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Sirine Lakhmissi High School

Teacher: Bouagal Widad. Level: 2nd year

Scientific Stream.
Theme: Technology and Innovation. Unit 01: Budding
Scientist. Sequence 01: Discovering the language.
Allotted Time: 3 hours.
Lesson Plan

By the end of this sequence, learners will be able to write an

Objective advertisement of a product.
*Describing..
Functions *Explaining

*Reading for gist

Skills *Reading for specific information.
Language *If Conditional type 0.
* If Conditional type 1.
Forms
Lexis *Lexis relates to science and experiments.
*Intonation in complex sentences with if.
*Penultimate and antepenultimate stress.
Phonology *Diphtongs.

*Videos+pictures.
Pedagogical
*PowerPoint presentation.
Materials *Handouts.

1
Time Activity Rationale Procedure P.M
Unit -To - The teacher asks pupils If they have watched the famous Video
introductio TV program “STARS OF SCIENCE”. Then she asks them
familiarize
n and about the main idea or the topic theme of the program.
pupils with the
project -Pupils answer that it is a program shown on mbc4 and it is
topic of unit
announcem interested in Arab Budding Scientists.
60 four.
ent. -After that, she asks them if they remember any Algerian
Mins -To introduce
candidates who have participated in that program.
the unit
-Pupils answer that they remember the candidates Hassina
implicitly.
Bachaa and Abd Errahim Bourouissi.
-To recognize
-The teacher invites pupils to watch a video about the
the general
Algerian Candidate Abd Errahim Bourouissi and his
notes that the
contribution in that show.
project work
He was able to impress the judges and the audience with his
would
smart autism shirt ‘WonderKit’. The innovation is meant to
include. aid parents of children with autistic spectrum disorder
(ASD). 
-After watching the video,the teacher gives pupils some
activities about science and scientists.(Matching each Hando
scientist with his picture and his invention and matching uts
some sciences with their definitions)
-After that the teacher introduces the topic theme of the unit,
highlighting its title and its meaning through some pictures. Picture
-The teacher sheds light on the main vocabulary items related s.
to the unit.
-The teacher divides the pupils into small groups in order to
start working on their projects.
The project:
1. -Each group will choose an Arab or a Muslim
scientist and write about his/her biography and
present his/her main achievements.
Or:
2. -Each group will write a report about an experiment
(It might be an experiment they have dealt with
previously in one of the subjects they are studying or
a new one).

To predict
what will
come next in
the reading
phase.

2
10 After greetings, the teacher asks her pupils to name some
Mins Arab and Muslim scientists that they know and some of their
inventions.
-Then she gives them a cross word puzzle in which pupils are hando
Pre-reading
required first to unmix the letters in each word then they put uts
them in the cross word
-After that the teacher displays a video entitled “1001
Inventions and the library of secrets”.
-After watching the video, the teacher asks her pupils: video
1. What is the vides about?
2. Was the so-called “Dark Ages period” really dark?
3. List the scientists mentioned in the video.
Answers:
a. It was not really dark;it was dark only in Europe.It
was a Golden Age in the area that stretched from
China to Spain.
b. The scientists who are mentioned in the video are:
1. Ibn El Haitham whose ideas led to the invention of
the camera.
To confirm
2. Abbas Ibn Farnas who believed in man’s ability to
understanding
fly.
3. Abu El Kasim El Zahraoui who was called the father
of surgery.
To make 4. Mariam El Astrolabi who invented sophisticated
students able astrolabes. Cross
to look for 5. Al Jazari who was an engineer and the inventor of word
specific notes
25 the Clock Elephant. puzzle
in the text.
Mins -After that, the teacher gives her pupils handouts of the
reading material with a set of questions.
While- -Pupils read the text silently to be able to answer the
reading following questions.

Keys:
Activity1:
Activity 1 a. Arab Muslims did not show any interest in
True/false knowledge and science. →False
Activity 2 b. The arithmetics of Al-Khawarizmi make the
Answering foundations of algebra. →True
comprehen c. Ibn Sina made few contributions to modern
sion medicine. → False
questions d. William Harvey copied the work of Ibn Sina. → True

To make Activity2:

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 students able a. The Golden Age of Arab science lasted for two years
to look for from 900 A.D to 1100 A.D.
specific notes b. Muslims made contributions in Mathematics,
in the text. Medicine and Astronomy.

c. No, Europeans did not recognize the works of

To suggest a Muslim scientists.
suitable title to
the text. Keys:
a. Who (§1)→ Muslim Scholars
b. This (§2)→ the number system

To guess the
meaning of
Activity 3 some words The suggested title:
Reference from a
The Muslim and Arab Contributions in Modern Science.
words context.

To fill in the
Activity 4 blanks using Keys:
Suggesting the a. instrument =(§3)→device.
a title to the appropriate b. probably =(§1)→perhaps.
text part of speech.

Keys:
Activity 5
Finding Verbs Nouns Adjective
words To improve improvement improved
closer in To identify the To contribute contribution contributed
meaning. conditional
to consider consideration considered
clause.
To recognize
the
construction
Activity 4 and building
15 Completing of the Read the dialogue below and answer the following
Mins the chart conditional questions:
sentences ;( if
clause/main Sally: Hi Kate! I want to buy a new house. I can’t decide on
clause – main which one to buy.
clause/if Kate: I can help you if you want.
clause). Sally: Sure.
To Kate: First of all, if you like landscapes, you shall look for
discriminate flats in the suburbs. They are both cheap and near the lake.
After- and between Sally: Yes, you’re right. I love landscapes. However, they are
reading the usage of far from the city centre. I can’t go to the city centre every day
Activity 1 the two if I get this new job in the centre. I’ll have to wake up very
different types early every day. If I buy a car, I will think positively about
of conditional: them.
Type (I)and Kate: Hmmm. Why don’t you look for the new buildings in

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type (II) the city centre, then? There are many new flats in the town.
Sally: Can you recommend any new flats for me?
Kate: If you have yesterday’s local newspaper, I’ll show you
one of them.
Sally: Here you are.
Kate: Look at this one. It‘s right in the city centre. If you live
in the centre, then everything will be around you.
Sally: Kate, isn’t this a bit expensive? I can’t afford to buy
this.
Kate: There are many cheap bank credits. I’ll buy one of
them if I get the yearly promotion from my job.
Sally: Alright. I’ll have a look at new campaigns on the internet.
Questions:
1) Say whether the following questions are true or
false:
a. Kate wants to buy a new house →…………….
b. Sally dislikes landscapes→…………….
c. Flats in the suburbs are expensive→…………….

2) Highlight all the conditional sentences in the

dialogue.

3) Underline once the main clause and underline

twice the result clause in each sentence.

4) Read the following sentences and answer the

questions that follow:
A. I’ll buy one of them if I get the yearly promotion
from my job.

B. I can’t go to the city centre every day if I get this

new job in the centre.

a. Compare the result clauses of sentences (A and B)

written in bold type. What do you notice about the
tenses used?
b. Which condition is true at any time, the one in
sentence A or the one in sentence B? Why?
c. Which “if” in the sentences can you replace by
when? Re-write it using when.

Keys:
1. True/False:
a. Kate wants to buy a new house →False.
b. Sally dislikes landscapes →False.
c. Flats in the suburbs are expensive →False.
2. Highlighting the conditional sentences in the
dialogue:
3. Underlining the main and the result clauses:

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 Sally: Hi Kate! I want to buy a new house. I can’t decide on
which one to buy.
Kate: I can help you if you want.
Sally: Sure.
Kate: First of all, if you like landscapes, you shall look for
flats in the suburbs. They are both cheap and near the lake.
Sally: Yes, you’re right. I love landscapes. However, they are
far from the city centre. I can’t go to the city centre every day
if I get this new job in the centre. I’ll have to wake up very
early every day. If I buy a car, I will think positively about
them.
Kate: Hmmm. Why don’t you look for the new buildings in
the city centre, then? There are many new flats in the town.
Sally: Can you recommend any new flats for me?
Kate: If you have yesterday’s local newspaper, I’ll show you
one of them.
Sally: Here you are.
Kate: Look at this one. It‘s right in the city centre. If you live
in the centre, then everything will be around you.
Sally: Kate, isn’t this a bit expensive? I can’t afford to buy
this.
Kate: There are many cheap bank credits. I’ll buy one of
them if I get the yearly promotion from my job.
Sally: Alright. I’ll have a look at new campaigns on the internet.
4. Answering the questions:
a). The result clause of sentence (A) is in the future simple:
…will buy …, whereas the result clause of sentence (B) is in
the present simple: …can’t go ….
b). The condition of sentence (B) is always correct. It is a
To practise the general fact, but the condition of sentence (A) is not always
use of the correct; she may get the yearly promotion still can’t buy one
conditional of the houses.It is only a prediction.
clause in c). The "if" that can be replaced with when are the one of
context. sentence (B).

10
mins
Activity 1: Some friends are planning a party. Everybody
wants to party, but nobody is really keen on preparing and
organizing it. So everybody came with a few conditions ,just
to make sure that the others also will do something.
1.If Soumia and Aya …………….. (to prepare) the salad,
Faten ………….(to decorate) the house.
2.If Salma ………… (to cut) the onions for the salad, Baraa
………..(to peel) the mushrooms.
3. If Hanene and Asma …………(to move) the
furniture,Sanabil …………(to hoover) the siting room.
Practice: 4.Chams Eddine ………..(to buy) the drinks if Islam
………..(to help) him to carry the bottles of jus.
5.If they all ………..(to do) their best,the party ……………..
( to be) great and entertaining.
Activity 1

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 Keys:
1. If Soumia and Aya prepares the salad, Faten will
decorate the house.
2. If Salma cuts the onions for the salad, Baraa will peel the
mushrooms.
3. If Hanene and Asma move the furniture, Sanabil will
hoover the sitting room.
4. Chams Eddine will buy the drinks if Islam helps him to
To give pupils carry the bottles of jus.
additional 5. If they all do their best, the party will be great and
chances to entertaining.
practise the Activity 2: Match a line from column A with a line from
10 conditional
column B .Then make sentences using conditional type 1.
mins
Column A Column B
You /give me some money. The river /not flood.
She/study more I / do the shopping
There /be an election I /do the washing up
It/stop raining We /not go for a walk.
The phone/ring. The government/win
You /cook She /not fail her exams
The weather /get worse I /answer it.

Keys:
1. If you give me some money, I will do the shopping.
2. If she studies more, she will not fail her exams.
Activity 2 3. There will be an election if the government wins.
To make 4. If it stops raining, the river will not flood.
pupils aware 5. If the phone rings, I will answer it.
of the diverse 6. If you cook, I will do the washing up.
functions a 7. If the weather gets worse, we will not go for a walk.
conditional
sentence may Activity 3: Put the verbs between brackets in the sentences of
have column A into the right tense. Then match these sentences
10 with their function in column B.
mins
Column A Column B
1. If you (to buy )two, you (to a. Prediction
get)one free.
2. I (to help) you do the b. Offer
activities if you (to want)
3.If you (not to stop) making c. Warning
noise, I (to switch off)the TV.
4.He (to understand)if you just d. Threat
explain why you (to come)late.
5.If you (to touch)that e. Suggestion
wire,you (to get)an electric
shock.
6.If this jacket (to be) the f. Advice
correct size,it (to fit) me.
Activity 3

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 Keys:
1 .If you buy two, you will get one free.→ Offer
2. I will help you do the activities if you want → Suggestion.
3. If you do not stop making noise, I will switch the TV off.
→ Threat
4. He will understand if you just explain why you come late.
To improve →Advice.
learners’ 5. If you touch that wire, you will get an electric shock. →
communicativ Warning
e competence. 6. If this jacket is the correct size, it will fit me. →Prediction

20
mins

Procedure:
Teacher asks students to make a u shape. Then she distributes
for students coloured stickers (green and pink). On the green
sticker the if clause is written while on the pink sticker is the
main clause. T invites one student to read his if clause "green
sticker", and asks those who have the pink sticker i.e. the
main clause to see whether it matches the previous if clause.
The procedure continues until all the clauses "if clause and
-To practise main clause" are combined together.
the use of
conditional.
60 -To write a
Activity 4 descriptive Muslims and scholars have contributed to the world with
mins various inventions that were either invented from scratch or
Game essay using
given notes. innovated. Using the following notes and If
-To improve conditional ,describe the modern product of mobile phone
pupils' writing (Galaxy, I Phone, Sony X Peria...)
skills. -Available in different colours.
-Connects via Wi-Fi, 3G /4G.
-An excellent camera experience.
-An expandable storage/Better battery life.
-Glittering and fantastic screen.
-Buy it now and will not regret it.
Suggested description:
The Galaxy Note 8, the newest Smartphone in
Samsung’s Note series, is the impressive stylus phablet to
Write it beat. It sports a 6.3 inch fantastic screen ,a powerful
right processor and plenty of memory and storage to keep your
precious reminiscences.
Life requires balance; so naturally, you won’t be using
the Galaxy Note 8 just to get your work done. The Galaxy
Note 8’s rear camera has twin 12 megapixel sensors, which is
the first of Samsung’s flagships to feature a dual camera.

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 Thanks to this feature, the Note 8’s camera app is incredibly
versatile with a dual optical image stabilization .The Note 8’s
camera’s other cool trick is dual capture which automatically
takes a photo with a wide angle lens ,ensuring you don’t miss
anything in the frame.
One of the fascinating features is the Live Message with
the S pen feature, which turns your scrawl into a glitter –
bombed animated image. It is potentially helpful for writing
handwritten messages on photos (or plain backgrounds) and
send them to anyone in your contact list as a GIF. The Note
8’s Translate Feature, automatically translates words, phrases
- To make the
or entire paragraphs to the language you of your choice.
learner aware
of the The product is available in different colours: Midnight
musicality of Black, Orchid Gray, Maple Gold and Deep-sea Blue. If you
spoken buy it now, you will never regret it.
English.
10 -To learn the
intonation in
mins the
-Pupils listen to their teacher reading the interview in order to
interrogative
form. mark the intonation correctly.
-To learn the Keys:
use of Car owner: What I should do ↓ if the engine fails to start? ↓
"should" for Mechanic: Check if there is fuel in the tank. ↓
giving advice Car owner: And if there is fuel in the tank? ↓
. Mechanic: Then you should check ↓ if the battery is all
right. ↓
To raise
pupils'
awareness
about spoken
Say it loud English
15 and clear sounds.
mins page 84. To
discriminate
-The teacher writes the words psychology , technological,
between
Activity 1 primary and democracy, solution, television and democratic on the board
page 84. secondary and asks her pupils to divide each word according to the
stress in number of its syllables.
words. -Then she asks them to mark the stressed syllable in each
To learn the word.
stress pattern -Meanwhile the teacher corrects her pupils mistakes if there
in words
is any.
ending with
specific After that, the teacher draws her pupils attention towards
suffixes: gy, penultimate and antepenultimate stress.
cy, phy, ity, Stress on penultimate syllable (second from the end)
cal, tion, sion, Words ending in ‘ic’, ‘tion’, and ‘sion
ic and ics. Stress on ante-penultimate syllable (third from the end)
Words ending in ‘cy’, ‘ty’, ‘phy’; ‘gy’ and ‘al’

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Activity 3 Keys:
+4 page 84.
Words pronunciation Words Pronunciation.
(A) (B)
Psychol /saɪˈkɒl.ə.dʒi/ Solution /səˈluː.ʃ ə n/
ogy
Democr Television
/dɪˈmɒk.rə.si/ /ˈtel.ɪ.vɪʒ. ə n/
acy
Respons Realistic
ibility /rɪˌspɒn t  .sɪ /ˌrɪəˈlɪs.tɪk/
ˈbɪl.ɪ.ti/ Static
Technol /ˈstæt.ɪk/
/tekˈnɒl.ə.dʒi/
ogy Aeronautic
Technol s.
/ˌtek.nəˈlɒdʒ.ɪ.k /ˌeə.rəˈnɔː.tɪks/
ogical
ə l/

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 Sirine Lakhmissi High School

Teacher: Bouagal Widad. Level: 2nd year

Scientific Stream.
Theme: Technology and Innovation. Unit 01: Budding
Scientist. Sequence 02: Developing Skills.
Allotted Time: 3 hours.
Rubric:Listening and Speaking.
Lesson Plan

By the end of this sequence, learners will be able to write a letter

Objective seeking and giving advice.
*Asking for and giving advice.
Functions
*Listening for gist.
*Talking about dilemmas.
*writing a letter asking for advice.
Skills *writing a letter giving advice.

.
*Expressions for making suggestions.
* Expressions for a agreeing to suggestions.
Lexis * Expressions for turning down suggestions.

Pedagogical Textbook.

Time Activity Rationale Procedure

11
10 Pre- -Pupils skim through the advertisement and answer the following
mins listening questions.
To familiarize Keys:
Activity 1 learners with a. The advertisement addresses high school graduates.
page 86. the form and b. "Open Day" means the day during which the university allows
language items high school graduates who are interested in university studies
of to visit the university.
advertisements
.

Whike-
listening
-Pupils listen to their teacher reading a dialogue to check their answers
Activity 2 -To introduce to the previous activity.
05
page 86. the listening
mins passage to the
pupil.
-To allow
pupils' self
evaluation
about their
guesses about
activity one.

-Pupils listen to their teacher again in order to answer the questions.

Activity 3 Keys:
10 page 86. -Training a. The speakers are Maya and Jamel.
mins pupils to look b. Jamel first suggested visiting the university.
for specific c. Jamel started making his suggestion by saying, "I feel like going
details (the to".
correct d. Jamel wants to visit the faculty of medicine.
answers) while e. Maya wants to visit the faculty of civil engineering because she
listening to a is not interested in visiting the faculty of medicine.
read passage.

After-
listening.
-To learn how -The teacher highlights the words dilemma and agony aunt to her pupils
Write it letters of so as to pave the way for what is coming.
up page seeking advice Dilemma: /dɪˈlɛmə,dʌɪˈlɛmə/
60 88. a situation in which a difficult choice has to be made between two or
are written
mins regarding more alternatives, especially ones that are equally undesirable
both; the form Agony aunt is a woman who answers letters in an agony column.
and contents. (a column in a newspaper or magazine offering advice on personal
-To use the problems to readers who write in.)
conditional for -Then, she shows them the form of the letter and what is to be included .
expressing
predictions.

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 February 25th ,2018.

Dear Mrs Mary,

I’m writing to seek your advice. My name is Ziad and I’m a

secondary School student. I can’t make up my mind about a
personal problem.

I’ll sit for the baccalaureate exam soon. I’ll certainly succeed,
but my parents are old and are in need of financial help. I would
really like to help them. However, if I do so, I will have to give
up my dream of becoming a doctor. In short I am in a dilemma.
On the one hand, if I decide to help, I will have to renounce to my
registration at the university. On the other hand, if I don’t, I’ll feel
guilty of not helping my family. I have no one to turn to. What
should/can I do?

Sincerely,

Signature
:

13
Time Activit Rationale Procedure
14
 y
10 Pre- To introduce -The teacher brings a cup of water and a cup of oil and another empty
mins reading the topic cup.
implicitly -She asks one of her pupils to poor some oil in the empty cup, then she
asks another one to poor some water in the same cup.
-After that, she asks them: what do you notice?
-Pupil answer: the two liquids don’t mix.
-The teacher: why don’t they mix?
-Pupils answer differently.

15 -The teacher gives pupils handouts of a text with a set of questions.

Mins While To answer a -She asks them to read the text silently and answer the following
reading. set of questions.
comprehensio The text:
n questions.

Oil floats on water because a drop of oil is

lighter than a drop of water the same size. Another
way of saying this is to say that water is denser than
oil. Density is a measurement of how much a given
volume of something weighs. Things that are less
dense than water will float on water. Things that are
denser than water will sink.

Even though oil and water are both liquids, they

are what chemists call immiscible liquids. That's a
fancy word that means they don't mix.

Salt is heavier than water, so when you pour

salt on the oil, it sinks to the bottom of the mixture,
carrying a blob of oil with it. In the water, the salt starts to dissolve. As it
dissolves, the salt releases the oil, which floats back up to the top of the
water.

Questions:
To check
pupils 1. The text is about:
understanding
of the text.
a. Qualities of water b. scientific experiment.

c. scientific research

2. Answer the following questions according to the text.

a. Why does oil float on water?

…………………………………………………………………………

15
 b. What is immiscibility?

………………………………………………………………

c. Why does salt sink to the bottom of the glass?

…………………………………………………………………

3. In which paragraph is it mentioned that

“ if you pour salt on the oil, it sinks to the bottom”

After …………………………………………………………………..
reading
Write it 4. What or who do the underlined words refer to in the text 
out page
60 90. a. They (§2) ……………. b. it(§3)…………
mins To write a
letter of
prediction
'contingency The teacher asks her pupils about their plan if they succeed in the BAC
plans" using exam and what they think of doing if they fail.
the Pupils answer differently.
conditional
type (I).
Then she tells them to imagine that a friend of them was anxious to
know their plans if they succeed or fail in the BAC exam, he asks them
To prepare
pupils for the to write a letter about a contingency plan. (a plan designed to take
writing task account of a possible future event or circumstance.)

Through discussion pupils understand what a contingency plan is.

The teacher asks pupils to define the structure of this letter and the
language forms they need to include in it (if conditional type2).

To start -The teacher guides and leads his pupils while she monitors them.
writing the
letter. -After that, representatives of each group will read their letters for the
whole class. Then they choose one to be written and corrected on the
board.

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