307 Unit FOUR - Safety First

3AS | U4 | Safety First
Unit VI: Advertising, Consumers, and Safety
Unit
TEACHING WORKSHEETS
4
Safety First
Advertising, Consumers, and Safety
p.106 – p.134
Level: 3AS
Stream(s): Scientific
Planning: Unit 2/4: SE | M | TM | GE
By: REFFAS Mounir Abdelmadjid

Secondary School Teacher of English
By REFFAS Mounir, Secondary Education Teacher of English

3AS | U4 | Progress
Progress
Progress
Unit: Advertising, Consumers, and Safety Pages: 106-134
Timing Volume: 20 Hours Stream: Scientific
Lessons % Observations
Sequence ONE: Listen and consider (pp.107-112)
1. Food safety (pp.107-108)
2. Expressing certainty, probability, and possibility (pp.107-109)
3. The gerund (pp.109-110)
4. Forming nouns with suffixes (p.110)
5. Verb + preposition (p.111)
6. Making a speech (pp.111-112)

Sequence Two: Read and consider (pp.113-120)
7. Present simple (pp.113-115)
8. Expressing condition (pp.115-116)
9. Expressing quantity (pp.116-117)
10. Expressing cause and effect (pp.117-118)
11. Forming adjectives with –y (p.118)
12. Writing an expository article (pp.119-120)

Sequence THREE: Listening and speaking (pp.123-127)
13. Summarizing (pp.123-124)
14. Debating (arguing by making concessions) (pp.125-126)
15. Writing an argumentative speech (p.127)

Sequence FOUR: Reading and writing (pp.128-131)
16. Persuading / Arguing (pp.128-129)
17. Write an advert (p.130)
18. Write a letter for complaint (pp.130-131)
Project: Making a survey on the impact of advertising (p.132)
Assessment (p.133)

3AS | U4 | Unit Plan Page 3
Unit Plan
Unit plan
Unit IV: Advertising, Consumers, and Safety
Literary Stream
By REFFAS Mounir
Pages 14 – 44
General aims: by the end of this unit, my learners will be able to:
❑ Conduct a survey on the impact of advertising.
Target
Subsidiary Competencies Main skills Subsidiary skills
competencies
produce Interpret – Interact Speaking – Writing Listening - Reading
Project Workshop:
Conducting a survey on the impact of advertising (p.132)
Step / Sequence / Rubric ONE: Listen and Consider (107 – 112)

Intermediate objectives: by the end of this sequence, my learners will be able to:
❑ Make a speech
Target competencies Subsidiary Competencies Main skills Subsidiary skills
Interact Interpret – Produce Listening – Speaking Reading – Writing
Functions Language forms Phonology
- May, might, can, could
- Reduced forms of
- The gerund
- Expressing probability might have – could
- Verb + preposition E.g. accused X of Y - complain
- Expressing possibility have
about X to Y - protect X from - provide X with -
- Making a speech - Word stress and
suffer from X
sentence stress
- Might have, must have
Step / Sequence / Rubric TWO: Read and Consider (113 – 120)

❑ Write an expository article.
Target
competencies
Interact Interpret – Produce Reading – Writing Listening – Speaking
- Describing
- Present simple
- Expressing
- If-conditional type 1, 2, and 3
quantity
- Too much, too many, not … at all, a large amount of a large
- Expressing
number of, enough + noun.
condition /
- Because of, due to owing to, as, for
- Expressing
- Forming adjectives with –y E.g. – greed – greedy – speed –
cause and
speedy – milk – milky
effect
- So, as a result, that’s why, as a consequence
- Prescribing
Step / Sequence / Rubric THREE: Listening and speaking (123 – 127)

❑ Write an argumentative speech.
Subsidiary
Target competencies Main skills Subsidiary skills
Competencies
Interpret – Produce Interact Listening – Speaking Reading - Writing
- Deducting - Though, although, admittedly, etc. /

3AS | U4 | Unit Plan Page 4
- Predicting the content of a text

- Summarizing / synthesizing
information
- Debating (arguing by making
concessions)
- Listening for gist
- Listening for detail
- Expressing concession
- Making a speech
Step / Sequence / Rubric FOUR: Reading and writing (128 – 131)

❑ Write a letter of complaint.
Subsidiary
Competencies
Produce Interpret – Interact Reading – Writing Listening - Speaking
- Skimming
- Scanning
- Persuading
- Analysing and making a / /
synthesis
- Writing an advertisement
- Writing a letter of complaint

3AS | U4 | S1 | Listen and consider | Sequence Plan Page 5
Sequence ONE: Listen and consider
Sequence Plan
Scientific Stream
By REFFAS Mounir
Step / Sequence / Rubric ONE: LISTEN AND CONSIDER (pp.107-112)
General aims: by the end of this sequence, my learners will be able to:
❑ Make a speech
- May, might, can, could
- Reduced forms of
- The gerund
- Expressing probability might have – could
- Verb + preposition E.g. accused X of Y - complain
- Expressing possibility have
about X to Y - protect X from - provide X with -
- Making a speech - Word stress and
suffer from X
sentence stress
- Might have, must have
SEQUENCE / RUBRIC / STEPS: LESSONS

Lesson 1. Food safety (pp.107-108)
Lesson 2. Expressing certainty, probability, and possibility (pp.107-109)
Lesson 3. The gerund (pp.109-110)
Lesson 4. Forming nouns with suffixes (p.110)
Lesson 5. Verb + preposition (p.111)
Lesson 6. Making a speech (pp.111-112)
> DESCRIPTION:
Intermediate objectives: by the end of this lesson, my learners will be able to:
❑ Make an oral summary of the interview.
Target Subsidiary
Main skills Subsidiary skills
competencies Competencies
/ / /

❑ Express the notions proposed using the appropriate language form.
Interpret Interact – Produce Listening – Speaking Reading – Writing
- Expressing probability - May, might, can, could
/
- Expressing possibility - Might have, must have

❑ Employ the gerund form appropriately.
Target Subsidiary

3AS | U4 | S1 | Listen and consider | Sequence Plan Page 6

/ - The gerund /

❑ Form and employ nouns from verbs by adding the appropriate suffixes.
Target Subsidiary
/ / /

❑ Produce the language form verb + preposition appropriately.
Target Subsidiary
Subsidiary Competencies Main skills
competencies skills
Reading –
Interpret Interact – Produce Listening – Speaking
Writing
- Verb + preposition E.g. accused X of Y - complain about X to Y -
/ /
protect X from - provide X with - suffer from X

❑ Prepare a speech about the possible changes that are likely to happen in our life styles.
Target Subsidiary
Produce Interact – Interpret Reading – Writing Listening - Speaking
- Making a speech / /

3AS | U4 | S1 | L1 Page 7
Lesson Plan
By REFFAS Mounir
Scientific Stream
Unit FOUR: Advertising, Consumers, and Safety
Lesson: Food safety (pp.107-108)
General aims: by the end of this lesson, my learners will be able to:
Target Subsidiary
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
Intermediate objectives: by the end of this step, my learners will be able to:
❑ Discuss questions related to manufacturing, consuming, and safety.
Target
competencies
Instructions:
Getting started, textbook p.107:
Learners’ answers are to be put on the board.
The teacher may need to guide or assist learners.
SUGGESTED ANSWERS/KEY:
1. a. The teacher draws a can of food (chickpeas)
b. Point the expiring date, the manufacturing date, and lot number
c. Ingredients and Nutrition Facts
2. Open debate
3. Open debate
4. The teacher points attention to the picture and the description bellow (textbook, p.107)
2. PRESENTATION:
❑ Listen and discuss an interview.
Target
competencies
Instructions:
Listening Script 1, textbook p.204.
Learners listen and discuss with the teacher or among themselves the ideas / concepts mentioned in the listening
script.

3AS | U4 | S1 | L1 Page 8
3. PRACTICE:
❑ Listen and debate an interview.
Target
competencies
Interpret Interact – Produce Listening – Reading Speaking – Writing
Instructions:
Learners listen to the Script again, and do the task.
Let’s hear it, textbook p.108
Task 1:
ANSWERS/KEY:
A. As a result of the impact of advertising, consumers prefer buying organic food to purchasing T
conventional or genetically modified food.
B. Owing to bad publicity, GMFs will certainly disappear. NM
C. GMFs are harmful to both man’s health and the environment. NM
D. The debate about the farming of GMFs will possibly continue. T
4. PRODUCING:
Target
competencies
Produce Interact - Interpret Reading – Writing Listening – Speaking
Instructions:
Task 2, textbook p.108:
The best summary(ies) are to be presented to the class.
The interview is about the types of food consumers prefer buying. According to the market researcher,
the preference goes to organic foods for two main reasons. First, they think they are safer to eat than both
GMFS and conventional food. Second, GMFs have received bad publicity. For the market researcher, the issue
of whether or not GMFS are safe to man’s health and the environment has not been settled. So the debate about
GMFs is likely to continue in the future.

3AS | U4 | S1 | L2 Page 9
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Expressing certainty, probability, and possibility (pp.107-109)
- Expressing probability - May, might, can, could
/
- Expressing possibility - Might have, must have
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Consider sentences expressed using the language forms proposed.
Target
competencies
Instructions:
Grammar Explorer I: Revision, textbook p.108:
Learners deduce sentences’ meaning with and without the language forms in bold.
2. PRESENTATION:
❑ Associate each language form with the meaning it expresses.
Target
competencies
Interpret Interact – Produce Reading – Speaking Listening – Writing
Instructions:
Learners try to guess what each language form expresses.
Teacher focuses / draws learners’ attention to the position and changes in the sentences that occurs when the
language forms are employed.
A. May  possible they disappear | may not  not a possibility they disappear
B. Will certainly  I am very certain that they will disappear
C. Might  it is a possibility that they have harmful effects | might not  it is a possibility they have not
harmful effects (remote possibility)
D. Could  it is possible that the debate will continue (remote possibility)
E. Can  it is possible for them to have a comeback.

3AS | U4 | S1 | L2 Page 10
Affirmativ
Can Could May Might Might have Must have
e
Must not
Negative Cannot Could not May not Might not Might not have
have
Abbr. Can’t Couldn’t / / / /
Remote Remote Remote
Expresses Possibility Possibility Obligation
possibility possibility possibility
3. PRACTICE:
❑ Determine the degree of certainty and associate it with each language form proposed.
Target
competencies
Instructions:
The focus is on the association of the language form and the degree of certainty it expresses.
The focus is on learners’ employment of these language forms.
Degrees of certainty Positive statement Negative statement
Categorical certainty GMFs will certainly disappear. GMFs will certainly not disappear
It is not probable that GMFs will
It is probable that GMFs will disappear
disappear
Probability GMFs probably will disappear
GMFs probably will not disappear
GMFs will probably disappear
GMFs will probably not disappear
They may disappear. They may not disappear.
Possibility
They can have a comeback. They can’t have a comeback
They might have harmful effects They might not have harmful effects
Remote possibility
The debate could continue. The debate could not continue
Definition:
 Possibility means either option A or B.
 Probability means something will occur, but with degree.
4. PRODUCING:
Target
competencies
Instructions:
The teacher go through / correct all the possible answers provided by learners.
Task 2, textbook p109:
ANSWERS/KEY:
Notions Sentences
Remote possibility In the near future, advertisements for fast foods might be banned and health
in the future) warnings might be written on the packages of processed food.
The Algerian government may impose an eco-tax on polluting industries next year. =
It is possible that the Algerian government will impose an eco-tax on polluting
Possibility industries next year.
Flavourings and colourings may cause irritabilty and skin irritations .= It is possible
that flavourings and colourings will cause irritability and skin irritations.
Most Algerian consumers will probably boycott products which are not
Probability environmentally safe. = It is probable /likely that most Algerian consumers will
boycott products which are not environmentally safe.
Food safety will (certainly) be one of the major problems in the next decade.
Certainty
In the future people won’t eat as much processed food as they do now.
3AS | U4 | S1 | L2 Page 11

3AS | U4 | S1 | L3 Page 12
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: The gerund (pp.109-110)
Target Subsidiary
/ - The gerund /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Recall –ing forms they know exist in English language.
Target
competencies
Instructions:
Learners provide words from their own with –ing form, and determine what they function as, or where they can
be employed.
2. PRESENTATION:
❑ Comprehend the functioning of –ing form as a gerund in a sentence.
Target
competencies
Instructions:
The present participle vs. continuous tenses vs. the gerund:
The teacher draws learners’ attention the different –ing forms existing in English language and the employment
of each one of them.
The teacher draws learners attention to the position of the gerund and what it may function as.
To infinitive Present participle Continuous tenses The gerund
To cook Cooking Am / is / are cooking I love cooking my favourite meal.
Was / were cooking
my favourite meal
Watch Watching Am / is / are watching I like watching documentaries.
Was / were watching
a brand new movie.

3AS | U4 | S1 | L3 Page 13
Examples of gerund forms:

Gerund functioning as an adjective: interesting, annoying, amazing, boiling…
Gerund functioning as a noun: drawing, painting, blessing…
3. PRACTICE:
❑ Identify gerund form.
Target
competencies
Instructions:
Learners focus on the position of the –ing form to determine the gerund form.
Grammar Explorer II, textbook p.109:
a. buying  functions as a verb
b. eating  functions as a noun | increasing  functions as a noun (direct object)
c. damaging  functions as an adjective
d. turning  functions as a verb
4. PRODUCING:
Target
competencies
Instructions:
Draws learners’ attention to the fact that a preposition is always followed by a noun.
ANSWERS/KEY:
The art of cooking requires the use of garlic. Of course, the eating or consumption of garlic is
generally not approved of. Working beside someone who has eaten garlic is as bad as sitting beside someone
who smokes. But while smoking is definitely bad for you, there is no doubt that eating garlic is good for your
health and particularly your blood pressure. We are likely to see more ‘No smoking’ signs than we have so far;
yet we won’t see any ‘No breathing’ signs for garlic eaters.
Cultivating and exporting garlic has become big business now that so many people use it for
flavouring meat and for making medicine that reduces cholesterol. People often buy it when they do their
shopping. Being a garlic eater is something to be proud of; and this shows that you enjoy healthy living.

3AS | U4 | S1 | L4 Page 14
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Forming nouns with suffixes (p.110)
❑ Form and employ nouns from verbs by adding the appropriate suffixes.
Target Subsidiary
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Recall their prior knowledge regarding the notions of prefix, root, and suffix.
Target
competencies
Instructions:
Learners recall their prior knowledge regarding the notions of prefix, root, and suffix.
2. PRESENTATION:
❑ Comprehend the important of affixes in the expression of meaning.
Target
competencies
Instructions:
Root and affixes (prefix and suffix):
Teacher draws learners’ attention to the important of affixes in the expression of meaning.
Un-treat-able
Prefix – root – suffix
Non – treat or address or cure, or handle – ability
3. PRACTICE:
❑ Form nouns from verbs by adding the appropriate suffixes.
Target
competencies
Instructions:
Learners’ focus is on changes that occur to the word after adding suffixes.

3AS | U4 | S1 | L4 Page 15
Vocabulary Explorer, textbook p.110:

Task 1:
Verb Nouns Verb Nouns
Consume Consumer, consumption, Introduce Introduction
consumerism, consuming
Advertise Advertisement, advert, ad, Reject Rejection
advertising
Produce Product, production, producer, Treat Treatment
producing
Promote Promotion, promoting, promoter Manage Manager, management
Compete Competitor, competition Farm Farmer, farming
React Reaction Pay Payment
Oppose Opposite, opposition Commercialize Commerce, commercialization,
commencing
4. PRODUCING:
❑ Employ nouns they have previously formed.
Target
competencies
Instructions:
Draw leaners attention to the occurrence of nouns and verbs in the sentences as a key method to employ the
words they have previously obtained.
ANSWERS/KEY:
Consumers still hesitate to buy genetically modified food because the consumption of this type of food
might be harmful to their health. Many agri-business companies have tried to promote their products by
placing adverts / advertisements in newspapers and on TV. However, their advertising campaigns have not
worked well so far because GMFs have a bad publicity. This public rejection of GMFs is largely a reaction to
the appearance of the mad cow disease in the early 2000’s.

3AS | U4 | S1 | L5 Page 16
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Verb + preposition (p.111)
❑ Produce the language form verb + preposition appropriately.
Target Subsidiary
Subsidiary Competencies Main skills
competencies skills
Reading –
Interpret Interact – Produce Listening – Speaking
Writing
- Verb + preposition E.g. accused X of Y - complain about X to Y -
/ /
protect X from - provide X with - suffer from X
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑
Target
competencies
Interact Interpret – Produce Listening – Reading Speaking – Writing
Instructions:
000
000
000
2. PRESENTATION:
❑
Target
competencies
Instructions:
000
000
000
3. PRACTICE:
❑
Target
competencies
Instructions:
3AS | U4 | S1 | L5 Page 17
000
000
000
4. PRODUCING:
❑
Target
competencies
Instructions:
000
000
ANSWERS/KEY:

3AS | U4 | S1 | L6 Page 18
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Making a speech (pp.111-112)
❑ Prepare a speech about the possible changes that are likely to happen in our life styles.
Target Subsidiary
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Brainstorm ideas about the topic.
Target
competencies
Instructions:
Learners brainstorm ideas about changes that are likely to happen in our lifestyle.
2. PRESENTATION:
❑ Comprehend the aspects of the assignment.
Target
competencies
Instructions:
Think, pair, share, textbook p.112:
The teacher explains the assignment as stated in the rubric.
3. PRACTICE:
❑ Select, organize, and write a first draft.
Target
competencies
Interpret Interact – Produce Speaking – Writing Listening – Reading
Instructions:
Learners select and organize their ideas into sentences and paragraphs, then into an essay.
4. PRODUCING:
3AS | U4 | S1 | L6 Page 19
❑ Write their final draft.

Target
competencies
Instructions:
Learners can either present their work to the class and the best work is to be displayed on the whiteboard, or
they submit it to the teacher for correcting.
We may live a totally different life in the next few decades because modernity has brought with it a new
life style. Nowadays people take less time to eat, go to fast food shops to gulp hamburgers, hot dogs and chips.
In the future, we might have conventional food being replaced by food substitutes like pills, or we might get
our nutrients out of crude oil; that would shorten meal times even further. Conversely, many people are
prepared to spend more time shopping in supermarkets (and even on the Internet). A lot of them are now
becoming shopaholics, buying products that they don’t really need. Their number will rise further in the near
future.
This is partly because it is much easier to shop, especially as more and more supermarkets are equipped
with fast serving cash desks which prevent long queues. In the future, shop assistants may be replaced by
robots which could actually do the same job as them, with greater efficiency and in less time. That of course
would probably have side effects like an increase in unemployment.
Leisure will also change, because of the development of all sorts of electronic devices, like the
multimedia, cable television and other contrivances. People will be less tempted to go out for a film, a play or a
concert. They’ll pay even less visits to each other because the cell phone is such a convenient way to keep in
touch. And what to say about the Internet through which people can instantly chat with and watch each other
via the web cam! Alternatively, we’ll have more free time to enjoy holidays at lower prices in distant places.
But is this life of the future the kind of life people would like to have? Couldn’t modernity preserve social
relations and be a means to an end rather than an end in itself?

3AS | U4 | S2 | Read and consider | Sequence Plan Page 20
Sequence TWO: Read and consider
Sequence Plan
Scientific Stream
By REFFAS Mounir
Step / Sequence / Rubric TWO: READ AND CONSIDER (pp.113-120)
❑ Write an expository article.
Target
competencies
- Describing
- Present simple
- Expressing
- If-conditional type 1, 2, and 3
quantity
- Too much, too many, not … at all, a large amount of a large
- Expressing
number of, enough + noun.
condition /
- Because of, due to owing to, as, for
- Expressing
- Forming adjectives with –y E.g. – greed – greedy – speed –
cause and
speedy – milk – milky
effect
- So, as a result, that’s why, as a consequence
- Prescribing

Lesson 1. Present simple (pp.113-115)
Lesson 2. Expressing condition (pp.115-116)
Lesson 3. Expressing quantity (pp.116-117)
Lesson 4. Expressing cause and effect (pp.117-118)
Lesson 5. Forming adjectives with –y (p.118)
Lesson 6. Writing an expository article (pp.119-120)
> DESCRIPTION:
❑ Employ the present simple tense to produce sentences from their own.
Target Subsidiary
/ - Present simple /
Lesson 2. Conditional type 1, 2, and 3 (pp.115-116)

❑ Write if-conditional sentences.
Subsidiary
Competencies
Interpret Interact – Produce Reading – Writing Listening – Speaking
- Expressing condition - If-conditional type 1, 2, and 3 /


3AS | U4 | S2 | Read and consider | Sequence Plan Page 21
❑ Employ language forms expressing quantity.

- Too much, too many, not … at all, a large amount of a
- Expressing quantity /
large number of, enough + noun.

❑ Rewrite sentences using proposed language forms to express cause and effect.
- Expressing cause - Because of, due to owing to, as, for
/
and effect - So, as a result, that’s why, as a consequence

❑ Form adjectives from nouns by adding the suffix –y.
- Forming adjectives with –y E.g. – greed – greedy –
/ /
speed – speedy – milk – milky

❑ Write an expository article about food safety.
Target Subsidiary
Produce Interact – Interpret Reading – Writing Listening – Speaking
- Describing
/ /
- Prescribing

3AS | U4 | S2 | L1 Page 22
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Present simple (pp.113-115)
Target Subsidiary
/ - Present simple /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Discuss questions related to consuming habits.
Target
competencies
Instructions:
Getting started, textbook p.113:
Learners discusses the questions below with their teacher, or learners.
Learners’ answers are to be put on the white board or done orally.
Discuss the questions below.
1. Do you think that our eating habits have changed over the last years? If yes, in what ways?
2. Do you think that advertising has contributed in any way to changing these habits? Explain.
2. PRESENTATION:
❑ Read the text and discuss the ideas it presents.
Target
competencies
Instructions:
Teacher / learners read the text and discuss the topics / issues / ideas it is presenting. Then, do the task.
Taking a closer look, textbook p.113:
A B C D E
T T T T F

3AS | U4 | S2 | L1 Page 23
3. PRACTICE:
❑ Identify reference words and the items they refer to.
Target
competencies
Instructions:
ANSWERS/KEY:
§1 §2 §3 §4 §5
they = people they = people their = a large number of people ones = which = loss of
they = people their = people those = people who cannot slim energy balance
they = people it = refrain from manage to keep their energy people they =
they = people eating them balance their = advertisements
this = when we eat them = fatty and this = study (recent study) obese of unhealthy
enough food for the sugary foods their = parents people foods
exercise we take. they = children
4. PRODUCING:
Target
competencies
Instructions:
Grammar Explorer I, textbook p.115:
Remind learners of to be in the present simple tense.
ANSWERS/KEY:
The text belongs to expository prose. It raises an issue a problem and suggests a solution to it. The
author uses the present simple because s/he presents facts which are regarded as true at all times.
Up to what learners provide, the best answers are to be put on the white board.

3AS | U4 | S2 | L2 Page 24
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Expressing condition (pp.115-116)
Subsidiary
Competencies
- Expressing condition - If-conditional type 1, 2, and 3 /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Recall their prior knowledge about conditional (rule, clauses, and tenses).
Target
competencies
Instructions:
Learners read the sentences and recall their prior knowledge about conditional (rule, clauses, and tenses)
2. PRESENTATION:
❑ Comprehend the notion of Conditional Type 1.
Target
competencies
Instructions:
Conditional Type 1
possible condition  probable result
If clause / Subordinate clause: verb in present simple tense
Main clause: will + base form
3. PRACTICE:
❑ Synthesise the notion of Conditional Type 1.
Target
competencies

3AS | U4 | S2 | L2 Page 25
Instructions:
A. Supposition / hypothesis /condition: If indicates that the author is just making a supposition.
B. Result/prediction.
C. The main clauses are: They won’t get enough energy./ They will put on weight.
The subordinate clauses are the clauses which start with if.
D. The main clauses can stand alone whereas the subordinate ones depend on the main clauses for their
meaning.
4. PRODUCING:
Target
competencies
Instructions:
Task, textbook p.116:
ANSWERS/KEY:
A. If you eat rotten food, you will have a serious indigestion
B. If you have a serious indigestion, you will go and see a doctor
C. If you go and see a doctor, he will hospitalize you for two to three weeks
D. If he hospitalizes you for two to three weeks, you will lose your job
E. If you lose your job, you will no longer earn enough money to buy good food
F. If you no longer earn enough money to buy good food, you will be eating decaying food.

3AS | U4 | S2 | L3 Page 26
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Expressing quantity (pp.116-117)
- Too much, too many, not … at all, a large amount of a
- Expressing quantity /
large number of, enough + noun.
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑
Target
competencies
Instructions:
000
000
000
2. PRESENTATION:
❑
Target
competencies
Instructions:
Grammar Reference, p.217:
000
000
3. PRACTICE:
❑
Target
competencies
Instructions:
000

3AS | U4 | S2 | L3 Page 27
000
000
4. PRODUCING:
Target
competencies
Instructions:
ANSWERS/KEY:
A B C D E F G H I
too much too much too few too much too many too little too much too few too few

3AS | U4 | S2 | L4 Page 28
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Expressing cause and effect (pp.117-118)
❑ Rewrite sentences using proposed language forms to express cause and effect.
- Expressing cause - Because of, due to owing to, as, for
/
and effect - So, as a result, that’s why, as a consequence
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Identify sentences that express cause and result.
Target
competencies
Instructions:
Grammar Explorer III, textbook p.117:
Learners skim through the text and identify sentences that contain link words proposed.
ANSWERS/KEY:
- Owing to the loss of energy balance, a lot of people today suffer from obesity.
- As a result of overweight, many people have developed diseases endangering their health
- The financial problems of social security systems are likely to worsen as no concrete measures are put
into execution
- Loss of energy balance is mainly due to the impact of junk food adverts
2. PRESENTATION:
❑
Target
competencies
Instructions:
Grammar Reference, textbook p.227:
Expressing cause/reason:
The teacher illustrates the different possible answers.
Put emphasis on the notion of prepositions and that nouns always come after them. (not any other part of
speech).
Because, as, since, for, due to, owing to, etc. signal cause or reason. E.g. She has to stay in bed as she is ill.
3. PRACTICE:
3AS | U4 | S2 | L4 Page 29
❑
Target
competencies
Instructions:
The teacher illustrates the different possible answers.
A. because
B. Because of, Owing to, Due to
C. Because, Since
4. PRODUCING:
❑
Target
competencies
Instructions:
There are many possible answers, go through them all with leaners.
Put emphasis on punctuation and changes that occur with the employment of the proposed language forms.
A. Advertising is necessary for new businesses ;therefore, .Consequently, .As a consequence, .As a
result, it informs consumers about the services and products they offer.
B. Consequently to, As a consequence to, As a result to the advertisement of fast foods, many people
have developed unhealthy eating and drinking habits.
 Many people have developed unhealthy eating and drinking habits as a consequence of, as a result
of the advertisement of fast foods.
C. Consequently to, As a consequence to, As a result to consumers being aware of the importance of the
environment, most food industries now put eco-labels on the packages of their products.

3AS | U4 | S2 | L5 Page 30
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Forming adjectives with –y (p.118)
❑ Form adjectives from nouns by adding the suffix –y.
- Forming adjectives with –y E.g. – greed – greedy –
/ /
speed – speedy – milk – milky
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Recall their prior knowledge about suffixes.
Target
competencies
Instructions:
The teacher discusses with learners the notion of suffixes, and adding the suffix –y to nouns to form adjectives.
The teacher can also discuss the notion of word derivation, either as a new concept or revision of previous
mentioning.
2. PRESENTATION:
❑ Comprehend the grammar rules concerning how to form adjectives from nouns by adding –y.
Target
competencies
Instructions:
Vocabulary Explorer, textbook p.118:
Tips box, textbook p.118:
The teacher explains / illustrates the Tips box.
3. PRACTICE:
❑ Form adjectives from proposed nouns by adding the suffix –y.
Target
competencies
Instructions:
The teacher goes through the words first, before they produce a coherent paragraph.
3AS | U4 | S2 | L5 Page 31
A. Salty, spicy, peppery, savoury, tasty, tricky, greedy

B. easy, speedy, dirty, dusty, stuffy, slimy
4. PRODUCING:
❑ Choose the appropriate word to make a text meaningful.
Target
competencies
Instructions:
ANSWERS/KEY:
Life is becoming increasingly (cheap / expensive). So when (shoppers / sellers) do their shopping they
are more likely to look at the (price tags / quality labels) of the products than anything else. (Saving /
Spending) even a little money by buying (high / poor) quality goods helps people with a (high / low) budget to
pay utility (bills / charges) and the (rent / lease) for the flat at the end of the month. These (savings /
spendings) also help to (purchase / sell) mobile phones for the loved ones.

3AS | U4 | S2 | L6 Page 32
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Writing an expository article (pp.119-120)
Target Subsidiary
- Describing
/ /
- Prescribing
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Recall their knowledge about the structure of an expository article.
Target
competencies
Instructions:
Teacher discusses the notion of an expository article, and illustrates an organizational pattern based on mind
mapping / spidermap.
2. PRESENTATION:
❑ Brainstorm their ideas about the topic proposed.
Target
competencies
Instructions:
The teacher explains / illustrates the assignment.
Think, pair, share; textbook p.119:
Learners go through the causes and effects, and add ideas of their own.
3. PRACTICE:
❑ Select / organize / write their first draft.
Target
competencies
Instructions:

3AS | U4 | S2 | L6 Page 33

Learners select the ideas they will build the article with. They can use ideas of their colleagues as long as the
development is bound to be their own.
The focus is on the organization and structure of the article.
4. PRODUCING:
Target
competencies
Instructions:
Learners can either collaborate with their colleagues or work individually.
Learners can either present it to the class, or submit it to the teacher.
Food safety has become one of the major worries for mankind. This worry has three major sources: the
chemical contamination of agricultural products, the use of additives, preservatives and colourings in a large
number of food products and the consumption of ready-made food.
Perhaps the first cause for worry about food safety is the highly intensive mode of farming and agribusiness
now prevailing in industrialised countries. This has led big companies to use chemicals, fertilisers and
pesticides to ensure maximum output. As a result, fruits and vegetables are contaminated by chemicals which
may prove harmful to our health.
The second cause for concern is again related to mass production, and the need to keep products fresh
and attractive. Consumer requirements have led manufacturers to introduce colourings, additives and
preservatives. Some of them have been suspected of being dangerous while others have definitely been
classified as harmful by independent research laboratories. Scientists maintain that some colourings and sugar
substitutes can cause cancer, diabetes and other metabolic disorders.
Finally, fast food and ready-made meals have led people to take undesirable eating habits, like nibbling
at work or at home, or having frequent snacks in front of the computer or the TV set. More worrying is the fact
that the younger generation are the most prone to consume fast food and soft drinks. These eating habits, as
shown in “advanced” countries especially, have caused a large part of the population to become overweight or
obese, and to develop diseases like diabetes or high blood pressure. These are due to an excess consumption of
animal fat and fried food, as well as sugar and salt.
In conclusion, the conjunction of contaminated agricultural products, processed foods and poor eating
habits is indeed a good reason to worry about food safety and to take corrective measures to change or improve
our attitudes to eating.

3AS | U4 | S3 | Listening and speaking | Sequence Plan Page 34
Sequence THREE: Listening and speaking
Sequence Plan
Scientific Stream
By REFFAS Mounir
Step / Sequence / Rubric THREE: LISTENING AND SPEAKING (pp.123-127)
Interpret – Produce Interact Listening – Speaking Reading - Writing
- Deducting
- Predicting the content of a
text
information
- Debating (arguing by - Though, although, admittedly, etc. /
making concessions)
- Making a speech

Lesson 1. Summarizing (pp.123-124)
Lesson 2. Debating (arguing by making concessions) (pp.125-126)
Lesson 3. Writing an argumentative speech (p.127)
> DESCRIPTION:
❑ Summarize a listening script.
Subsidiary
Competencies
- Deducting
/ /
information.

3AS | U4 | S3 | Listening and speaking | Sequence Plan Page 35

❑ Write a dialogue in which they argue by making concessions.
- Debating (arguing by
making concessions) / /

Target Subsidiary

3AS | U4 | S3 | L1 Page 36
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Summarizing (pp.123-124)
Subsidiary
Competencies
- Deducting
/ /
information.
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Discuss issues related to advertising.
Target
competencies
Instructions:
Before listening, textbook p.123:
The teacher discusses the questions with learners. They are free to answer as long as they argue their point.
ANSWERS/KEY:
1. The advertisement is about Omega brand watches. The watch is associated with a beautiful face.
2. Ladies / women.
3. Cindy Crawford is an American top model.
4. Learners can provide many answers: She is beautiful./ she is famous.
5. ‘Cindy Crawford’s choice’ / Learners may have different opinions about the second part of the question.
6. There are many possible answers. Students should feel free to voice their opinions and thus start off the
discussion about the theme of the unit.
2. PRESENTATION:
❑ Predict the content of a text.
Target
competencies
Instructions:
As you listen, textbook p.124:
3AS | U4 | S3 | L1 Page 37
Task 1:
Learners go through the task first and form their prediction., and then listen to Listening Script 2, textbook
pp.205-206 to confirm their answers.
3. PRACTICE:
❑ Confirm their predictions.
Target
competencies
Instructions:
Learners confirm their answers, and go through the Coping box, textbook p.124.
Answers to this task are the basics for the summary they are going to produce in the next task.
ANSWERS/KEY:
A B C D E F G H
JE JE JE JE JE JA JA JE and JA
4. PRODUCING:
Target
competencies
Instructions:
ANSWERS/KEY:
Jenny and James are talking about the impact of advertising. The problem is whether or not advertising
has a negative or a positive influence on consumers. Jenny is in not in favour of advertising whereas James is
one of its supporters. At first James denies that advertising manipulates consumers. Then he admits that it does.
In the end, both of them agree that manipulating people is wrong.

3AS | U4 | S3 | L2 Page 38
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Debating (arguing by making concessions) (pp.125-126)
- Debating (arguing by
making concessions) / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Recall their prior knowledge about expressing concession.
Target
competencies
Instructions:
Learners recall their prior knowledge about expressing concession.
2. PRESENTATION:
❑ Comprehend the notion of making concession and the language forms associated.
Target
competencies
Instructions:
After listening, textbook p.125:
The teacher illustrates to / explains to / discusses with learners Coping box, textbook p.125
3. PRACTICE:
❑ Argue by making concessions.
Target
competencies
Instructions:
The teacher explains the assignment.
Learners start to produce simple sentences. The focus is on sentences that express concession.

3AS | U4 | S3 | L2 Page 39
4. PRODUCING:
Target
competencies
Instructions:
Learners submit / present the final draft of their dialogue.

3AS | U4 | S3 | L3 Page 40
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Writing an argumentative speech (p.127)
Target Subsidiary
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Discuss the aspects of an argumentative text / speech.
Target
competencies
Instructions:
Saying it in writing, textbook p.127:
The teacher starts with the Coping box, textbook p.127 and discusses the aspects of an argumentative text /
speech with learners.
2. PRESENTATION:
❑ Comprehend the assignment.
Target
competencies
Instructions:
Task 1 & 2, textbook p.127:
The teacher explains / illustrates the assignment (employs spidermap / mind map).
The focus in on the structure, and what each sentence denotes.
3. PRACTICE:
❑ Produce a first draft.
Target
competencies

3AS | U4 | S3 | L3 Page 41
Instructions:
The teacher draws learners’ focus on the importance of taking a side, and more importantly arguing it.
4. PRODUCING:
Target
competencies
Instructions:
The best of learners’ answers is to be displayed on the white board.

3AS | U4 | S4 | Reading and writing | Sequence Plan Page 42
Sequence FOUR: Reading and writing
Sequence Plan
Scientific Stream
By REFFAS Mounir
Step / Sequence / Rubric FOUR: READING AND WRITING (pp.128-131)
❑ Write a letter of complaint.
Produce Interpret – Interact Reading – Writing Listening - Speaking
- Skimming
- Scanning
- Persuading
/ /
- Analysing and making a synthesis
- Writing an advertisement
- Writing a letter of complaint

Lesson 1. Persuading / Arguing (pp.128-129)
Lesson 2. Write an advert (p.130)
Lesson 3. Write a letter for complaint (pp.130-131)
> DESCRIPTION:
❑ Identify persuading / arguing writing form’s aspects.
Interact Interpret – Produce Reading – Writing Listening - Speaking
- Skimming
- Scanning
/ /
- Persuading
- Analysing and making a synthesis

❑ Write a holiday advert.
Interpret Interact – Produce Reading – Writing Listening - Speaking
- Writing an advertisement / /

❑ Write a letter of complaint about having a disappointing adventure holiday abroad.
- Writing a letter of complaint / /

3AS | U4 | S4 | L1 Page 43
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Persuading / Arguing (pp.128-129)
Interact Interpret – Produce Reading – Writing Listening - Speaking
- Skimming
- Scanning
- Persuading / /
- Analysing and making a
synthesis
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Discuss matters related to adverts.
Target
competencies
Instructions:
Before reading, textbook p.128:
Learners discuss the questions with their teacher / colleagues. The importance is on arguing their point.
Summarize the answers and put them on the board.
2. PRESENTATION:
❑ Comprehend the notion of persuading / arguing forms of writing.
Target
competencies
Instructions:
As you read, textbook p.128:
Coping box, textbook p.128:
The focus is on the notion of persuasion as a “form of writing”. So, learners are drawn to focus on the notion of
“form of writing” and how “style” can help convey meaning.
Explain the purpose of persuading / arguing forms of writing.
Confirm information with the advert on the next page.

3AS | U4 | S4 | L1 Page 44
3. PRACTICE:
❑ Read a persuasive advert.
Target
competencies
Instructions:
Learners elicit the information from the advert.
ANSWERS/KEY:
Brand Advertised item Audience The four expectations exploited Your reaction
Toshib cooktop Housewives, safety, the need to be up-to-date Is the advert persuasive or not?
a homemakers - energy - efficiency - Why?
modernity (up to what learners provide)
4. PRODUCING:
Target
competencies
Instructions:
ANSWERS/KEY:
A. Iron or steel pot.
B. It’s safer and energy saving
C. It works by creating a magnetic field that heats the inside of the pot instead of the cooking surface.
D. regret

3AS | U4 | S4 | L2 Page 45
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Write an advert (p.130)
Interpret Interact – Produce Reading – Writing Listening - Speaking
- Writing an advertisement / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Identify / synthesise their knowledge about adverts.
Target
competencies
Instructions:
Teacher discusses with learners the features of adverts and the purposes they serve.
2. PRESENTATION:
❑ Comprehend the assignment’s tasks and objectives.
Target
competencies
Instructions:
After reading, textbook p.130:
Task 1:
The teacher explains / illustrates the assignment.
3. PRACTICE:
❑ Write a first draft of their advert.
Target
competencies
Instructions:
At this stage, learners should have drawn the structure of the advert, and produced sentences of what they want
their advert to be.

3AS | U4 | S4 | L2 Page 46
4. PRODUCING:
Target
competencies
Instructions:
Learners submits to the teacher / present to the class their work.
The best work is to be displayed on the board.

3AS | U4 | S4 | L3 Page 47
Lesson Plan
By REFFAS Mounir
Scientific Stream
Lesson: Write a letter for complaint (pp.130-131)
- Writing a letter of
/ /
complaint
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Get into context.
Target
competencies
Instructions:
Teacher discusses with learners the context of the lesson. (as explained throughout this lesson)
2. PRESENTATION:
❑ Read the advert and identify the problems.
Target
competencies
Instructions:
Writing development, textbook p.130:
The teacher / learners read the advert and identify the problems faced by the person. The focus is on
formulating complaints.
3. PRACTICE:
❑ Formulate their complaints.
Target
competencies
Instructions:
Learners formulate their complaints.
Next, identify the structure of a letter of complaints, and write a first draft.
4. PRODUCING:
3AS | U4 | S4 | L3 Page 48
Target
competencies
Instructions:
Learners submit their final work.
The best work is to be displayed on the white board.

3AS | U4 | Project Outcome Page 49
Project outcome
PROJECT OUTCOME
Making a survey on the impact of advertising.
GUIDELINES:
Your survey should include:
a. A questionnaire
In which you are going to decide what type of advertisement and audience you would like to investigate.
b. A result form
Refer back to SE1 coursebook, At the Crossroads, pp.73-75.
c. Diagrams
Refer back to SE1 coursebook, At the Crossroads, pp.73-75.
d. A report
Your report should include:
1. An introduction (including background, purpose of the survey, and expected findings).
2. A short description of the questionnaire and the targeted audience.
3. A discussion of the findings with illustrative tables, charts, etc.
4. A conclusion giving a summary of the survey and a statement of implications and recommendations.
The project is the visible and assessable manifestation of learners’ competencies. The project designing
procedure runs in parallel with the unfolding of the unit. There are five flash-points throughout the unit:
1. BRAINSTORMING (p.107)  Decide what type of advertisement and audience you would like to
investigate.
2. FACT FINDING (p.113)  Decide about the topics and the questions.
3. ORGANISING (p.122)  Research and Report  Collect data about the areas you want to investigate.
4. WRITING UP (p.123)  Write the final draft of your questionnaire, distribute it, and collect the data.
5. ASSESSING (p.128)  Writing the report.

307 Unit FOUR - Safety First

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3AS | U4 | Safety First

Unit VI: Advertising, Consumers, and Safety

Planning: Unit 2/4: SE | M | TM | GE

By: REFFAS Mounir Abdelmadjid

By REFFAS Mounir, Secondary Education Teacher of English

2. Expressing certainty, probability, and possibility (pp.107-109)

3. The gerund (pp.109-110)

4. Forming nouns with suffixes (p.110)

5. Verb + preposition (p.111)

6. Making a speech (pp.111-112)

8. Expressing condition (pp.115-116)

9. Expressing quantity (pp.116-117)

10. Expressing cause and effect (pp.117-118)

11. Forming adjectives with –y (p.118)

12. Writing an expository article (pp.119-120)

14. Debating (arguing by making concessions) (pp.125-126)

15. Writing an argumentative speech (p.127)

17. Write an advert (p.130)

18. Write a letter for complaint (pp.130-131)

Project: Making a survey on the impact of advertising (p.132)

By REFFAS Mounir, Secondary Education Teacher of English

Step / Sequence / Rubric ONE: Listen and Consider (107 – 112)

Step / Sequence / Rubric TWO: Read and Consider (113 – 120)

Step / Sequence / Rubric THREE: Listening and speaking (123 – 127)

By REFFAS Mounir, Secondary Education Teacher of English

- Predicting the content of a text

Step / Sequence / Rubric FOUR: Reading and writing (128 – 131)

By REFFAS Mounir, Secondary Education Teacher of English

SEQUENCE / RUBRIC / STEPS: LESSONS

Lesson 2. Expressing certainty, probability, and possibility (pp.107-109)

Lesson 3. The gerund (pp.109-110)

By REFFAS Mounir, Secondary Education Teacher of English

Functions Language forms Phonology

Lesson 4. Forming nouns with suffixes (p.110)

Lesson 5. Verb + preposition (p.111)

Lesson 6. Making a speech (pp.111-112)

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

Examples of gerund forms:

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

Vocabulary Explorer, textbook p.110:

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

❑ Write their final draft.

By REFFAS Mounir, Secondary Education Teacher of English

SEQUENCE / RUBRIC / STEPS: LESSONS

Lesson 2. Conditional type 1, 2, and 3 (pp.115-116)

Lesson 3. Expressing quantity (pp.116-117)

By REFFAS Mounir, Secondary Education Teacher of English

❑ Employ language forms expressing quantity.

Lesson 4. Expressing cause and effect (pp.117-118)

Lesson 5. Forming adjectives with –y (p.118)

Lesson 6. Writing an expository article (pp.119-120)

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English