Unit two: Waste Not Want Not Teacher :

nd
Level: 2 year Experimental Sciences Recipients’ age: 16-17
Topic: Poverty and World Resources
Sequence: Developing Skills
Rubric : Listening and Speaking (PDP)
Cross-curricular : Geography
Transversal Competences: - listening for purpose / Note Taking / negotiating
Targeted competencies: Interpretation, interaction and production
Material required: speakers, laptop , the board, handouts
Values to be learnt: We must preserve the natural resources . We should plant more trees. We must
think about the coming generations. We must reduce the amount of energy and find alternatives that
do not harm the environment.
Typology of Activities:
- ..MCQ/confirm prediction
- True or False
- Comprehension questions
- / Dialogue completion
Final objective: By the end of the lesson students will be able to:
 Identify earth’s natural resources and suggest ways for the conservation of natural resources.
 Discuss the importance of preserving natural resources.
 Raise learners’ awareness about the conservation of natural resources in order to keep them for
the coming generations
Tim Teachers’ tasks Students tasks Compe Observat
e tencies ion
2mi Warming up : The teacher shows her students a The students answer the questions Interpr
n bottle of water and asks them the following Students match pictures with eting
questions: What is this? their names and
Can you live without water? Students look at the pictures interac
Where do we find it?
So what can you do to preserve it? ting
Aim: to arouse students interests.
7mi Phase: Pre-listening: Plants
n  The teacher greets the students.
 The teacher puts pictures on the board
The teacher distributes handout.
 The teacher assigns a learner to read the wood
instruction
 Interacts with learners to clarify the instruction
 The teacher asks the learners to put the words in
the right picture
 Sets learners to see the pictures to do the task Fossil Fuels
 The teacher sets time for the task.
 The teacher asks the learners to answer
 The teacher asks her students to mention other
resources. The teacher asks her students which
of these natural resources exist in Algeria. Sunlight
Task 01: Put the following words in the right circle
Water - plants – fossil fuels - wood -sunlight –animals
Aim: to attract learners’ attention and activate their
The teacher
prior asks her
knowledge, students
introduce thetotopic
guess theprepare
and topic of
Animals
them for the listening stage.
 The teacher assigns someone to read the Interpr
instruction. eting
Task 02: Can you guess the topic of the listening and
passage. Choose the right answer. The students guess the topic of interac
The listening passage will be about: the listening passage. They may ting
a) Pollution
b) Natural Resources choose Natural resources or
c) Biodiversity biodiversity.

Phase: While listening :

The teacher distributes the handouts and assigns a
learner to read the instruction.
The teacher writes the correct answer in the board.
Task 01: Listen to the listening passage then Interpr
check your answer to task 02. eting
After listening students check and
or confirm their answers. interac
The listening passage is about ting
The teacher distributes handouts.
The teacher assigns a learner to read the natural resources.
instruction.
3mi The teacher clarifies the instruction.
n The teacher checks students’ understanding of the
instruction of the task.
Task 02: Listen again to the first part of the
passage then choose a, b, or c.
1. Something that it found in nature and is
valuable to humans?
a. Cars
b. Natural resources The students do the task while
c. Money
listening.
2. Which one is an example of a renewable
resource? If they find any difficulties the
a. Copper b. Coal c. Plants teacher repeats the listening Interac
3. Natural resources which take a very long passage. ting
10m time to be replaced: ............... 1) Natural resources
in a. Non –renewable resources 2) plants
b. Renewable resources. 3) Non-renewable resources
c. Everything 4) Both of them
4. Which of the following are non- renewable 5) Fossil fuels
resources? 1→b 2→c
a. Coal b. Oil c. Both of them 3→a 4→c
5. A source of energy made from the remains of 5→b
plants and animals:......................
a. Natural resources b. fossil fuels c. Pollution
Students write the answers on
the board .

The teacher moves to the following task

The teacher distributes the handout
The teacher asks a learner to read the instruction
 The teacher clarifies the instruction
The teacher checks students’ understanding of the
instruction

Task 03: Listen and say if the statements are

True or False: Ls do the task while listening the
a. All natural resources cannot be replaced over script
time. Ls should give the following
b . Petroleum is used to make glass and metal. answers:
c. The survival of humans depends on natural a→ False b→ False
resources. c→ true
d. People are using natural resources wisely. Interpr
d→ false
Students write their answers on eting
the board. and
interac
ting
8mi
n The teachers distributes handouts
The teachers assigns someone to read the
instruction
The teacher clarifies the instruction
The teacher checks students’ understanding of the
instruction
The teacher moves around to help and check
students answers.
Task 04: Listen and answer the
following questions:
a. What is happening to our environment?
b. Do fossil fuels cause pollution? .
c. How can we save our natural resources?
Interpr
Mention two ways.
eting
d. Why do you think it is important to Students do the task that follows. and
conserve the natural resources? Justify They listen and answer. interac
your answer. Suggested answers: ting
a. People are using natural
resources quickly and causing
problems in our environment.
10m b. Yes , they do.
in c. We can conserve our natural
resources in many ways. We can
reduce the amount of energy. We
can reuse things again and again.
We can also recycle glass, paper,
plastic and, metal.
d. Yes, it is important to conserve
natural resources in order not to
be in need.
 Or to ensure that the future
generations will be able to
access the resources.
 To preserve the biodiversity
 To live/ to survive.
 Produc
Phase: Post-listening : The students complete the ing
The teacher distributes handouts
The teacher assigns someone to read the dialogue.
instruction
The teacher clarifies the instruction
The teacher checks students understanding of the Suggested answer:
instruction. You: Hello brother. I hope you
enjoyed your shower.
20m T encourages Ls to write a dialogue in which they Your brother: Oh! Yes I did.
in are going to reinvest what they’ve learned in the Thanks
previous tasks. You : But you’ve spent a long
time there and have used a lot
T moves around in order to check, correct and of water.
help. Your brother: What’s the
When the time ends Ls are encouraged to act problem with that?
out the dialogues You: You know that water is
Task01: one of the most important
Your brother always takes long showers natural resources that we can’t
you can hear the water running so you; live without. We should
decided to talk to him trying to convince him conserve it.
about the importance of water along with Your brother: Do you think
natural resources. Imagine the conversation. we will run out of water
You: Hello brother. I hope you enjoyed your because of my long shower?
shower. You: of course not. But we
Your brother: Oh! Yes I did. Thanks must be aware of the
You: consequences of our actions.
But..................................................................... We must use natural resources
..................................................................... wisely.
Your brother: What’s the problem with that? Your brother : and how can I
You: ................................................................. take part in preserving natural
........................................................................... resources?
.... You: well , we can start with
Your brother: Do you think we will run out small steps like taking shorter
of water because of my long shower? showers, turning the tap off
You: ................................................................ when brushing our teeth.
...........................................................................
.....
Your brother : and how can I take part in
preserving natural resources?
You: .................................................................
...........................................................................
...
.