First Year Scientific and Literary Streams Othman Ben Affane Secondary School Prepared by The Teachers

Unit Five: Back To Nature [FIRST YEAR SCIENTIFIC AND LITERARY STREAMS]
First Year Scientific and Literary Streams

Othman Ben Affane Secondary School
Prepared by the teachers:
Mrs. ABDELKARIM Fadhila
Mrs. BAKHTI Khitem
Miss. DJERAR Ibtissam
Mrs. BOUSSAG Fatima
School year : 2011/ 2012
Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

Othman Ben Affane School Page 1
Unit five : Back to Nature

Topic : Environment , Pollution and World of Animal
The unit deals with the environment and how to protect it mainly from the
danger caused by pollution.
The objectives of the unit

1. To make the students aware of their environment
2. To arouse feelings to react toward a given situation
3. To enable them to use the linguistic input related to the topic
4. To help students to do their projects, to write a memo to a consumers’
association , devise a rubbish- collection guideline or to realize a cleaning
campaign poster
Language Points
 Expressing cause and effect : because , because of , as a result ,
therefore, consequently , thus …………………..
 Conditional type 1
 Conditional type 2
 Adjectives ending with –able , -al, -ive, -ful , -less
Pronunciation
Stress in words ending with –ion
Lexis
Climate , weather, pollute, pollution, polluted, carbon dioxide , air , atmosphere
, smoke , CFCs, climate change, greenhouse effect……………..
Time Allocation: 18 hours

Material needed : books, pictures , videos, listening tapes ,posters ………

ILLUSTRATIVE PAGE AND PREVIEW

pp.126-127
Time : 15 mns
Aim : To introduce the theme of the unit and some vocabulary items related to it.
Procedure :
T . monitors a discussion about the picture and goes through the pictures with the
learners.
T . starts with the pictures on the illustrative page and asks the students to
describe what they see
Sts . answer accordingly
We see an industrial area( factory) and it is full of smoke and dust. We also see
an empty nest without neither a nest nor eggs
T . Is the air clean ?
Sts . No , it is polluted / full of pollution
T . What about your town , is it polluted?
Sts . give some polluted areas in M’sila
T . What about the other towns of Algeria ?
Sts . answer
SEQUENCE ONE: LISTENING AND SPEAKING

ANTICIPATE
Skills: - Match picture with the item

- Identifying types of natural disasters
Functions: - Expressing and justifying opinion.
Task one : Look at the pictures then say what do they represent
Aim : - to identify the types of natural disasters

-To identify some words related to the topic
Time :20 mns

Steps
Teacher shows pictures and asks the students to describe them .
Sts : say some of the words in Arabic.
Teacher writes them on the board.
Eg : blizzards , drought, earthquake , pollution , forests ..
T. gives sts handout contains definitions of different key words related to the
topic.
Sts . read the definitions of the natural disasters.
T . helps them to understand the terms by giving examples.
T . monitors a discussion about the places that are affected by these disasters
Sts . correct orally.

Answers:
-Drought can affect my country because it has a desert climate especially in the
south.
-Earthquakes: because the north of Algeria is situated in a seismic zone.
-Sandstorm: because of the desert climate.
-Floods: because of the warm temperature climate. Heavy rainfalls in Autumn
Task 3 p 128
Aim : Expressing opinion about the climate change
Time : 15 mns
Key to task 3: Suggested answer (Several possible answers)
I think that the world climate is changing. It is becoming warmer. The winter
seasons are becoming shorter and the summer seasons longer.
LISTEN AND CHECK p.129

Skills: listening/responding to a video about global
warming.
Aim : To encourage sts to give their opinion

To listen for a specific purpose
Time : 60 mns
Procedure
T. gives sts handouts which contain four tasks , sets them to listen to a video
about global warming, and do the tasks .
sts. Read the handouts, watch the video and do the tasks.
T . replays the video when necessary.
Task one : (adapted)Choose the best answer a, b or c

1- If the earth was not surrounded by an air layer , it would be
a) without life .
b) too cold .
c) too hot .
2- The earth atmosphere contains:
a) Carbon Dioxide , oxygen , hydrogen.
b) Carbon Dioxide , nitrogen , ozone .
c) Carbon Dioxide , methane , nitrous dioxide .

3- When does the greenhouse effect occur ?
a) When the sunlight reflects.
b) When the sunlight passes to the atmosphere.
c) When the sunlight is absorbed.
4- What is the cause of the rise of the greenhouse gases ?
a) The increase of the absorbed sunlight.
b) The increase of methane in the atmosphere.
c) The increase of burning large amount of fossil fuels .
5- When human being cut down trees ,
a) the amount of oxygen in the air increases .
b) the amount of carbon dioxide in the air increases.
c) the amount of hydrogen in the air increases.
Task two : From the video , what do you expect to happen in the world ?
Complete the following table, tick the right answer.
The sea level will… The temperatures will… The coastal areas will…
 rise  go up  be under water
 remain the  remain the same  be under water
same  go down  be under storms
 drop
Task three: Fill in the gaps in the following passage.
Trees remove co2 from the air as a part of their ………..processes . As

human being cut down……….., the capacity of the trees to remove co2 from the
air has…………...Scientists are concerned that as we continue to ……..large
amount of ……. ……….and deplete out forests and exaggerated
……………effect will occur resulting in an increase in the world surface
temperature known as ……… …………
A warming of only few degrees can cause a number of
……………….problems including the melting of polar areas causing
……….levels to rise and flooding …………areas.
Task four: Answer the following questions

1- What is global warming ?
2- What does the greenhouse effect result in ?
3- In your opinion , what should we do to reduce the high temperature?

SAY IT CLEAR
Task 3/4 p 130 :
Aim : stress in words ending in – tion / -sion
Time : 30 mns
Procedure :
T . reminds sts of the shift of stress on nouns ending with –gy, -phy, -ty, -cy
T . then explains the task , asks sts to copy the table .
T . asks sts to count the number of syllables.
T . reads the words twice .
Sts . listen and mark the stress.
T . asks sts to correct .
Key to task 3:
Verb Noun Verb Noun

pollute pollution contaminate contamination
preserve preservation deforest deforestation
conserve conservation destroy destruction
emit emission degrade degradation
T . asks sts to pronounce the words again.

T . what do you notice ?
T . here encourages sts to deduce the rule.
Note :
We notice that in the verbs, stress is on the second syllable, and in nouns
(ending in –tion / sion), it is on the penultimate (second from the end) syllable.
THE HIDDEN MESSAGE p.130

Aim : to rewrite a sentence in normal alphabetic letters.
Time : 10 mns
T . asks sts to read the phonetic transcription.
T . then sets them to rewrite it using the letters of the alphabet.
T . sets a time limit , checks and helps.
T . invites sts to correct on BB.
Key :

Gas emissions cause air pollution , and deforestation leads to the degradation
of the soil.
YOUR TURN p. 131

Skills: - talking about environmental issues .
- Issuing warnings / SOS about pollution.
Function: - expressing condition.
- Language forms : if-conditional
Time: 20 mns
Ali : what will happen if we cut down the trees ?

Bashir: if we cut down trees people will not have enough food to eat.
The learners will make as many dialogues as possible using the cues.

SEQUENCE TWO: READING AND WRITING

pp.132-135
Skills: - interpreting pictures
- Reading a newspaper article about pollution
-Classifying types of pollution
Functions: Expressing cause and effect
Material s: books, pictures
Language points : link words to express result : as a
result, consequently…
Sequencers : firstly , secondly……
ANTICIPATE:
Task 1 p 132
Aim : To pave the way for the new material and make students familiar with
the new theme.
To interpret pictures
Time : 20 mns
Steps:
Teacher shows the pupils some pictures of fields, pesticide spray, cars and
factories smoke…
Teachers tries to motivate and interact with the pupils about the topic of
pollution of chemicals.
Teacher sets the pupils to do the task.
T . asks the pupils to look at the pictures from a magazine

article and circle the best answer
Key to task 1 :
A. Picture 1 is a photo. (c)
Picture 2 is a cartoon. (c)
B. The focus in picture 1 is on the pesticide spray. (b)
The focus in picture 2 is on lungs. (c)
C.In the background of picture 1, there is a field. (b)
In the background of picture 2, there are cars and factories. (a)
D. In the foreground of picture 1, there is an aeroplane. (b)
In the foreground of picture 2, there is a lung X-Ray. (a)
Sts . then copy the correction on their copybooks

Task 2 p 132
Aim : To help sts to draw what the two pictures illustrate , interpreting them
To introduce the notions : cause / result
Time : 10 mns
T . now can you tell me what do these pictures show / illustrate ?
T . encourages sts to justify their answer and discusses with them the topic of
pollution
Key to task 2: The best interpretation of the pictures is:
The two pictures above illustrate the causes and consequences of pollution.
READ AND CHECK
Skills: - reading and responding to a magazine article.

- categorizing
Functions: - expressing cause and effect
- describing
Language forms: - link words: as a result, consequently, ...
- sequencers: firstly, secondly…
Task 1/2 p 133 :
Aim : To check the answers on the preceding task , to know the general idea
of the text
To enable sts to have a detailed comprehension of the text
Time : 30 mns
Procedure :
T . asks sts some questions in order to introduce the theme of the text
Q : Is there any relation between technology and pollution?
Q: If yes , how?
Q : Which gas is important for us O2 or CO2 ?
Q : Why do people use pesticides / insecticide spray ?
Q : Do you know if they have negative effects on our health?
Q : Why do farmers use some chemical products in their crops (fertilisers )?
T . now read the text silently then answer the questions
T . sets a time limit, checks and helps
T . invites sts to give their answers and write them on BB
Key to task 2:
a- They swallow oxygen, and their fumes poison the air with carbon
dioxide (CO2).
b- The gas responsible for air pollution is carbon dioxide.
c- Pollution in towns causes lung and skin cancers.
d- The negative impact of modern agriculture on people’s health is that
most pesticides used on food crops are toxic and can cause diseases.
Some important vocabulary items:
Oxigen / oksidjən/
fertilisers : substance aiding plant growth: an organic or synthetic substance
usually added to or spread onto soil to increase its ability to support plant growth
Emission : something given out: something that is produced or given out
harmful exhaust emissions
Suffocating : die from lack of air: to die from lack of air, or kill somebody by
stopping him or her from breathing
Spill over : spread out: to spread out from a confined space into a nearby area/
to overflow a container or an enclosed area.
Pollution : /pulu: ∫n/ noun / To pollute ,verb
Task 3: Find the meaning of the underlined words.
Aim : To guess the meaning of some vocabulary items related to the theme of
pollution
Time : 20 mns
Steps :
T . explains the task ,
Key to task 3:
T .interacts with her learners by using the procedure for guessing the meaning
of words from context.
Swallow = to take in food or liquid through the mouth and pass it down the
throat into the stomach
Urbain = of city: relating to or belonging to a city
Aquatic = of water: connected with, consisting of, or dependent on water
Rural = outside city: found in or living in the country

DISCOVER THE LANGUAGE

Task 1 . p.134:
Aim : to introduce the notion of result/consequence
Learn how to express result using the link words: so,therefor,as a result,
as a consequence….
Time : 6o mns
T . invites sts to read the given sentence carefully :
Fish is dying because fertilisers which contain phosphorus and nitrogen spill
over into rivers.
T . asks them to find what the expression because expresses == cause

T . reminds sts of the expressions by which they express cause : because of ,
since , for , as……
T . then asks sts to read paragraph 2 and to pick two sentences which are close
in meaning to this one
T . invites sts to correct
T . asks sts to say what the expression as a result expresses
=== result / effect
T . asks sts to mention the other expressions to express result :

the result is , so, therefore, hence , as a consequence , consequently.
Key to task 1:
In the countryside, fertilisers which contain phosphorus and nitrogen
spill over into rivers. As a result, fish is dying in increasing numbers, and
aquatic life is suffocating from lack of oxygen.
Remark :
In the sentence from task 1, the cause effect relationship is expressed
through the use of the conjunction of subordination ‘because’.
In the sentences from the text, the cause effect relationship is expressed
though the use of the sentence connector ‘as a result’. We also notice that a
reshuffling of the cause-effect relationship into an effect-cause relationship.

Task 3 p 134
Aim : To practice the result- cause relationship.

To use other conjunctions of result.
Time : 30 mns
Steps :
T . explains the task
T . invites sts to correct on BB
Key to task 3:
a2 b1 c4 d3
Task 4 p 135 : Orally done

Aim : Categorizing the causes and consequences of pollution.
Time : 25 mns
Key to task 4: Suggested sentences
1- The main cause of acid rain is acid gas emission from power stations and
cars.
2- The major cause of water pollution is sewage and oil spills because of
factories and shipping.
3- The main effect of toxic waste is the creation of ‘earth pollution’.
4- The major effect of factory and vehicle emissions are lung and skin
diseases.
WRITE IT RIGHT
Task p.135
Aim : Describing and categorizing the causes and consequences of pollution
Time : 1 hour
Procedure :
T . monitors a discussion on the theme of the text to motivate sts
T . what are the causes of pollution ?
T . what are the forms of pollution ?
T . what are the results of pollution ?
T . may set this task as homework.
T . invites sts to correct
Key answers :
There are four different types of pollution. Firstly, there is air pollution. Its
major cause is factory and vehicle emissions. Secondly, we have water
pollution. This pollution results from sewage and oils spills. Thirdly, there is
earth pollution. It comes from toxic waste. Finally, there is noise pollution. It is
due mainly to cars and factories.
Pollution is a very serious problem because most of it comes from machines
which man has invented to satisfy his daily needs. For example, we use cars to
travel from one place to another; however, these cars release gases into the air.
Two of the consequences of this pollution are lung and skin diseases.
SEQUENCE THREE: DEVELOPING SKILLS
Aim : Reading and interpreting an advert .

Writing an advert .
Text : ECOCLEAN : kind to your environment and kind to you
Task one :Read the text and answer the following questions.
1- What are the qualities of ecoclean ?
2- Where can a consumer buy ecoclean ?
3- Ecoclean product means …..
a) A product based on natural materials
b) A product based on chemical materials
Tick the right answer
Task 2 p 151: Read the definitions of the text type below . then circle the type
of text (A-D) to which the advert belongs . justify your answer
Key : the text is an argumentative text which develops ideas in order to persuade
people to do something . because …………………………………
Task three ( adopted): Look at the signs and match them with their
signification
a- recycle b- poison c-Radioactivity
………… …………… ……………..

Task 3: ( homework) p151

Use the information in the box to write a “green” advert about the product in
the picture
a- Describe the product to attract the reader’s attention
- Vegetable based biodegradable cleaning products
- Produced without any chlorine , phosphates , optical brighteners or
synthetic fragrance
- Cleans and deodorizes most washable surfaces .
- Safe for use on surfaces that come in contact with children and pets
b- Describe the product using these adjectives
- Natural – pollutant free – recyclable
c- Give other advantages of the product
- Economic – practical – strong – easy to carry
STOP AND CONSIDER
Language forms: - conditional types 0 / 1 / 2
- suffixes: -able/-al…
- prefixes/ im-/in-/ir-/dis- ...
- quantifiers.
I / The Coditionals:
Time : 1 hour and a half.
Aim : use of conditional type 0,1and 2
A) Type 0:
If + simple present ======== simple present
If you put water at 100°c , it evaporates

 This conditional can be true at any time
 In this type of conditional “if” can be replaced by when
Eg: if you heat ice , it melts

When you heat ice , it evaporates
B) Type 1 :
If + simple present ========= future(will+ stem)

 This conditional talks about things that are possible to happen in the
future ( it is a cause effect relationship)
Eg: if we reduce excessive use of fuel, we will have less pollution
C) Type 2 :
If + simple past ========== conditional present (would+stem)
 This conditional is used to talk about the present , and to imagine

something totally different from the real situation ( an imaginary
situation)
Eg: if man planted trees , the climate would be better .
Note : we generally say : “ if I were you” and not “ if I was you”

Example : if I was were prime minister , I would restrict traffic in towns .
Exercise of practice :
Aim: To practice the use of the three types of conditional to ensure the
students’ understanding.
Task 1:Match each piece of information in column A with its results in
column B
A B
a- If we don’t find new kinds of 1- We will reduce pollution of

energy the environment
b- If we consume less 2- Many places will become
c- If factories continue to deserts.
discharge industrial wastes 3- We will use up all fossil fuels
into seas and oceans in the next decades.
d- If we recycle 4- We will use up all fossil fuels
e- If we don’t stop global in the next decades.
warming 5- We will litter less
Task 2:Put the verbs in brackets in the correct tense

1- If companies were more responsible , they ( not dump) ……………
dangerous wastes .
2- Many coastal cities would disappear if the polar ice caps (melt)
………..
3- If we use cleaner technologies , we (reduce) …………… pollution .

4- Fish supplies will be depleted if the governments (not take) …………..

serious measures against over-fishing .
5- If we recycle things like glass and paper and use them again , we (save)
…….. a lot of energy .
6- If man didn’t burn gas , oil and coal in big quantities , acid rain (not
damage) forests and life in rivers and seas .
Task 3 :What would you do to improve the environment ?

Complete the verbs in these sentences to form type 2 conditional
sentences .
1- If power stations (stop) ………… giving off toxic gases , we (reduce)
the amount of acid rain.
2- Our towns and cities (be) ……….. better places to live in if we
(protect) ………… the environment better.
3- We (reduce) ………….. the greenhouse effect if we (stop) …………..
producing so much carbon dioxide .
4- If people (drive) ……………. Pollution levels (fall).
5- If we (use) ………….. less energy in the home . there (be) ………..
less pollution .
6- The world (have) ………….. more than enough energy , if we (know)
how to use the sun’s energy.
II/Formation of Adjectives. The use of Suffixes
Objective : to learn how to form adjectives by adding some suffixes.

Time : 60 mn
Procedure :
T . writes an example on BB, the word beautiful then asks the learners to divide
it into parts:
Sts: beauty + ful
T: What do we call ‘ful’?
Sts: it is a suffix
T: Do you know other suffixes?
Sts: mention what they know.
Teacher then asks the learners to read the reminder and do the exercises that
follow.

The Reminder : page154

You can derive adjectives from some English words by adding suffixes such as:
- able / ible – ous - al - ful /- less - ive - ic – ing
Example: fashion / fashionable courage / courageous economy-> economic /
economical
wonder / wonderful care / careless attract / attractive
tradition / traditional pollute / polluting
Task 1 p 154: Use the adjectives derived from the words in bold type to rewrite the
sentences below.
Aim: to practice the use of suffixes to form new adjectives

Sts . Correct orally then write the answers on the board.
The key answers:
a. Paper is a material we can recycle. = Paper is a recyclable material.
b. Co2 emissions contain many toxins. => CO2 emissions are very toxic.
c. Oil spills harm the oceans and seas. =>Oil spills are harmful to the oceans and seas.
d. Ecoclean doesn't harm the environment. => Ecoclean is harmless to the environment
e. A lot of noise aggresses the ears. => Noise is is aggressive to the ears.
f. The greenhouse effect constitutes a danger to the earth. =>The greenhouse effect is
dangerous to the earth.
g. Desertification is a problem of ecology. => Desertification is an ecological problem.
h. This food has no taste. You cannot eat it. => This food is tasteless. It is not
edible/eatable.
Note: There is a difference in meaning between edible and eatable.

Edible = Fit to be eaten, especially by humans: edible roots; an edible mushroom.
Eatable = Fit to be eaten; edible: an eatable meal.
III/ The use of Prefixes.

T. asks the students to do :
Task 2 p 154:
Aim : to get an idea about the prefixes prefixes: dis- / il- / im- / in- / ir- / un-
t. explains the task and sets a time limit , then invites them to correct.
Im- In- un- ir- il- dis- Words
x pure
x legal
x possible
x logical
x suitable

x drinkable
x responsible
x moral
x effective
x regular
x significant
x agreeable
As a final step , the teacher asks the learners to deduce the rule:
Rule:
In English we can form new words by adding the prefixes : im- ,in-, il-, ir- ,un-
,dis-,de-,mis-,anti-…to some words. There is no specific rule to follow to add a
specific prefix to a specific word, but we can add im- to words starting with the
letters ‘m’ and ‘p’. the prefix ir- before words beginning with ‘r’, il- before the
letter ‘l’.
VI / Quantifiers:
Aim : to classify quantifiers according to the degree

they represent .
Task : Fill in each of the blanks in the text below with an

appropriate quantifiers “all” ,“ some “, “a few “ and “most’’ .
Then classify them from
There are other types of pollution which know no borders , let’s briefly
mention ……1….. of them and see how they affect …2……of us . Firstly there
is ozone destruction , the ozone layer , in the upper atmosphere , helps filter out
……3…. of the sun’s radiation , however ……4…. people all over the world
continue to use product which contain chlorofluorocarbons ( CFC’s). As result ,
the hole in the ozone layer over Antarctica has become bigger and bigger .

Key :
1- some
2- most
3- a few
4- all
all-- most of-- some-- a few of- little of- none-

100% 97% 30% 10% 3% 0%
SEQUENCE FOUR: CONSOLIDATION AND EXTENSION
pp.144-149
Skills: - reading articles about recycling and renewable energies.
Functions: describing , suggesting , arguing
Material needed: books, map of Algeria, pictures of renewable energy, video.
Time expected : 3 or 4 hours.
Write it Out:
Task 1P 156
Aim: to state the different renewable energies and to
distinguish between them.To check the learners
understanding.
Text : Renewable Energy p 156
Keys :
a – They are called “fossil fuels ’’.

b- If we run out of the existing energy sources, there will be no fuel for our cars ,
buses , air planes , and no electricity for our computers and factories .
c- Consequences of pollution mentioned in the text:
- the environment is threatened .
- man’s existence on earth is in danger ( contamination of water sources ).
d- We can solve the problem of energy shortage by using renewable energy such
as the sun , the wind , the earth and the sea .
e-The W.E.C has identified six renewable energy sources .

Task 2 p 157 : Match each energy with its source:
Aim : to identify renewable energy sources and to check the learners’ cultural
background.
Energy/power Verb Source

1- solar Comes from a- moving air
2- wind Is generated b- sun rays
3- oceans Is derived c- small dams , such as
those filled by melting
snow
Then ,the teacher shows a documentary about the use of solar and wind energy
in Tunisia to enable learners to better understand what the renewable energies
are.
Key answers:
1- Solar energy comes from the suns rays
2- Wind energy is derived from moving air.
3- Ocean energy is generated by seawater movement and temperature
changes.
Task3 P 157 : A problem to solve:

Suppose Algeria will run out of oil about 40 years.
 Suggest solutions to the problem using the information above.
 Choose which energy is viable for Algeria.
 Use the map of Algeria below and locate each renewable energy source in
the appropriate area.
Aim: To identify the power stations of renewable energy in Algeria.

Key answers:
a-The types of energy which can be produced in the different areas of our
country are :
Solar : Algerian Sahara
Wind : Algerian coastal areas : Djurdjura; Aures ; Ouarsenis ………
Geothermal: North – eastern area : collo ; Jijel; Skikda……………
Hydroelectric : Kabylia ; ;Batna ;Chelef………..
b-The most viable energy source for Algeria is solar energy because of its
cleanness and the availability of sun rays in the Sahara almost all the year round.


Task 4:
Energy specialists predict that Algeria will run out of oil in about 40
years .
Write a composition in which you suggest a solution to the problem .
Follow the following plan:
State the problem ==== imagine the possible solutions ==== assess them
==== select the best one ==== tell the reader about proposals.
Aim : to write a composition about the suitable renewable energy in
Algeria
WORK IT OUT:
Task 1 p 158: Read the text on page 158 and answer these questions:
a. What solutions to the problem of rubbish are suggested?
b. Would you buy drinks packaged in glass bottles or in plastic bottles?
Why?
c. Which of the solutions suggested suits you best? Justify.
Aim: To pave the way to the coming lesson and to introduce

the terms : reduce , reuse and recycle.
The text : Don't be a litter lout!

Think about the item you plan to throw away. Maybe there's an alternative to
disposal. It's true there is no solution to the problem of rubbish, but there are three
things you can do to make less of it: reduce, re-use and recycle it.
We reduce the amount of trash we generate when we use fewer disposable items. For
example, we can select products that have as little packaging as necessary. If we use these
products, we will have less trash to dispose of.
When we re-use an item again and again, we also cut down on the volume of trash we
discard. Pour yourself a glass of juice instead of drinking one from a juice box which you
will throw away. You can wash that glass and use it many times over.
When we recycle, we collect and separate items which we generally throw away. These
items are then used to make new products. For example, we can recycle used aluminum
into new cans... We can also recycle used plastic bottles and old newspapers. Recycling
not only reduces the amount of trash we throw away but also protects the environment
and conserves natural energies.

Key answers:
a. Three solutions are suggested: Reduce, Re-use & Recycle or the 3 R’s
b. I would buy drinks in glass bottles because I can / could wash them & re-
use them many times over.
c. The 3 R’s solution is the best because we reduce the amount of rubbish by
recycling and re-using it.
Task 2 p 159: Have you really understood the text? If so, observe the
contents of the dustbin below and classify them into three categories using
the table below.
Aim: to enable the learners to discriminate between the three terms .

 Here at this step the students will act a play to show what people do
with the rubbish .
 T . brings three dustbins and fix on each one a label of : recycle ,
reuse and reduce; and different types of rubbish.
 T. asks sts to classify them in the appropriate place.
P.S. A video about the play is sent with the unit plan.
Task 3 p 159. Now separate the recyclables according to the material they
are made of.
Aim: to check their understanding.
Plastics Paper Metal Any other

 Plastic  Old copybooks o Empty juice  Lettuce
sandwich  Sacks boxes leaves
bags  Newspapers o Empty soda  Old vests /
 Plastic  Old books cans shoes
shopping o Food cans  Glass soda
 Sacks o Tomato bottle
 Plastic paste tins
yoghurt o Empty used
bottles tooth paste
tubes

Task 4 p159: Making the best use of the information from the text, find
two advantages for making an effort to recycle rubbish and complete the
resolution below.
Aim: to reinvest what they have learnt from the previous activities.
Key:
I’m not a litter lout and I consider that it’s worth making the effort of recycling
my rubbish because this reduces the amount of litter in the environment. Another
reason is that we can get new products from it.
Task 5: Now consider the reusable rubbish. How are you going to help
reuse them? Choose alternatives from the checklist and justify any
decision you will take.
Aim : to consolidate and to reinvest what they have learnt so far.
 reuse them myself . How?
 give them to charities like the Algerian Red Crescent
 distribute them to the needy
 Any other alternative.
If I have any reusable rubbish such as : shoes, clothes…I will give them
to charities, like the Algerian Red Crescent, in order to help the needy.

Project Workshop
Making a Consumer Guide

Objective:
To reinvest all what the learners have learnt in this unit in terms of grammar,
vocabulary, morphology… besides , they will use all what they have seen in
writing and reading and present it in a form of booklet.
Task One:
 Select products that people consume or use daily:
o Toiletries( soap, shampoo….etc)
o Detergents and cleaning products.
Task Two:
 Collect information about this product:
o Adverts.
o Labels, leaflets on the products..etc.
Task Three:
 Analysing the product:
o Features.
o Packaging.
o Marketing.
o Its effects on people’s life.


First Year Scientific and Literary Streams Othman Ben Affane Secondary School Prepared by The Teachers

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First Year Scientific and Literary Streams Othman Ben Affane Secondary School Prepared by The Teachers

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Unit Five: Back To Nature [FIRST YEAR SCIENTIFIC AND LITERARY STREAMS]

First Year Scientific and Literary Streams

School year : 2011/ 2012

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

Unit five : Back to Nature

The objectives of the unit

Time Allocation: 18 hours

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

ILLUSTRATIVE PAGE AND PREVIEW

SEQUENCE ONE: LISTENING AND SPEAKING

Skills: - Match picture with the item

Aim : - to identify the types of natural disasters

Time :20 mns

Sts . correct orally.

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

Aim : Expressing opinion about the climate change

LISTEN AND CHECK p.129

Aim : To encourage sts to give their opinion

Task one : (adapted)Choose the best answer a, b or c

c) Carbon Dioxide , methane , nitrous dioxide .

Task three: Fill in the gaps in the following passage.

Trees remove co2 from the air as a part of their ………..processes . As

Task four: Answer the following questions

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

Aim : stress in words ending in – tion / -sion

Verb Noun Verb Noun

T . asks sts to pronounce the words again.

THE HIDDEN MESSAGE p.130

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

YOUR TURN p. 131

Ali : what will happen if we cut down the trees ?

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

SEQUENCE TWO: READING AND WRITING

T . asks the pupils to look at the pictures from a magazine

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

READ AND CHECK

Skills: - reading and responding to a magazine article.

Task 3: Find the meaning of the underlined words.

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

DISCOVER THE LANGUAGE

T . invites sts to read the given sentence carefully :

T . asks them to find what the expression because expresses == cause

T . asks sts to mention the other expressions to express result :

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

Aim : To practice the result- cause relationship.

Task 4 p 135 : Orally done

Aim : Describing and categorizing the causes and consequences of pollution

SEQUENCE THREE: DEVELOPING SKILLS

Aim : Reading and interpreting an advert .

Text : ECOCLEAN : kind to your environment and kind to you

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

Task 3: ( homework) p151

If you put water at 100°c , it evaporates

Eg: if you heat ice , it melts

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

 This conditional is used to talk about the present , and to imagine

Note : we generally say : “ if I were you” and not “ if I was you”

a- If we don’t find new kinds of 1- We will reduce pollution of

Task 2:Put the verbs in brackets in the correct tense

Prepared by the teachers: Bakhti, Djerar, Abdelkarim and Boussag

4- Fish supplies will be depleted if the governments (not take) …………..

Task 3 :What would you do to improve the environment ?

II/Formation of Adjectives. The use of Suffixes