UNIT ONE:

“Signs of the
time”
Unit three: “Signs of the Time”

Final Objective: by the end of this unit, my learners will be able to demonstrate
awareness and understanding of cultural differences worldwide.
Time allowance: Seven weeks (21 hours)
Teaching material: pictures-videos, acoustics, hand outs...
Competencies: interpreting, interacting and producing written and oral messages.
Learning Objectives :
- Identify and define the concept of diversity.
- Explore the contributions of famous people in the world in different fields.
- Explore and compare cultural differences among people and their lifestyles throughout time.
- Make predictions/ express certainty and doubt.
- Compare people’s values and accept them as they are.
- Define the concept of twin towns.
- Plan / make arrangements.
Functions:
- Comparing / contrasting.
- Planning / making arrangements.
- Predicting.
- Expressing certainty and doubt.
Grammar:
- Semi-model used to.
- Present simple tense.
- Going to , planning to, intend to + Stem
- Degree of certainty: might/ might well, may...
- Relative pronouns.
- Link words comparing and contrasting.
- The comparative and the superlative.

Morphology:
- Forming adjectives.
- Words relate to food, clothes...

Phonology:
- Final “s”.
- Homophones/ Homonyms
Project workshop:
Making a lifestyle profile including a list of things and thoughts which teenagers used to do and think
that they no longer do and have, and predictions for the future
Rubric One: Discovering Language

Intermediate Objective: by the end of this sequence, my learners will be able to identify and
define the concept of diversity and explore the contributions of famous people
in the world in different fields.
Time allowance: two weeks (8 hours)
Teaching material: pictures, videos, acoustics, hand outs...
Competencies: interpreting, interacting and producing written and oral messages.
Functions:
 Expressing past and present habit.
 Expressing future intentions.
Language forms:
 Used to, didn’t use to.
 Present simple.
 Be going to…
 Suffixes; to form adjectives
 Final ‘s’ pronunciation.
 Homophones / homonyms.
Rubrics Timing Input / Output Objectives
Unit’s 10mns 1. Look at the pictures then say what they represent. To present unit’s
presentation Use the words from the box: key words.
Procedures: learners interact with pictures, match them
with their related items and then they classify them in
the table.
Keys:
Old outfits / Fast food / Fashion / Fast transport /
Home food / Ancient travelling / Home food
10mns 2. Classify the words above in the table below:
Keys:
Past Present
Old outfits / Fast food /
Home food / Fashion / Fast
Ancient transport / Home
travelling food

15mns 3. Select the appropriate words that fit the pictures in To prepare them
the game below to find the title of the unit: for the unit’s title.

Keys:

M O D E R N I T Y
S T Y L I S H
V
E
F A R M E R
F A S T F O O D
C O U N T R Y S I D E
C U S T O M S
F A S H I O N

The unit’s title is: Diversity

Reading 8mns 1. Look at the pictures and discuss the following To elicit learners
questions: background and
Procedures: learners interact with pictures and discuss prepare them for
questions. Teacher tries to guide them to explain the next reading
indirectly the difficult words in the coming text. passage

10mns 2. Read the text and check your answers to activity To read and check
above: answers.
Keys:
1. The first 3 pictures refer to the past and the last 3 ones
refer to the present.
2. They stand for education.
3. People used to wear their traditional clothes but now
they wear pinafores.
4. Carpets / planks and pens made of wood../ tables –
chairs – copybooks - boards…
5. different opinion.
6. Algeria.

10mns 3. Read the text again and answer the following To read for details.
questions.
Procedures: learners
a. Education.
b. The majority of student used to study in coranic
schools.
c. No, they didn’t. Teachers at that time were not the
only source of knowledge but also Immam and
wisemen.
d. Education in Algeria has improved significantly in
relation to access and quality of education.

Grammar 15mns 1. Complete the table below with sentences from the To express past
Desk text then discuss questions: habit and present
Procedures: learners pick out the examples and classify habit.
them in the table. Then, they consider the form and
meaning through the questions to write a reminder about
how to express a habit in the past and present.
Keys:
Used to / didn’t use to’ express past habit
‘Present simple + frequency adverb’ express present
habit

10mns 2- Consider the example below and then discuss To express future
questions: intention.
Procedures: learners study the example through
questions and explain the form, the meaning and the use.
Keys:

Be going is used to express future intentions/ plans.

Practice 15mns Task One: Use ‘Used to/ didn’t use to/never used to’ or To practice express
the present simple tense with the verbs between brackets habits in the past
to make the text meaningful. and present.
Procedures: learners read the passage and do the task. If .
it is difficult for them, they may read it loudly and with
the help of their teacher they can get the correct answers.
All he members of my family have recently changed
 their lifetyles. My grandfather used to drink coffe. Now
he drinks milk. My father (used to jog) but now he runs
more than three kilometres every afternoon. My mother
used to cook food for every meal because she could not
eat leftovers and processed food. Now, she often sends
me to buy pizzas whenever she is too tired to prepare
dinner.
My brothers used to go to bed early. These days , they
stay up late with the other members of the family
watching films on TV. They also play video games, they
are addicted to them. Even I haven’t escaped the change.
I used to read books…

15mns Task Two: Complete the sentences below in a logical To produce

way using ‘going to’. An example is given to you. sentences using ‘be
Example : look at those clouds. It’s giong to rain. going to’

Procedures: learners express different ideas to complete

the sentences using going to correctly.
1.
Write it 20mns - Write a policy statement to advertise your program To explore the
Right about what you are going to do if you are elected to contributions of
office famous people in
Procedures: learners look at the pictures and match them different fields.
with their related items. They use them in coherent
sentences using going to. They brainstorm the topic, the
form and the language points they should use and start
developing their paragraphs.

Say it Loud 15mns - Study the tip box below then go back to the previous To pronounce
& Clear text and pick out words ending in ‘s’ and classify them words ending in ‘s’
in the table that follows, add others of your own: correctly.
Procedures: learners brainstorm the tip box and remind
the rule. The pick out example, pronounce and classify
them in the table. It is not necessary to write all the words
in the table. They can give other examples related to the
unit.
Keys:
/s/ /z/ /iz/
planks Centuries pens Villages
Students countysides
cattles hunters
mosques

10mns - Describe the pictures below using the words in the To identify
box. Then say what you notice. homophones
Procedures: learners use the words given to describe the
pictures then they pronounce the words and notice that
they have the same pronunciation but different spelling
form. Thus, they define homophones.
Keys:
Knew- new / meet- meat / eye- I / sea- see
Homophones are two or more that are pronounced the
same way but spelt differently.

10mns - Look at the pictures and fill in the blanks in sentences To identify
using the appropriate word from the list to make sense. homonyms
What do you notice?
 Procedures: learners read the sentences and complete
them with the given words in the box. They focus on their
different meaning in these sentences. Thus, they define
homonyms.
Keys:
We will go to a trip to the sea side/ The circuit will trip
him
He drinks a can of soda / He can run fastly
The wave of ocean make me fear / They wave their hands

Working 15mns - Classify the following words in the chart bellow To form nouns and
with words according to the suitable suffix they need to form adjectives using
adjectives/ nouns. Add other examples of your own. different suffixes.

Procedures: learners discuss about the suffixes and their

meaning. Then, they try to use them to form adjective
from the given words. They check their errors then they
classify them. They may give other examples.
Keys:
Ic al able ful less
Nostalgic Conven Comfortab Hopeful hopel
Optimistic tional- le ess
Pessimistic traditio Eatable
nal
revoluti
onal
logical
Rubric Two: Developing Skills
Sequence One: Listening & Speaking

Intermediate Objective: by the end of this sequence, my learners will be able to make predictions
and express certainty and doubt.

Time allowance: one week (4 hours)

Teaching material: pictures, videos, acoustics, hand outs...
Competencies: interpreting, interacting and producing written and oral messages.
Functions:
 make predictions/ express certainty and doubt
Language forms:
 Degree of certainty: might/ might well, may...
Rubrics Timing Input / Output Objectives
Listening 5mns  Look at the pictures below and discuss the following To express
questions. Use ‘may be’ ‘perhaps’ to answer: predictions.

Procedures: learners interact with pictures and use the

expressions given to form sentences predicting future
events. They should express their doubts.
Possible Keys:
The virus may disappear / the pandemic may reappear
again in winter….
Perhaps, it is affective since the virus index has
declined..
It may well reappear seasonally.

10mns  Listen to the radio talk and say what the interview is To listen and
about: respond to an
Procedures: learners for the first time with the interview.
explanation of their teacher. Then they discuss about the
topic of the interview.
Keys:
The interview is about the possible changes that might
happen due to the vaccine of Covid19 for the next few
months.

15mns  Listen again to the radio talk and complete gaps in To express degree
sentences below with the correct modals. Then, discuss of certainty using
questions. modals.
Procedures: learners listen again to the interview twice
and complete the sentences. Then, they discuss questions
about the modals meanings and their different degree.
 The vaccine will probably be highly effective.
 I am sure many people will be infected.
 Everything may well return as it was before
 The virus might well reappear seasonally.
We express degree of certainty with: “may, might, may
well, might well, will, will probably.”
Your Turn 15mns  Have a look at the tip box below and discuss how to To express
express certainties and doubts about the future: certainties and
doubts using some
 Procedures: learners read the tip box and explain how to expressions.
express certainties and doubts using some expressions.
They illustrate with some examples.

 Write a short dialogue predicting what may happen To practice

after Covid19 expressing certainty or doubts:

Procedures: learners work in pairs to write the dialogue

and then act it out in the class.
Write it up 20mns  Write a short talk about other possible changes that To predict and
may happen in our lifestyles using the modals will/ express certainties
may/might with the phrases in the tip box above. about future events.

Procedures: learners are free to write about changes in

different fields (medicine, technology, eating, fashion...).
They discuss and exchange ideas in the beginning then
they start developing a short talk.
Rubric Two: Developing Skills
Sequence One: Reading & WritingI

Intermediate Objective: by the end of this sequence, my learners will be able to compare
people’s values and accept them as they are.
Time allowance: one week (4 hours)
Teaching material: pictures, videos, hand outs...
Competencies: interpreting, interacting and producing messages
Functions:
 Comparing and contrasting
Language forms:
 Relative pronouns, defining and non-defining relative clause
 Comparatives and superlatives of adjectives.
 Link words comparing / contrasting
Rubrics Timing Input / Output Objectives
Reading 10mns  Watch the video and answer the questions below: To elicit learners’
Procedures: learners watch the video and discuss the background and
questions helping them to get an idea about the reading prepare them for
topic providing them with some words that may help the next reading
them to understand it. step.
Keys:

10mns  Now read the text below and then say whether you To express
agree or not about what the text speaks about. opinions.

Procedures: learners read the text then they discuss all

together and express their opinions with justification.
They should use “I think, in my opinion….”.

10mns  Read the text again and answer the questions below: Te read and
Keys: respond to a text
1) Doctors in Britain are worried because British about
teenagers eat lots of crisps, sweets and fat foods
2) Because they have a poor diet
3) No, it doesn’t because it lacks sufficient amount of
nutrients.
4) doctors are giving young people books and games
about a good diet

10mns  Say if the sentences below are TRUE or FALSE

Keys:
1- False 2- false 3- true
10mns  Read the text again and fill in the tip box below.
There are many possible answers.
Procedures: learners learn how to avoid repetition when
writing using different techniques.
Keys:
Synonyms : eg
Antonyms :eg
 Pronouns instead of nouns :eg

15mns  Go back to the text and pick out sentences with To identify the
WHO, WHICH, and WHERE and then discuss the defining and non-
questions that follow: defining relative
Procedures: learners pick out t=sentences first then they clauses.
discuss about their role, form and meaning.
Keys:
1- Most teenagers and more than one million school
children who are overweight don’t eat enough fruits and
vegetables.
2- Some parents are blaming the proliferation of fast
food restaurants where people eat high -calories foods
of low nutrients value.
3- Americans have been familiar with fast food for a
long time which was born there.
Discussion:
a- These words are relative
b- We use them to avoid repetition
c- The clause in the first sentence makes it meaningful
and truthful, we call it defining relative clause
The clause in the second sentence makes it more
informative, we call it non-defining relative clause.
d- Complete the following table
Relative To replace………..
pronoun
Who subject as persons in the second
sentence.
Which Subject as animals and things
Where Place
When Time / date / period
whom Object as a person

Task: Combine pairs of sentences using the relative pronouns.

10mns To practice using
Make changes where necessary.
relative clauses.
Procedures: learners combine pairs of sentence. Then,
they decide whether its defining or non-defining relative
clause with justification.
Keys:
a) I have a friend who speaks four languages.
b) This is my computer which I bought from my friend.
c) We eat at restaurant where Joanna works.
d) London, where I live in England, has eight million
inhabitants.
e) E-mails that advertise things are called spam.

Write it out 15mns  Look at pictures below and choose the appropriate To remind the
word that better describes each one of them. Then, comparative of
discuss the questions that follow: adjectives.
Procedures: learners describe the pictures using the
adjectives in the box. Then, the teacher guide them to use
them to compare and remind the form of comparison.
Keys:
1- big 2- happy 3- expensive 4- small 5-
interesting 6- old
- The words are adjectives
 Classify them in table below
Long adjective Short adjective
expensive/interesting - happy - big - small-
old
- The man is older than the child.
- To compare we use an adj…than ( the reminder is in
worksheet)
10mns Task: use the adjective in brackets to make sentences To produce
comparing between the past and the present lifestyles. sentences
Procedures: learners produce sentences using the notes practicing
given and comparative of adj comparison

 Go back to the previous text and pick out sentences To express contrast
10mns with however/but and then answer the questions:

Procedures: learners pick out the examples then discuss

about the link words and their meaning / use. They
recognize other words to express contrast.
Task One: Combine the pairs of sentences below using
10mns the connector in brackets
Keys:
Unlike dressing styles which was traditional in the past,
today is fashionable
In Algeria people wear traditional clothes in occasions in
contrast to American people who wear casual outfit in
occasions.
Although the preparation of traditional food has declined
dramatically, some people keep doing traditional plats in
their homes.
the preparation of traditional food has declined
dramatically. However, some people keep doing
traditional plats in their homes
Task two: (p27) Complete the blanks in the newspaper
20mns article that follows the tip box:
Procedures: learners read the paragraph first and explain
how to complete the gaps with the help of their teacher
then they start doing their activity.
Keys:
What do people wear?
Climate, tradition, and history affect the way people
dress. For example, in Northern European countries, the
climate is cold. Consequently, people wear warm
clothes. By contrast, in Northern Africa, the climate is
hot As a result, they wear light clothes
Differences in tradition also influence the types of
clothes people wear. For instance, in Muslim countries,
people wear traditional clothes when going to parties, in
contrast to America where people put on suits and ties
during ceremonial occasions.
Contrary to what people think, history is no less
important when it comes to clothes. In olden days, young
people in Algeria were used to wear djellabas whereas
today they wear trousers and shirts. In olden days, they
were used to wear shechias, but nowadays, they wear
sports caps
The most important factor that determines dressing
styles today is fashion. So in most of the world, people
like wearing jeans and sports shoes. However, there are
still some countries which keep to their traditional
clothing in spite of globalization.
Rubric Two: Developing Skills
Sequence One: Reading & Writing II

Intermediate Objective: by the end of this sequence, my learners will be able to define the
concept of twin towns and plan arrangements.
Time allowance: one weeks (4 hours)
Teaching material: pictures, videos, acoustics, hand outs...
Competencies: interpreting, interacting and producing written and oral messages.
Functions:
 Planning arrangements
Language forms:
 The present continuous.
Rubrics Timing Input / Output Objectives
Reading 10mns  Look at the picture and discuss the following points:: To define the
Procedures: learners interact with the pictures and the concept of twin
teacher guide them to define the concept of “twin towns” and
towns”. prepare them for
Keys: the next reading
1. The key in picture 1 represents the open door step.
2. The circles stand for two cities
3. The sister cities are Iowa and Elkader
4. To collaborate and exchange cultural, educational,
scientific knowledge.

 Complete the following table with information from

10mns the text To read and
Procedures: learners read the text and do the activities respond to a text
to explain more the concept of twin towns. about twin towns.
10mns  Say if the sentences below are TRUE or FALSE
Keys:
1- False 2- false 3- true 4- false

 Read the text again and answer the questions below:

10mns Keys:
1) Davis was an admirer of the courageous and world-
famous Algerian, Emir Abdelkader who in 1830 began a
fight against French colonialism in his country
2) Twin towns or sister cities are towns or cities which
have agreed to collaborate with each other
3) The U.S. Embassy suggested that Elkader and
Mascara become twin towns under the Sister Cities
International program

 Read the text and say who/ what the underlined

8mns words in the text refer to.
Keys:
Who; Emir Abdelkader / which; towns or cities
8mns  Find in the text words that are closest in meaning to
the following.
a. Suggested (§1) = proposed
b. Suitable (§2) = appropriate
c. cooperate (§3) =collaborate
 10mns  Consider the examples below and discuss questions.
Then draw a reminder: To make planning
 The students are arriving on Sunday, March 15 using the present
 The Mayor of Elkader is giving the opening continuous.
speech.

Procedures: learners consider the form of the verb

(present continuous) and its use (planning). They
illustrate with their own examples.

Keys:
Reminder:
When talking about arrangement or intention in the
near future, we do not use will; we use the present
continuous.

10mns Task: Give the correct form of verbs in brackets in the To practice using
sentences below: present continuous
Keys:
a) The Bulgarian students are staying at the Safir Hotel.
b) Are they visiting Zeralda next week?
c) At the weekend, my friends (to play) a football match.
d) I’ve a camera. I’m going to take pictures of the Royal
Mauritanian

Write it out 15mns  Imagine you are one of the Americans visiting To write an email
Mascara. Send an e-mail to an English pen friend of making
yours telling her/him about your plans for the next two arrangements
weeks. Use the information in the box:

Procedures: learners discuss about the notes, exchange

ideas. Then, they discuss about the form and language
points they use.