Book: At the crossroad Academic year 

: 2020/2021
Unit two :Back to nature Bouhmidi Tahar Secondary School
Theme :Environment, Pollution and the World Animal Level : 1stYear Scientific Stream
Sequence one: Listening and speaking Teacher : Sugar

Intermedite objectives: By the end of the lesson the learners will able to speak about the climate change.
Timeallowance: 45 minutes
Materials:whiteboard, markers, pictures, worksheets, data show.
Competency: interacting, interpreting, producing
Function:
Language form:

Lesson steps
Rubric/Inte Procedure/Correction Objectives Time
raction
Warming up
Learners
 Teacher greets her learners. Learners respond. should be
able to
 Teacher starts the lesson by asking her learners about the words they
interact
Before- learned in the previous session. orally. 8min
listening
Environment- pollution- green house- nature
Task 01: answer the following questions To
introduce
How many season do we have?
the learners
T/lrs  One season (winter ) to the topic
of the
 Two seasons ( winter / summer)
listening
script and
make them
predict the
content of
 Three seasons ( winter/summer/spring) the script.

T/lrs 20min

 Three seasons ( winter/summer/spring)

Why do we feel winter and summer more than spring and autumn?
Choose the correct answer?
We feel winter and summer more than spring and autumn:
 climate is changing Listening
 climate is dying for general
 climate is idea of the
So we call this phenomenon ‘Climate change’. topic

While
 listening
Do you think “Climate Change” is:
10min
 Good for the environment.
 Bad for the environment.
In your opinion, why does the climate change?
To listen for
Say YES if you agree, and NO if you disagree ? details.

 The climate is changing because of

 Air Pollution, such as CO2, smoke and fume of factories
 Plants and animals.
 Cutting trees / deforestation less oxygen O2
T/lrs  Recycling.
 Burning fossil fuel.
The climate is changing because of:
 Air Pollution, such as CO2, smoke and fume of factories YES 8min
 Plants and animals NO
 Cutting trees / less oxygen O2 YES
 Recycling NO
 Burning fossil fuel YES.

Procedure:
 T gives handouts first to the learners, asks them to watch the video and
do the tasks.
 The learners may watch more than once.

Task two: Choose the best answer. The general idea of the video :
a. Water pollution b. Climate is changing c. The earthquake.
T/lrs Task three: match the following words with their definitions.
Words Definitions
1-Climate a. ............................................
2-Fossil fuel b. ..................................
3-Carbon dioxide c.The general weather conditions found in a
particular place.
Task four: Watch the video again and circle the right answer
1) Glaciers and ice sheets are ………………….
a augmenting / b/freezing c/ melting
2) The extra water causes sea levels to....
a/ remain the same b/ rise c/ decrease
Post- 3) Growing crops becomes...
listening a/ more difficult b/ more available.
4) The temperatures will…..
a/ decrease b/ increase c/ remain the same
Task05 : Think of 3 solutions you could do in your everyday life to save
energy and stop climate change.
 1) ……………………………………………………..
 2)………………………………………………………
  3)……………………………………………………..

Learners
should be
able to
speak about
some
solutions to
T/lrs save energy
and stop
climate
change.
Level :1st Year scientific stream Teacher :Miss Boualamet Imen

Unit Plan

Final objective:
By the end of this unit, my pupils will be able to cope with the different issues related to
the environment and reinvest their knowledge in real life situation.

In this unit my pupils will learn to

SEQUENCE ONE : Listening and speaking
 Listen and respond to an audio script.
 Write an SOS about pollution.
 Express feelings, opinions and suppositions.
 Use the conditional with ‘if’.

SEQUENCE TWO :Reading and Writing

 Read and respond to a newspaper article about pollution.
 Deduce the meaning of words from context.
 Express cause and effect.
 Write an expository paragraph about pollution.
SEQUENCE THREE; Developing skills
 Conditional type 0 ,1 and 2.
 Write an advertisement.
STOP AND CONSIDER
 Form adjectives using suffixes ‘al’, ‘ic’, ‘cal’….
 Use quantity words: ‘most’, ‘all’……
Unit :Back to Nature Theme: Environment/Pollution/The World of Animals.
Teacher :Miss Boualamet Imen
Level :1st Year scientific Stream
Sequence Plan
Reading and Writing

Final objective: By the end of this sequence ,pupils should be able to:
 Read and respond to a newspaper article about pollution.
 Deduce the meaning of words from context.
 Express cause and effect.
 Write an expository paragraph about pollution.
Skills:
 Reading.
 Interpreting ,reading&classifying.
Functions:
 Expressing cause and effect.

Language Forms:
 Recognize the use of suffixes : ‘sion’ ‘ tion’
Materials:
 Textbooks,pictures,videos,handouts.

Timing:
 4 to 6 sessions.

Taking a closer look

Task 1:Reading a text and choosing the main idea.

Task 2:Reading a text and saying if the statements are true or false.

Task 3:Reading a text and matching ideas with their corresponding paragraph.

Task 04:Reading a text and answering questions.

Task05:Filling in the gaps by words from the list to get coherent paragraph.
Around the text

Discovering language:
Look at the pictures and classify them in the table below.
Expressing cause and effect. (adapted)
 Lesson Plan
Aim of the lesson:
By the end of this lesson ,leanrers will be able to understand the reading passage about
pollution.

 Pre-reading (warm up)

BEFORE READING
A. Label the pictures with the expressions from the box.
Air pollution / water pollution / land pollution / noise pollution

TYPES OF POLLUTION

B. What are the causes of air, water, and land pollution? Match pictures
with expressions from the box. Share your answers with a partner.
- factory fume - oil spill - deforestation (=cutting down
emissions - vehicle smoke trees)
- sewage waste - plant pesticides - throwing waste in the streets.
- industrial toxic waste
- fertilizers

 Air pollution is caused by:

________________________________ _____________________________ _________________________

_ _ _
 The main causes of water pollution are:
 ____________________________________ _________________________________ _______________________________
______ _____ _____
Among the causes of land pollution are:

_____________________________ _________________________________ ________________________

___ ___ __
C. What are the effects of pollution on the environment and on the
people? Look at the labeled pictures and complete the table. Share your
answers with a partner.

Toxic drinking Hole in the smog sickness Dead fish Skin rash and
water ozone layer cancer

Breathing Toxic food Acid rain Lung disease unfiltered Dead plants
problems UV rays

Effects of pollution on people Effects of pollution on the environment

WHILE READING
Read the text and do the activities that follow.

Pollution is rapidly becoming one of the most serious problems in our society. The enormous activities that
human made in science, technology, and industry in recent years led to widespread this phenomenon.
Pollution is the contamination of air, water and land by waste, chemicals, smoke and other harmful
substances .The emission of smokes from factories and cars, are big causes of air pollution which produce
;acid rain, smog and a hole in the ozone layer. Land pollution is another type of pollution which is used by
farmers with fertilizers and pesticides; moreover, water is also contaminated because factories release
Chemical waste and oil spills in rivers and lakes.
All forms of pollution act against nature. We can never imagine the damages caused by this
environmental problem, so as human we should be taught not to pollute the environment we live in it.
 Adapted from :https://en.islcollective.com/resources/printablesworksheets_doc_docx/pollution.

Task 01: Read the text and choose the main idea
Objective: To skim through the text to give the main
a. Natural disasters. B. Types and causes of pollution. c.Land pollution.

Task 02:Say whether the following sentences are true or false:

Objective: To enable students to read for details
a. Pollution is caused by human activities in science, technology and industry. ………………..
b. Farmers pollute the land by using fertilizers and pesticides. …………………….
c. Human should be taught to waste the environment.
……………………
Idea Paragraph
a/ polluting the environment becomes a fundamental problem. 1§
b/ People should be aware of the danger of pollution. 2§
c/ pollution has three main different types. 3§

Task 03: Match each idea with its corresponding paragraph

Objective: To skim through the text and find answers
1. Find in the text words that are opposite in meaning to the following :
Key:
1§ 2§ 3§
A C b

Task 04:Answer the following questions: …15min

Objective: To get pupils look for specific information while reading
a- Is pollution a widespread phenomenon?
b- What are the causes of air pollution?
c- Why is water contaminated?
d- How can we reduce pollution?

Key:
a-Yes ,it is
a-The causes of air pollution are the emission of smokes from factories and cars
b-Water is contaminated because factories release Chemical waste and oil spills which are
dumped into rivers and lakes.
c- To reduce pollution ,man should be taught not to litter the environment.

Post reading …10min

Objective: To get students fill the missing words in a passage

Task 05: Fill in the gaps with only four words from the list:
Pollution-waste-environment-harmful-damages

Pollution happens when the ……………….is contaminated, or dirtied, by …………..,

chemicals, and other………….. substances. There are three main forms of ………………:
air, water, and land.
 Unit Three: Back to Nature
Sequence02 :Reading and writing
Lesson Plan
Unit three: Environment/Pollution/The World of Material needed: Worksheets, the board
Animals. Time: 1 hour .
Theme: Back to nature Strategies: Pair work and group work.

. Rubric  :Discovering language

Language aspect  :Grammar focus on

Objective: By the end of the lesson my pupils will be able to express cause and effect relationship in writing a paragraph about types
.pollution

Task one  :Look at the labeled pictures and complete the table :

headache Hole in the smog Disease / Chemical Skin rash

ozone layer sickness reactions

burn Breathing Acid rain stomachache deafness weakness

problem

Effects of pollution on people Effects of pollution on the environment

……………………………………………………. …………………………………………………..
…………………………………………………….. …………………………………………………..
…………………………………………………….. …………………………………………………….
……………………………………………………… ……………………………………………………
…………………………………………………….. ……………………………………………………
……………………………………………………… ……………………………………………………..

Task two: Now, read texts1 and 2 then answer questions (a) and (b):

Because factories release fumes, the Living in noisy overcrowded towns

air webreathe gets polluted. Other has become dangerousbecause
Text 1 Text 2exposure to noise can
everyday
well-known effects of fumes are
smog, acid rain and holes in the cause headache, earaches and may
ozone layer. lead to deafness.
a-Why is the air we breathe polluted? (text 1)
 The air we breathe is polluted ……………………………………………………………..

b-Why do people suffer from headache and earaches ? (text2)

 They suffer from headache and earaches …………………………………………………………………………………………

The rule:
……………………………………………
……………………………………………
……………………………………………
……………………………………………
………………………………

Task three: Read texts (3) and (4) then complete sentences a and b with the appropriate connector to get
meaningful sentences:

Text3 text 4

Toxic substances found in the food we Paints, solvents, glues are all
eat and their air we breathe inflammables. Therefore They can
accumulate in our bodies and catch fire ,sopeople may suffer
consequently we feel weak and ill fromburns and skin rashes .

a-People eat toxic substances they suffer from weak health.

b-Inflammables can catch fire they can be harmful for the environment and people’s health

The rule:

……………………………………………
……………………………………………
……………………………………………
……………………………………………
…………………………………
Task four:Circle the correct alternative:
1-Pollution is dangerous. (so/ because / but) everyone has to take actions against it. For example : (Therefore /
whereas / because) household chemicals are harmful, we must handle them with care.

2-Many birds species disappear(as a result / in order to / because), people cut trees.

3 –Plastic bags are a major source of waste (thus / because / however) we should not throw them everywhere.
 Production:

Task one page 147: Now, use the information from the previous tasks to complete the blanks and to get two
coherent paragraphs.

There are four different types of pollution. Firstly, there is

………………… Its major cause is ………………………………….
Secondly, we have ………………... This pollution results from ……….
………………… Thirdly, there is ………………… It comes from
……………………. Finally, there is noise pollution. It is due mainly to
cars and factories.
Pollution is a very serious problem because most of it comes from
machines, which man has invented to satisfy his daily needs. For example, we use
cars to travel from one place to another; however, these cars………………………...
Two of the consequences of this pollution are …………………

Unit :Back to Nature Theme: Environment/Pollution/The World of Animals.

Sequence: Developing skills Teacher :Miss Boualamet Imen
Level :1st Year scientific Stream

Lesson plan  : Conditional Type 2 Material needed: Worksheets, the board

Aim of the lesson : Strategies:Pair work and group work.
By the end of this lesson my pupils will be to use conditional
type2. Competencies: Interpretive,
interactive,productive

Presentation :
Objective: To elicit students ideas and examples about the grammar point.
1. If people were so careful, Earth would be in ease and peace.
If clause (condition clause) ( the result clause)
 2/ The amount of waste would decrease if people started to buy reusable packages
( the result clause) If clause (condition clause)

Reminder
To express condition in an imaginary ( unreal ) situation in the present , we use ‘Conditional
type2.’
If+ Subject + Verb in the past simple , subject + would + stem(verb in the infinitive without
to)

Or

Subject+would +stem + if + subject+past simple .

Notes:
1.Would + stem is called conditional present.
2.We can use ‘were’ with all pronouns when using conditional type2.
3.We don’t use a comma when start the sentence with the result clause.as in example 02 .

Practice:
Objective: to enable student to link and form sentences with type 02
Task 1:Match the conditions (1-4) with their results (a-d) to get coherent sentences.

Conditions Results
1.If all people used eco-bags, a. I wouldn’t throw rubbish on the street.
2.If I were you, b. there would be less pollution in our country.
3.If the government punished those who pollute the c. plastic bags would disappear
environment,
Key:
1 2 3
c A b
Task 2:Choose the correct answer to complete each sentence.
Objective: To get pupils differentiate between use of past and present tense form in conditional
type 02 sentences.
1.A lot of plants and animals ………………….. in danger of extinction, if we protected
them.
would not be/will not be

2.What would you do to stop pollution if you …..……. a scientist?

are/were
3.If animals could speak, they ………………………... about our actions of polluting nature.
complained /would complain
Key:
1. would not be
2. were
3. would complain

Task 3:Conjugate the verbs in the correct form using conditional type 2 .
Objective: to get students know the right tense in conditional 2
1. If I (to be) a fish, I (to die) due to water pollution.
……………………………………………………………………….….
2. If all people (to care) about nature, it ( not to be ) in danger.
……………………………………………………………………….….
3. Pollution (not to exist) if factories (to release) harmless emissions.
……………………………………………………………………….….
Key:
1. If I were a fish, I would die due to water pollution.
2. If all people cared about nature, it would not be in danger.
3. Pollution wouldn’t exist if factories released harmless emissions.

Produce: (group work)

Objective:To get pupils give their own examples.
Task 4:
What would you do if you were responsible for cleaning your village from pollution?

Lesson plan  : Conditional Type 1 Material needed: Worksheets, the board

Aim of the lesson: Strategies:Pair work and group work.

By the end of this lesson my pupils will be to use conditional Competencies: Interpretive,
type1.
interactive,productive

Presentation :
Objective: To get students ready for the grammar point.
1. If the global temperature RISES, sea levels WILL RISE too.
If clause (condition clause) ( the result clause)
 Reminder
To express condition in situations that will possibly or probably happen in the future.We use
‘Conditional type1.’
If+ Subject +…………….………….… , subject + will +……….…

Practice:
Task 1:Match the conditions (1-3) with their results (a-d) to get coherent sentences.
Objective: To match conditions
Conditions Results
1.If all people use eco-bags, a. There will be less O2 in the atmosphere.
2.If I throw rubbish, b. There will be less pollution in our country.
3.If we cut down tress c. My mother will punish me.
Key:
1 2 3
b C a

Task 2:Complete the blanks with the verbs in brackets:

1. Many wildlife habitats will be destroyed if man _____________________ (keep) polluting the
environment.
2. If we dump all sorts of chemicals into rivers, we _______________ (not be able to) swim in
them in the future.
3. If we __________________ (not stop) cutting down so many trees, we ___________________
(endanger) our oxygen supply.
4. Soon the Earth’s resources will be exhausted if the human population ____________________
(continue) to grow.
5. If everybody continues to use aerosols and CFCs, the hole in the ozone layer
______________________ (get) bigger.
6. If the sun radiation can’t escape into space, Earth’s temperature _____________________
(increase) steadily.
7. We’ll threaten our own existence if we _________________
(not cut down) on waste rapidly.

Key:
1/keeps 2/won’t be able to 3/don’t stop 4/will endanger
5/continues 6/will get 7/will increase 8/don’t cut down
Task 4:Give examples .

Unit  :Back to Nature Theme: Environment/Pollution/The World of

Animals.
Sequence: Developing skills Teacher :Miss Boualamet Imen
Level :1st Year scientific Stream

Lesson plan  : Conditional Type 0

Material needed: Worksheets, the board
Aim of the lesson: Strategies:Pair work and group work.
By the end of this lesson my pupils will be to use conditional
type0. Competencies: Interpretive,
interactive,productive
Warm up: Teacher shows the students 2 different colours , painting and she asks one to mix both
colours .
Yellow+red= orange
The fact is real and true!
 If I add yellow to red colour ,I will have orange.
If clause (condition clause) ( the result clause)
To express condition for general truths, such as scientific facts. In these sentences, the time is now or
always and the situation is real and possible..We use
‘Conditional type0.’
If+ Subject
Practice:+…………….………….…, subject+ will+……….…
Task 1:Match the conditions (1-3) with their results (a-d) to get coherent sentences.
Objective; to match conditions and results.
Conditions Results
1.If you heat ice, a. The ground gets wet.
2.If you mix green with red , b. It melts.
3.If it rains c. you get brown .

Task 02: Put the verbs between brackets into the correct tense.
Objective :To practice conditional type 0
a. If you (to freeze) water, it becomes a solid.
b. Plants (to dies) if they don't get enough water.
d. If public transport is efficient, people (to stop) using their cars.
e. If you (to mix) red and blue, you get purple.

Key:
a/If you freeze
b/plants die
c/stop
d/mix

Task 03: Give examples about conditional type 0.