repertory of inventions & discoveries II) Say it loud and clear:


Act one (p.143)

20mn

Act two (p.143)

20mn

Act three (p.143)

Input / Output

Aims

The students have to listen to their teacher and underline the word which is emphasised in each of the following drawings? Key answers: The words which are emphasized are: don’t and do. We use the auxiliary “do” to emphasis. The students have to make the first sentence of each exchange more emphatic by adding do or did? Then act out. Key answers: You: Do come to watch a science fiction film with me if you can! Your partner: That will be nice! You: I did enjoy that film! Your partner: So did I. It did give me a fright. You: I do believe in the existence of Martians. Your partner: So do I. The students have to listen and pronounce sentences with the appropriate emotive emphasis. Key answers: The emphatic words are written in bold type.

The students should be able to listen and interpret the drawings.

Abd-El Azize Sharif Secondary School

The students should be able to use auxiliaries “do” “did” and interact orally.

The students should be able to listen and repeat pronunciation of emotive.

Unit IV: Science & Fiction Theme: Technology & the Arts Discovering language (pp.139-145)


PROJECT: Writing a repertory of inventions & discoveries III) Working with words (pp.144-145):


Act one (p.144)

Act two (p.144)

15mn

Act three (p.145)

15mn

Act four (p.145)

15mn

Act five (p.145)

Act six (p.145)

Input / Output

Aims

The students have to complete the following sentences with well+ the past participle form of the following verbs? Key answers: a- well known b- well written c- well appreciated d- well informed e- well paid The students have to make a chart of compound words. Use the entry examples in page 138 as a model. Key answers: (this task to be set as a homework).

The students should be able to use well+ past participle.

The students have to read the dictionary entry on the left of the book and supply the right adverb or preposition to the example on the right? Key answers: a-look up b-back to c-look after d-looking down e-looking forward f- looking into g-looked away The students have to rewrite the dictionary entry and supply the correct examples? Key answers: The students will give as many examples as possible. The students have to answer the following: the verbs look up and look down in the dictionary have two special meanings each. Why? Discuss. Key answers: Two special meanings for look up and look down: look up: (1) turn the eyes upwards(e.g., the ceiling) (2) search for something look down: (1) turn the eyes downwards (e.g., the floor) (2) look with disregard/contempt Note: The first meanings are denotative, and the second meanings are connotative. Illustrate the difference between phrasal and prepositional verbs. The students have to be encouraged to include other phrasal and prepositional verbs. ( to be given as a homewok).

The students should be able to use dictionaries to supply adverbs and preposition.

The students should be able to make a chart using vocabulary related to science/fiction.

The students should be able to give their examples. The students should be able to use dictionary and check meanings.

The students should be able to write a chart using verbs such as: turn, give put….

Abd-El Azize Sharif Secondary School Unit IV: Science & Fiction

School Year: 2012/2013

Level: 2nd year SE Class: Experimental Science

Theme: Technology & the Arts Developing Skills (pp.146-1)

PROJECT: Writing a repertory of inventions & discoveries I) Listening and Speaking (pp.146-14):


Act one (p.146)

20mn

Act two (p.146)

15mn

Act three (p.146)

15mn

Act four (p.147)

Input / Output

Aims

The students have to look at the picture below and answer the given questions. Key answers: a-They are injecting a vaccine against bird flu. b-The woman wearing a mask is cautious; she’s afraid of contaminated by the bird flu epidemics The students have to listen to their teacher reading a dialogue and synthesize it in their own words and read it to the class.

The students should be able to interact and interpret the picture orally.

The students have to listen to your teacher and note down? Key answers: -A sentence used to ask for an explanation: What do you mean? -A sentence used to interrupt someone: Wait a minute! - A word used to resume speaking after being interrupted: Well The students have to listen to their teacher and mark the intonation with arrows. The pauses are on the words in bold type. Key answers: The intonation goes down at the end of statements except in case where the statement is not finished. Said it_might (Intionation goes up) science _time _problems _them_

The students should be able to listen again and guess the meaning of sentences.

The students should be able to listen and paraphrase the dialogue with their own words.

The students should be able to listen and mark the intonation.

Abd-El Azize Sharif Secondary School Unit IV: Science & Fiction Theme: Technology & the Arts

School Year: 2012/2013 Level: 2nd year SE

Developing Skills (pp.146-151)

Class: Experimental Science

PROJECT: Writing a repertory of inventions & discoveries I) Listening and Speaking (pp.146-148): *Your Turn (p.147)


Act one (p.147)

30mn

Act two (p.147)

Input / Output

Aims

The students have to prepare a short dialogue and take turns in asking for and giving explanations using the tip box above? Key answers: There are many possible answers. You: Anyway so far industry hasn’t just solved problems. It has also created some others. Your partner: I didn’t quite catch what you mean. You: Well…Take the case of pollution for example. Because of industrial wastes, rivers, seas and the earth are dying. The air is poisoned; water is polluted,; and the land is full of tons of rubbish. The students have to speculate about your childhood by saying in what ways it would/ might/ could have been different. Key answers: There are many possible answers. Give any necessary help to your students. I think about my childhood with many regrets. For example, if I had worked at school, I would have succeeded in getting a good job. ... (This activity can be continued as a chain game. ) And if I had got a good job, I would have ...

The students should be able to interact to make short dialogues using intonation.

The students should be able to make a speculation using previous background.

Abd-El Azize Sharif Secondary School Unit IV: Science & Fiction Theme: Technology & the Arts Developing Skills (pp.146-151)


PROJECT: Writing a repertory of inventions & discoveries I) Listening and Speaking (pp.146-148): *Write it up (p.148)


Act one (p.148)

Input / Output

Aims

The students have to go through the tip box, listening to their teacher explain the difference between prose and poetry. The students are supposed to use the past perfect tense in the first stanza. Key answers: Sometimes I lie in bed at night And think how my life could have been quite all right I think and think of all the opportunities I had lost. Oh! If only I had thought of working hard at school ...

The students should be able to know some words related to poetry and use the conditional.



PROJECT: Writing a repertory of inventions & discoveries

II) Reading & Writing (pp.149-151):


Act one (p.149)

10mn

Act two (p.149) Act three (p.150)

15mn

25mn

Act four (p.151)

Input / Output

Aims

The students have to look at pictures 1 and 2 and discuss what scientific law principle each of them illustrate? Key answers: Picture1: Archimedes’ principle / the law of buoyancy. Picture 2:- Isaac Newton’s discovery of the universal law of gravitation. -These laws and principles were discovered by accident. The students have to read the given text and check their answers to the previous task. The students have to read the text again and answer the given questions. Key answers: a-The topic of the text i.e. related to scientific discoveries. b-The main idea of the text is that some famous discoveries were made by accident. c-The author of the text tries to convince/persuade the reader that scientific discoveries are not always the result of ingenuity. d- He gives two examples to illustrate his point. e- I agree with the author because the argument of the text is well constructed./The students can also disagree by saying that it is true that chance plays an important role in scientific discoveries, but chance alone is not enough. We need people of genius to note/observe what is happening at the moment the miracle happen. The students have to use their answers in exercise 3 above and the expressions in the tip box to write a short commentary about the text on p.149. Possible answer: This text is about scientific discoveries. The author believes that some famous discoveries were made by accidents. He gave us two examples to convince us. I don’t really agree with him. It is true that some of the greatest discoveries happen by accident; but it is also true that it takes a genius to understand the meaning of the accident. It also takes a lifetime of toil and perspiration to make an invention.

The students should be able to interpret pictures and know some scientific words.

The students should be able to read and interpret texts to get information.

The students should be able to use their background knowledge and write a short commentary.



PROJECT: Writing a repertory of inventions & discoveries II) Reading & Writing (pp.149-151):


Write it out (p.151)

Input / Output

Aims

The students have to write a short autobiography about Michael Faraday, using the given information. Key answers: The greatest name in the history of electrical research in the first half of the nineteenth century is that of Michael Faraday. His career furnishes a classical example of a poor boy who made good as a scientist. He was born in Newington, Surrey, England in 1791. Faraday was the third son of a poor blacksmith who moved to London to mend his fortunes. Faraday never went beyond elementary grades in school. He dropped out and was apprenticed to London bookbinder at an early age. Endowed with the curiosity that is the characteristic of the true scientist, young Michael started to read some of the books he was binding. He saved money to attend lectures on science. Later, he worked as a laboratory assistant to Sir Humphry Davy, one of the famous scientists at the time. His duties included bottle washing and other disagreeable chores. Sir Humphry Davy was jealous, so Michael quitted his job and spent the rest of his time doing research and teaching. Faraday married Sarah Barnard, a Silversmith daughter who was a devoted wife. He became a professor of chemistry in 1833. He discovered the principle of the dynamo, and then the radio waves in 1845. He studied electrolysis and introduced scientific terms such as “anode” and “cathode”. Though Faraday’s electrical discoveries represent his chief contributions to science, he also did important work in chemistry.

The students should be able to write autobiography and use what they have learned in this file in this autobiography.

Abd-El Azize Sharif Secondary School Unit IV: News & Tales Theme: Literature & the Media Discovering language (pp.100-105)




Timing 15mn

15mn

30mn

Steps

Input / Output

Aims

Before you The students have to look at the map and ask and answer read questions about the following points. (p.100) Key answers: Question: Where is the epicentre of the earthquake represented on the map? Answer: A few kilometres off the Indonesian shore. Question: Which areas are hit by the earthquake/ tidal waves? Answer: Many countries in the region. The students can list different areas. Question: How many people died? Answer: More than one hundred thousand victims. The students can give the number of casualties in each area. The information is on the map. Question: When did the earthquake happen? Answer: It occurred on December 26, 2004. As you read Act one (p.100): (pp.100- The students have to read the text and check the answers of 101) the previous task. Act two (p.101): The students have to read the text again and answer the given questions. Key answers: a- The natural phenomenon of Tsunami was little known before December 26, 2004 because the victims did not belong to many nationalities and ethnic groups. Or because it had not been given much publicity before. b- Tsunami has become one of the most popular Japanese words because of the thousands of T.V. channels which covered the disaster for more than a month. c- No, it wasn’t the first time that a Tsunami had hit that region. It had already hit China twenty years earlier. d- The Tsunami of December 26, 2004 was special as its victims did not belong to one nationality or religion. After you Grammar desk page 101: read The students have to read the given sentences and answer (p.101) the questions after them? Key answers: 1- had hit- had recessed 2- was known-was universal 3- the past perfect tense 4- the simple past tense.

The students should be able to read and interpret maps.

The students should be able to check and answer questions through reading a text.

The students should be able to observe, analyse and draw the rules for the use of the past perfect and the past simple.




*Practice (p.102) Steps of the lesson:

Timing

Steps

Input / Output

Aims

25mn

Act one (p.102)

The students should be able to consolidate the use of the past simple and past perfect tense.

15mn

Act two (p.102)

20mn

Act three (p.102)

The students have to rewrite the sentences below using the past perfect or the past simple tense for the verbs between brackets. Key answers: a. My husband and I wept when we (had) heard/heard the terrible news. b. The world had never known such a disaster before. c. It was the first time that an earthquake of such a magnitude had hit our country. d. People had stayed outdoors until the local authorities told them to go back into their homes. e. Many people had died before the paramedics arrived. f. Old people told us that our country had already experienced such a catastrophe. g. By the time the fire brigade arrive, our house had burnt out. h. I had just switched on TV to watch the news when the flood came in. I. The house which he had built twenty times earlier was in fire. The students have to mention the nationality of people according to their countries. Key answers: China- the Chinese; France- The French; Wales- The Welsh; Japan- The Japanese; Ireland- The Irish; Spain- The Spaniards Burma- The Burmese; The Netherlands- The Dutch Switzerland- The Swiss; Sweden- The Swede The students have to Replace the words in bold by an adjective functioning as a noun to make the sentences sound better, making any necessary changes. Key answers: The people from Japan hadn’t suffered much from the tsunami. The Japanese hadn’t suffered much from the tsunami. a. The tsunami hadn’t distinguished between the poor and the rich. b. The injured and the sick were taken to hospital. c. Aid agencies gave food and water to the hungry and thirsty. d. The homeless were sheltered in tents.

The students should be able to get an idea about countries and nationalities.

The students should be able to form adjectives functioning the same as nouns.





Write it

Input / Output The students have to Use the guidelines below to tell a

Aims The students should be

right (p.103)

story about a disaster (an earthquake, a fire, a gas explosion, a sandstorm…) you witnessed in your lifetime: Key answers:

able to re-invest what they have acquired during this unit to write about their own personal experiences with catastrophes.



PROJECT: Writing a repertory of inventions & discoveries II) Say it loud and clear (p.104):


Act one (p.104)

Input / Output The students have to listen to their teacher and underline the stressed syllable in the compound words written in bold

Aims The students should be able to get an idea about

in the folktale below. Key answers: The rule for stress in compound words is as follows. If the compound word is a noun, the stress goes on the first part; e.g., greenhouse - blackbird. If the compound is an adjective, the stress goes on the second part; e.g., Old-fashioned - sweet-tongued If the compound is a verb the stress goes on the second part; e.g., understand - overlook However, in connected speech, compound words are subject to stress shift when a stressed syllable follows closely.

stress placement in compound words.

( From Christiane Dalton and Barbara Seildlhoffer, Pronunciation, (Oxford University Press 2000, p.103)

10mn

Act two (p.104)

15mn

Act three (p.104)

20mn

Act four (p.104)

red-haired blue-eyed sweet-smelling grandmother by-paths funny-looking bad-smelling kind-hearted. Bluebells night gown night cap bedroom. wide open. odd-looking. The students have to read aloud the folktale above paying attention to intonation and stress. Then discuss how compound adjectives are formed in English. Key answers: It has to be observed that there are some exceptions to the rules. For example, compound words are subject to stress shift when a stressed syllable follows closely. It is the case of red-haired and blue-eyed in red-haired and blue-eyed girl. Please explain the stress shift in compound words before moving on to the next activity. (Cf. Daniel Jones, Cambridge English Pronouncing Dictionary 16th Edition, p. 111) The students have to listen to their teacher and mark the intonation with an arrow ( or ) at the end of the first six lines of the text below, then act out the punch lines. Key answers: “Ohgrandmother,” she said, ‘what big ears you have !”  “ The better to hear you with, my dear,” said the wolf. “ Grandmother, what big eyes you have!” “The better to see you with .” “Grandmother, what big teeth you have!” “The better to eat you with!” And the wolf jumped out of bed and swallowed up Little Red Riding Hood. A huntsman saved Little Red Riding Hood and her grandmother by cutting out the wolf’s stomach. They both lived happily ever after. The students have to form compound adjectives by using the words that given below, then underline the stressed word in each of the compound adjectives they will form. Key answers: big-eyed - left-handed big-headed; good-mannered; left-handed; blue-eye ; dark-skinned; old-fashioned; hard-working; black-haired ; fast-moving

The students should be able to get an idea about forming compound adjectives.

The students should be able to get an idea about intonation mark.

The students should be able to get an idea how to form compound adjectives and state the stress.



PROJECT: Writing a repertory of inventions & discoveries III) Working with words(p.105):


Act one (p.105)

Input / Output The students have to complete the sentences in a logical way using all the adverbs in bold, and check the meaning of the

Aims The students should be able to use adverbs in

15mn

Act two (p.105)

10mn

Act three (p.105)

20mn

Act four (p.105)

adverbs in a dictionary if necessary. Key answers: a. My grandfather fell off the ladder the other day when he was painting the kitchen. Fortunately, he didn’t hurt himself /unfortunately, he broke his arm. /Obviously, he didn’t know that it was dangerous for a man of his age to climb up the ladder. b. When Zohra first went to live in England, her English was very poor. Gradually, she started learning to speak English. Naturally, she met some problems in speaking English at first. c. I left no stone unturned in my search for my missing keys. Eventually, I found them under the mattress. /Strangely enough, they were in my pocket. d. She was shouting and knocking at her neighbour’s door. Suddenly, a dog jumped out of the window and bit one of her legs. Surprisingly, no one heard her even though she was sure her neighbours were at home. e. As the woman came down the stairs, she slipped. Said, immediately, phoned for an ambulance. f. He lived up to the age of 120 years. Sadly, he did not live to see his grandchildren. The students have to complete the blanks with appropriate words to form similes. Key answers: a. He laughs like a hyena. b. S/he is as hungry as a wolf. c. She wouldn’t listen. She was like an ostrich with its head in the sand. d. They clung to the tree branches, as agile as monkeys. The students have to complete each sentence with a word to have appropriate metaphors. Key answers: a. She is a rose. b. The moon was a ship tossed upon a cloudy sea. Poetry competition: The students have to write a poem with similes or metaphors

their appropriate place according to their meanings.

The students should be able to develop their dictionary and vocabulary skills.

The students should be able to get an idea about using metaphors. The students should be able to use similes and metaphors in poems.

Abd-El Azize Sharif Secondary School Unit IV: News & Tales Theme: Literature & the Media Developing Skills (pp.106-111)


PROJECT: Writing a repertory of inventions & discoveries I) Listening & Speaking (pp.106-108):


Act one (p.106)

Input / Output The students have to look at the picture of the book cover (left) and read the jacket blurb (right). Then they have to

Aims The students should be able to discuss and

15mn

Act two (p.106)

25mn

Act three (p.107)

discuss the given points. Key answers: a- The authors of the collection of stories are the Brothers Grimm. b- The story represented on the book cover is a folktale entitled: “Four Friends”. c- The purpose of the jacket blurb is to give a summary of the contents of the book in order to attract readers/potential buyers. The students have to listen to their teacher reading a folktale entitled ‘Four Friends’. Each time he/she pauses, they have to anticipate what will come next. The students have to summarise the folktale in six to seven lines using their own words. They have to guide themselves with the given questions. Key answers: Possible summary

interpret a book cover.

The students should be able to get an idea about summarizing tales.

The animals decided to leave their homes because they were afraid of being killed by their masters. They went to the great city to turn musicians. On their way there, they reached a house in which robbers lived. They frightened the robbers away. The four friends took possession of the house and the food. Then, they decided to go to the city. During the day, they sang their songs of wisdom. At night, they came back home to rest. They lived together happily until their death. e. The moral of the folktale is that robbers never succeed in their enterprise, and honest people do even when they are old.



PROJECT: Writing a repertory of inventions & discoveries I) Listening & Speaking (pp.106-108):  Your turn (p.107):


Act one (p.107)

Input / Output The students have to ask their partner his/her opinion about the films/short stories/plays you have seen/read, using the

Aims The students should be able to get an idea about

30mn

Act two (p.107)

information in the given box. Key answers: You: I’m sure that scientists will invent a vaccine against tooth decay in 20 years. Your partner: Personally, I have doubts about that. That might or might not happen. You: I’m almost certain that we’ll travel to space some day. Your partner: It seems to me that this won’t happen tomorrow. You: I’m quite sure that Man will live up to 130 years. Your partner: It’s unlikely that this might happen. You: I have the firm conviction that children will study at home to work through the use of Your partner: I have no doubt about this. The students have to make a statement about a film, a play, a folktale…they have seen/read. Each partner will agree or disagree with theirs using the expressions in the given table. Key answers:

expressing opinions about a literary work.

The students should be able to express agreeing and disagreeing about the ideas of each other.



PROJECT: Writing a repertory of inventions & discoveries I) Listening & Speaking (pp.106-108):


Write it up (p.108)

Input / Output Group work: The students have to write a short tale following the given guidelines. Key answers:

Aims The students should be able to get an idea about writing tales.



PROJECT: Writing a repertory of inventions & discoveries II) Reading & Writing (pp.108-111):

Steps of the lesson: Timing Steps Act one (p.109)

Input / Output

Aims

The students have to read the newspaper lead-in that given, The students should be then ask and answer questions using ’who’, ‘where’, ‘when’, able to ask and answer ‘how’ and ‘why’. questions about an event. Key answers: Wh- questions using a newspaper lead-in: Q: How many people died and how many were injured in

the accident? A: Two people died and nine were injured. Q: Where did the road accident happen? A: It happened near Boudouaou. Q: When did it happen? A: It happened on/ last Tuesday. Q: Why did it happen? A: It happened because the motorist heading to Boudouaou was phoning while he was overtaking a bus. Q: Who inquired about the accident? A:Gendarmerie officers did. Act two (pp.109110)

Act three (p.110)

The students have to read very quickly the rest of the article The students should be on the next page and discuss the given points. able to discuss and Key answers: interpret events. a- Yes, because the rest of the article develops further the information given in the lead-in, which is only a summary of the news item. b- Yes, the picture shows a collision between a lorry and a car. We can, therefore, visualise the accident. c-The writer reports both facts and opinions. S/he does so in order to explain the reason why the accident happened. The facts are there, we can’t change them, but the author’s opinion can be questioned on the basis of the background knowledge that the readers/students might have about the different actors and the circumstances in which the accident happened. c- Yes, I am. The couple described is sympathetic and was not all responsible for the accident. The students have to read the newspaper headlines in column A and write a lead-in paragraph of 3 to 4 lines using the information in column B. Key answers:



PROJECT: Writing a repertory of inventions & discoveries II) Reading & Writing (pp.108-111): *Write it out (p.111)

Steps of the lesson: Timing Steps Act one (p.111)

Input / Output The students have to correct the wrong tense use in the statements in the given accident report. Key answers: Statements by the motorists and eyewitnesses b-The motorist was not wearing his seatbelt when the accident happened.

Aims The students should be able to get an idea about the tenses used in counting an event.

Act two (p.111)

c- While she was driving, the bus driver was talking to one of the passengers. d-I was checking the wing mirror when the lorry hit me from behind. e-While I was turning slowly into a narrow street, the pedestrian jumped in front of my car. Statements by the traffic police officer a-As soon as I arrived at the scene of the accident, I made the traffic move. b-The paramedics had taken the victims to hospital before I arrived. c- After I had questioned some witnesses, I took some photos of the damaged vehicles. d- I hadn’t written my report until I questioned the eyewitnesses. e-When I had finished questioning the eyewitnesses, I went to hospital to question the injured motorists. The students have to imagine that each one of them is a police The students should be officer, then write a report about an accident making the best able to write a policemen use of the information in exercise 1 above. report. Key answers: A possible answer. An accident happened yesterday. A pedestrian was hurt by a car. As soon as I arrived at the scene of the accident, I made the traffic move. The paramedics had taken the victim to hospital before I arrived. “While the car was turning slowly into a narrow street, the pedestrian jumped in front of the car” an eyewitness said. When I finished questioning the witnesses, I went to hospital to question the victims. ...

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