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Level: Secondary Education : Year Two (SE2)

Streams : Scientific : Experimental/Math/TM
Time devoted: 3 Hours

GLOBAL COMPETENCE
At the end of SE2, the learner will be able to produce written messages / texts of descriptive,
narrative, argumentative and prescriptive types of about 15 lines, using written or oral support.

1) Unit One:Make Peace (Peace and conflict resolution)

2) Unit Two:Waste not want not (World resources and sustainable development)
3) Unit Three:Budding Scientist (Science and experiments)
4) Unit Four:No man is an island (Disasters and solidarity)

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Unit Theme Learning objectives T. SARSed Activities RESOURCES Integration & Time
1 Topics C Assessment
Diagnostic assessment ( exit profile – entry profile)
Project outcomes: To write a statement of achievements abou t Nobel Peace Prize winners
SWBA To: - interact about conflicts, peace , -acronyms and abbreviations

Interactive
-Define the word conflict and list solutions , using pictures, video... - ability and possibility 1- Assessment
types of conflicts (family, classroom, - express ability and using “can” should occur at
community, world). possibility(using“can”) - verb idiom “be able to” in regular intervals
-Discuss and identify the sources of - Use idiom “be able to” as substitute different tenses during the
conflict. to “can” (future, present perfect, etc...)
- could/managed to” sequence and at
-figure on ways for conflicts -Use “managed to” to express the
Peace and Conflict Resolution

the end of the

Interpretive
- Intonation in polite
resolutions notion of “achievement / fulfilment”
-discover and use lexis related to - identify the different functions of the requests andQQ
sequence in
peace and conflict modal “can” and its substitutes (act 2 p -primary stress in connected addition to
-discover and discuss the role of is all right) speech designated exam
intern. Org. (UNO) in settling these - write a poem for a UNESCO - Criticize/ apologize periods.
Make Peace

issues competition to denounce prejudice. -Should (not) have + PP(v)

-Recognize bias and prejudice -write
Productive 15 h
- oral interaction about daily conflicts - obligation: Must / have to /
a poem denouncing prejudice and their context (to bring about had to + stem 2-After 3/4 weeks
apologise for and criticize wrong conflicts at school, between - deduction: Must be / have of teaching,
actions classmates,..) learners must be
(or their negatives. ) + adj /
- Express obligation, prohibition, The activities p 44 are quite all right, trained on how to
noun ...
absence of obligation and deduction so they can be kept
- prohibition, abs of mobilize their
-Express appreciation *Teacher may choose a video to
-set a list of school regulations obligation: mustn‟t, don‟t resources and
clarify the theme (wrong actions.)
-Analyse what a charter is; focusing have to... reinvest them in a
on form and context/ analyse style -lexis related to peace, problem-solving
- distinguish between duties and rights/duties... situation, through
rights - lexis related to human pair work or group
-talk about abuse of human rights rights : slavery-injustice – work.
abuse- rights- blacks...
- Homonyms...
(Refer to the program)

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Unit Theme Integration &

Learning objectives T. C SARSed Activities RESOURCES
2 /Topics Assessment Time
Project outcome: Writing a charter against poverty Making a poster with alternative energies
SWBA To: Demonstrate awareness -Explain the concept of -Passive voice Modals: Make a poster with

Interacting
and understanding of the issue of sustainable development. could/must/should/ ought to/in alternative energy
sustainable development -Recognize the greatest order to/so as to/ so that.. sources, using slogans
-Explain the concept of sustainable conservation challenges -Sequencers: first, then…. in favour of
development sustainable
-Discuss the reasons of Why don‟t you? if I were you…
and its relation with environmental
poverty in the world and You‟d better… It would help if… development.
Poverty and World Resources

issues

Interpreting
- identify natural resources in your list reasons and ways for Present perfect; Present and past - Make a survey on
country and in the world the preservation of natural simple how natural resources
Waste not, Want not

- explore ways natural resources are resources -Passive voice Modals are distributed in the
shared in your country and in the -Write a press release could/must/should/ ought to/ in world (water, fish,
world -Write the presentation of order to/so as to/ so that... minerals, wood,
-Discuss and suggest a fair way of solar home -Suggesting: Could/ May/might plants, etc.)
Producing

sharing non-renewable sources of -Analyse the impact of
energy technological development
-Discuss the issue of equality and on people
sharing wealth (solidarity towards -Write a paragraph using
deprived people).
the four types of sentences
- Enrich their lexical memory with
new words related to the topic of studied in the reading
the unit. passage
- class debate
- use advert / commercial
-newspaper / magazine
article
-Form nouns (poor/poverty) - Make a map of 15 h
hungry/scarce /homeless endangered species
-„The‟ (before collective nouns - Design a survival/
(the poor) life-kit (when all
-Final‟s „as /s/ (helps/meets) natural resources are
-Final ‟ed‟ as /id/ (added), used up)
/d/(studied/wanted), /t/ helped, - Write a charter
worked; against poverty
(Refer to the program)

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Unit Theme T Integration &
Learning objectives SARSed Activities RESOURCES
3 /Topics C Assessment
Time
Project outcome: Make and present/report on a scientific experiment / Write a report about the positive impact of technology on human
beings.
SWBA TO: -Read a text to study the language. - If conditional (type 0/1) 1- Assessment should

Interacting
-Discuss issues related to human -Write a paragraph to describe the - Comparative form of occur at regular
discoveries. physical properties of water as a adjectives (revision) intervals during the
-Identify and discuss how natural resource. - Other functions of
sequence and at the
advancements in technology -Listen and analyse the structure conditional type 1
have changed the world and/ or take notes to write a ( threat, advice, promise, end of the sequence in
positively. summary prediction, offer) - addition to designated

Interpreting
Technology and Innovation

-Examine how technology is -write letter to ask for advice Forming adjectives using exam periods.
Budding Scientists

used for the welfare of human -Write a reply making suffixes (ial, ful, ical, ic,
beings/ Explain the impact of suggestions. able, ous, ible) 2- After 3/4 weeks of
technology. -Read about scientific - Diphtongs teaching, learners must
-Explain famous individual experiments and analyse/study the -Stress in words ending be trained on how to
contributions impact on people‟s life/ with: -gy, -ical, -ics, -tion, mobilize their resources 15 h
-Read and respond to an development/ Explain famous -ic. and reinvest them in a
expository text about an individual contributions. - Intonation in complex problem-solving
Producing

experiment -Write a reply revealing sentences with if. situation, through pair
- make suggestions contingency plan. work or group work.
- write a letter seeking and Additional activities: (Refer to the program)
giving advice -Match ideas with paragraphs
-True /false -Word reference
-Find synonyms and antonyms/
match words with their synonyms
-Table completion
-Gap filling
-MCQ

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U
Theme/ Learning Targeted SARSed Activities Integration &
nit RESOURCES
Topics objectives Competency Assessment Time
4
Project outcomes: conducting a survey 1- Assessment should
SWBA To: Additional activities to: -Reporting statements occur at regular
D

Interactive
-Explain the importance of 1- Discovering / questions / orders intervals during the
I sequence and at the
safety rules and conduct language(mcq/ matching (past tenses)
S (especially in disasters) /cohesive markers/T-F) -Had better-ought to- end of the sequence
A -List types of disasters and 2- listning and speaking: (table should-if I were you... in addition to
S where they occur. filling). 3-reading and writing: -Link words designated exam
periods.
No Man is an Island

Interpretive
- Ask for and give advice on -choosing gist expressing cause
E information on the right -reordering ideas -Topical lexis
R behaviour during a disaster -True/false -silent letters
- Write a report -find synonyms -Final /ed/ 2-After 3/4 weeks of
S - Quote someone -close passage. teaching, learners must
pronunciation 15 h
& - Express interest and -listening to a radio interview. be trained on how to
surprise -managing through a conversation. (Refer to the mobilize their resources
Productive

S - Disagree politely -taking turns in an interview. program) and reinvest them in a

- conduct an interview and - reading a report problem-solving
A situation, through pair
F report its results -interpreting a pie chart.
-Write a report using a pie -writing a public announcement. work or group work.
E chart. -writing an opinion article.
T - Write a public
Y announcement on
earthquake safety measures.
-Write an opinion article

-RESOURCE MATERIALS: Textbook (Getting Through) I.S.B.N. 9947/06 n° Depot legal 245 2006,
extra text, pictures.
Note: If the teacher considers that some (or all) of the tasks suggested in the textbook do not suit a particular group of students, they should feel free to
resort to ‘Teacher-produced materials’ to cater for different learning styles.
The teaching Unit is to be covered within about 15 hours. 10hours for teaching/learning and 5 hours are to be exploited in Remedial activities and Project
monitoring and presentation.