Streams: First Year Classes (L)

Unit III: Environment/ Pollution/ and The World of Animals.

Unit Introduction
Objectives: -To introduce the topic of the unit.
-To identify and practice the use of word related to the unit.
- To assign the unit’s project.

Steps of the lesson:

Timing Steps Input /Output Aims
10 mn Warming -Ts salutes Sts and ask St to write the To introduce the topic
up date of the unit
He then asks Sts how do they feel?
T writes the word earth on the board and
asks Sts how the earth feels?
Sts answer
T leads the discussion to introduce the of
the unit

15mn PPT T then directs Sts attention to the

Presentatio -To identify and practice
pictures in the slides to introduce the
n the use of words related
Activity one topic of the unit. to the unit
T asks Sts about which content the
pictures represent ( pollution and natural
disasters ...)
Sts interact with their T and describe the
pictures.
T says that the unit is called ‘
Environment, Pollution the World of
Animals’
T ask Sts to do the activity where they
name the natural disasters first and then
match them with their definition
Sts answer T corrects

15mn Task two

T then Directs Sts attention to the next -To make use of the
activity. vocabulary learned in
Sts answer and justify the previous activity
T guides the discussion and correct
 - To assign the unit’s
- T moves to talk about the project: project.

-The project of this unit would be about:

Assigning making a composition / a booklet
unit’s
about pollution
project
-After dividing the class into groups of
20 mn five members, the teacher distributes
sheet of papers in which Sts will find
what they should do and how they
should organize their project work.
- T explains the most important points
that should be tackled in the project
from PPT slides and allows Sts to ask
questions if they do not understand
 Streams: Second Year Classes (Experimental sciences)
Unit III: Make Peace.
Sequence02: Developing Skills.

Objective : By the end of the lesson, SWABT:

- distinguish between the rights and responsibility in context.
- write a class charter
Target competencies: Interact, interpret,produce
Material needed: whiteboard, pictures, worksheet
Time allocated: 45 mn

Timing Steps procedures Aims

-T asks Sts about their rights as children.
Warming -T asks Sts about the opposite of ‘rights’ To break the ice.
5mints up -T accepts all answers then asks Sts to guess
the topic of the lesson.

_T asks Sts about their duties in schools

Pre-Writing _ T asks Sts if they are supposed to practise - To introduce the topic of the
10min only duties. lesson.
_ T sticks the phrases about rights and duties
on the board.
_T asks Sts to draw a table with two column
‘duties’ and ‘rights’.

_ T asks Sts how they express their duties To use the modal in context
During and their rights.
-Writing _T asks Sts about the modals they use to .
15mins express obligation and prohibition.
_ T asks Sts to write sentences about their
duties and rights using the modals.
_ T distributes the charter sheets including
the form then asks Ss to fill it with their
duties and rights.

15mins
Post- _ T asks Ss to read their charters, then to
Writing agree on a collective sample to write it on the To write the class charter
board.