Secondary Education: Year TWO

Theme: Peace and Conflict Resolution

Aims of the unit: By the end of the unit pupils should be able:
1- To demonstrate awareness in conflict resolution using peaceful
ways
2- To learn and participate in the resolution of school, classroom
as well as family disputes using negotiation.
3- To develop social skills by communicating a culture of non-
violence (peaceful attitudes) in the society in general, and in the
school environment in particular.
4- To write a statement of achievements of famous people of
peace.

Project workshop: Writing a statement of achievements of famous men

of peace
 The importance in making peace in the world
 Conditions required to live in peace at school
 List of Nobel peace Prize Winners
 Two or three Nobel Peace Prize Winners (their contributions in
the spread of peace worldwide)

Unit 01:Make PeaceTheme: Peace and conflict resolution Lesson:preview/ projectworkshop

Aims of the lesson: To introduce the theme of the unit and highlight the main points of the project.

Tasks/ aims Teacher’s work Learner’s work T

1-About the unit : • T. interacts with his pupils to • Pupils respond orally to
Aim: To activate learners’ prior
knowledge and introduce the
theme of the unit.
2- project workshop
Aim: To brainstorm the main
ideas of the project and scheme its •
work plan.
elicit information related to the
title of the unit.
• While introducing the topic, T.
have his pps look at picture p.76,
explore it to elicit the main ideas
and vocabulary.
• T. links his pps with a real
situation to elicit information
concerning the targeted project.
While interacting with his pps, T.
jots down the main steps of the
project in a form of map tree.
T’s questions.
• Pps study the picture on
p.2 and say what it 15
signifies for them. mn
• Pupils guess discuss, 20
interpret and deduce what mn
will be the content of the
project in accordance
with the overall purpose
• Pupils communicate the
content and classify them
according to their
importance.
• Pps take notes

3-Group division
Aim:To make pps feel
responsibility towards their
assignment without feeling
arbitrariness.
• T. asks pps to form their groups • Pps form their groups and 15
according to their affinity write down their names in mn
• T. reminds his pps that each a sheet of paper
member within the group should • Pps copy down the work
participate and communicate plan of the project.
something (collecting photos,
drawing, communicating a piece
of information, copying, giving
one’s point of view, writing the
draft, evaluating…)
• T. reminds his pps to feel free to
ask their T. for any help in order
to put into practice their project
works.
• T. reminds his pps that ready-
made or ‘copy pasting’ works are
totally rejected by the teacher.
• T. sets the deadline for project
restitution.
• T. reminds pps that the best
article will be published on the
next school wall magazine to
encourage readership.

About the unit: Brainstorming

TT: Today, we will get in touch with the firstunit entitled ‘Make Peace’. What can you
understand from this title?
PP: work together to establish peace in the world. Use peaceful ways to solve our problems.
We need to live in peace together. We need to encourage people to live peacefully…
TT: Well. Do you think that the world today is living in peace?
PP:No, of course.
TT: Can you explain?
PP: Most countries worldwide areinwars – in conflicts. Let’s take the example of Palestine-
Israel conflict or issue- The Arab revolutions (in Syria, Libya, Tunisia, Iraq, Egypt…)
PP2: internal conflicts in Sudan, Mali.... – terrorist acts committed worldwide…
TT: Are the governments of the world mobilized to participate in the restoration and
maintenance of peace?
PP: yes.
TT: Is living in peace important?
PP: of course. It’s highly important.
TT:Why?
PP:Because it guarantees social stability, social justice and botherhood - promotes mutual
respect- assures sustainable development.
TT:Well, What are conditions to assure peace at school?
PP: We should respect one another- don’t judge classmates on their race, skin colour - resolve
disputes using peaceful ways or negotiating ways - express tolerance towards others- avoid
disruption – develop positive attitudes in treating a give problem- develop a culture of help,
friendship, brotherhood and tolerance – accept the difference…
TT:Now, can you think of some famous men of peace or women of peace?
PP: Shirin Ebadi(N.P.P 2003)- Jimmy Carter(N.P.P 2002) – Yasser Arafat(N.P.P 1994)-
Ghandi(N.P.P 1964)- Nelson Mandela(1993) – Dalai Lama(N.P.P 1989) – Doctors Without
Frontiers (Doctors sans Frontiers) (N.P.P 1999)…
TT: Suppose you are asked to write a statement on the achievements of one these
personalities, which one would you choose?Why?
PP:different answers.
About the Project workshop:

TT:Now which sub- titles will you suggest for this research?
PP: 1- The importance in the restoration of peace in the world. 2- Conditions required to live
in peace at school 3-List of Nobel peace Prize Winners 4-Two or three Nobel Peace Prize
Winners (their contributions in the spread of peace worldwide)

Unit 01:Make PeaceTheme: Peace and conflict resolution Lesson:Discovering Language

Aims of the lesson: -To make the learners aware of the importance of making peace in the world. To
practice verb idioms: can-could- was/were able to- has/have been able to – will be able to+ stem.
Tasks/ aims Teacher’s work Learner’s work T
1-Anticipate : • T. interacts with his pupils to elicit • Pupils respond orally to T’s
Aim: To activate learners’ information related to the previous questions.
prior knowledge, session. • Pps study the picture on p.38 and 10
• T. has his pps look at the picture on p.38 say what it signifies for them mn
introduce the topic and
while introducing the topic with related • Pps express their points of view in
prepare them to the lexis. the predition guide.
reading stage.

2- prediction guide: • Now T. invites pps to consider some of

Aim: To set a purpose the suggested tasks of the UNO and then
tick the ones they think appropriate
for reading. • Then, T.asks pps to communicate their
answers to the class(the activity should
not be corrected at this stage)

3-Read and check: • T. instructs pps to readthe text p.38/39 • pps communicate their answers 10
and check their predictions. to the class. mn
Aim: To check answers.

4- Read and answer • T. instructs pps to read the text again
questions and answers the comprehension
Aim: To check a questions in task two p.39
• T. sets time limit for pps to read the text
detailed understanding
and do the activity
of the passage. • Now. T asks pps to communicate their
answers to the class.(some volunteers to •
the board to report the answers)
pps read the text again and 15
answers the comprehension mn
questions in task two p.39
• pps communicate their answers
to the class.
some volunteers to the board to
report the answers

After reading • T. gives pps an opinion question and • Ppsconsider, discuss and express 15
Aim: To make discover interacts with them to elicit example their opinions mn
the verb idioms situations. • Pps deduce the rules of the
• Now T. interacts with pps to deduce the structure developed
expressing ability in
rules of the structure
different tenses as well
as the different use of
the modal verbs “can”
–“could”.

1-ANTICIPATE:
TT: Last session we talked about the importance of peace. Can you tell why it is important to make peace in
the world?
PP: Because it guarantees social stability, social justice - promotes mutual respectand brotherhood-
assures sustainable development.
TT: Well, there’s an international organisation which promotes peace in the world? Can you tell me what it is
called? Look at the picture P.36 on the left hand corner.PP: the U.N.O (the United Nations Organization)
TT: Where is located?PP: In New York (USA)
TT: What is the main body of the UN?PP: The Security Council.
TT: Now, What was the UN called before?PP: The League of Nations.
TT: Well, have a look at picture p.37. What does it represent?PP: It shows blue helmets.
TT:for which organization they work for?PP: UNO
TT: Where are they from?PP: Algeria.
TT: Why are the buildings destroyed?PP: because of war.
TT: What is the chief duty of these soldiers?PP: restore peace in the area.
Prediction guide:Well here are some tasks of the UNO. Tick the ones you think appropriate.
- The duty of the UN is to restore peace in the world.
- It has the right to interfere in the political affairs of nations.
- It works in collaboration with nations to resolve worldwide conflicts.
- It has agencies which assist its work in different sectors.
- It can take a military action against a country making war.
- It promotes democracy, solidarityand fights hunger, illiteracy and killer diseases.

Smooth Transition: Do you think that the UNO has evolved through history?PP: Yes/ no.
TT:In order to see whether this is true or not, read the text again and answer the comprehension
questions in task 2 p.39.

Keys: a- To keep international peace after WW1. c- The League of Nations couldn’t oppose the rise of
totalitarianism because it had not enough power of its own. b- The UN Security Councild- Title for the text is:
The U.N.O - The History of the UNO.
After reading: Was the UN able to resolve many conflicts in the world in the past?
1- The UNO was able to resolve many conflicts worldwide in the past.
TT:Can the UNO stop war?PP:No, it can’t.
2- The UNO can’t stop war, but it can maintain peace.
TT:Consider the example situations above. What do the underlined phrasal verbs express: obligation-ability-
permission?
PP: ability
TT:In which tense is expressed ’ability’ in example 1?PP:past tense-What about example2?PP:present
PP:What comes after them?PP: verb stem
TT:Which verb form you use to express ability in the future?PP: will be able to resolve
TT:Which verb forms in the examples can the modal verb ‘could’ and ‘managed to’ replace?PP: was able to
TT:Can the phrasal verb’ is not able to’ replace “can’t” in the second example? PP: yes
TT:Do you know other functions of “can” apart from ability? If yes, give examples PP:yes (possibility- offer-
warning- suggestion- permission- request)
Expression of ability or inability
Present is-are-am(not) +able to + verb stem/ can(not) + verb stem
present perfect has- have (not)+been +able to+ verb stem
past Was- were (not)+able to + verb stem/could(not) +verb stem/ managed to + verb stem
Future Will(not) + be +able to + verb stem

Unit 01:Make PeaceTheme: Peace and conflict resolution Lesson:Discovering Language(TD session)
Aims of the lesson:- To practice verb idioms: can-could- was/were able to- has/have been able to – will be
able to+ stem.
Tasks/ aims Teacher’s work Learner’s work T
1-Quick revision: • T. interacts with pps to elicit information • Pps respond to 5
Aim: To revise the pre- in relation to previous class(briefly) teacher’s questions mn
requisites

2-sentence building: • T. invites pps to use the cues on the board • Volunteers to 10
Aim: To build to build sentences expressing ability or communicate their mn
sentences using cues inability orally. sentences to the class

3- Task 1 p.40(gap • T. invites pps to fill in the gaps with • Pps do the activity 10
filling) suitable verb idioms in task one p.40. • Volunteers to mn
Aim: To be able to • T. limits the number of sentences(a-e) communicate their
supply the correct verb • T .sets time limit for the task answers to the class.
idioms in the blanks • Now T. invites his pps to communicate
their answers to the class.

2- Task 02p. 40 (pair • T. instructs pps to work in pairs to match • pps work in pairs to 10
work) the sentences from column A with their match the sentences mn
Aim: To practise the functions in column B from column A with
• Now T. invites his pps to communicate their functions in
functions of can and
their answers to the class. column B
could • T. invites pps to think of two examples • pps communicate their
with the functions already used in the task. answers to the class.
• Now T. invites his pps to communicate • pps communicate their
their examples to the class. examples to the class

3- Write it • T. interacts with pps to introducethe topic. • Pps do the activity 20

right( group work) • Now T. asks pps to use the information in • Volunteers( heads of mn
Aim:To communicate the table reported on the board in order to groups) to
a short statement of write a short statement of achievement. communicate their
achievement • T. reminds pps of the use of verb idioms pieces of writing
expressing ability and inability • Pps assess the best
• Now T. divides the class into groups and production: correct the
sets time limit. dominant mistakes and
• T. checks pps’ work improve it more.
• Now .T. invites pps to communicate their • Pps copy the improved
pieces of writing to the class. version on their copy
• T. selects the best one, improves it books.
together with his pps and then report it on
the board.

1- Anticipate:
TT: Last session we talked about the U.N.O. Can you remind me some of its objectives?
PP:To maintain peace in the world, resolve conflicts- promote solidarity and democracy-fighthunger,
illiteracy and killer diseases ….
TT: What agencies assist the UN in its work?
PP: UNESCO, FAO, WHO, UNICEF …
PP: Can the UNO prevent or stop wars in the world?
PP: No.It can’t. It can just maintain peace in the world.
TT: The UNO can’t stop war in the world, but it can just maintainpeace. (On the board)
What do the underlined phrasal verbs express in the example?PP:ability- inability in the present
TT: Well, can you remind of the other forms?
PP:was /were able to + verb stem – has /have +been able to + verb stem…
Task one: Here are some situations. Express ability or inability
1- Present ability: Ali/to settle the dispute / with his classmate Omar
Peter /not to speak/ French correctly
2- Past ability: Leila/ not to understand the lesson of the conditionals/yesterday
3- Ability in the present perfect: UNICEF/ to protect/ children from killer diseases
4- Future ability: the Algerian government / to stop/ violence at school?

Keys to task one p. 40:a- can’t b- will be able to c- can – can’t d- hasn’t been able to e- was able to
f- can/ can’t g- was able to

Keys to task two p. 40:

1 2 3 4 5 6 7 8
b C F d e H g

Free production: Writing a statement of achievement: Using the information in the table, write a statement
of achievement on the great man of peace Jimmy Carter.

Date/place of birth Oct 1st, 1924/ Georgia

Job Naval officer – to take office as president of USA(1977-1981)
Achievements -To conduct the treaty peace negotiation between Israel and Egypt (1979).
- to promote education and democracy in developing nations
- to defend human rights in the world

Honours To receive Presidential Medal of Freedom (1999)- Nobel Peace Prize (2002)

A title for your statement: Jimmy Carter: the Great Man of Peace
A sample statement:
Jimmy Carter: the Great Man of Peace

Jimmy Carter is one of the powerful political leaders who marked history. He was born on the first of October
1924 in the state of Georgia. He was a naval officer,and then he took office as the president of USA from 1977
to 1981.He made great achievements. First, he was able to conduct the treaty peace between Israel and Egypt
in 1979. Second, he managed to promote education and democracy in developing nations. Third, he could
defend human rights in the world. He received the Presidential Medal of Freedom in 1999and Nobel Peace
Prize in 2002.Jimmy Carter remains one of the world historical and political great figures.

Unit 01:Make PeaceTheme: Peace and Conflict ResolutionLesson:Say it loud and clear

Aims of the lesson: -To practice intonation in formal and informal requests.
Tasks/ aims Teacher’s work Learner’s work T
1-Quick revision: • T. interacts with pps to revise the pre- • Pps responds to T’s 05
requisites qqs mn
Aim: To revise the pre-
requisites briefly
- To introduce formality and
informality in requests with
the right intonation
1-Presentation • While interacting, T. introduces the • Pps consider the 10
idea of formality and informality in examples on the mn
Aim: To deduce the rule of requests through an example situation board and deduce the
the language point focusing on intonation. T. prompts rules
them to deduce the rules.

2-Oral drill : • T. asks pps to transform the • Pps do the activity. 10

Aim:To practise intonation in
requests orally.
statements on the board into formal • Volunteers to mn
and then into informal requests communicate their
• T. reads the statements aloud and sets requests with the
a time limit to think about that and right intonation to the
write the requests on their CBs class

4- Task 01 p. 42:
Aim:To be able to mark
intonation in conversations
4- Task two p .42(pair
work)
Aim:To consolidate the
practise of requests with the
right intonation
• T. invites his pps to listen to their • Pps listen to their 10
teacher simulating the conversation teacher simulating mn
while marking the right intonation at the conversation
the end of the underlined requests while marking the
• T. invites pps to act out the right intonation at the
conversation in pairs paying attention end of the underlined
to the tone. requests
• With their partners
pps act out the
conversation paying
attention to the tone.
• T. invites pps to use the clues in task • Pps with partners 10
2 p.42 and write your requests and write requests and mn
their replies their replies their act
• T. asks pps to act out their requests them out.

1- ANTICIPATE:
TT: Last session we talked about the importance of peace in the world. Well suppose youhave a dispute with
one of your classmate. How should you resolve it?
PP: I should it resolve peacefully- I should use negotiation to resolve it…
TT: So, what conditions are required to keep peace in class?
PP: learn to respect others- accept the difference – be polite in addressing classmates or teachers - ask for
permission to do something (borrow a pen – a book …)
TT: suppose you want to open the window. How can you make this request to your teacher for example?
PP: Sir could/ would I open the window, please?
TT: Now consider the following request on the board.

1- Can you stop making noise, please? (On the board)

2- Could you stop making noise, please? (On the board)

TT: Which of these requests is more formal?

PP: The second one. The first one is less formal.

TT: Which other possible modals replace ‘can’ in the first request?PP:will

TT:Which other possible modals replace ‘could’ in the second request? PP:could/ would

TT: Do you know other formal request ways?

PP:I wonder if you could/ would + stem ....../ Would you mind +verb-ing.........?

* The teacher gives the rule and jots it down on the board.
More formal request Less formal request
• Could/ would you +verb stem……, (please)? • Can/ will you +verb stem……?
• I wonder if you +verb stem…, (please)?
• Would you mind+ verb -ing …., (please)?
• Do you mind+ verb -ing …., (please)?

Note: “Please” can take an initial orfinal position.

The teacher continues the interaction prompting pps to deduce the rule of intonation in requests and jots it
down on the board.(TT: Now listen to your T. reading the request in the examples and tell me whether the
tone (the voice) goes up or down).

Rule 2:In requests, the intonation always goes up. However if statements are made with a falling tone,
they become orders.

Oral drill: a-Here are some statements. Transform them into requests.

a- You want your classmate to speak slowly.

b- You want your classmate to change a seat with you.
c- You want to ask your teacher to give more examples about the lesson.
d- You want to ask your principalto accept your apology for your previous misbehaviour.

b- Now say your requests with the right tone.

Unit 01:Make Peace Theme: Peace and Conflict ResolutionLesson:Working with words
Aims of the lesson: -To practice thematic vocabulary. To familiarise learners with dictionary entries

Tasks/ aims Teacher’s work Learner’s work T

1-Quick revision:
Aim: To revise the pre-
requisites briefly
1-Word derivation
Aim: To practice word
derivation
2-Lexical field :
Aim:To practise the meaning
of words of the same lexical
field
3- Task (gap filling):
Aim:To use the words of the
same lexical field in context.
4- Dictionary entry(pair
work)
Aim:To consolidate the
practise of requests with the
right intonation
1- ANTICIPATE:
TT: Last session we talked about the importance of peace in the world. Do you think schools line in peace
today? PP: No, they are suffering from the problem of violence.
TT: What should we do to put an end to violence?
PP: We shouldresolve conflictspeacefully- we should use negotiation to resolve them.
• T. interacts with pps to revise the pre- • Pps responds to T’s 05
requisites qqs mn
• While interacting, T. introduces the • Pps derive both verbs 10
meaning of some key words in and adjectives from mn
relation to the theme of the key words.
the unit’ peace’- ‘tolerance’- • pps use the obtained
‘ negotiation’ -‘resolution’ words in sentences of
• Now T. invites pps to derive both their own
verbs and adjectives from the key
words.
• Later, T. invites his pps to use the
obtained words in sentences of their
own
• T. jots the best examples two
examples at least on the board)
• T. interacts with pps to introduce • Pps do the activity. 10
lexical field of words and then invites • Volunteers to mn
to cross the odd words out from the communicate their
lists requests with the
• T. sets time limit right intonation to the
• Now, T invites his pps to class
communicate the odd words to the
class
• Now, T invites pps to fill in the blanks • Pps fill in the blanks 10
with the right word from the lists to with the right word mn
complete the meaning of the from the lists to
sentences complete the
• T. sets time limit meaning of the
• Now, T invites his pps to sentences
communicate the answers to the class • . pps communicate
the answers to the
class
• T. interacts with pps to introduce the • Pps work with their 10
idea of dictionary entry. partners to find the mn
• Now, T. asks pps work with their dictionary entries for
partners to find the dictionary entries the word ‘peace’ and
for the word ‘peace’ and ‘war’ using ‘war’ using the
the dictionaries distributed to them. dictionaries
• T. sets time for the task distributed to them
• T. together with his pps jots down the
dictionary entries of the words
• If time doesn’t allow, T can assign
this task as homework
 TT: Consider the word peace. How many other words of the same family can you form from it?
PP: four words: peaceful- peaceable- peacefulness- peacefully

Task one: a- Consider the following words: negotiation- tolerance - resolution. Look up the words in the
dictionary and find their meanings.
Keys:1- negotiation: Formal discussion between people trying to reach an agreement.

2- Tolerance: the fact to accept something (opinion, behaviour…) or somebody that you may not agree
with.
3- Resolution: official agreement( of a committee or council) on an acceptable solution for a particular
problem or difficulty

b- Derive their verbs and adjectives.

Keys:

Words verbs Adjectives

Negotiation negotiate Negotiable- negotiating
Tolerance tolerate Tolerant
Resolution resolve Resolved
b- Now, select one two words from the table and use them in meaningful sentences of your own

Possible keys:
1- Jimmy Carter was able to conduct the peace treaty negotiation between Israel and Egypt in 1979.
2- We should be tolerant at school to reduce disputes and violence.
3- The UNO can’t resolve the problem between Israel and Palestine

Task two: (a) - Here are lists of words of the same lexical field. Cross the odd words out.

1- Peace – tolerance- disagreement- dialogue - co-operation

2- Conflicts- wars- disputes- solutions- hatred- disruptions -violence
3- Settle- resolve- disrupt- agree -tolerate

(b) – Fill in the blanks with one the words in the lists to complete the meaning of the sentences.
Today schools are suffering from the problem of violence. Indeed, the number of ……1…….. is increasing
more and more. The school staffs are not able to impose themselves even though school regulations are put
into practice. The best way to ………2………. disruptions and maintain ……3……… and stability is to
develop a culture of ………4………. and ……5…………

Keys: 1- disputes – disruptions 2- settle- resolve 3- peace 4- tolerance- dialogue

Dictionary entry:
TT: consider the word ‘peace’. We can derive many idioms from it and each one has its specific meaning.
For example when I say ‘to make or maintain peace’, what does this mean for you? PP: to prevent people
from making war – disputing …

Task three: Now, with your partners find the entries of the words ‘peace’ and ‘war’ in the dictionary.

Unit 01:Make Peace Theme: Peace and Conflict ResolutionLesson:Listening / speaking

Aims of the lesson: -To develop listening and speaking skills. To make leaners aware of the importance
of the positive attitudes (tolerance, co-operation, pardon…) to resolve schools disputes, quarrels or any
misunderstanding.
Tasks/ aims Teacher’s work Learner’s work T
1-Anticipate : • T. interacts with his pupils to elicit • Pupils respond orally to T’s
Aim: To activate learners’ information related to the previous session. questions.
prior knowledge, • T. interacts with pps to elicit the related voc. 15
introduce the topic and mn
prepare them to the
listening stage.

2- Consider /predict: • Now, T. invites pps to discuss the picture • Pps study the picture on
p.44 (then justify their answers) p.46 and say what it
Aim: To set a purpose
• T. should not correct his pps at this stage signifies for them.
for listening.

3-Listen and check • T. instructs pps to listen to the interview • pps listen and check their 10 mn
which will be simulated by their T. and predictions
Aim: To check answers. check their predictions.

4- Listen /answer • T. invites pps to listen for the second time • Pps listen for the second 10 mn
com.qqs (task2 p.44) and answer the comprehension questions in time and answer the
Aim: To check detailed task 2 p.44 comprehension questions in
• T. jots down the answers on the board. task 2 p.44
understanding of the
• Volunteers to give their
listening passage answers
-(task3 p.44) • T. invites pps to use the keys of the task 2 • PPs start summarizing the 10 mn
summarizing p.44 and then summarize the listening listening passage
Aim: To be able to passage. • volunteers to communicate
• T. provides pps with the techniques of their summary to the class
summarize the
summarizing. •
listening passage • T. sets time limit
• T. invites volunteers to communicate their
summary to the class
• T. select the best one and together with pps
improve it and jots it on the board

After listening • T. introduces the idea of criticising • Pps use the wrong actions to 10 mn
Aim: To familiarize positively, apologizing, asking for apologize for the
learners with positive permission and other positive behaviours at wrongdoings in the task
school through situations. ‘your turn’ p .45
attitudes at school
• Now, T. asks pps to use the wrong actions to • PPs act- out the snippets
(criticising positively, apologize for the wrongdoings in task ‘your with their partners.
apologizing…) turn’.
• Later, T. asks them to act- out the snippets
with their partners.

1- Pre- listening:
TT: Last session we talked about the importance of peace at school. What conditions required to guarantee
peace and stability at school?
PP: We should resolve disputes, quarrels or misunderstanding (slight disagreement) peacefully- we should
use negotiation (dialogue) to resolve them.- We should also develop positive attitudes (criticising
positively, apologizing…) - we should be more tolerant …
TT:Suppose your classmate has a problem or has a dispute with another classmate, should you let him or her
down?
PP:No, we shouldn’t. We should rather help him or her.
 PP:Now, should you scold (speak angrily to sb) or criticise badlysb when behaving wrongly?
PP:No, we shouldn’t. We have to criticise them positively. In return wrongdoers should apologize
TT: Now do you think making fun of your classmates is a positive attitude?
PP:of course no.

2- Prediction guide:
TT:Look at the picture page 44. What do you see?
PP:Two school girls
TT:Wheredo you think they are?
PP:they are in class.
TT: Now, try to guess why the girl who is holding her head is weeping?

PP1:I guess she has quarrelled with her parents.

PP2: May be she has obtained bad school results.
PP2: May be one of the teachers has scolded her.
PP3: May be one of her classmates has made fun of her.
Task one: Listen to the following dialogue and check your answers in the prediction guide.

Smooth transition: according to you, what feelings Maya expresses towards her classmate Leila?
PP: a feeling of culpability – being culpable (responsible and deserving blame for doing sth wrong) - feeling
sorry(feels sympathyand pityfor her)– ashamed and unhappy ….

Task two: Now, listen again to the dialogue and answer the comprehension question in task 3 p.44.
Keys: A- Two classmates: Maya and Leila. B- In the classroom C- Leila is upset; she is angry with Maya.
D- Yes, it is. “Maya has apologized for her wrongdoing”.

Smooth transition: Do you think it is good to make fun of schoolmates?

PP: No. This causes disruption and increases disputes and violence at school.
Task 4 p. 44: Using the information in task 3 p.44, summarize the listening passage.
Here are some techniques for summarizing:
- Focus on the general idea of the passage.
- No details in your summary.
- Use your own words, not those of the author.
- Never express your opinion in summarizing.

A sample summary:
Maya and Leila are two classmates. Leila is unhappy and angry with Maya because she has made fun of her.
Maya felt responsible and ashamed for her wrongdoing. So, she apologized to her and then the problem is
solved.
After listening (pair work): when you feel responsible for a wrongdoing in class (for example you use your
classmate’s pen without his or her permission). What should you do?
PP: I should apologize to him or her.
Well take turns to criticise or apologize for the wrong actions (A- D) in the activity “your turn”.Use should or
shouldn’t have

Unit 02:Make PeaceTheme: Peace and Conflict ResolutionLesson:Write it up (session 1)

Aims of the lesson: - To make learners aware of their duties and their rights as pupils at school through the practice
of obligation and prohibition. To sensitise them on how positive attitudes are important to settle disputes and avoid
disruption and violence at school.

Tasks/ aims Teacher’s work Learner’s work T

1-Quick revision: • T. interacts with pps to elicit information • Pps reminds T. of
 Aim: To revise the pre- related to the previous session briefly. the previous 5
requisites and introduce • While interacting, T. introduces the session
the language point. language point through example situations mn
on the board.

3- Presentation: • T. interacts with pps by asking some • Pps 15

Aim: To deduce the rules specific questions on the example observe/discover/ mn
of the language point. situations on the board to deduce the rules. deduce
• T. jots down the rules on the board.
• T. reminds pps on the importance of using
reported speech in reporting conversations
or writing reports.

3-Task 1(oral drill) • T. invites pps to choose the correct modal • Volunteers to 10
Aim:To check pps’ verb in brackets to complete the meaning report the
understanding orally. of the sentences on the board. sentences with the mn
• T. jots down the keys on the board. correct modal verb.

Task 01 p.46(pair work) • T. get help from their partners to discuss • Pps discuss the 15
Aim:To be able to write the school regulations using the clues in clues in the blue
school regulations using the blue box (task 1 p.46) classifying them box mn
into three categories: obligation • Volunteers to
the modals expressing
prohibition or absence of obligation). report the
obligation and • T. invites them to write the school sentences to the
prohibition regulations in the form of sentences using class.
appropriate modals.
• T. sets time
• T. jots down the keys on the board.
3-Free production • T. invites pps to two or three sentences • Volunteers to 10
Aim:To be able to suggesting ways to keep peace at school communicate their
communicate a piece of • T. sets time sentences to the mn
• T. jots down the keys on the board. class.
writing suggesting ways
• If timer doesn’t allow to finish the activity,
to keep peace at school T can assign it as homework

1- Anticipate:
TT: Last session we talked about the importance of peace at school. What conditions required to guarantee
peace and stability at school?
PP: We should resolve disputes, quarrels or misunderstanding (slight disagreement) peacefully- we should
use negotiation (dialogue) to resolve them. - We should also develop positive attitudes (criticising
positively, apologizing…) - we should be more tolerant …

Presentation:Now, consider the following example situations on the board:

 1- Students must respect their teachers.(it’s highly important)
2- We shouldparticipate tosettle class disputes peacefully.(moral obligation)
3- Students have to put their blouses at school.( obligation: school regulation)
4- Youmustn’tuse the mobile phone in exams( prohibition)
5- You don’t have to do all in the activities of your book.( absence of obligation)
T. interacts with pps to deduce the language point
Rules:
must – have to /has to – should – ought to - need to+ stem = obligation
must = necessity-(orders/rules)- tell someone thatsomethingis important/emphasise a strong feeling or opinion
have to= necessity/we are not in control of what is necessary or required.
should /ought to= (moral obligation/duty).
mustn’t = prohibition
don’t have to/ doesn’t have to/ needn’t = negative obligation /something not necessary/absence of obligation

Task one (oral drill):Choose the correct modal verb to complete the meaning of the following sentences.
1- Bill starts work at 7.30. Now it is 7. O’clock. So, he (must- has to- should)hurry up.
2- Students don’t have class on Fridays. They (mustn’t - don’t have to- shouldn’t) get up early in the morning.
3- Children (mustn’t – shouldn’t – needn’t) use pointed things in class. They may hurt one another.
4- Drivers (should - must- ought to) stop at a red light sign.
5- You (must – should – have to) apologise to your classmate. You are wrong.

Task one p.46:

Keys: School rules:
1- We have to tolerate difference.
2- We have to respect each other.
3- We shouldn’t be violent, but we should be rather cool.
4- We shouldn’t shout at each other.
5- We should learn to listen to each other.
6- We shouldn’t impose ourselves on others, but we should accept the difference.
7- We mustn’t cheat at exams.
8- We should settle disputes peacefully.
9- We don’t always need to agree with each other.

Free production: Think of possible ways to maintain peace at school and then write two or three
sentences using obligation or its negatives.

Unit 02:Make Peace Theme: Peace and Conflict ResolutionLesson:Write it up (session 2)

Aims of the lesson: - To make learners aware of their duties and their rights as pupils at school through the practice
of obligation and prohibition. To sensitise them on how positive attitudes are important to settle disputes and avoid
disruption and violence at school.

Tasks/ aims Teacher’s work Learner’s work T

1-pre-writing • T. interacts with his pupils to • Pupils respond
Aim: To activate learners’ prior elicit information related to the orally to T’s 10
 knowledge and prepare them to
the writing phase.
- To set a purpose for writing.
2- Composing /drafting
Aim : To scheme the first draft
by expanding the notes in the
mind- mapping
pre-requisites questions. mn
• T. sets a purpose for writing to
raise pps’ interest and link them
to the topic.
• While introducing the topic, T.
brainstorms the main ideas
paving the way to mind-
mapping.
• T. links his pps with a real • Pupils start writing 15
situation to set them for their first draft mn
drafting(.T. writes the instruction • Pupils are
on the board) conferencing with
• T. divides the class into balanced their peers and T.
groups.
• T. reminds his pps to feel free to
ask any help in order to put in
practice their ideas.
• T. sets sufficient time for drafting.

3-Revising organisation / • T. asks each group head to • Pupils exchange 15

content
Aim:To spot the areas of
weakness and revise
organization and content.
• T. asks his pps to exchange drafts
• T. checks the group works, helps
4- Rewriting/ editing:
Aim:To provide readership
(real audience).
-To raise pps’ awareness on
what they have produced.
communicate the drafts to the their drafts with mn
class. T. reminds the class to peer group for
listen carefully and have eventual
comments. comments.
for peer assessment(comments)
pps with his constructive remarks
• T. asks the groups to write the • Pupils start writing 10
final draft paying attention to the final draft. mn
spelling, punctuation, capitals
and grammar mistakes.
• T. reminds pps that the best
article will be published on the
next school wall magazine.
• If time doesn’t to finish the work,
T. will give it as an assignment
for pps to be completed at home.

Anticipate :
TT: Last session we talked about the importance of peace at school. What are the conditions required to
guarantee peace and stability at school?
PP: We should resolve disputes, quarrels or misunderstanding (slight disagreement) peacefully- we should use
negotiation (dialogue) to resolve them. - We should also develop positive attitudes (criticising positively,
apologizing…) - we should be more tolerant …
TT: Suppose you are asked to write a class charter (a written statement describing the rights and duties of a group
of pupils governing or ruling the class), what is the first thing you do before you write down this charter?
PP: I should discuss together with my classmates (class ethics) thepoints that should be included in this charter
then agree through the process of voting on the main rights and duties that will be passed.
TT: What to do next?PP: I should read to the class to be revised before we sign it together. Finally hand it to
the headmaster for signature.
TT: Well there are some suggestions for duties and rights in your book (task 3 p.47). Have a look at it then
discuss and distinguish with your classmate between the rights and the duties.

*The teacher continues the interaction paving the way to mind mapping that will be jotted on the board.

Rights Duties
- Express opinions - Work hard to reach better results
- Meet together to exchange ideas - Respect the opinions of others
- Have access to free education - Tolerate differences
- Provide good working conditions - Respect the rights of others
- Have access to health care - Promote a culture of peace
- Be informed on exam schedules - Use negotiation and co-operation to solve class problems
- Take part in school councils - Not be the cause of class or school disorder
(management-discipline) - Not dress in anindecent way
- Not discriminate among children
Topic: Using the information in the table, complete the class charter in task 3 p .47
A sample class charter
COLONEL LOTFI SECONDAEY SCHOOL, MASCARA
LITERARY STREAM, YEAR TWO- STUDENT GOVERNING BODY
. CLASS CHARTER

We, the undersigned, after class discussion and referendum, have agreed on the following:

Article One : Rights

A- Children have the right to have access to free education and health care.
B- Children have the right to express their opinions freely and meet together to exchange ideas on
anysubject in relation to studies or class issues.
C- The school authorities must provide children with good working conditions (safety, pedagogical
means) conducive to efficient learning.
D- The school authorities mustn’t discriminate among children.
E- The Parent- Teacher Association must take part in school councils (management and discipline).
Article Two : Duties
A- We have the duty torespect the opinions of others and tolerate differences.
B-We must work hard to reach far better school result.
C- We shall promote a culture of peace and work hand in hand to settle disputes with co-operation and
negotiation.
D- We mustn’tbe the cause of class or school disorder.
E- We mustn’t dress in an indecent way.

The present charter will come into force and vigour as soon as it is deposited with the headmaster.

Date : …………………….. Signatures : …………………

Unit 01:Make Peace Theme: Peace and Conflict Resolution Lesson:Reading and writing

Aims of the lesson: -To make learners aware of the problem of racial segregation and the importance of
non-violence policy to assure peace, equality and co- existence between people regardless the colour of their
skin, culture, language…etc.

Tasks/ aims Teacher’s work Learner’s work T

1- Pre-reading • T. interacts with his pupils to elicit • Pupils respond orally to T’s
Aim: To activate information related to the previous questions.
learners’ prior session. 5
knowledge, introduce mn
the topic and prepare
them to the reading
phase.

• While introducing the topic, T. instructs

b- Prediction guide: • Pps consider, discuss the
his pps to discuss the questions above the
Aim: To set a purpose picture of task one p.48 to elicit the related questions above the picture 10
for reading. voc: (Freedom (to free, free) - rights- of task one p.48 mn
racism (racial discrimination) - slavery
(slave trade) -hatred–ill-treated- non-
violence policy…).
2-Read and check: • T. instructs pps to read the text p.22/23 • pps read and check their 10
Aim: To check and check their predictions to the predictions. mn
answers and get a prediction guide task. • Volunteers to communicate
• T instructs pps to communicate their their predictions to the class.
general understanding
answers and justify them. • pps justify them
of the reading passage
Read/answer • T. instructs pps to read the text again and • Pps read the texrt again and 15
comprehension. qqs answer the qqs on in task 2 p.48. answer the comprehension mn
Aim: To practice • T. sets a time limit questions in task 2 p.48
• T. invites volunteers to communicate their • Volunteers to communicate
dictionary entries
answers and report them on the board. the answers to the class.
Read / identify the • T. reminds pps of the dictionary entries of • Pps read again the text and 10
meaning of words some words already seen in class “peace”, find the meanings of the mn
Aim: To practice “war” words in task 2 p.49 as they
• T. reads the dictionary entries in task are used in the in the text.
dictionary entries
2.p.49 aloud to the class and provides • Volunteers to to
them with some explanations if necessary. communicate the answers to
• T. instructs pps to read the text again and the class.
identify the meanings of the words in task
2 p.48 as they are used in the in the text.
5-After reading: • T. invites pps discuss the opinion question • Pps discuss, argue and give 10
Aim: To be able to on the board by thinking of possible ways find solutions to the problem mn
suggest solution to the to fight the problem of racism • Now, volunteers to report
• If time doesn’t allow finishing the task, T. their opinions to the class
problem racial
can assign it as homework.
segregation

1-ANTICIPATE:
TT: Last session we talked about the conditions required to guarantee peace at school? Can you remind me of
them?
PP: We should resolve disputes, quarrels or misunderstanding (slight disagreement) peacefully- we should use
negotiation (dialogue) to resolve them.- We should develop a non- violence policy …
TT: Well there’s a man of peace who developed non- violence policy to fightracism (racial segregation) in
his country. Do you know who that personality is?
 PP: A- Martin Luther Kingis an American black man who fought for the rights of black peoplewith non-
violence. (on the board)
TT:Martin Luther King Jr. was born on January 15, 1929, in Atlanta, Georgia. King, Martin Luther King Jr. was a
Baptist minister and social activist, who led the Civil Rights Movement in the United States from the mid-1950s
until his death by assassination in 1968.
TT:Well there’s a picture on page 48 on your books. Look atit and then discuss the questions below.
What does the picture show?
PP: It shows a group of black people in a boat/ship who are chained, shackled, handcuffed. They are ill-
treated by the white men.
TT:Where do you think the boat is and where is going?PP:It comes from Africa and it is going to America.
TT:Why are they taken to America?PP:They will be sold asslaves.

Prediction guide:
TT:These dates and personalitiesAbraham Lincoln:1861-1865- Martin Luther King August (1963) are very
important in American history. Why?
Abraham Lincoln /ˈeɪbrəhæm ˈlɪŋkən/ He was the 16th president of the United States. He was born on
February 12, 1809 and was assassinated on April 15, 1865).B- 1861 was the year when Lincoln abolished
slavery in America. (On the board) . C- Abraham Lincoln was assassinated in 1865.(On the board)
D-M.L. King delivered his famous speech "I Have a Dream" for the largest gathering of the black community
in Washington on August 1963. (On the board)

Task one: Read the passage page 48/49 and choose the idea that best summarises it.

Smooth transition: What have you noticed in the M.L King’s speech?
Task two page48: Now, read the passage again and answer the questions.
Keys: A. Martin, Luther King was a man of peace – He was a great leader who was able to combat racism
and hatred with non-violence and love. B- He wished that his children and those of the white man walk
together as sisters and brothers. - He hoped that all children black or white join hands in hands and sing the
words of the old Negro spiritual. He uses an oratorical. C- He uses the oratorical style in his speech in order
to make the audience feel the injustice of racial segregationand inequality. The characteristics of an oratorical
style is the good choice of dictions, the repetition of important wordsD- I have really appreciated King’s
Address because his sweet words create a feeling of love , compassion, solidarity, brotherhood which human
beings worldwide are in crucial need today.
Task two p.49: Do you remember the dictionary entries for the words “peace”and “war” in the previous
sessions? The writer has used three important words ’address’, ‘can’, and ‘spiritual’. Read their dictionary
entries and find their meanings as they are used in the passage.

After reading: Many people today still face the problem of racism. According to you, what are the best ways
to put and to this problem?
Possible key:The populationsshould be sensitised through the media on the importance of peace, tolerance
and other moral principles. The governments should offer the same opportunities in education, work
regardless the colour of the skin, the sex…etc. Parents must teach ethics for their children (respect, tolerance,
solidarity, brotherhood…)

Unit 01:Make Peace Theme: Peace and Conflict Resolution Lesson:Write it out

Aims of the lesson: To be able to communicate a written piece of work (a speech) by re-investing the verb
idioms expressing ability previously studied in class.
Tasks/ aims Teacher’s work Learner’s work T
1-pre-writing • T. interacts with his pupils to • Pupils respond
Aim: - To activate learners’ elicit information related to the orally to T’s 10
pre-requisites. questions.
 prior knowledge and prepare
them to the writing phase.
- To set a purpose for writing.
2- Composing /drafting
Aim : To scheme the first draft
by expanding the notes in the
mind mapping
mn
• While introducing the topic, T.
brainstorms the main ideas
paving the way to mind
mapping.
• T. links his pps with a real • Pupils start writing 15
situation to set them for their first draft mn
drafting(.T. writes the instruction • Pupils are
on the board) conferencing with
• T. divides the class into balanced their peers and T.
groups.
• T. reminds his pps to feel free to
ask any help in order to put in
practice their ideas.
• T. sets sufficient time for drafting.

3-Revising organisation / • T. asks each group head to • Pupils exchange 15

content
Aim:To spot the areas of
weakness and revise
organization and content.
4- Rewriting/ editing:
Aim:To provide readership
(real audience).
-To raise pps’ awareness about
what they have produced.
communicate the drafts to the their drafts with mn
class. T. reminds the class to peer group for
listen carefully and have eventual
comments. comments.
• T. asks his pps to exchange drafts
for peer assessment(comments)
• T. checks the group works, helps
pps with his constructive remarks
• T. asks the groups to write the • Pupils start writing 10
final draft paying attention to the final draft. mn
spelling, punctuation, capitals and • Volunteers to
grammar mistakes. diagnose the
• T. reminds pps that the best mistakes on the
article will be published on the board and correct
next school wall magazine. them.
• If time doesn’t allow finishing the • PPs copy the final
work, T. will assign it as draft on their copy-
homework. books.
• T. chooses the best piece of work
and improves it together with his
pps

1-ANTICIPATE:
TT: Last session we wrote on the rights and the duties of children in a form of class charter. Can you remind
me of some examples of rights that children should enjoy?
PP: Children have the right to free education and health care. They have the right to express their opinions.
TT:Which international organization defends the rights of children worldwide?
PP: U.N.I.C.E.F (United Nations International Children’s Emergency Fund)
TT:Well, does the law allow children to vote at the age of 16, for example?
PP: No, it doesn’t.
TT:What is the age limit,then?
PP:18.
Reason for writing:
TT: Do you think this age limit is fair for children?PP:No, it is not. I think the age limit for voting should be
16.
TT: Suppose you are asked to deliver a speech at Hyde Park in London to denounce this injustice. Which
other age limits should you denounce in your speech?
PP: Get married at 18 - get a driving license at 18 – obtain one’s passport at 18…
TT: Which techniques should you use to convince the audience?
PP: oratorical style: the choice of dictions- the repetition of important words …
*The teacher continues the interaction paving the way to mind- mapping.

Age limits Wishes/hopes

- voting - Vote at 16 without being judged immature to take a decision
- get married - Marry early without the consent of my parents- take my own decisions
- get a full time job - To work early (15) to fulfil my dreams
- leaving school - Leave school early- make my life as I want it.
- get a driving licence - At 13 or 14 - drive to school – (travel somewhere in holiday without being
driven.

Topic:Using the information in the table, write a short address (speech) that you will deliver at Hyde Park in
London. Imitate Martin Luther King’s speech ‘I Have a Dream’. Don’t forget to have a good use of verb
idioms: can- can’t – be able to (present –future). The starting point and the ending are provided in the rubric
“write it out” p.50.

A sample Address:

Ladies and gentlemen, I want to leave school at an early age, but I can’t. Then, when I decide to get a full
time job, I am told you are too young. Then, if I want to get married at 16, the law doesn’t allow me to do
so.Ladies and gentlemen, think how it is unfair to wait till you have 18 to vote or get a passport.

Ladies and gentlemen, I have a dream that children of my age will be able to vote freely at 16 without being
judged immature to take personal decisions. I have a dream that children of the world will be able to get
married early without the consent of their parents. Then, I hope that we will be able to obtain our driving
licence at 13 or 14 and travel to any place without being accompanied by our parents. Ladies and gentlemen,
why waiting to turn 18 to enjoy full rights? We are all born free. So, we don’t want to be victims of age
limits. I have a dream that all children of future generations will able to live free and fulfil their dreams
during their childhood. Ladies and gentlemen, we can change things if you help us. We can as well bear a
change in the minds of adults who consider children as small creatures free from maturity.