2as Files

HABA Abdelmadjid Secondary School School Year: 2015/2016
Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2nd year SE
Part 1: Discovering Language 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 Input / Output Aims
10mn Before The teacher encourages his/ her pupils to elicit an interpretation The pupils should be
you read of the image in their textbooks. able to recognize the
(p.16) Students' answers may differ depending on their cultural different sectors of
backgrounds. economy.
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
20mn As you Act. One: (p.16) The pupils should be
read The teacher asks the pupils to read and check some of their able to use their read &
(pp.16-17) answers to the questions of the previous task. check skills.
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 pupils should be
The teacher asks the pupils to read the text again and answer able to introduce
the given questions. through the written
Key answers: medium the semi-
a- Uncle Hassan used to work in the primary sector of economy. modal used to in the
b- Every morning he used to get up early to milk the cows interrogative and
before coming back to the kitchen for breakfast. negative forms as well
c- He usually wakes up at 6 in the morning. as the going to form for
d- This is an inference question. The sector of economy which expressing future
attracts the greatest number of workers today is the tertiary intentions.
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
25mn After GRAMMAR DESK The pupils should be
reading The teacher asks the pupils to read sentences (1- 5) and answer able to observe, analyse
(p.17) the questions (a-c): and draw the rules for
Key answers: using the semi-modal
a- Sentence 1 expresses a habit in the past. used to by contrasting
Sentence 3 expresses a habit in the present. its uses with the present
b- To express a habit in the past the author uses the semi-modal simple tense, and the
used to. He uses the present simple tense and a frequency going to form.
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.
Part 1: Discovering Language Class: 2nd year Lph1,2/FL
*Practice (pp.18-19)
The aim of the lesson: the students should be able to: practice the use of “used to” & “going to”
15mn Act. One The teacher asks the pupils to complete the sentences using the The pupils should be
(p.18) positive, negative & interrogative forms of the semi-model able to consolidate the
“used to”. use of the semi-modal
Key answers: used to (in contrast
a- Samira doesn’t like reading now, but she used to read a lot. with the present simple
b- I know that Nassima is living in a small village now, but where tense).
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?
5mn Act. The teacher asks the pupils to listen to him/her reads the The pupils should be
Two completed sentences of the previous activity and note how the able to be aware of the
(p.18) letter /d/ of “used to” is pronounced. pronunciation of the
Key answers: letter “d” in the semi-
“Used to” is pronounced / juːztə/ just like “had to” (/hætə/) modal used to as /t/
 We call this assimilation. because of the
phonological
phenomenon known as
assimilation
15mn Act. The teacher asks the pupils to put the verbs in brackets into the The pupils should be
Three correct tense to express a habit in the past or a habit in the able to recognize the
(p.18) present. correct tense of verbs.
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.
15mn Act. The teacher asks the pupils to use “used to/ didn’t use to/never The pupils should be
Four used to” or the present simple with the verbs between brackets. able to express a habit
(p.18) Key answers: either in past or in
All the members of my family have changed their present.
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
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...
10mn Act. The teacher asks the pupils to complete the sentences using The pupils should be
Five “going to” able to consolidate the
(p.19) Key answers: use of “going to” to
a. You’ve put too much pressure in the balloon. Mind, it is express future
going to explode/ blow up. intentions.
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.
*Write it right (p.19)
The aim of the lesson: the students should be able to: practice the use of “used to” & “going to”
20mn Act. One The teacher asks the pupils to correct the mistakes in the given The pupils should be
(p.19) paragraph, using the semi-modal “used to”. able to edit the text
Key answers: using the semi-modal
I was born in the Kasbah of Algiers in 1949. My father used to as appropriate
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….
40mn Act. Each pupil try to imagine that he or she is on an election The pupils should be
Two campaign. Advertise your programme by writing a policy able to re-invest the
(p.19) statement. Use ‘going to’ and the given clues: going to form to
Key answers: produce/write a policy
Fellow Citizens, statement.
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!

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.
10mn Act. One The teacher asks the pupils to pick out the words in bold from The pupils should be
(p.20) paragraph 2&3 on the p.16 and classify them according to the able to revise the
pronunciation of the final /s/. pronunciation of the
Key answers: “s” verb inflection.
/ s/ /z/ /ɪz/
works – Lives- goes – buys – finishes –
wakes – litres –his- overalls boxes-
knocks- gets – does – stays- services –
– puts- keeps always- cans- refuses.
loaves-
10mn Act. The teacher asks the pupils to put each of the given The pupils should be
Two transcriptions in the correct box. able to be aware of the
(p.20) Key answers: major differences
Spelling English French between English and
Table /teɪbl/ /tabl/ French phonics.
Oranges /ɒrɪndʒɪz/ /ɔrᾶnʒ/
Police /pəˈliːs/ /pɔlɪs/
Television /telɪˈvɪʒən/ /televɪzʒᴐ/
10mn Act. The teacher asks the pupils to add appropriate punctuation The pupils should be
Three marks and capital letters in each sentence to get two coherent able to be aware of the
(p.20) sentences but differ in meaning. importance of pauses in
Key answers: speech.
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.
15mn Act. The teacher asks the pupils to correct the misspelling in bold The pupils should be
Four type by replacing them by their homophones. able to be aware of
(p.20) Key answers: what homophones are.
* 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. ...
15mn Act. The teacher asks the pupils to find the various definitions of the The pupils should be
Five word can in the given tongue twister. able to be aware of
(p.20) * A homonym is a homograph or homophone that is the same 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 …
25mn Act. One The teacher asks the pupils to add the given suffixes to the The pupils should be
(p.21) words between brackets. able to infer the
Key answers: category of the words
1- nostalgic 2- conventional 3- traditional 4- pessimists put between brackets
5- hopeless 6- revolutionary 7- optimistic 8- social 9- and to use appropriate
racism 10- racial 11- racist 12- optimist 13- logical suffixes to form the
14- practical words that correspond
to each of the
categories.
25mn Act. The teacher asks the pupils to find the missing examples to fill The pupils should be
Two in the blanks in the table. able to develop their
(p.21) Key answers: dictionary and
Suffixes meaning Example (+ vocabulary skills.
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
HABA Abdel-Madjid Secondary School School Year: 2015/2016
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.
10mn Act. The teacher asks the pupils to predict what may happen in the field The pupils should to
One of medicine. They use “will” if they’re sure and “may be / perhaps” express prediction in
(p.22) if they are not totally sure about their predictions: the future.
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.
20mn Act. The teacher asks the pupils to listen to your teacher and write the The pupils should be
Two sentences which contain the modals in the graph: able to illustrate the
(p.22) Key answers: use of will, may and
100 will/won’t → - Well, there will be changes in the next decade for might in expressing
sure. degrees of certainty.
- 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
20mn Act. The teacher asks the pupils to listen again and answer the given The pupils should be
Three questions : able to listen for
(p.22) Key answers: specific information,
a- They are talking about the changes that might happen in the and write a
next decade. summary.
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.
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.
30mn Your Pair work. The teacher asks the pupils to make predictions about The pupils should be
turn the future using the clues in the blue box. able to make
(p.23) Each pupil’s partner will express certainty or doubts about what the predictions about the
other says: future by expressing
Key answers: certainty/doubt
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.
30mn Write Pair work. The teacher asks the pupils to write a short dialogue The pupils should be
it up predicting what might happen in the future in different fields. Then able to reinvest what
(p.23) they act out the dialogue in front of the class: they have seen in this
Key answers: sequence to write a
sample dialogue short 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.
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.
10mn Act. The teacher asks the pupils to identify the different groups of food The pupils should be
One in the pyramid using the words in the box: able to read for a
(p.24) Key answers: specific information.
Fats
Wafers
pastry - fats
chocolate
sweets - oils
Dairy Meats
Chicken - Fish
Cheese, milk , Beef – Eggs
Yogurt Mutton - poultry
Vegetables Fruits
Lettuce - Carrots Bananas - Apples
Potatoes - Raddish Grapes - Peach
Apricots
Bread
Bread - cereal
Rice – Pasta - Doughnuts
10mn Act The teacher asks the pupils to discuss which food group did their The pupils should be
Two grandparents use to eat most and which ones do they eat most today. able to give their
(p.24) Key answers: opinions and justify
The pupils give different answers. them.
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.
15mn Act. The teacher asks the pupils to read the text and its continuation on The pupils should be
Three the next page and say whether s/he agree or disagree with what the able to express
(p.24) author says about our eating habits. agreeing and
Key answers: disagreeing about
Start like that: specific idea.
I agree /disagree with the author when he/she says that…………
 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.
15mn Act. The teacher asks the pupils to read the given tips and find examples The pupils should be
Four from the text to complete the blanks in the tip box. able to be aware of
the different
(p.25) Key answers: techniques/strategies
a-Synonyms: - eating habits = eating patterns for avoiding
- contrary to = by contrast repetition.
- enjoy his meal = eat his meal
- 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
20mn Act. The teacher asks the pupils to write 4 definitions using the The pupils should be
Five information in the box. able to learn how to
(p.25) Key answers: write definitions
- A restaurant is a place where people dine out. using relative
- A waiter is a person who serves clients in a restaurant. pronouns and their
- Beef is the meat/flesh which/that comes from an ox, a bull , or a cow. corresponding
- Ramadan is the month when Muslims fast. categories.
- A widow is a woman whose husband is dead.
- This is the man whom I met yesterday.
20mn Act. The teacher asks the pupils to insert phrases a-c in the form non- The pupils should be
Six defining relative clauses in the sentences 1-3 to make them more able to use of non-
(p.26) informative and pay attention to punctuation. defining relative
Key answers: clauses
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.
20mn Act. The teacher asks the pupils to insert essential information in the The pupils should
Seven be able to recognize
form of defining relative clauses into the places indicated to the importance of
(p.26) make sentences a-c both meaningful and truthful: defining relative
Key answers: clauses in
a- Food which contains chemicals is dangerous for health. conveying meaning.
b-A person who serves meals at the restaurant is called a waiter.
C-Summer is the season when most people take their holidays.
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.
30mn Act Group work. The teacher asks the pupils to write five or six The pupils should be
one advertisement slogans for a car of their choice using the information able to use the
(p.26) in the table. comparatives by
Key answers: putting forward
Mercedes-Benz car brand slogans.
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?
30mn Act The teacher asks the pupils to complete the blanks in the short The pupils should be
two newspaper article below. They can get help from the questions in able to be aware of
(p.27) italics. paragraph
Key answers: development by
What do people wear? comparison and
Climate, tradition, and history affect the way people dress . For contrast through a
example, in Northern European countries, the climate is cold. completion activity.
Consequently, people wear warm clothes. By contrast, in
Northern Africa, the climate is hot As a result, they wear light
clothes
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.
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.
10mn Act The teacher asks the pupils to look at the picture and answer the The pupils should be
one questions. able to interpret the
(p.28) Key answers: logo of the United
a-The key of a city represents hospitality and welcome. It is offered Towns Organization.
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.
5mn Act The teacher asks the pupils to read the passage and check if their The pupils should be
two answer to question (d) above was right: able to go through
(p.28) the whole text to
check their answers
to question d in
activity one
15mn Act The teacher asks the pupils to read the passage again and answer the The pupils should be
three questions. able to read a
(p.29) Key answers: passage to look for
a- Twin towns are towns which have agreed to collaborate with each specific information.
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.
20mn Act The teacher asks the pupils to correct the form of the verbs in bold The pupils should be
four and justify their answers. able to consolidate
(p.29) Key answers: the use of the future
a. The Bulgarian students are staying at the Safir Hotel. simple / present
b. Are they visiting Zeralda next week? continuous to talk
c. I hope you will enjoy your visit. about the future.
d. I will get you an aspirin.
e. I’ve a camera. I’m going to take pictures of the Royal Mauretanian
Mausoleum.
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.
1h Act The teacher asks the pupils to imagine that each one of them is a The pupils should be
one Bulgarian student visiting Algeria . They send an e-mail to a pen able to reinvest what
(p.29) friend to tell him/her about plans for the next months. They have to they have learnt to
use the information in the box . write e-mails to talk
Key answers: about predictions
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
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 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
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.
15mn Before you The teacher encourages his/ her pupils to elicit an The pupils should be able
read (p.38) interpretation of the image (on the right side of the to identify the UN Blue
page).Students' answers may differ depending on their Helmets volunteers and
cultural backgrounds. their job.
Suggested answers to pre-reading stage: The pupils should be able
1. They are called "the blue helmets" or the "UN" to imaginate the general
peacekeeping troops. idea of the following
2. They are working for the United Nations Organization. reading passage.
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.
25mn As you The teacher asks the pupils to start reading the text silently The pupils should be able
read (p.38) and individually being given the adequate time. to look for specific
Act. Two (p39): details about the UN/LN
The teacher asks the pupils to read the text and answer the and their agencies and
given questions. organizations.
Answers to activity two: The pupils should be able
a) The horrors of the modern warfare made Man think of to make pupils aware of
the preservation of human life. the correct form of
b) The League of Nations was not able to / incapable to answering questions. (i.e,
stop fascism because it had no power of its own. the form and contents.)
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.
20mn After The pupils go through the activities in the grammar desk The pupils should be
reading step by step with the guidance of the teacher to answer all able to discover new
(Grammar the questions. language components
desk) Answers to activities in the grammar desk: introduced by the 05th
(p.39) a. "Can" expresses possibility. It can express other sentences.
functions such as ability and permission. -The pupils should be
Eg, - Can you go out, sir? Expresses permission. able to learn how to
- We can do this exam. It's easy. Expresses ability. express possibility using
b. The two past forms of can are "could" and "was/were various modals in the
able to". past/present simple tenses
We can replace was/were able to by managed to. and the present perfect.
c. The future form of "can" is "will be able to".
*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.
20mn Act. One The teacher asks the pupils to practise the use of the modals The pupils should
(p.40) can/could and their irregular forms by doing a completion activity. be able to get an
Key answers: idea about the use
a. The League of Nations cannot impose economic sanctions on of the modal can
warlike nations. and its irregular
b. Germany will be able to join the Security Council soon because forms.
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.
20mn Act. Two The teacher asks the pupils to read each sentence and match it with The pupils should
(p.40) the appropriate function expressed by the modal can. be able to
Key answers: identify the
1-a. ability different
2-b. possibility functions that can
3-c. possibility be expressed by
4-d. suggestion the modals can
5-e. request and could.
6-f. permission
7-g. warning
8-h. offer
20mn Act. Three The teacher asks the pupils to complete the answers of your partner The pupils should
(p.41) (s)using: “was / were able to”. An example is given. be able to
Example: illustrate the idea
You: Did you convince them? of achievement
Your partner :Yes. It was difficult. But we were able to do it in the inherent to the
end. . use of the
Key answers: irregular form of
You: Did they settle the dispute? can was
Your partner: Yes, it took them a lot of time of negotiation, but able/were able to.
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.
You: My car broke down in a forest road.
Your partner: Were you able to repair it and drive back home?
Remark (s):
*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.
Write it up The teacher guides the pupils to the complete form of the poem The pupils should
(p. 41) about prejudices and asks them to pick out the various kinds of be able to get an
prejudices and give examples of real life situations, and those idea about the
inherited as social beliefs. common kinds of
Key answers: prejudices.
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
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):
II/ Say it loud and clear (p.42)
The aim of the lesson: the students should be able to identify the intonation pattern.
Act. One The teacher asks the pupils to put the intonation at the -The pupils should be able
(p. 42) end of the underlined sentences. to be aware about the
Key answers: musicality of spoken
Intonation at the end of the underlined sentences: English.
- Journalist: ….Could you spare a few minutes -The pupils should be able
please? distinguish the intonation
- Med El-Baradai: Certainly. of interrogative statements
- Journalist: ……….. How do you feel about it? especially in
- Med El-Baradai: It's great. That's another victory of requests, permissions and
peace against war. responding to them.
- Journalist: Would you mind saying in which sense -The pupils should be able
please? to get an idea about
- Med El-Baradai: Not at all. I mean … of mass making polite requests.
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 ………………
Act. Two The teacher asks the pupils to use the clues below to
(p.42) make correct request statements, and their replies.
Note:
The pupils do this activity in pairs or in small
groups. The work is done orally.
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.
50mn Act. One The teacher asks the pupils to make an abbreviation chart. An 1)The pupils should
(p.43) example is given. Add other abbreviations. be able to enrich their
Remarks: lexical memories with
A. This work is done out of class; in the library, internet room, some abbreviations
etc, where students work freely in groups to find the and their
abbreviations/ acronyms. use when referring to
B. Pupils are encouraged to illustrate every abbreviation/ "UN" organizations
acronym with stickers, pictures, print-outs or even hand-drawn and agencies, titles
images to illustrate their interpretations. They are also and ranks, scientific
encouraged to search for additional acronyms/ abbreviations. terms, international
C. The work is to be corrected collectively in class before the influential institutions,
end of the unit; some notes may be useful to the preparation of countries, TV and/or
parts of the unit's project. radio networks, etc.
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 ABC is one of the four

Broadcasting most important TV
Company channels in the
United States of
America.
A-BOMB Atomic bomb 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.
AID Agency for
International
Development
BBC British
Broadcasting
Corporation
CIA Central
Intelligence
Agency
CNN Cable News
Network
FBI Federal
Bureau of
Investigation
FIFA Federation
International
de Football
Association
(International
Association
Football
Association)
GB Great Britain Great Britain
comprises ...
MBC Middle East

Broadcasting
Company
NATO North
Atlantic
Treaty
Organisation
NBA National
Basketball
Association
OPEC Organisation
of Petroleum
Exporting
Countries
Ph.D Doctor of
Philosophy
PTA Parent-
teacher
Association
/ Passenger
Transport
Authority
UK United
Kingdom
WBA World
Boxing
Association
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 ...

Part 2: Developing Skills Class: 2nd year ES4
Sequence 1: Listening & Speaking (p.44)
15mn Act One The teacher guides the pupils to observe the picture on 1)The pupils should be
(p.44) page 44, and they will answer his questions orally. The able to get encouraged for
teacher recommends them to the use of the structures: free oral communication
-I guess her/them …... in English.
-Maybe she/they ……. 2)The pupils should be
-Perhaps they/she …, able to have train on the
before their answers. use of the structures of
The suggested (teacher's) questions to activity one: inference
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.
Act. Two The teacher asks the pupils to listen to him/her reading The pupils should be able
(p.44) the script and check their answers to activity one. to use their listening
capacities.
Act. Three The pupils listen again to the dialogue and answer the The pupils should be able
(p.44) following questions. to answer question
Key Answers: through listening.
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.
Act. Four The pupils try to summarize the dialogue in their own
(p.44) words.
Act. Five The pupils listen and mark the stressed words among The pupils should be able
(p.44) the ones in bold type. to mark stress in short
Key Answers: questions & 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')
Act. Six Pair work.
(p.45) 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.
Abd-El Azize Sharif Secondary School School Year: 2014/2015
Sequence 1: Listening & Speaking (pp.44-47)
*Your turn (pp.45-46)
25mn Act one The teacher asks the pupils to take turns to criticize or The pupils should be able
(p.45) apologize for the wrong actions (a – d) using should / to express apologies using
shouldn't have. They can make any necessary changes. should have in context and
Example: to criticize using shouldn't
You: Karim read my letter / my diary. have + verb within
Your partner: He shouldn't have read it. It's personal. context.
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.
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. The pupils should be able
(p.46) "Obligation" next to the sentences which contain the modals to differentiate between
in bold type, then act out similar dialogues. deductions and obligation,
Key Answers: learn the functions of the
You: You have arrived late again. structure: "had to, must
Your partner: Sorry, the bus broke down and I had to come on be, cannot be" and allow
foot. O the learner to practise the
You: She hasn't said a kind word to us since the morning. two forms of speaking
Your partner: She must be angry with us. D orally in a guided
environment to ensure
You: Don't panic! You can't be late for the exam. It doesn't his/her mastery of the
start till10:15. D form.
Your partner: Right, then. I shall take my time.
Sequence 1: Listening & Speaking (pp.44-47)
*Write it up (pp.46-47)
20mn Act one The teacher asks the pupils to use the notes below, write a The pupils should be
(p.46) list of school "Do (s)" and "Do not (s)". They can use a able to be enriched their
dictionary, if necessary, to find the meaning of the new lexical memory by
words. learning new words and
Key Answers: to practise the use of the
- We have to tolerate differences at school. various structures;
- Pupils have to respect one another in class and outside. have/has/do not have to,
- We have to keep cool and should not be hot-tempered. must/mustn't,
- Everybody must not impose himself/herself on others. should/shouldn't, ought
- We do not need to always agree with one another. to, etc to express
Differences are always possible and sometimes necessary. obligation and/or
- We should settle disputes peacefully. absence of obligation
- We don't have to/mustn't be violent. and prohibition.
- 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.
20mn Act two The teacher asks the pupils to write their own acrostics for The pupils should be
(p.46) the given words. able to test their
Possible acrostics knowledge and get new
P: Pay more attention to others. vocabulary items.
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.
20mn Act three The teacher asks the pupils to distinguish between the The pupils should be
(p.47) duties and rights in the box. Then they have to complete the able to recognize what a
class charter below, discuss and add other items to the charter. charter is; focusing the
The activity depends on the list of rights and duties form and contents, to
provided on the box on page 47. Students, however, can add distinguish between the
to it additional rights and/or responsibilities of their own. rights and responsibility
Key Answers: in context and to practise
A)Rights and responsibilities. more the use of modals
Rights Duties expressing obligation,
- Express opinions. - Work hard. prohibition, necessity,
- Meet together to - Respect the opinion of etc.
express views. others.
- Free education. - Tolerate differences.
- Good working - Respect the rights of others.
conditions. - Promote a culture of peace.
- Health care. - Cooperate to solve
- Information. 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.
Sequence 2: Reading and Writing (pp.48-49)
20mn Act. One The teacher interacts with the pupils by asking The pupils should be able
(p.48) questions about the picture. S/He can add other to interpret and analyse
questions to the checklist. pictures and get a specific
The implicit points of the pictures should be further ideas.
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.
20mn Act. Two Due to the familiarity of the personality - about The pupils should be able
(p.48) which the questions are- to pupils, the latter may to be acquainted with the
answer the questions depending on their own concept of Civil Right
knowledge. Movement and its
Key Answers: leadership in the
a. Martin Luther King Jr. was one of the black American history.
American leaders of the Civil Rights Movement in They should be able, too,
America in the 1960s. to be trained on reading
b. He hoped/wished/expected his children to be free and note taking.
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
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.
20mn Act. Three The teacher asks the pupils to read the dictionary The pupils should be able
(p.49) entries of the words in bold. Then they identify the to develop their dictionary
meanings of the words as they are used in the skills.
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.
Sequence 2: Reading and Writing (p.50)
*Write it out(p.50)
55mn Write it out Before assigning the writing activity to the pupils, the The pupils should be able
(p.50) teacher first have to go through the tip box ,then to get the techniques of
brainstorm the age limits. The students will take the writing a speech.
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!
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.
15mn Before you The pupils have to interact about the map using The pupils should be able
read their background knowledge and try to answer the to read and interpret maps.
(p.60) 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.
20mn As you read Act. One (p.60) The pupils should be able
(pp.60-61) The pupils have to check the answers they have to get ideas by analysing
not checked in the Before-you-read activity. text.
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.)
25mn After reading Grammar Desk (p.61): The pupils should be able
(pp.61-62) The teacher asks the pupils to learn the sentences to get a global idea about
then try to answer the questions which are followed. the form of the passive &
Then, the students go through the Grammar active voice.
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
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:
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.
10mn Warming up The teacher writes some examples on the W.B and The pupils should be able
asks the pupils some questions. to use their previous
Examples: knowledge to identify the
1/ The teacher explains the lesson. difference between the
The lesson is explained by the teacher active and the passive
2/ somebody stole the bank yesterday. voices.
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”
30mn The The teacher distributes the handouts that include the The pupils should be able
reminder basic rules and the verbs’ tense change that should be to transform sentences
followed to transform sentences from active to passive. from active to passive
following the rules.
20mn Exercise The teacher asks the pupils to do the exercise in the The pupils should be able
handout. to practice the
Key answers: transformation of
1- sentences from active to
passive.
2-
3-
4-
5-
6-
7-
8-
9-
10-
Remark:
Part 1: Discovering Language Class: 2nd year ES/ TM
*Practice (p.62)
Aims: the pupils should be able to transform sentences from active to passive.
15mn Act One The teacher reads the report to his/her pupils and asks them The pupils should be
(p.62) 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 The teacher asks his/ her pupils to turn the verbs between The pupils should be
(p.62) brackets into the simple past passive when necessary. Then able to focus on the
s/he have to simulate the dialogue for them to note how was pronunciation of the
and were are pronounced. auxiliary was/were in
Key answers: the passive.
Speaker A: What happened to the Exxon Valdez?
Speaker B: It was (/wәz/) wrecked off the coast of California
and the oil spilled out.
Speaker A: The oil was (/wәz/) washed out onto the beach?
Speaker B: Yes, it was (/wɒz/).It was (/wәz/) spread out by
the winds.
Speaker A: Was (/wәz/) the fish poisoned?
Speaker B: Yes, they were (/wɜː/). They suffocated for lack
of oxygen.
10mn Act Pair work: the teacher asks the pupils to act out the dialogue The pupils should be
Three with the books closed and they should pay attention to the able to practise the
(p.62) pronunciation of the auxiliaries. pronunciation of
auxiliary “to be”
(weak/strong form) in
past simple passive.
20mn Act The teacher asks the pupils to transform the verbs from the The pupils should be
Four active to the passive form using “by”. They can make any able to practise the
(p.62) necessary changes. transformation from
Key answers: active to passive.
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.
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:
Aims: the pupils should be able to complete a press report using the passive voice.
1h Write it Right after the Exxon Valdez catastrophe, the owner of the The pupils should be
right shipping company made a press release to apologise for the able to write a press
(p.63) damage and to promise reparation. The students are asked to report reinvesting the
re-write the press release using the secretary’s notes below linguistic and
and the future passive. They can add sentences of their own. grammatical tools
Key answers: which they have
Press release studied.
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:
II/ Say it loud & clear (p. 64) Source: Getting Through
The Aim: by the end of this sequence, learners should be able to:
-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
25mn Act One The pupils read the text silently as they listen to the The pupils should be
(p.64) teacher and continue marking the intonation on the words in able to aware of the list
bold with appropriate arrows ( or ) intonation.
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 ( ) …
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 ( ).
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.
20mn Act Two Class work. pupils will consider the consonant and vowel The pupils should be
(p.64) sounds in the boxes and answer the following questions. able to try to single out
Key answers: the sounds which pose
1/The sounds of the coloured boxes don’t exist in Arabic. pronunciation problems.
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 pen, copy, ə about, common,
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,
ŋ ring, anger, ʌ strut, mud, love,
thanks, sung blood
15mn Act Three As the underlined letters in the words below are The pupils should be
(p.64) mispronounced, the teacher have to ask the pupils to correct able to try to remedy the
The mistakes in the transcriptions. problems that the
Key answers: pronunciation of some
words Wrong Correct sounds poses.
transcriptions transcriptions
Letter / liːtə / / letə /
Beautiful / buːtɪfʊl / / bjuːtɪfʊl /
Burned / bərnəd / / bɜːnd /
Were / weər / / wɜː/
Saved / seɪvəd / / seɪvd /
Bird / bɪrd / / bɜːd /
Polluted / pɒljuːtəd / / pəluːtɪd /
Washed / wɒtʃəd / / wɒʃt /
Abd-El Azize Sharif Secondary School
Unit II: Waste Not, Want Not School Year: 2013/2014
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.
20mn Act One The students have to look up the following words in a The students should be
(p.65) dictionary: “conserve, sewage, deplete” able to be aware of the
Key answers: strategies followed to use a
Consrve: / kənˈsɜːv / (v[T]) prevent sth. From being monolingual dictionary.
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
15mn Act Two The students have to recapitulate the various steps they
(p.65) 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:
-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 The students should be
(p.65) put the following keys in the right boxes. able to consolidate and
Key answers: stress the dictionary use
A: / weɪst/ pronunciation skills.
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
K: [US] American English
L: Colloq colloquial English
M: adjective
N: adverb Part of speech
Part 1: Developing skills Class: ES/ ME
Sequence 1: Listening & Speaking (pp.66-68) Source: Getting Through
-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;
20mn Act One The students have to look at the picture and complete the The students should be
(p.66) blanks in sentences (a-c) using the correct form of the verbs in the able to identify and
box. interpret the
Key answers: photosynthesis process.
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.
20mn Act Two The teacher have to ask the students to describe the photosynthesis The students should be
(p.66) process. able to describe 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 The students should
(p.66) (p.181) of the text book and note how “must be”, “can’t be” and be able to master the
“shouldn’t be” are pronounced. Cross out the wrong pronunciation of
transcriptions. modals.
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
Sequence 1: Listening & Speaking (pp.66-68) Source: Getting Through

25mn Your Turn Students are asked to turn the sentences below into the passive. The students should
(p.67) Then they read them aloud paying attention to the pronunciation be able to practise the
of the modals. transformation from
Key answers: active to passive and
a. We mustn’t hunt animals in danger of extinction. pronounce the modals
Animals in danger of extinction mustn’t be hunted. correctly.
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.
30mn Write it up The students will use the notes in the box to write a presentation The students should
(p.68) of the solar home in the picture. They can use appropriate be able to present a
discourse markers from the tip box on page 67, or add any other product using
words if necessary. appropriate discourse
Key answers: markers together with
Ladies and gentlemen, this is our new type of solar home. It the passive voice
is better than other homes because it is environmentally (identify the different
friendly. It is totally operated by solar energy. During winter, parts of the solar home
outside air is captured by warm glass roof panels. Then, warm and their functions).
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.
Sequence 2: Reading & Writing (pp.69-71) Source: Getting Through
-read a map/ newspaper article;
-guess the meaning of words through context;
-analyse paragraph organization;
-write a press release;
-make an oral presentation.
15mn Act One The pictures illustrate a magazine article. The students have to The students should
(p.69) look at them and complete each statement with the right item (a, be able to elicit
responses to the
b or c) pictures without
Key answers: checking their
1- The ear in picture A is [b (assaulted by noise)] interpretations at this
2- The ear in picture B is wearing [c (a hearing aid)] stage.
3- The topic of the magazine article will be about [c (noise
pollution)]
10mn Act Two The students have to read the article and check their answers to The students should
(pp.69) the previous act. be able to read an
article so as to check
their responses.
10mn Act Three Students have to read the article on page 69 again and find the The students should
(p.70) following. be able to guess the
Key answers: meaning of words
*easily made angry= irritability (noun) through a context.
*is confirmed= is borne out (verb)
*related to the brain= mental (adjective)
10mn Act Four Students have to choose the best title for the article. Then, theyThe students should
(p.70) justify their choice. be able to read for
general understanding
Key answers:
The best title is: Another Kind of Pollution. Noise pollution has of a text.
not been recognized as such until recently.
15mn Act Five The students have to pick out examples from the text on page 69 The students should
(p.70) to complete the blanks in the tip box below. be able to analyze the
Key answers: organization of a
a- A sentence which focuses on the general idea (topic paragraph by
sentence): introducing to them
e.g., For a long time, noise has been known to cause the four types of
sleeplessness and irritability, and now other studies are linking it sentences.
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):
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……

Sequence 2: Reading & Writing (pp.69-71) Source: Getting Through
*Write it Out (p.71)
30mn Act One The students have to put the verbs between brackets into the The students should
(p.71) correct form of the passive. be able to practice
Key answers: more the
a. Throughout the world, deserts are created because pastures passive voice.
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.
25mn Act Two The sentences in exercise 1 are not in the right order. The The students should
(p.71) students have to re-order them into a coherent newspaper article be able to reorder
about desertification. scrambled sentences
Key answers: to get a coherent
(1- f) – (2- k) – (3-i) – (4- g) – (5- d) – (6-a) – (7-c) – (8 – e) – newspaper article.
(9– b) – (10 – h)
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 I: Discovering Language (pp.120-125) 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.
5mn 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.
20mn 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
15mn 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.
15mn 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:

I/ Grammar in Context (pp.120-123):
c. After reading “Reported speech”
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.
10mn Warming Grammar desk (p. 121) The pupils
up Following the grammar desk, the teacher asks the pupils the given should be able to
questions. recognise the
Key answers: tense of the verb
1- The tenses used in the reporter’s questionnaire are the present in direct and
perfect and the past simple. indirect speech.
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)
Direct speech Indirect speech

Questions
Present perfect
- The reporter asked:

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

Unit IV: No Man is an Island Teacher: Miss. KHOUNI L.
I) Grammar in Context (pp.120-123):
*Practice (pp.122-123):
The aim of the lesson: by the end of the lesson the pupils will have been able to practice the reported speech.
30mn Act The pupils have to read the interview in the box , then ask and The pupils should
One answer questions reporting what is said the interview. be able to practice
(p.122) Key answers: their
The interview understanding of
You: What did the interviewer ask him? the reported
Your partner: S/He asked him where he had grown up. speech.
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.
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.
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.
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.
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.
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.
Your partner: S/He asked him how much money he had donated
that year.
Your partner: He said that he had donated $3.2 million.
Your partner: S/He asked him which charities he had supported so
far.
Your partner: He answered he had supported organizations
working in the field of health and learning.
Your partner: S/He asked him if his wife had helped him.
Your partner: He said that she had helped him.
20mn Act The pupils have to turn the quotes into reported speech using the The pupils should
Two verbs given. be able to turn
(p.123) Key answers: quotes to reported
a- Albert Einstein doubts whether present-day Americans have speech.
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.
Write Homework:
it right The teacher asks the students to use the information in the pie
(p.123) chart and write the report about Bill Gates as a man of the year of
2005.
Remarks:

Unit IV: No Man is an Island Teacher: Miss. KHOUNI L.
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.
15mn The The teacher gives the handouts to the pupils, read and explain The pupils should
Reminder how and when some letters aren't pronounced. be able to get an
idea about the
silent letters
15mn Activities Act one: The pupils should
The teacher asks the pupils to cross out the silent letters in the given be able to practice
words in the handout. the silent letters.
Key answers:
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 The pupils should
Reminder final /ed/ to the pupils, read and explain it. be able to get an
idea about the
pronunciation of
the final /ed/
15mn The Act one: The pupils should
activities The teacher asks the pupils to classify the given words in the table be able to classify
according to the pronunciation of the final /ed/. the words
Key answers: according to the
/d/ /t/ /id/ pronunciation of
the final /ed/
Remarks:

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.
30mn Act One The students have to use some of the given verbs to report the The students should
(p.125)quotes in the box that follow. be able to chose the
Key answers: appropriate
a-The thief admitted that he had stolen the bag. reporting verb
b-The mother prayed/begged the doctor to save her son. depending on the
c-She apologized for being late. meaning of the
d-She ordered him to go there. quotes.
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.
20mn Act Two The students have to use the rest verbs to form sentences of their The students should
(p.125) own. be able to practice
Key answers: their understanding
Each student reads his/her sentences and choose the appropriate ones of the reporting
to write them in their copybook. verbs.
Remarks:

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:
-Listen to a radio interview;
-manage through a conversation;
15mn Act One The students have to interact and to decide on the correct order The students should
(p.126) of the following earthquake safety measures. be aware of how to
Key answers: order a given
Numbers 1 2 3 4 instructions.
Letter b c d a
15mn Act Two The students have to listen to their teacher reads an interview The students should
(p.126) p.184 of the text book, and check their answers of the previous act. be able to assess
their knowledge by
checking their
answers with the
correct ones in the
passage.
20mn Act Three The students have to listen to their teacher read some sentences The students should
(p.126) which contain mistakes then they will try to pick out this mistakes be aware about the
and correct them. use of the idioms had
Key answers: better, had better not.
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:

Sequence one: Listening & speaking (pp.126-131)
-take turns in an interview;
-write an announcement;
30mn Your Turn As a pair work, the students have to ask for and give advice The students
(p.127) about what to do before, during and after earthquake using the verb should be able to
idiom had/ ‘d better/ ‘d better not. ask for and give
Key answers: advices using some
Before an earthquake verb idioms.
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.
20mn Write it up The students have to use the previous act’s statements to write a The students
(p.128) short announcement advertising the precautions that people should should be able to
take before, during and after an earthquake. know the steps of
Key answers: writing an
ANNOUNCEMENT 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:
Sequence two: Reading & Writing (pp.129-131)
-read a report;
-read a newspaper article;
-write a report;
-write a letter of opinion;
10mn Act One The students have to interact with the picture and analyse what The students should
(p.129) it presents. be able to interpret
Suggested answers: and analyse pictures.
- 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.
15mn Act Two The students have to read the newspaper report and check their The students should
(p.129) answers to the previous act. be able to get ideas
Key answers: from analysing texts
The women are taking food to their neighbours because the latter
have lost their homes.
15mn Act Three The teacher have to read and explain the tip box to his/ her The students should
(p.130) students, whom have to pick out the first paragraph of the previous be able to learn
article and try to state the correct punctuations to separate the about punctuation
reporter’s words from those of his informant. marks concerning
Key answers: reported speech.
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”.
20mn Act Four The students have to use the information in the given table to The students should
(p.130) turn the conversation between Rafik and the journalist into be able to practice
reported speech. more 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:

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;
20mn Act One The students have to report the given opinions using the The students should
(p.130) proposed verbs and expressions. be able to use
Suggested answers: reported speech and
There are many possible answers. e.g., reporting verbs.
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.
30mn Act Two The students have to use the hints in the box and the notes that The students should
(p.131) follow to develop an argument against the claims reported in the be able to aware how
previous exercise. to express polite
Suggested answer: disagreement
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:

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)
20mn Before The students have to look at the picture and answer the given The students
you read questions. should be able to
(p.160) Key answers: get ideas through
a-The expression “handle with care” is written on packets/boxes interpreting
containing ( easily broken) fragile objects which are in transit. pictures.
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): The students
read The students have to read the letters A-D, then identify the one should be able to
(pp.160-161) which the previous picture best illustrates. read and analyse
Key answers: texts.
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:

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.
20mn Grammar Together, the teacher and his/ her students will discuss the sentences The students
Desk and the questions in the grammar desk. should be able
(p.162) Key answers: to get an idea
a-The link words written in bold express purpose. about
b. All the main clauses are in the front/first part of the sentences and the expressing
subordinate ones in the second part (after the conjunctions written in purpose using
bold). "to", "in order
c-Sentence 4: The verb in the main clause is in the present continuous to" & "so as
tense, whereas that of the verb in the subordinate clause is in the future to".
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.
20mn Act one The students have to write an introductory sentence to express the The students
(p.162) purpose of each of the subjects of the letters in the given box, with the use should be able
of "to". to practice the
Key answers: use of "to" to
a-Dear sir, express
I am writing to congratulate you for the new born baby. purpose.
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.
15mn Act two The students have to rewrite the sentences using "so that" instead of
(p.162) 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.

*Write it right (p.163)
The aim of the lesson: by the end of the lesson the students should be able to: -
30mn Act The students have to imagine that they are a group of foreign investors The students
one interested in opening a business in Algeria, so they should prepare a should be able
(p.163) facsimile and send it to the consulate to ask for information, with the use of to write letters
the given information in the box. related to
Suggested answer: business.
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.,
30mn Act The students have to imagine now that they are working in the
two consulate, so they should write a draft reply to the previous letter of
(p.163) enquiry.
Remarks:

II/ Say it Clear (p.164)
The aim of the lesson: by the end of the lesson the students should be able to: -
15mn Act As the teacher reads the sentences, the students try to underline the The students
one stressed syllable. should be
(p.164) Key answers: aware about
The focus is on the shift of stress at the sentence level. the stress shift.
a-June b-Algiers c-business d- going e-you See the key to activity two
below.
25mn Act The students have to answer the questions of the previous act, by The students
two focusing each time on a word. should be
(p.164) Key answers: aware of the
The focus is on corrective stress. contrastive and
You: Are you going on a business trip to Algiers in June? the corrective
Your partner: No, I’m going on a business trip to Algiers in July. sentence stress.
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
Your partner: No, I’m going on a holiday trip to Oran in July
Your partner: No, Mary is going on a business trip to Oran in July
20mn Act Together with their teacher, the students have to find out and discuss the The students
three spelling sound links in English. should be
(p.164) aware about
the different
sound-spelling
links.

II/ Say it Clear (p.164)
- get an idea about the stress pattern in the different word's types.
Timing Steps Input /Output Aims
25mn The The teacher distributes the handouts about the stress pattern to the The pupils
Reminder pupils, read and explain it. 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 The pupils
activities concerning the stress pattern. should be able
Key answers: to practice the
stress in
different
words.
Remark(s):

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.
20mn Act The pupils have to use the prefixes in the box to form words out of the The pupils
one underlined phrases, then replace the underlined phrases with the words they should be
(p.165) have formed. able to use
Key answers: the prefixes.
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 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.
30mn Act Pupils will write their own Profit and Loss statements and Balance Sheets.
two They have to use the words in the box.
(p.165)
Remarks:

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
20mn Act The pupils have to read a given short texts and answer the questions. The pupils
one Key answers: should be able
(p.166) a-advertisement to get an idea
b-in newspapers and magazines about some
c-The short texts on the left hand side of the page are ‘work wanted’ ads; types of texts
the text on the right hand side is a firm offer of recruitment (situations related to
vacant). business.
10mn Act The pupils have to listen to their teacher reading the script (p.186), and
two say which advertisement of the previous part the speakers are talking about.
(p.166) Key answers:
The speakers are talking about the advert on the right hand side of the
page. (offer of recruitment/situations vacant)
20mn Act The pupils have to listen to their teacher reads the script again and take The pupils
three notes in order to summarise the dialogue in their way. should be
(p.166) Suggested Summary: aware about
……………………………………………………………………………… writing
……………………………………………………………………………… summaries.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Remarks:

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
30mn Act The pupils have to act out dialogues using yes-no questions and the The pupils
two clues in the box. They have to make comments and give further should be
(p.167) information each time they answer. aware how to
Key answers: deal with
The students have to follow these examples to write their own dialogues. conversation's
You: Have you applied for the job yet? questions and
Your partner: No, I haven't done that yet. I'll do it this afternoon/ answers.
tomorrow, next year.
Yes, I have already done that. I hope I will get it.
20mn Act The pupils have to study the given dialogue and act out snippets of it to The pupils
two rehearse for a job interview. should be able
(p.168) to differ
between the
present perfect
simple and the
present perfect
continuous.
Remarks:

*Write it up (pp.168-169)
-learn about the present perfect & the present perfect continuous.
30mn Act The students have to put the verbs between brackets in present perfect The students
two simple or the present perfect continuous and insert already, yet, still and should be able
(p.168) just where appropriate. to use the
Key answers: present perfect
Rashid: He has been working in the sales department for two months, and and the present
he has already mastered all the selling techniques. perfect
Omar: He has been working for six months, but he has not got the list of continuous
all workers in his shift yet. using already,
Rashid: She has been directing a research project since January last year, yet, still and
and she still hasn’t completed it. just.
Omar: She has been training to become manager since 2005, and she has
just only got the appointment to the position.
30mn Act The students have to use the information in the next page to write an The students
two annual report of a company of their choice. should be
(p.168) Key answers: aware about
The students can follow this form: the steps to
The production has increased steadily from 650,000 to over 1 million write a
packets of pasta. The number of accidents has fallen sharply from 20 to 2. company's
Absenteeism has fallen to the lowest point. ... (The students will give annual report.
figures to support their statements) ( If necessary refer to SE1 book to have
ideas about how graphs can be read.)
Remarks:

The present perfect simple and continuous
30mn The The teacher gives the pupils handouts about the present perfect The pupils
Reminder simple & continuous forms and uses, read and explain it. should be able
to get an idea
about the
present perfect
and the present
perfect
continuous.
30mn 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:

II/ Reading & Writing (pp.170-173)
- read for specific information.
10mn Act The pupils have to look at the picture and the graph and guess what they The pupils
one represent. should be
(p.170) Key answers: able to read
- The picture represents the American women who helped in the war effort and analyse
in World War II by working outside their homes. picture and
- The graph represents the growth in the number of firms owned by women graphs.
in the late 1980s and 1990s.
10mn Act The pupils have to read the text and check their answers to the question
two of the previous act.
(p.170)
20mn Act The pupils have to read the text again and answer the given question. The pupils
three Key answers: should be
(p.171) a)American women went to work outside the home during World War II in able to read
order to/so that they might help in the war effort. and analyse
b)They continued to work after the war in order to/in order that they might/ texts and get
contribute to the rebuilding of their country’s economy. ideas.
c) In the 1960’s many of them preferred to stay at home to take care of their
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.
20mn Act The pupils have to read the information in the given tip box, then deduce/ The pupils
four infer the central idea developed in each of the paragraphs of the previous should be
(p.171) text. able to get
Key answers: ideas through
Paragraph 1: World War II gave American women the opportunity to work reading text.
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:

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.
15mn Act The pupils have to re-write the sentences of the text on the previous page The pupils
one which contain the link words so that and in order that using "in order to", should be able
(p.172) "so as to" and" to" to practice the
Key answers: use of link
a- After the war, American women continued to work side by side with words of
American men for sometime in order that they might contribute to the purpose.
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
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.
15mn Act The pupils have to re-write the sentences using the link words and the The pupils
two modals in the box instead of the link words written in bold. should be
(p.172) Key answers: able to do
a - She took more than forty word-processing lessons in order to have a more practice
job promotion. related to the
→She took more than forty word-processing lessons so that she could use of the
have a job promotion. link words.
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.
25mn Act The pupils have to write a confidential report using link words so that/ The pupils
three in order that and modals might/ would/ could. should be able
(p.173) key answer: to get an idea
Confidential report about the tips of
Introduction: writing a
The purpose of this report is to evaluate the performance of Leila confidential
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:

Unit IV: Budding Scientists Teacher: Miss. KHOUNI L.
Theme: science and experiments Level: 2nd year SE
Part one: Discovering language (pp.80-85) 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.
15mn Before you The pupils have to look at the picture and use the The pupils should be to
read information to write 5definitions to the angles. be familiar with
(p.80) Key answers: geometry-related
 The "acute angle" has less than 90 degrees. vocabularies, and use and
 The "reflex angle" has more than 180 degrees. practice the
 The "right angle" has exactly 90 degrees. comparatives.
 The "obtuse angle" has more than 90 degrees.
 The "straight angle" has 180 degrees.
15mn As you read Act one (p.80):
(pp.80-81) The teacher asks the pupils to read the given text and
check their answers of the previous activity.
Act two (p.81): The pupils should be able
The pupils read the text and answer the given questions. to look for specific notes
Key answers: in the text, to identify the
1- Plane geometry is the study of points, lines and main and secondary ideas
figures occurring in planes. of the reading passage,
2- Yes, there is. A point in geography has no and to provide them with
dimensions (length and thickness) whereas a dot has the correct methodology
length, width and thickness. of answering questions.
3- The teacher advises his/her students to revise
today’s lesson.
30mn After Grammar desk: The pupils should be able
reading With the guidance of the teacher, the pupils have to do to identify the conditional
(p.81) all the activities in the computer screen-shaped square clause, recognize the
on page 81. construction and building
Key answers: of the conditional
a- The result clause of sentence 1 is in the future simple. sentences ;( if
The result clause of sentence 2 is in the present simple. clause/main clause –
b- The condition in sentence 2 is true at any time because main clause/if clause),
it is a general truth. and discriminate between
The condition in sentence 2 is of the domain of the usage of the two
prediction. The students may or may not get good marks. different types of
c- When can replace if in sentences 2 and 4. conditional: Type (I) and
2- When two lines cross, the opposite angles are type (II).
always equal.
4- When there are two points, the shortest distance
between them is called a straight line.
d- The order of the sentences is as follows: (2-4) (1-3)
Remarks:

Discovering language (pp.80-85) Class: 2nd year ES
*Practice:
The aim of the lesson: the students should be able to: - practice the conditional type zero & 1.
10mn Act one The teacher asks the pupils to put the verbs between The students should be able
(p.82) brackets into the correct tense. to practise the use of the
Key answers : conditional clause in context
a- We will get wet if it rains. (Prediction) and enable them to
b- If you boil water at 100% centigrade, it evaporates. differentiate between the
(Scientific truth) two types of conditional:
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.
15mn Act two The students have to put the verbs between brackets in The students should be able
(p.82) 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
A: Sentences B: Functions functions a conditional
1. If you buy two, you will get one F. promise sentence may have.
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
an electric shock. C. warning
6. If this jacket is the correct size, it A. prediction
will fit me.
15mn Act three The students have to write if-conditional sentences
(p.82) 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.
20mn Act four The students have to think about what they’ll do if they The students should be able to
(p.82) 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.
30mn Act five The students have to make the result clauses in the The students should be able
(p.83) 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:

Discovering language (pp.80-85) Class: 2nd year ES3
The aim of the lesson: the students should be able to: - practice the conditional in writing a scientific composition
Write it right The students have to use the information below to write The students should be able
(p.83) a short description about water properties. Use to practise the use of
conjunctions ‘if / when / as’. conditional with 'may', 'can'
Key answers: and 'will', to write a
Like air, water is found almost everywhere. It is descriptive essay using
familiar to us in different forms, as drinking water, given notes to improve their
water vapour, ice and snow. writing skills.
Water has some surprising qualities. For example,
most liquids freeze and become denser, but water
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 …
10mn Act one The students have to listen and mark the intonation at the end of The students should be
(p.84) each sentence in the dialogue below. Use arrows ( ) aware of the musicality
key answers: of spoken English, learn
Car owner: What should I do () if the engine fails to start? the intonation in the
() interrogative form, and
Mechanic: Check if there is fuel in the tank. () learn the use of "should"
Car owner: And if there is fuel in the tank. () for giving advice.
Mechanic: Then you should check () if the battery is all right.
()
15mn Act two In a pair work, the students have to act out the given dialogue.
(p.84) Then make similar dialogues using should and if…:
10mn Act The students have to listen to their teacher reading the words in The students should be
three the table. Then mark the primary stress with a prime (ˈ). The aware of what
(p.84) secondary stress is already marked: homophones are.
Key answers:
A) Word Pronunciation B) Words Pronunciatio
n
Psychology /sa 'k l d / Solution / s lu n/
Democracy / d 'm kr s / -Television / tel 'v n/
Philosophy / f 'l s f / -Realistic / 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/
25mn Act The students have to discuss the given points and draw The students should be
four pronunciation rules: able to raise their
(p.84) Key answers: awareness about spoken
The rules for word stress English sounds, to
1. Stress on first syllable discriminate between
Most two-syllable nouns and adjectives have stress on primary and secondary
the first syllable. stress in words, and to
2. Stress on last syllable learn the stress pattern in
Most two-syllable verbs have stress on the last syllable. words ending with specific
3. Stress on penultimate syllable (second from the end): suffixes: gy, cy, phy, ity,
Words ending in ‘ic’ , ‘tion’, and ‘sion cal, tion, sion, ic and ics.
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:
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…
30mn Act one The students have to complete the blanks in the table with The students should be
(p.85) adjectives of their own. able to learn some
Key answers: suffixes, their
Suffixes meaning Example meanings and their use,
for (+transcription) and to be able to create
forming new and different
nouns adjectives using
specific nouns and
suffixes.
-able/ ible - 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...
20mn Act The students have to unmix the letters to find out the name of a
two science. Then complete the crossword puzzle:
(p.85) Key answers:
Across Down
h- physics
a- Psychology
b- mathematics
c- zoology
d- astronomy
e- biology
f- ecology
g- chemisty
Remarks:

Part two: Developing Skills (pp.86-91) Class: 2nd year ES3
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.
15mn Act one The students have to skim through the advertisement below and The students should be
(p.86) answer the given questions. able to be familiar with the
form and language items of
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.
5mn Act two The students have to listen to their teacher reading a dialogue The students should be
(p.86) and check their answers to the questions of the previous task. able to get self evaluation
about their guesses about
activity one.
10mn Act three The students have to listen to their teacher again and answer the The students should be
(p.86) given questions. able to be trained to look
Key answers: for specific details (the
a- The speakers are Jamel and Maya who are high school correct answers) while
students. listening to a read
b- Jamel. passage.
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
30mn Your Pair work. Each one of the students have to imagine that his/ The students should be
turn her friend finds himself/herself in a dilemma and suggest to able to consolidate further
(p.87) him/her a solution to get out of it: the use of the language
Suggested answer: exponents for asking for
You: I’m sure that scientists will invent a vaccine against tooth and giving advice.
decay in 20 years.
Your partner: Personally, I have doubts about that. That might
or might not happen.
Your partner: It seems to me that this won’t happen tomorrow.
You: I have the firm conviction that children will study at home
to work through the use of computer.
Remarks:

Part two: Developing skills (pp.86-91) Class: 2nd year ES3
Sequence one: listening & speaking (pp.86-88)
 Write it up (p.88)
The aim of the lesson: the students should be able to: - give a short presentation.
30mn Act one The students have to imagine they are in a dilemma. So they The students should be
(p.88) have to write a letter to an ‘agony aunt’ to ask for advice. able to learn how letters
Key answers: of seeking advice are
A letter for seeking advice written regarding both
A suggested letter to an “agony aunt”: the form and contents,
Dear Dr Wells, and to use the
I’m writing to you to seek advice. My name is conditional for
Omar and I’m a secondary school student. I can’t make up expressing predictions.
my mind about a personal problem.
I’ll sit for the baccalaureate exam soon. I’ll
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 The students have to imagine they are an ‘agony aunt’. They The students should be
(p.88) have to read their partner’s letter and reply by suggesting a able to know how to
solution to his/her problem, keeping to the given plan. write responses to a
Key answers: letter of complaint
The students most appropriate letter. expressing sympathy,
and making written
suggestions and
recommendations using
specific language items.
Remarks:

Part two: Developing skills (pp.86-91) Class: 2nd year ES3
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.
10mn Act one The students have to read and answer the question in the
(p.89) caption attached to figure 1 that is given.
15mn Act two The students have to read the first part of the text and check The students should be
(p.89) their answers to question 1 in the exercise above. Then discuss aware of the importance
the given questions. of using illustrations,
Key answers: drawings and
a. Yes, it shows the balloons moving away from one and background knowledge
other. The illustration helps in understanding the word “repel” to understand a text
in the text. It also helps to visualise the whole experiment. before reading it.
b. Yes, I have used my knowledge in physics. Using
background knowledge helps in understanding texts.
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 The students should be
(p.90) and write captions for figures 3 and 4 to illustrate the aware of the different
explanations. techniques/strategies for
Key answers: avoiding repetition.
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:

Unit IV: Science or Fiction School Year: 2015/2016
Theme: Technology & the Arts Level: 2nd year SE
Discovering language (pp.139-145) Class: Experimental Science
PROJECT: Writing a repertory of inventions & discoveries
15mn Before you read The teacher asks the pupils to look at the picture of The students should be
(p.139) the book cover and answer the given questions. able to describe a book
Key answers: cover and know some
a-The author of the book is H.G. Wells. vocabulary words related
b-The titles of novels included in the book are: to fiction.
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
stories.
15mn As you read Act one (p.139): The pupils should be able
(pp.139-140) The teacher asks the pupils to read the text and check to check and answer
the answers of the previous task. questions through reading
Act two (p.140): a text.
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.
30mn After you read Grammar desk page 140: The pupils should be
(p.140) The teacher asks the pupils to read the given able to understand and use
sentences and answer the questions after them? If-conditional type 2, If-
Key answers: conditional type 3.
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
joined the army.

Unit IV: Science & Fiction School Year: 2012/2013
*Practice (pp.141-142)
15mn Act one The students have to put the verbs between brackets into The students should be
(p.141) the right tense. able to practice what they
Key answers: have understood from the
a. If animals could speak, they would complain about “grammar desk”.
our ingratitude to them. “Conditional types 2 and
b- I would change my destiny if time travel was 3”.
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.
10mn Act two The students have to match the sentences in column A The students should be
(p.141) with their functions in column B. able to understand the use
Key answers: of functions such as
a-Advice “regret, blame, advice”.
b-Regret
c-Blame
20mn Act three Group work: the students have to speculate and add The students should
(p.141) some endings to the if-clauses below. be able to interact with
Key answers: each other in order to write
Brainstorm the if-clauses before you set your students to endings to the if-clauses.
task. Provide them with any necessary help.
15mn Act four The students have to make the statements less categorical The students should be
(p.142) by replacing “would” by the past forms of the modals able to practice more the
“may” and “can”. use of would, by the past
Key answers: forms of may and can.
a-could
b-could
c-might
d-could

Write it The students have to write a short newspapers article The students should be
right speculating about how things would have been different if able to write an article
(p.142) the events given had not happened. using the conditional types
Key answers: 2and 3.
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”

Unit IV: Science or Fiction School Year: 2012/2013
II) Say it loud and clear:
15mn Act one The students have to listen to their teacher and underline The students should be
(p.143) the word which is emphasised in each of the following able to listen and interpret
drawings? the drawings.
Key answers:
The words which are emphasized are: don’t and do.
We use the auxiliary “do” to emphasis.
20mn Act two The students have to make the first sentence of each The students should be
(p.143) exchange more emphatic by adding do or did? Then act able to use auxiliaries “do”
out. “did” and interact orally.
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.
20mn Act three The students have to listen and pronounce sentences with The students should be
(p.143) the appropriate emotive emphasis. able to listen and repeat
Key answers: pronunciation of emotive.
The emphatic words are written in bold type.

III) Working with words (pp.144-145):
15mn Act one The students have to complete the following sentences The students should be able
(p.144) with well+ the past participle form of the following to use well+ past participle.
verbs?
Key answers:
a- well known
b- well written
c- well appreciated
d- well informed
e- well paid
Act two The students have to make a chart of compound words. The students should be
(p.144) Use the entry examples in page 138 as a model. able to make a chart using
Key answers: (this task to be set as a homework). vocabulary related to
science/fiction.
15mn Act three The students have to read the dictionary entry on the left The students should be
(p.145) of the book and supply the right adverb or preposition to able to use dictionaries to
the example on the right? supply adverbs and
Key answers: preposition.
a-look up
b-back to
c-look after
d-looking down
e-looking forward
f- looking into
g-looked away
15mn Act four The students have to rewrite the dictionary entry and The students should be
(p.145) supply the correct examples? able to give their
Key answers: examples.
The students will give as many examples as possible.
15mn Act five The students have to answer the following: the verbs look The students should be
(p.145) up and look down in the dictionary have two special able to use dictionary and
meanings each. Why? Discuss. check meanings.
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.
Act six The students have to be encouraged to include other phrasal The students should be able
(p.145) and prepositional verbs. ( to be given as a homewok). to write a chart using verbs
such as: turn, give put….

Developing Skills (pp.146-1) Class: Experimental Science
I) Listening and Speaking (pp.146-14):
10mn Act one The students have to look at the picture below and answer The students should be
(p.146) the given questions. able to interact and
Key answers: interpret the picture orally.
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
20mn Act two The students have to listen to their teacher reading a The students should be able
(p.146) dialogue and synthesize it in their own words and read it to listen and paraphrase the
to the class. dialogue with their own
words.
15mn Act three The students have to listen to your teacher and note down? The students should be
(p.146) Key answers: able to listen again and
-A sentence used to ask for an explanation: What do you guess the meaning of
mean? sentences.
-A sentence used to interrupt someone: Wait a minute!
- A word used to resume speaking after being interrupted:
Well
15mn Act four The students have to listen to their teacher and mark the The students should be
(p.147) intonation with arrows. The pauses are on the words in able to listen and mark the
bold type. intonation.
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_

*Your Turn (p.147)
30mn Act one The students have to prepare a short dialogue and take The students should be
(p.147) turns in asking for and giving explanations using the tip able to interact to make
box above? short dialogues using
Key answers: intonation.
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.
30mn Act two The students have to speculate about your childhood by The students should be able
(p.147) saying in what ways it would/ might/ could have been to make a speculation using
different. previous background.
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 ...

*Write it up (p.148)
60mn Act one The students have to go through the tip box, listening to The students should be
(p.148) their teacher explain the difference between prose and able to know some words
poetry. related to poetry and use
The students are supposed to use the past perfect tense in the conditional.
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 ...

II) Reading & Writing (pp.149-151):
10mn Act one The students have to look at pictures 1 and 2 and discuss The students should be
(p.149) what scientific law principle each of them illustrate? able to interpret pictures
Key answers: and know some scientific
Picture1: Archimedes’ principle / the law of buoyancy. words.
Picture 2:- Isaac Newton’s discovery of the universal law
of gravitation.
-These laws and principles were discovered by accident.
10mn Act two The students have to read the given text and check their
(p.149) answers to the previous task.
15mn Act three The students have to read the text again and answer the The students should be
(p.150) given questions. able to read and interpret
Key answers: texts to get information.
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.
25mn Act four The students have to use their answers in exercise 3 The students should be able
(p.151) above and the expressions in the tip box to write a short to use their background
commentary about the text on p.149. knowledge and write a short
Possible answer: commentary.
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.

60mn Write it The students have to write a short autobiography about The students should be
out Michael Faraday, using the given information. able to write
(p.151) Key answers: autobiography and use
The greatest name in the history of electrical research in what they have learned in
the first half of the nineteenth century is that of Michael this file in this
Faraday. His career furnishes a classical example of a autobiography.
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.

Unit IV: News & Tales School Year: 2012/2013
Theme: Literature & the Media Level: 2nd year SE
15mn Before you The students have to look at the map and ask and answer The students should be
read questions about the following points. able to read and interpret
(p.100) Key answers: maps.
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.
15mn As you read Act one (p.100): The students should be
(pp.100- The students have to read the text and check the answers of able to check and answer
101) the previous task. questions through
Act two (p.101): reading a text.
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.
30mn After you Grammar desk page 101: The students should be
read The students have to read the given sentences and answer able to observe, analyse
(p.101) the questions after them? and draw the rules for the
Key answers: use of the past perfect
1- had hit- had recessed and the past simple.
2- was known-was universal
3- the past perfect tense
4- the simple past tense.

*Practice (p.102)
25mn Act one The students have to rewrite the sentences below using the The students should be
(p.102) past perfect or the past simple tense for the verbs between able to consolidate the
brackets. use of the past simple and
Key answers: past perfect tense.
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.
15mn Act two The students have to mention the nationality of people The students should be
(p.102) according to their countries. able to get an idea about
Key answers: countries and nationalities.
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
20mn Act three The students have to Replace the words in bold by an The students should be
(p.102) adjective functioning as a noun to make the sentences able to form adjectives
sound better, making any necessary changes. functioning the same as
Key answers: nouns.
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.

60mn Write it The students have to Use the guidelines below to tell a The students should be
right story about a disaster (an earthquake, a fire, a gas able to re-invest what they
(p.103) explosion, a sandstorm…) you witnessed in your lifetime: have acquired during this
Key answers: unit to write about their
own personal experiences
with catastrophes.

II) Say it loud and clear (p.104):
15mn Act one The students have to listen to their teacher and underline The students should be
(p.104) the stressed syllable in the compound words written in bold able to get an idea about
in the folktale below. stress placement in
Key answers: compound words.
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.
( From Christiane Dalton and Barbara Seildlhoffer,
Pronunciation, (Oxford University Press 2000, p.103)
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.
10mn Act two The students have to read aloud the folktale above paying The students should be
(p.104) attention to intonation and stress. Then discuss how able to get an idea about
compound adjectives are formed in English. forming compound
Key answers: adjectives.
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)
15mn Act three The students have to listen to their teacher and mark the The students should be
(p.104) intonation with an arrow ( or ) at the end of the first able to get an idea about
six lines of the text below, then act out the punch lines. intonation mark.
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.
20mn Act four The students have to form compound adjectives by using The students should be
(p.104) the words that given below, then underline the stressed able to get an idea how to
word in each of the compound adjectives they will form. form compound
Key answers: adjectives and state the
big-eyed - left-handed stress.
big-headed; good-mannered; left-handed; blue-eye ;
dark-skinned; old-fashioned;
hard-working; black-haired ; fast-moving
III) Working with words(p.105):
15mn Act one The students have to complete the sentences in a logical way The students should be
(p.105) using all the adverbs in bold, and check the meaning of the able to use adverbs in
adverbs in a dictionary if necessary. their appropriate place
Key answers: according to their
a. My grandfather fell off the ladder the other day when he meanings.
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.
15mn Act two The students have to complete the blanks with appropriate The students should be
(p.105) words to form similes. able to develop their
Key answers: dictionary and vocabulary
a. He laughs like a hyena. skills.
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.
10mn Act The students have to complete each sentence with a word to The students should be
three have appropriate metaphors. able to get an idea about
(p.105) Key answers: using metaphors.
a. She is a rose. b. The moon was a ship tossed upon a cloudy
sea.
20mn Act four Poetry competition: The students have to write a poem with The students should be
(p.105) similes or metaphors able to use similes and
metaphors in poems.

I) Listening & Speaking (pp.106-108):
20mn Act one The students have to look at the picture of the book cover The students should be
(p.106) (left) and read the jacket blurb (right). Then they have to able to discuss and
discuss the given points. interpret a book cover.
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.
15mn Act two The students have to listen to their teacher reading a folktale
(p.106) entitled ‘Four Friends’. Each time he/she pauses, they have
to anticipate what will come next.
25mn Act The students have to summarise the folktale in six to seven The students should be
three lines using their own words. They have to guide themselves able to get an idea about
(p.107) with the given questions. summarizing tales.
Key answers:
Possible summary
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.

 Your turn (p.107):
30mn Act one The students have to ask their partner his/her opinion about The students should be
(p.107) the films/short stories/plays you have seen/read, using the able to get an idea about
information in the given box. expressing opinions
Key answers: about a literary work.
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.
Your partner: It seems to me that this won’t happen
tomorrow.
You: I have the firm conviction that children will study at
home to work through the use of
30mn Act two The students have to make a statement about a film, a play, a The students should be
(p.107) folktale…they have seen/read. Each partner will agree or able to express agreeing
disagree with theirs using the expressions in the given table. and disagreeing about the
Key answers: ideas of each other.

60mn Write it Group work: The students have to write a short tale The students should be
up following the given guidelines. able to get an idea about
(p.108) Key answers: writing tales.
Act one The students have to read the newspaper lead-in that given, The students should be
(p.109) 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 The students have to read very quickly the rest of the article The students should be
(pp.109- on the next page and discuss the given points. able to discuss and
110) 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.
Act The students have to read the newspaper headlines in
three column A and write a lead-in paragraph of 3 to 4 lines using
(p.110) the information in column B.
Key answers:

*Write it out (p.111)
Act one The students have to correct the wrong tense use in the The students should be
(p.111) statements in the given accident report. able to get an idea about
Key answers: the tenses used in
Statements by the motorists and eyewitnesses counting an event.
b-The motorist was not wearing his seatbelt
when the accident happened.
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.
Act two The students have to imagine that each one of them is a police The students should be
(p.111) 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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HABA Abdelmadjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Vote for a better future!

PROJECT: Writing a statement of achievements

 Gender stereotype refers to the attitude that all members of

Racial/Ethnic Minority Prejudice

 When the owner of a large hotel chain chooses not to

Immigrants, Refugees and Gypsy Populations

 Often linked with racial prejudice, attitudes toward

 When townships and states pass laws limiting the rights of

Sexual Orientation Prejudice

 Prejudging someone because of their sexual orientation is

 Classism is the belief or attitude that those of a certain

 Ableism refers to the belief that those with physical or

ABC American ABC is one of the four

MBC Middle East

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015

You: You lent my books to Farida without my

You: The teacher shouted at me for no obvious reason.

You: She borrowed my bag without letting me know.

You: I'm angry with you. You said I was overweight.

D: Do actions according to the law of your country.

B)The class charter:

Steps of the lesson:

Abd-El Azize Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2014/2015

Direct speech Indirect speech

- The reporter asked:

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-Elazize El-Sharif Secondary School School Year: 2013/2014

Abd-Elazize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize El-Sharif Secondary School School Year: 2013/2014

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015

Abd-Elazize El-Sharif Secondary School School Year: 2013/2014

Abd-Elazize El-Sharif Secondary School School Year: 2013/2014

Abd-Elazize El-Sharif Secondary School School Year: 2013/2014

Abd-Elazize El-Sharif Secondary School School Year: 2013/2014

Abd-Elazize El-Sharif Secondary School School Year: 2013/2014

Abd-El Azize Sharif Secondary School

Abd-El Azize Sharif Secondary School

Abd-El Azize Sharif Secondary School

Abd-El Azize Sharif Secondary School

Abd-El Azize Sharif Secondary School

Abd-El Azize Sharif Secondary School

Abd-El Azize Sharif Secondary School

Abd-El Azize Sharif Secondary School

Abd-El Azize Sharif Secondary School