PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA Guentri Seddik Secondary

School Teacher: Miss Moumou Samira

rd
Level: 3 Year Experimental Sciences.
 UNIT TWO PLANNING
IT’S GIANT LEAP FOR MANKIND.
ASTRONOMY and THE SOLAR SYSTEM.

Lessons:
I) -Language outcomes.
1• Listen and consider
Expressing certainty
Expressing probability with likely that, probable that…
Expressing possibility and remote possibility with may/ can, might/could…
Using the gerund
Forming nouns with suffixes –ment, -tion
Using verbs with dependent prepositions: supply with, blame for...
Recognizing shift of syllable stress
Pronouncing might have, could have…
Making a speech
2• Read and consider.
Using the present simple to describe a present state
Expressing hypotheses/ condition using if conditional type 1
Expressing quantity with enough, too much…
Expressing concession with though , although…
Expressing cause and effect with because, as…
Forming adjectives by adding the suffix –y to nouns
Recognising and practicing sentence stress
Writing an expository article
Prescribing a set of rules
3• Take a break.

II) - Skills and strategies outcomes.

4• Listening and speaking.
Predicting the content of a text
Listening for general ideas
Listening for detail
Summarizing/Synthesizing information
Debating (arguing) by making concessions
Writing an argumentative speech
5• reading and writing.
Skimming
Scanning
Persuading
Analyzing and synthesizing
Writing an advert
Writing a letter of complaint
 LESSONPLAN Theme:
ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA
Rubric 1: Listen And Consider. Level: 3rd Year Experimental Sciences
Skills: Listening and Speaking.
Competence: Interpreting pictures. Aids: Pictures/books/board.
Functions: Expressing certainty, probability or possibility.
Aims: To respond to the message orally or in writing (i.e. understanding the gist of the text or the details).

Time Stages Rationale Teacher and learners’ tasks

Pre-listening

To access
•T* asks Ls* to look at the pictures and say what they represent. Then to ask questions a-b.
a- Do you usually read the labels on the packages of food before you
& activate Ls*
buy them? If yes, is it about the ingredients or the expiry date?
background
b- Have you, or any of your friends, ever been victim of food
knowledge of
poisoning?
15ms the topic &
prepare them •Ls* look at the pictures and report their answer.
for the next (Many possible answers)
listening phase. •T*asks Ls* to listen to her acting the interview and do the tasks.
Task 1 p 108: Say whether the following statements are True, False or
not mentioned.
To help Ls*
During listening

a- As a result of the impact of advertising, consumers prefer buying

respond to an organic food to purchasing conventional or genetically modified food.
aural message b- Owing to bad publicity, GMFs will certainly disappear.
orally or in c- GMFs are harmful to both man’s health and the environment.
writing. d- The debate about the farming of GMFs will possibly continue.
•Ls* listen to the T acting out the interview and report their answers.
15ms Suggested answer:
a- True b- Not mentioned c- Not mentioned d- True.

Task two: Answer the following questions:

1. Hwo many types of food are there according to the market
researcher? Name them.
2. Which type of food do consumers prefer buying?
3. Does organic food contain of pesticide residues and antibiotics?
15ms Suggested answer:
1. There are three types of food: organic, conventional and GMFs
Post listening

(genetically modified food)

2. Consumers prefer buying organic food.
To check Ls* 3. No, it does not.
listening for Task three: Make an oral summary of the interview in 4 to 5 lines using
specific ideas your own words.
in the passage.
•Ls* Make an oral summary of the interview.
Suggested answer:
15ms Summary
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.

LESSON PLAN
 Theme: ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA Rubric 1: Listen And
Consider. Level: 3rd Years Exp. Sc/T.M/EC.Manegement
Language Aspects: Vocabulary. Aids: books/dictionaries/the board.
Language Outcomes: •Forming nouns by adding suffixes: -ment, -tion, -er, -ing…•Dependent prepositions.
Aims: To learn new vocabulary related to the unit.
Time Stages Rationale Teacher and learners’ tasks
Presentation

•T* asks Ls* to open their books on p 110 and do the first task.
•Ls* do the task.
Task one p110: Add appropriate suffixes -ment, -tion, -er, -ing to the verbs
in the box to form many nouns. Some verbs take more than one suffix.
•Ls* report their answers.
Suggested answer:
A. Consume: consumer, consumption, consuming.
B. Advertise: advertising, advertisement
C. Produce: producer, production
D. Promote: promoter, promotion, promoting
15 ms E. Compete: competitor, competition.
To build the
Practice

F. React: reaction
learners'
G. Oppose: opposition
vocabulary.
H. Introduce: introduction
I. Reject: rejecter, rejection
J. Treat: treatment
K. Manage: manager, management
L. Farm: farmer, farming
M. Pay: payer, payment
N. Commercialize: commercialization
•T* asks Ls* to use some words in sentences of their own.
•Ls* use the words to form sentences.
Produce

To train Ls* Task two p110: Fill in the blanks in the text using the nouns you have
15 ms filling in blanks formed in the first task.
with wards from
a list. •Ls* report their answers.
Suggested answer:
1. consumers 2. consumption 3. Production 4. advertisements
5. advertising 6. rejection 7.reaction

15 ms Task three p111: Fill in the blanks in the text with the prepositions of,
with, for, to, about, or from.
•Ls* use the prepositions to Fill in the blanks.
Suggested answer:
1. Provided with 2. Protect from 3. Suffers from 4. Complain about
To use verbs 5. to 6. Look for 7. get from 8. Accuse of
15 ms
with dependent
prepositions.
•T* asks Ls* to give examples about verbs with dependent prepositions.
•Ls* give examples of their own.
• advertisemen /əd’vɜː.tɪs.mənt/ a picture, short film, song, etc. which tries to persuade people
to buy a product or service.
• reject /rɪ ‘dʒekt/ v [T] to refuse to accept, use or believe something or someone.
• commercialize /kə ‘mɜː.ʃəl.aɪz/ to organize something to make a profit.

LESSON PLAN
Theme: ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA Rubric 1: Listen and consider.
Level: 3rd Year Exp. Sc/T.M/EC. Management
Language Aspects: Grammar. Aids: books/the board.
Language outcomes: likely that/probable that... and may/can/might/could.
Functions: • Expressing certainty, probability, possibility and remote possibility. • Using the gerund.
Aims: To exploit the text for language use and focus on its grammatical and lexical content.

Time Stages Rationale Teacher and learners’ tasks

Grammar Explorer I
•T* asks Ls* to read examples A & E and to do task one on p 108.
•Ls* read the examples and report their answers.
Suggested answer:
*Expressing certainty. e.g. GMF's will certainly disappear.
*Expressing probability with likely that, probable that…
e.g. It is probable that the Algerian government will impose an eco-
tax on polluting industries next year.
20ms *Expressing possibility and remote possibility with may/can,
Using modals might/ could e.g. They may or may not disappear.
to express  N.B. The teacher refers the students to the grammar reference in
certainty, SE2 pp.190-197
Presentation

probability,
possibility and Degrees of certainty Positive statement Negative statement
remote Categorical certainty GMS will certainly It is impossible
possibility. disappear.
Probability It is probable that subject+ It is unlikely that/
probably+verb improbable that
Possibility They may disappear. They may not
They can have a disappear.
comeback.
Remote possibility They might have They might not have
harmful effects The harmful effects
debatecould continue.

25ms Task 2 p 109: Rewrite the sentences in column B in the table to express
the notions in column A. Use appropriate modals or expressions.
Practice

•Ls* rewrite the sentences using modals.

Suggested answer:

Remote possibilty: In the near future, advertisements for fast foods

might be banned and health warnings might be written on the
packages of processed food.
To practise the Possibility: The Algerian government may impose an eco-tax on
use of modals. polluting industries next year. = It is possible that the Algerian
government will impose an eco-tax on polluting industries next year.
Flavourings and colourings may cause irritability and skin
irritations. =It is possible that flavourings and colourings will cause
Produce

irritability and skin irritations.

Probability: Most Algerian consumers will probably boycott
15ms products which are not environmentally safe. = It is probable /likely
that most Algerian consumers will boycott products which are not
environmentally safe.
Certainty: Food safety will (certainly) be one of the major problems
in the next decade.
In the future people won’t eat as much processed food as they do now.

Time Stages Rationale Teacher and learners’ tasks

 Grammar Explorer II
Task 1 p 48: Consider sentences A-E then do the following tasks
Procedure: * The Ls* are referred to Grammar Reference, pp.219-220 to
check their answers.
To train Ls* Suggested answer:
15 ms expressing A. B. D (Present wish)
E. (Future wish)
‘wishes’ in
C.(Past wish)
given types of
sentences Task 1 p 49: Rewrite sentences A-D using it’s (high / about) time to
express your impatience with the bureaucratic malpractices.
Suggested answer:
A. It’s about/ high time the government took measures to stop tax evasion
B. It’s about/high time the public authorities did something to eradicate
Presentation

the ‘underground ‘economy in our country.

C. It’s about/high time speculators of all sorts were arrested.
D. It’s high/about time public authorities made anti-smuggling laws
more stringent.

15 ms Task 2 p.49; Respond to each of the situations writing a sentence starting

with I wish. Pay attention to the tenses.
Suggested answer:
A. I wish I hadn’t stolen the public funds.
B. I wish I were at home and not in prison.
C. I wish I were out of the affair.
D. I wish you would give me a second chance. / I wish I could be given a
second chance.
E. I wish I could eradicate nepotism.
To teach Ls* F. I wish I would live in a corruption-free society someday.
expressing
Grammar Explorer III
15 ms strong advice or
recommend- Task 1 p49: Consider sentences 1-2 then discuss questions A-C.
ation. Suggested answer:
They express strong advice/recommendation.
B 1-Citizens ought to/should stop shrugging their shoulders at
bureaucratic abuse.
Practice

2-They ought not to/should not say that the fight against corruption
is not their own business.
C. ‘’d better‟ can be used in the second sentence only.
N-B. The Ls* are referred to Grammar Reference pp.219-220 to check
their answers

Task 2p 50: Inserting the expressions (had better / had better not) in text
A-D to get coherent pieces of advice.
To Suggested answer:
A. You‟d/ had better stop buying and selling securities ….Otherwise
consolidate the you’d be guilty…
use of ‟d/ had B. We‟d /had better not neglect to take the necessary measures… Or
15 ms
better /‟d /had We‟d/had better take the necessary measures…
better not. C. They‟d/had better reconsider their decisions very quickly…
D. They‟d/had better give it up because this is a financial wrongdoing…
Produce

10 ms

LESSON PLAN
Theme: ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA
Rubric 1: Listen And Consider. Level: 3rd Year Exp. Sc/T.M/EC. Management
Language Aspects: Phonology.
Aims: Pronouncing words ending in –cs. Aids: books/dictionaries/board.

Time Stages Rationale Teacher and learners’ tasks

To get Ls* to
answer QQ
related to
spelling.
20ms
Presentation

To pronounce
words ending in
“ics”.
20ms
Practice

20ms
Produce

LESSONPLAN Theme:
ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA Rubric 01: Listen And Consider.
Level: 3rd Year Exp. Sc/T.M/EC. Management
Competency: Production.
Skills: Writing. Aids: The course book/board.
Language outcomes: Using the expression of measurement, size, distance…
Aims: Preparing an expository essay about the presentation of the moon.

Time Stages Rationale Teacher and learners ‘tasks

Presentation •T* asks Ls* discuss some questions about the moon to elicit information
they had previously.
•Ls* listen to the T* and discuss the important ideas which will be
To make Ls* included in writing.
able to jot
•T* asks Ls* to read the fact file on p 141 and mention what they notice.
ideas.
•Ls* report their answers.
•T* asks Ls* to write an expository presentation about the moon using the
clues in the fact file on p 141 and the language forms they have learnt.
30 ms •T* writes the different ideas on the board that will be used by Ls*.
Practice

•Ls* split themselves into groups and they appoint a representative upon
To prepare each one to start doing their work.
Ls* for the •T* turns around the groups to check and give needed instructions.
writing
•T* asks the representative of each group to read aloud their presentation
task.
of the moon while the other Ls* listen.

•Ls* express their ideas about learners’ work.

•T* chooses one product that will be corrected collectively on the board.

30 ms SAMPLE of A MOON’ DESCREPTION

Writing
The Moon is an earth satellite orbiting our planet from a distance
an of 384,000kms on average, and its orbit is in a west-to-east direction. Its
expository surface gravity is only 0.16 that of the Earth (one sixth), and it does not
essay about seem to have life on it, since it has neither atmosphere nor water.
the Minimum and maximum temperatures on it are wide apart, with
Produce

+110?C on the sunlit side and –170?C in lunar nights. The geology of this
description of satellite is rock only, and its age is about 4,6 billion years.
the moon. Plans to reach the Moon on space crafts have been on scientists’
minds since early 20th century. But they became more concrete when
the Russians launched space crafts Sputnik 1 and Sputnik 2 in 1957, the
second one carrying dog Laika. In 1961, Yuri Gagarin orbited the Earth,
followed by the American astronaut John Glenn in 1962. Finally,
America won the honour of reaching the Moon before Russia, when Neil
30 ms Armstrong set foot on it on July 21st 1969.
There are at present plans to build a space base on the Moon, to
set a giant telescope and launch space ships from there to distant
planets, and perhaps to other solar systems.

•Ls* write on their copy-books.

30ms

LESSONPLAN Theme:
ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA
Rubric 2: Read and consider. Level: 3rd Year Exp. Sc/T.M/EC. Management
Skills: Reading and writing.
Competence: Interpreting pictures. Aids: Pictures/the book.
Aims: To understand written language through reading and interpret it appropriately.

Time Stages Rationale Teacher and learners’ tasks

 Pre- reading
•T* asks Ls* to have a look at the language outcomes reminder on p 113.
To activate Ls* ‘ •T* asks Ls* to look at the pictures and say what they represent.
back ground
knowledge and
•Ls* look at the pictures and report their answer.
15ms brain-storming •T* asks Ls* some questions.
A- Do you think that our eating habits have changed over the last
years? If yes, in what ways?
B- Do you think that advertising has contributed in any way to
changing these habits? Explain.
•Ls* interact orally with the T* and express their ideas differently.
•T*invites Ls* to read the text on page 113 and do the tasks.
To skim through
During reading

Task 1p 113: Say whether the following statements are True or False.
the text for specific a- An insufficient amount of food can cause a loss of energy balance.
information. b- Today people don’t take the amount of excises necessary for their
15ms energy balance.
c- There are too many advertisements for unhealthy food. So, people
don’t pay enough attention to their energy balance.
d- Obesity causes a lot of diseases. Unless something is done about it,
social security systems will probably encounter a financial problem soon.
e- The advertising of food has a positive influence on our eating habits.
•Ls* skim the text and report their answers.
Suggested answer:
a- True b- True c- True d- True e- False. Task two: Read the text
and answer the following questions.
1. What will happen to people if they eat too little food?
10ms 2. Do people eat a lot of sweets between meals?
To check Ls* 3. What do we mean by junk food?
Post reading

understanding of Suggested answer:

the passage. 1. If people eat too little food, they won’t have enough energy.
2. Yes, they do.
3. Junk food means products which contain a large
amount of fat and sugar.
10ms
Task three: What the words written in bold type refer to.

Suggested answer:
they→ people. this → when we eat enough food for the excise we take.
they/their→ people. them→ fatty and sugary foods.
10ms their/those→ people. this→ a recent study. their→ parents.
they→ children. ones→ slim people. their→ obese people which loss
of energy. they→ governments.

•T* asks Ls* to write a short summary of the text. •Ls*

write a short summary of the text.

LESSON PLAN
Theme: ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA Rubric 2: Read And
Consider. Level: 3rd Years Exp. Sc/T.M/EC.Manegement
Language Aspect: Vocabulary. Aids: books/dictionaries/the board.
Language Outcomes: •Forming adjectives by adding the suffix -y to nouns.
Aims: To learn new vocabulary related to the unit.
Time Stages Rationale Teacher and learners’ tasks
 Presentation
•T* asks Ls* to open their books on p 118 and read the tips carefully.
Then to do the first task.
15 ms •Ls* read the tips about forming adjectives and do the task.
Task one p118: Pick out 6 nouns from texts A and B which need to be
To build the turned into adjectives ending in -y. Rewrite the paragraphs
learners' using the adjectives in their stead. An example is given.
vocabulary. •Ls* report their answers.
Suggested answer:
A. Salty...spicy... peppery... savoury... tasty tricky... greedy.
Practice

15 ms
B. ...easy... speedy... dirty... dusty... stuffy... slimy
•T* asks Ls* to do the second task.
•Ls* do task two.
Task two p118: Choose the most appropriate words in brackets to make
the text meaningful.
15 ms •Ls* report their answers.
To make the
Produce

text meaningful.
Suggested answer:
Life is becoming increasingly expensive. So when shoppers/ buyers
do their shopping they are more likely to look at the price tags of the
products than at anything else. Saving even a little money by buying
poor quality goods helps people with a low budget to pay utility bills
and the rent at the end of the month. These savings also help to
purchase mobile phones for the loved ones
•T* asks Ls* to use some words to write sentences.
15 ms
•Ls* use some words to write their own sentences.
• peppery adjective /’pep.ər.i/ having a spicy flavour like pepper

• savoury UK (US savory) /’seɪ.vər.i/ adj Savoury food is salty or spicy and not sweet in taste

• greedy adjective /’griː.di/ wanting a lot more food, money, etc. than you need

• stuffy ( WITHOUT AIR ) /’stʌf.i/ adj disapproving A stuffy a room or building is unpleasant
because it has no fresh air

• price tag /praɪs tæg/ a piece of paper with a price on which is fixed to a product, or the amount that something costs

• rent /rent/ [C or U] a fixed amount of money that you pay regularly for the use of a room, house,
car, television, etc. that someone else owns
• utility /juː’tɪl.ɪ.ti/ a service which is used by the public, such as an electricity or gas supply or a train service

•lease /liːs/ a legal agreement in which you pay money in order to use a building, piece of land,
vehicle, etc. for a period
•label /’leɪ.bəl/a piece of paper or other material which gives you information about the object it is fixed to
•slime /slaɪm/ n [U] a sticky liquid substance which is unpleasant to touch, such as the liquid produced
by fish and snails and the greenish brown substance found near water

LESSON PLAN
Theme: ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA Rubric 2: Read And Consider.
Level: 3rd Year Exp. Sc/T.M/EC. Management
Language Aspect: Grammar. Aids: books/the board.
Language outcomes: *if conditional type 1 *enough, too much… *though, although… *because, as…
Functions: • Using the present simple to describe a present state. •Expressing hypotheses/ condition
• Expressing quantity • Expressing concession • Expressing cause and effect
Aims: To exploit the text for language use and focus on its grammatical and lexical content.

Time Stages Rationale Teacher and learners’ tasks

 Grammar Explorer I
•T* asks Ls* to open their books on p 115 and do task one.
•Ls* open their books and do the first task.
Using the
present simple to Task 1 p 115: Consider the tenses used in the text on p 114 and answer
describe a present questions A-B.
state. A-The tense which is mostly used in the text is the present simple. Why?
20ms B- In which other situations do we use this tense? Give examples.
•Ls* answer the two questions.
Suggested answer:
A- 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.
Presentation

C- General truths/ habitual actions. Ls* give their own examples.

Grammar Explorer II
•T* asks Ls* to Consider sentences 1 and 2 and answer questions A-D.
To express A- If they eat too little food or the wrong kind of food, they won’t get
hypothesis/ enough energy.
Condition using B- If they eat too much food, they will put on weight.
if-conditional •Ls* read the examples and report their answers.
type 1. Suggested answer:
A. supposition/hypothesis/condition If indicates that the author is just
20ms 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
Practice

D. The main clauses can stand alone whereas the subordinate ones
depend on the main clauses for their meaning.

Task 2 p 116: Use the items A-G to write if-conditional sentences. Start
To practise the each sentence with the second clause from the given sentences.
use of if-
conditional type Suggested answer:
1. 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, you will lose your job.
Produce

E. If you lose your job, you won’t earn enough money to buy good food.
20ms F. If you don’t have enough money to buy good food, you will eat
rotten/decaying food.

Time Stages Rationale Teacher and learners’ tasks

 Grammar Explorer II

•T* asks Ls* to go back to the text on p 114 and answer questions A-D.
•Ls* read the examples and answer questions A-D.
Suggested answer:
Expressing A. Sufficient/appropriate= enough
‘quantity’ with B. 1. If they eat too little food or the wrong kind of food, they won’t have
40 ms enough, too enough energy.
much, too 2. If they eat too much food, they will put on weight.
many... 3. If people eat too many products which contain a large amount of
fat and sugar …, and too few products which provide them with
enough quantities of fibre it is because of the many advertisements
Presentation

to which they are exposed.

4. A recent study shows that a large number of people who cannot
manage to keep their energy balance are those who spend too much
time in front of their T.V.sets.
C. much, many, a lot of, little no –at all …
D. Ls* give their own examples.
N-B. Ls* are referred to Grammar Reference on pp 216-217.
To practise the
use of Task 2 p.117; Fill in the blanks with too much, too little, too many and too
quantifiers. few so that the sentences in the health warning make sense.

Suggested answer:
20 ms A. too much B. too much C. too few D. too much
E. too many F. too little G. too much H. too few I. too few
Practice

Grammar Explorer III

Expressing •T* asks Ls* to go back to the text on p 114 and pick out all the sentences
cause and which contain the link words because (of) , as, since, owing to and due
effect with to. Then answer questions A-C.
because, as, •Ls* pick out the sentences and answer questions A-C.
20 ms etc
Suggested answer:
A. The link words express cause and effect.
B. ‘for’

Task 1 p 117; Fill in the blanks with the appropriate link words.
To check the
Suggested answer:
use of the link
A. because B. because of/ owing to/ due to C. Because/ since
words.
Produce

20 ms Task 2 p 118: Rewrite the sentences in task 1 using therefore, consequently,

as a consequence, or as a result.
To train Ls* Suggested answer:
on expressing A. Advertising informs consumers about the services and products they
Result. offer. As a result, it is necessary for new businesses
B. Many people have developed unhealthy eating and drinking habits.
20 ms Therefore, fast foods are advertised.
C. Most food industries now put eco-labels on the packages of their
products. Consequently, consumers are aware of the importance of the
environment.

LESSON PLAN
Theme: ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA
Rubric 2: Read And Consider. Level: 3rd Year Exp. Sc/T.M/EC. Management
Skill: Writing.
Competency: Production. Aids: The course book/board.
Aims: To write an expository article.
Time Stages Rationale Teacher and learners ‘tasks
Presentation
•T* asks Ls* some questions about corruption.
1. Do you think that Food safety has become one of the major worries
Brainstor for mankind?
-ming 2. What are the causes of this worry?
3. What are the results of each reason?
30 ms
Class
•Ls* listen to the T* and discuss the important ideas which will be
interaction included in writing.
•T* asks Ls* to prepare an expository article mentioning the causes for worry about food safety.
Follow the procedure shown on the book on page 120.
Practice

•T* writes the different ideas on the board that will be used by Ls*.
Group work
•Ls* work individually to put an outline to the article by making use of
the language forms to connect the different ides and supporting it
Class with more reasons. Then, they work in groups to write the first draft.
30 ms correction •T* asks Ls* to share the essays in order to correct most common mistakes
•T* chooses one product that will be corrected collectively on the board.
SAMPLE EXPOSITORY ARTICLE
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 industry-alised countries. This has
Produce

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.
30 ms The second cause for concern is again related to mass production, and the need to keep
To write an products fresh and attractive. Consumer require-ments have led manufacturers to introduce
opinion article. 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
30ms 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.
•Ls* write on their copy-books.

LESSON PLAN Theme: ADVERTISING,

CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit 02: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA
Rubric 3: Listening and Speaking. Level: 3rd Year Exp. Sc/T.M/EC. Management Competency: Interpreting
pictures. Functions:
Aids: Pictures/The book/board.
Aims: .
Time Stages Rationale Teacher and learners’ tasks
 •T* asks Ls* to look at the pictures and say what they represent. Then, to answer questions 1-4 on p 36.
•Ls* look at the pictures and report their answers:
Suggested answer:
1. Picture One represents one of the three pyramids at Giza, the Great
Pyramid of Khufu /Cheops near Cairo. (230 m/755 ft square and
147m/481 ft high. The three pyramids at Giza were considered one of
the Seven Wonders of the World in Antiquity ( the Pyramids of
Egypt, the Hanging Gardens of Babylon, the Temple of Artemis at
Ephesus, the Statue of Zeus at Olympia, the Mausoleum at
Halicarnassus, the Colossus of Rhodes, and the Paros (lighthouse) at
Alexandria)
Picture Two represents a mummy of an Egyptian Pharaoh and Horus
To introduce the (in ancient Egyptian mythology, the hawk-headed sun god, son of Isis
topic and some and Osiris, of whom the pharaohs were declared to be the incarnation)
lexis. Picture Three: Mask of the Pharaoh
2. Picture 1
15ms 3. One of the most famous was Tutankhamun (whose tomb was
discovered near Luxor in 1922).
4. The story of Sidna Musa (Moses) Moses, the Story of Sidna Yucef
(Joseph) •T*asks Ls*to Read the text on the two pages
37/38 and do the tasks.
Task one: Circle the letter that corresponds to the right answer.
The text is:
Pre-reading

a- Prescriptive. b- Argumentative. c- Narrative. d- Expository.

•Ls* read the text and report their answers. Suggested answer:
The discourse is mostly narrative but it takes an argumentative turn
at the end.
Task two:Read the text and say if the statements A-D are True or False.
A. The Nile River and the pharaoh nourished the growth of the paranoiac kingdom.
B. Egypt was a state of small city states.
C. All Egyptian pharaohs were buried in pyramids.
D. The pharaohs’ tombs were filled with all necessities of life and
Recognizing types treasures.
of discourse. •Ls* read the text and report their answers. Suggested answer: A - True B- False
C- False D- True.
Task three: Read the text and answer questions (A-B)
A. What does the name pharaoh mean in the ancient Egyptian
language?
B. Were the pyramids important for ancient Egyptians? Why?
C. Who discovered Tutankhamun’s tomb?
Suggested answer:
A. The name Pharaoh means Great House in Ancient Egyptian.
15ms B. Yes, the pyramids were important for ancient Egyptians because
they were the eternal dwelling places for their god-kings.
To check C. Howard Carter discovered the tomb of Tutankhamun in 1922.
a detailed compre-
During reading.

hension of the
text.

Scanning.

15ms

15ms

Time Stages Rationale Teacher and learners’ tasks

 During reading.
Task four: Reorder the following ideas according to their occurrence in
the text.
A. The pharaoh’s government and its function.
B. The pharaoh’s ruining of Egypt economy.
C. The unification of ancient Egypt.
D. The idea behind the buildings of pyramids.
Suggested answer:
To know the First paragraph → C. The unification of ancient Egypt.
15ms topic sentence of Second paragraph → A. The pharaoh’s government and its function.
each paragraph. Third paragraph → D. The idea behind the buildings of pyramids.
Forth paragraph → B. The pharaoh’s ruining of Egypt economy.
Task five: Complete the following table from the text.
The factors of The pharaoh’s The main cause
flourishing. government and its tasks. of collapse.
Ancient Egypt …………………… …………………. ……………………...

•Ls* pick out ideas from the text to complete the table.
Suggested answer:
The factors of flourishing. The pharaoh’s The main cause
government and its tasks. of collapse.
Ancient Egypt •The Nile River.
To write the •unification and •Protecting the Land •The pharaoh
20ms important ideas of cooperation of and its Inhabitants. and the burial
Ancient Egyptians. •Preserving of of great
the text.
•The rule of a single internal peace. treasures.
king.
Post reading.

•T*explains to Ls*the strategies for making a summary.

Points to watch when assessing students’ summarizing:
1. The summary is too short and the main idea is not expressed.
2. The summary is too long. It does not fit the one-fourth, oneffifth
of the original.
3. There are too many details and the key ideas do not stand out.
4. The wrong key ideas have been selected
5. The information they contain is wrong.
6. The summary is not written in one’s own words.
7. The summary is not an accurate and objective account of the text:
it is pervaded with personal reactions.
Task six: write a short summary of the text.
•Ls* write a short summary of the text.
Suggested answer:
Ancient Egyptian civilization emerged along the Nile Valley as a result of the unification of all Egyptians under the
Summarizing. central authority of one single king, the Pharaoh. The Pharaoh’s government guaranteed both external and internal
security to the people of Egypt. As a consequence, the Egyptians grew very proud of their country and became so fond of
the Pharaoh that they worshipped him as a God-king.
This national pride and identification with the Pharaoh kept the unity of ancient Egypt and made its civilization prosper
for many centuries. But the economy of ancient Egypt was ruined by all the resources that the Pharaohs put into the
20ms building of pyramids and the burial of their treasures in their own tombs. Economic collapse caused the gradual decline
and fall of ancient Egyptian civilization.

LESSONPLAN Theme:
ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA
Rubric 04: Reading and writing. Level: 3rd Year Exp. Sc/T.M/EC. Management
Skills: Reading and writing.
Competence: Interpretive and interactive. Aids: Pictures /the book.
Aims: To understand written language through reading and interpret it appropriately.

Time Stages
Pre- reading Rationale Teacher and learners’ tasks

•T* asks Ls* to Answer the following questions;

1. Which of the advertising media in the list below is the most
influential in Algeria ?
To activate Ls* ‘ Billboards ‐ TV – the radio – magazines – the Internet ‐ newspapers
back ground 2. To which item do you think businesses in our country appeal most to
15ms knowledge and sell their goods and services ?
brain-storming environment – safety – price – tradition ‐ modernity
3. Do you respond more positively to ads that appeal to your culture ,
to modernity – to price or to safety? Why?
4. Do you think that advertisements always keep their promises?
5. Have you ever been influenced by an advert and then been
disappointed when you bought the product? Give examples.

•Ls* interact orally with the T* and express their ideas differently.

•T*invites Ls* to read the letter on page 131 and do the tasks.
During reading

Task one: Circle the letter corresponding to the right answer.

The text is: a. a letter of complaint
To skim through b. an advertisement leaflet with handwritten notes
15ms the text for specific c. a postcard
information.
Suggested answer: b. an advertisement leaflet with handwritten notes

Task two: Say whether the following statements are True or False.
1. The person who wrote the notes:
a. has been on the adventure holiday advertised. ….
b. has enjoyed the adventure holiday. ……..

2. The notes are comments on:

10ms a. what accommodation, facilities, leisure activities and food
were really like. ……..
b. the prices which were not fair. ……..

To check Ls* •Ls* skim the text and report their answers.
understanding of
the passage. Suggested answer: a- True b- False c- True d- False.

10ms Task three: The handwritten notes contain a number of exclamations. Thick. what you think
each one expresses.
a. “We certainly won’t ! ” expresses: surprise / joy / anger
b. Ugh ! means that the meals served were: delicious / disgusting
/unpleasant tasteless
Suggested answer: a. anger b. disgusting /unpleasant

Time Stages Rationale Teacher and learners’ tasks

 Task four: Read the annotated advertisement carefully and complete
the table below with the appropriate information.

Promises made in the What it was really like

Post reading Advertisement

Accommodation Place: Wildside Hall Place:Youth Hostel

Type of acommodation:……. Type of accommodation:
4 people in a room

Leisure Number: 8 Number : ……………

activities Activities offered: Activities offered:
Number canoeing, rock‐climbing, ……………………
wind‐surfing , sailing and
hiking.

Facilities at ‐ swimming pool ‐ table tennis

the ‐……………………. ‐…………………….
residential ‐……………………
To write the centre ‐……………………
important
ideas of the ‐library
15ms text.
Food ‐ delicious meals using the ‐ meals served were tasteless
very best of the local
produce

Suggested answer:

Promises made in the What it was really like

Advertisement

Accommodation Place: Wildside Hall Place:Youth Hostel

Type of acommodation: Double rooms Type of accommodation:
4 people in a room

Leisure Number: 8 Number : 3

activities Activities offered: Activities offered:
Number canoeing, rock‐climbing, canoeing,
wind‐surfing , sailing and rock‐climbing and hiking
hiking.
Facilities at ‐ swimming pool ‐ table tennis
the ‐sauna ‐a pack of cards
residential ‐games room
centre ‐video
‐library

Food ‐ delicious meals using the ‐ meals served were tasteless

very best of the local
produce

•Ls* write on their copy books.

LESSON PLAN
Theme: ADVERTISING, CONSUMERS AND SAFETY. GUENTRI SEDDIK Secondary school
Unit two: SAFETY FIRST. Teacher: Miss. MOUMOU SAMIRA Rubric 04: Reading and
writing. Level: 3rd Year Exp. Sc/T.M/EC. Management Skills: Writing.
Competence: Productive.
Objectives: Writing a letter of complaint about spending unpleasant holidays.

Time Stages Rationale Teacher and learners ‘tasks

•T* asks Ls* some questions about Promises made in the Advertisement
and What it was really like.
To attract •Ls* listen to the T* and discus the important ideas which will be
Ls*attention to included in writing.
the subject. •T* writes the different ideas on the board mentioning the strategies of
30 ms
writing a letter.
•Ls* work in groups to write the first draft completing the letter then,
they exchange drafts with their partners for error checking.
•T* chooses one product that will be corrected collectively on the board.
Suggested answer:
Presentation

Dear Sir or Madam,

30 ms
I am writing to complain about last holiday we spent with your agency / Adventure
Writing an holiday I have just had with your organization from the 12th to the 25th of this month.
expository
essay about My holiday with your company did not correspond to what I
three major Expected and what the advert claims. Firstly, the advert states that we will be able to from a
threats faced by wide range of activities. But in fact only two activities were offered per-day. Secondly, the
modern advert promises that there will be one three-day camping expedition. Unfortunately, we
Practice

civilization. couldn’t even pitch the tents. Thirdly, it says that we can take a ‘day off’ and enjoy a relaxing
game. Actually, facilities at youth hostel: table tennis, a pack of cards.

Though all these difficulties, we have been patient with you!

In general, our holiday our holiday was not comfortable at all. As a result of all these non-kept
promises, I feel that a refund of at least
£190 would be appropriate. If you consider this refund
unjustifiable, I shall be obliged to refer the matter to the British
Tourist Board. OR

In general, our holiday our holiday was not comfortable at all. As a result of all these non-kept
30 ms promises, I feel so sorry and sad because of the low and bad services you offered to us.
Therefore, I request you to compensate some of our money as soon as possible.
Produce

Yours faithfully,
Joan and Peter Smith

•Ls* write on their copy-books.

30ms

Answer the following questions;

1. Which of the advertising media in the list below is the most
influential in Algeria ?
Billboards‐ TV – the radio – magazines – the Internet ‐ newspapers
2. To which item in the box below do you think businesses in
our country appeal most to sell their goods and services ?
environment – safety – price – tradition ‐ modernity
3. Do you respond more positively to advertisements that
appeal to your culture , to modernity – to price or to safety?
Why?
4. Do you think that advertisements always keep their
promises?
5. Have you ever been influenced by an advert and then been
disappointed when you bought the product? Give examples.
• Read the text on the next page. Then do the activities that
follow.
Billboards‐ TV – the radio – magazines – the Internet ‐ newspapers
environment – safety – price – tradition ‐ modernity
Let’s think about it
Read and do
WINDERMERE WILDSIDE ADVENTURE HOLIDAYS
A fortnight’s holiday with us will be an experience you’ll never forget. Every day
you’ll be able to choose from
a wide range of thrilling activities. We certainly won’t !
Only 2 activities offered each day
• Canoeing
• Rock‐climbing
• Wind surfing on 8 days, neither wind surfing nor
• Sailing sailing was offered
• Hiking
And to introduce you to the joys of group‐work, there will be:
• One three‐day camping expedition - 3 days in the rain
• Two problem‐solving activities – being shouted at by the rest of
the group
‘But this is my holiday! Aren’t I allowed to relax? ’
Whenever you like, you can choose to take a day off and enjoy some of
the remarkable facilities at the residential centre, Wildside Hall:
Only facilities : table tennis, a pack of cards
‘Full’ Instead they put us in a youth hostel 7 miles away.
• swimming pool
• sauna
• games room ( billiards, darts, table tennis)
• video
• library
Isn’t it time to take refreshing holidays with us at
1. Circle the letter corresponding to the right answer.
The text is:
a. a letter of complaint
b. an advertisement leaflet with handwritten notes
c. a postcard
2. Which of the following statements are true or false ? Write true or
false next to statements “a” and “b”.
‐ The person who wrote the notes:
a. has been on the adventure holiday advertised. ….
b. has enjoyed the adventure holiday. ……..
‐The notes are comments on:
a. what accommodation, facilities, leisure activities and food
were really like. ……..
b. the prices which were not fair. ……..
3. Read the annotated advertisement carefully and complete the
table below with the appropriate information.
‘ Won’t it be just like the army: dormitories and
canteen food ? ’ Yes,it was !
4 people in a room
Accommodation consists of comfortable double rooms, and our talented
kitchen staff prepare memorable and delicious meals using the very best
of the local produce.
Ugh!
Perhaps true of Wildside Hall , but not of the hostel the hostel
Windermere Widside Adventure
Wildside Hall, Ambleside, Cumbria.
All this for only£380 inclusive per person for 13 days
Promises made in the
advertisement
What it was really like
Accommodatio
n
Place: Wildside Hall
Type of
acommodation:…….
……………………
Place:Youth Hostel
Type of accommodation:
4 people in a room
Leisure
activities
Number: 8
Activities offered:
canoeing, rock‐climbing,
wind‐surfing , sailing and
hiking.
Number : ……………
Activities offered:
……………………
……………………………………………
…….
Facilities at
the
residential
centre
‐ swimming pool
‐…………………….
‐……………………
‐……………………
‐library
‐ table tennis
‐…………………….
Food ‐ delicious meals using the
very best of the local
produce
‐ meals served were tasteless
4.The handwritten notes contain a number of exclamations. Thick
what you think each one
expresses.
a. “We certainly won’t ! ” expresses:
surprise joy anger
b. Ugh ! means that the meals served were:
delicious disgusting/unpleasant
tasteless
Read the annotated advertisement again, then complete the letter of
complaint below.
Dear Sir or Madam,
I am writing to ……………………………. Adventure holiday I
have just had with your organization from the 12th to the 25th of
this month.
My holiday with your company did not correspond to what I
……………………. .
Firstly, the advert states that ………………………………………. But
in fact we were sent to …………………………. . We never …………..
because ……………………………. .
Secondly, the advert promises …………………………………….. of
activities. Unfortunately, …………………………………………
Thirdly, it says that accommodation …………………………….. and
that………………………..
are prepared …………………………………………… Actually
………………………………………….. .
In general, our holiday ……………………………….. . As a result
of all these non-kept promises, I feel that a refund of at least
£190 would be appropriate. If you consider this refund
unjustifiable, I shall be obliged to refer the matter to the British
Tourist Board.
Yours faithfully,
Joan and Peter Smith
After reading
• Write a holiday advert for your local travel agency.
1. Use the advert on page 22 as a model. In order to
sell your holiday include the following:
•a

UNIT 2 PHOTOS

SAFETY FIRST
 SAMPLE EXPOSITORY ARTICLE
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 industry-alised 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 require-ments 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.