2as Files'

HABA Abdelmadjid Secondary School
Unit I: Signs of the time

Theme: Diversity
Part 1: Discovering Language
School Year: 2015/2016

Teacher: Miss. KHOUNI Leila.
Level: 2nd year SE
Class: 2nd year Lph1,2/ FL
I/ Grammar in context
The aim of the lesson: the students should be able to: use the semi-model used to, going to, will-future.
Steps of the lesson:

Timing Steps
10mn
20mn
25mn
Input / Output
Before The teacher encourages his/ her pupils to elicit an interpretation

you read of the image in their textbooks.
(p.16)
Students' answers may differ depending on their cultural
backgrounds.
Suggested answers to pre-reading stage:
Primary sector:
production (agriculture). Pics.1,4
Secondary sector: transformation (industry). Pics.2,5
Tertiary sector:
services. Pics.3,6
As you Act. One: (p.16)
read
The teacher asks the pupils to read and check some of their
(pp.16-17) answers to the questions of the previous task.
Key answers:
-The pictures with a green background show the primary sector
of economy
-The picture with a red background show the secondary sector
of economy
-The pictures with a yellow background show the tertiary
sector of economy.
Act. Two: (p.17)
The teacher asks the pupils to read the text again and answer
the given questions.
Key answers:
a- Uncle Hassan used to work in the primary sector of economy.
b- Every morning he used to get up early to milk the cows
before coming back to the kitchen for breakfast.
c- He usually wakes up at 6 in the morning.
d- This is an inference question. The sector of economy which
attracts the greatest number of workers today is the tertiary
sector. The inference can be made from 3.
e- Uncle Hassan is going to retire if his boss refuses to transfer
him to a commercial service i.e., the tertiary sector of economy
After
GRAMMAR DESK
reading The teacher asks the pupils to read sentences (1- 5) and answer
(p.17)
the questions (a-c):
Key answers:
a- Sentence 1 expresses a habit in the past.
Sentence 3 expresses a habit in the present.
b- To express a habit in the past the author uses the semi-modal
used to. He uses the present simple tense and a frequency
adverb (usually) to express a habitual action in the present.
c- What did uncle Hassen use to be?
Did he use to go shopping in the town very often?
d- Sentence 5 expresses future intention. The author uses the
going to form.
Aims
The pupils should be
able to recognize the
different sectors of
economy.

able to use their read &
check skills.

able
to
introduce
through the written
medium the semimodal used to in the
interrogative
and
negative forms as well
as the going to form for
expressing
future
intentions.

able to observe, analyse
and draw the rules for
using the semi-modal
used to by contrasting
its uses with the present
simple tense, and the
going to form.

Theme: Diversity

Level: 2nd year SE
Class: 2nd year Lph1,2/FL
*Practice (pp.18-19)
The aim of the lesson: the students should be able to: practice the use of used to & going to

Timing Steps
15mn
5mn
15mn
15mn
Input / Output
Act. One The teacher asks the pupils to complete the sentences using the
(p.18)
positive, negative & interrogative forms of the semi-model
used to.
Key answers:
a- Samira doesnt like reading now, but she used to read a lot.
b- I know that Nassima is living in a small village now, but where
did she use to live?
c- Now, there are four libraries in our town, but there used to be
only one.
d- When I was a child I didnt use to wear a burnous, but now I
wear one.
e- I know that she doesnt work in a bank now, but did she use to
work in one before?
Act. Two The teacher asks the pupils to listen to him/her reads the
(p.18)
completed sentences of the previous activity and note how the
letter /d/ of used to is pronounced.
Key answers:
Used to is pronounced / juzt/ just like had to
(/ht/)
We call this assimilation.
Act.
Three
(p.18)
Act.
Four
(p.18)
The teacher asks the pupils to put the verbs in brackets into the
correct tense to express a habit in the past or a habit in the
present.
Key answers:
a-In ancient times, most people used to worship stones.
b-We used to go for long walks in the country when my father
was alive.
c-We sometimes go hiking in the mountains.
d-I used to go to school by bicycle, but I dont do it any longer.
e-In England, most people often go to the theatre at weekends.
The teacher asks the pupils to use used to/ didnt use to/never
used to or the present simple with the verbs between brackets.
Key answers:
All the members of my family have changed their
lifestyles of late. My grandfather used to drink coffee. Now
he drinks milk. My father didnt use to jog. 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 feels she cant prepare dinner.
My brothers used to go to bed early. These days,
they stay up late with the other members of the family
Aims
able to consolidate the
use of the semi-modal
used to (in contrast
with the present simple
tense).

able to be aware of the
pronunciation of the
letter d in the semimodal used to as /t/
because of the
phonological
phenomenon known as
assimilation
able to recognize the
correct tense of verbs.

able to express a habit
either in past or in
present.
10mn
Act.
Five
(p.19)
watching films on TV. They didnt use to play video

games. Now they are addicted to them. Even I havent
escaped the change. I used to read books...
The teacher asks the pupils to complete the sentences using
going to
Key answers:
a. Youve put too much pressure in the balloon. Mind, it is
going to explode/ blow up.
b. The referee has put the whistle in his mouth. He is going to
end the match.
c. Mouloud has lost his balance. He is going to fall down.
d. Zohra has switched the TV off. She is going to
bed/sleep/revise his lessons.
e. Karim has just entered the post office. He is going to send a
letter/buy a stamp.

use of going to to
express future
intentions.

Theme: Diversity

Level: 2nd year SE
*Write it right (p.19)
The aim of the lesson: the students should be able to: practice the use of used to & going to

Timing Steps
20mn
40mn
Input / Output
Act. One The teacher asks the pupils to correct the mistakes in the given
(p.19)
paragraph, using the semi-modal used to.
Key answers:
I was born in the Kasbah of Algiers in 1949. My father
was a stevedore: he used to work in the docks, loading and
unloading ships. He used to go to work early in the morning
and to come back home late in the evening without getting any
wages. At the time, stevedores used to pay French foremen on
the docks to get a days work, but my dad never paid. So he
didnt use to get work every day. Mum used to cry but poor
old dad never used to say a word. I remember, money was
always the problem.
My sister Zohra and I didnt have toys. So we used to
go down the steep and narrow alleys of the Kasbah to spend
the day in the French quarter near the harbour. All day long, we
used to look at the toys displayed in shop windows and envy
the children of the French colonists playing in the park.
Act. Two Each pupil try to imagine that he or she is on an election
(p.19)
campaign. Advertise your programme by writing a policy
statement. Use going to and the given clues:
Key answers:
Fellow Citizens,
If I am elected to office, Im going to improve the
standards of life in our town. First, Im going to raise the
salaries by 20 per cent and reduce food prices. For our
children, Im going to create parks and green spaces in every
district. Im going to build a youth club for our youngsters to
practise their hobbies, too.
Moreover, Im going to take a lot of measures to
protect the environment and the health of our citizens. So, Im
going to impose higher taxes on cigarettes and citizens whose
surroundings are not clean.
Finally, Im going to improve our health system. Im
going to build two thousand flats, and provide as many jobs as
possible for the jobless. Since our town is in need for a
hospital, Im going to build one as soon as possible.
Vote for a better future!
Aims
able to edit the text
using the semi-modal
used to as appropriate

able to re-invest the
going to form to
produce/write a policy
statement.

Theme: Diversity

Level: 2nd year SE
II/ Say it loud & clear(p.20)

The aim of the lesson: the students should be able to: learn about the pronunciation of final /s/, English &
French phonetics, comma pauses, homophones & homonyms.

Timing Steps
10mn
Input / Output
Act. One The teacher asks the pupils to pick out the words in bold from
(p.20)
paragraph 2&3 on the p.16 and classify them according to the
pronunciation of the final /s/.
Key answers:
/s/
works
wakes
knocks- gets
puts- keeps
10mn
Aims
/z/
Lives- goes buys
litres his- overalls
does staysalways- cansloaves-
/z/
finishes
boxesservices
refuses.
Act. Two The teacher asks the pupils to put each of the given
(p.20)
transcriptions in the correct box.
Key answers:
Spelling
English
French
Table
/tebl/
/tabl/
Oranges
/rndz/
/rn/
Police
/plis/
/pls/
Television
/telvn/
/televz/
10mn
Act.
Three
(p.20)
15mn
Act.
Four
(p.20)
15mn
Act.
Five
(p.20)

able to revise the
s verb inflection.
The teacher asks the pupils to add appropriate punctuation

marks and capital letters in each sentence to get two coherent
sentences but differ in meaning.
Key answers:
a. Ahmed was born in Oran. On April 20 1990 he went to live in
Algiers.
b. Ahmed was born in Oran on April 20 1990. He went to live in
Algiers.
The teacher asks the pupils to correct the misspelling in bold
type by replacing them by their homophones.
Key answers:
* A homophone is a word pronounced like another but
different in meaning, spelling or origin.
When I (not eye) was young, I used to (not too) go to (not
two) the seaside (not see). At the time, there (not their) were
no (not know) restaurants serving holidaymakers on the
beach. So (not sew) I used to take bread (not bred) with me.
All the boys (not buoys) of my age used to meet at (not meat
ate) 7 at (not ate) the bus station, bags full (not fool) of food.
Some (not sum) of them were poor. We used to buy (not by)
tickets to them so that they could come with us. ...
The teacher asks the pupils to find the various definitions of the
word can in the given tongue twister.
* A homonym is a homograph or homophone that is the same

major differences
between English and
French phonics.

importance of pauses in
speech.

able to be aware of
what homophones are.

able to be aware of
what homonyms are.
in form and sound as another but different in meaning.

A canner exceedingly canny,
One morning remarked to his granny,
A canner can can
Anything that he can
But a canner cant can a can, can he.
Meanings:
1- A canner: someone who cans
2- Canny: careful, cautious.
3- Can: model( be able to)
4- Can: (verb) the action or process of conserving things in
the can
5- Can: (noun) a tin-plate canister, often cylindrical, for
preserved food such as fruit, meat or fish.

Theme: Diversity

Level: 2nd year SE
III/ Working with words(p.21)

The aim of the lesson: the students should be able to: learn about the vocabulary related to food, clothes, and
suffixes ism, -ic, -ical, -less, -ist, -ary, -dom

Timing Steps
Input / Output
25mn
Act. One The teacher asks the pupils to add the given suffixes to the
(p.21)
words between brackets.
Key answers:
1- nostalgic 2- conventional 3- traditional 4- pessimists
5- hopeless 6- revolutionary 7- optimistic 8- social 9racism 10- racial 11- racist 12- optimist 13- logical
14- practical
25mn
Act. Two The teacher asks the pupils to find the missing examples to fill
(p.21)
in the blanks in the table.
Key answers:
Suffixes
meaning
Example (+
for
transcription)
forming
nouns
-ance /
Verb+ance /
appearance /
-ence
adjective+ance
tolerance /clearance/
Verb+ence /
emergence/coexistence/
-ee
adjective+ence
adolescence
Person affected by an
trainee / /
action or person acting employee / /
-er
Agent (one who does
/-or
an action)
/-ess
Job
/-ist
Sb or sth that carries an bakery /
-ar, -ian action
surgery/ discovery /
Place where an action
slavery/
ry-ery
is carried out
Art of or practice of
State, quality, character Wisdom
-dom
Condition, state, rank
Childhood / adulthood
-hood
Status, rank, condition
of life
Adjective+ity
Eternity / futurity
-ity
Result or means of an
Entertainment /
-ment
action
agreement
Quality, state, character Up-to-dateness
-ness
State of being, status,
apprenticeship
-ship
office
Aims
able to infer the
category of the words
put between brackets
and to use appropriate
suffixes to form the
words that correspond
to each of the
categories.
able to develop their
dictionary and
vocabulary skills.
HABA Abdel-Madjid Secondary School

Theme: Diversity
Level: 2nd year SE
Part 2: Developing skills
Sequence one (p.22): Listening and speaking
The aim of the lesson: the pupils should be able to: listen for specific information, predict and express
certainty and doubt.

Timing Steps
10mn
Act.
One
(p.22)
20mn
Act.
Two
(p.22)
20mn
Act.
Three
(p.22)
Input / Output
Aims
The teacher asks the pupils to predict what may happen in the field
of medicine. They use will if theyre sure and may be / perhaps
if they are not totally sure about their predictions:
Key answers:
Maybe scientists will invent a cure for palsy.
Perhaps scientists will succeed in their research to find a vaccine
against kidney disease
Perhaps scientists will find a vaccine to protect people from malaria.
The teacher asks the pupils to listen to your teacher and write the
sentences which contain the modals in the graph:
Key answers:
100 will/wont - Well, there will be changes in the next decade for
sure.
- Well eat more genetically modified foods(GMFs).
- Children will be able to study at home;
- Homemakers will do less housework.
- They will do all their shopping by computer
- They wont go to school every weekday.
will probably/ probably wont Robots will probably be
available for sale;
may well - New diseases may well infect u
may/may not - We may invent a cure for killer diseases like
cancer, but many diseases may infect us.
might well - Pandemics might well reappear in another form.
might/could - We might reduce hunger in the world.
0
The teacher asks the pupils to listen again and answer the given
questions :
Key answers:
a- They are talking about the changes that might happen in the
next decade.
b- Dr Jones is the least optimistic because he does not simply
mention the positive changes. He also mentions the negative
effects of the expected changes.
c- The summary can take several forms (in reality). For example, it
can be a short report in a newspaper. The students should use their
own words in the report. And the report should be concise and to
the point.
What life will be like in the future?
Scientists predict many changes in our way of life in the next
decade. According to some of them, there will be enough food for
everybody in the world because of the availability of GMFs.
Teleschooling will make it possible for children to study at home.
The pupils should to

express prediction in
the future.

able to illustrate the
use of will, may and
might in expressing
degrees of certainty.

able to listen for
specific information,
and write a
summary.

Theme: Diversity
Level: 2nd year SE
Sequence one (p.23): Listening and speaking
The aim of the lesson: the pupils should be able to: express certainty and doubt and express prediction.
Timing Steps
Input / Output
Aims
30mn
Your
turn
(p.23)
30mn
Write
it up
(p.23)
Pair work. The teacher asks the pupils to make predictions about
the future using the clues in the blue box.
Each pupils partner will express certainty or doubts about what the
other says:
Key answers:
You: Im sure that scientists will invent a vaccine against tooth
decay in 20 years.
Your partner: Personally, I have doubts about that. That might
or might not happen.
You: Im almost certain that well travel to space some day.
Your partner: It seems to me that this wont happen tomorrow.
You: Im quite sure that Man will live up to 130 years.
Your partner: Its unlikely that this might happen.
You: I have the firm conviction that children will study at home to
work through the use of computer.
Your partner: I have no doubt about this.
Pair work. The teacher asks the pupils to write a short dialogue
predicting what might happen in the future in different fields. Then
they act out the dialogue in front of the class:
Key answers:
sample dialogue
You: Will all people accept to eat GMFs in the future?
Your partner: I dont know/I have no idea. They may possibly eat
them, but on the other hand, they may well refuse to do so.
You: How sure are you about children who will stay and study at
home through the use of computers?
Your partner: I have the firm conviction that they will appreciate
that.
You: Will robot house maids be available for use in the near future?
Your partner: Ive no doubt that people will afford buying them
to help homemakers in housework.
You: Will scientists invent a cure for killer diseases like cancer and
AIDS?
Your partner: Personally, I have the firm belief that its
improbable in the near future although I hope that might happen as
soon as possible.

able to make
predictions about the
future by expressing
certainty/doubt

able to reinvest what
they have seen in this
sequence to write a
short dialogue.

Theme: Diversity
Level: 2nd year SE
Sequence two (pp.24-27): Reading & writing I
The aim of the lesson: the pupils should be able to: read for specific information; read for general ideas,
read a biography, a newspaper article...; and express ideas using relative pronouns.

Timing Steps
10mn
Act.
One
(p.24)
Input / Output
The teacher asks the pupils to identify the different groups of food
in the pyramid using the words in the box:
Key answers:
Fats
Aims
able to read for a
specific information.
Wafers
pastry - fats
chocolate
sweets - oils
Meats
Dairy
Chicken - Fish
Cheese, milk , Beef Eggs
Yogurt
Mutton - poultry
Fruits
Vegetables
Lettuce - Carrots
Potatoes - Raddish
Bananas - Apples
Grapes - Peach
Apricots
Bread
Bread - cereal
Rice Pasta - Doughnuts
10mn
Act
Two
(p.24)
15mn
Act.
Three
(p.24)
The teacher asks the pupils to discuss which food group did their
grandparents use to eat most and which ones do they eat most today.
Key answers:
The pupils give different answers.
Suggested answers:
Our grandparents used to eat natural foods like fruits and vegetables
and traditional meals as well. However, nowadays people eat fast
food, diaries and fats. They said that there is no time to cook
traditional food because they are working.
The teacher asks the pupils to read the text and its continuation on
the next page and say whether s/he agree or disagree with what the
author says about our eating habits.
Key answers:
Start like that:

able to give their
opinions and justify
them.

able to express
agreeing and
disagreeing about
specific idea.
I agree /disagree with the author when he/she says that
15mn
Act.
Four
(p.25)
I agree with the authors opinion when he said that people

now live modern life, so they eat fast food and diaries. But
our grandparents used to eat traditional and natural meals.
The teacher asks the pupils to read the given tips and find examples
from the text to complete the blanks in the tip box.
Key answers:
a-Synonyms: - eating habits = eating patterns
- contrary to = by contrast
- enjoy his meal = eat his meal
The pupils
should be able
to be aware of
the different
techniques/strat
egies for
avoiding
repetition.
20mn
Act.
Five
(p.25)
20mn
Act.
Six
(p.26)
20mn
Act.
Seven
(p.26)
- the whole house hold = all the members of the family

- changed = transformed
b-Antonyms: - chosen =/= imposed
- traditional =/= modern
- declined =/= increased
c-Pronouns instead of a noun or noun phrase: E.g.,
that (consumption)
it (this change)
it (life)
they (people)
they (most people)
d- A verb instead of a noun: eat ------ eating
e- A noun instead of a verb: this change ---- changed
The teacher asks the pupils to write 4 definitions using the
information in the box.
Key answers:
- A restaurant is a place where people dine out.
- A waiter is a person who serves clients in a restaurant.
- Beef is the meat/flesh which/that comes from an ox, a bull , or a cow.
- Ramadan is the month when Muslims fast.
- A widow is a woman whose husband is dead.
- This is the man whom I met yesterday.
The teacher asks the pupils to insert phrases a-c in the form nondefining relative clauses in the sentences 1-3 to make them more
informative and pay attention to punctuation.
Key answers:
A- London, which is the Capital of the United Kingdom, has
eight million inhabitants.
B- The Earl of Sandwich, who invented the first snack called
sandwich, was an admiral of the English Fleet.
C- Hamburg, which gave its name to the most popular fast food
in the world, is a German town.
The teacher asks the pupils to insert essential information in the
form of defining relative clauses into the places indicated to

make sentences a-c both meaningful and truthful:
Key answers:
a- Food which contains chemicals is dangerous for health.
b-A person who serves meals at the restaurant is called a waiter.
C-Summer is the season when most people take their holidays.

able to learn how to
write definitions
using relative
pronouns and their
corresponding
categories.
able to use of nondefining relative
clauses
The pupils should

be able to recognize
the importance of
defining relative
clauses in
conveying meaning.

Theme: Diversity
Level: 2nd year SE
Sequence two (pp.24-27): Reading & writing I
*Write it out(pp.26-27)
The aim of the lesson: the pupils should be able to: read for specific information; read for general ideas,
read a biography, a newspaper article...; and express ideas using relative pronouns.

Timing Steps
30mn
Act
one
(p.26)
30mn
Act
two
(p.27)
Input / Output
Aims
Group work. The teacher asks the pupils to write five or six
advertisement slogans for a car of their choice using the information
in the table.
Key answers:
Mercedes-Benz car brand
Slogans: Unlike any other.
Mercedes-Benz. The Future of the Automobile.
Engineered to move the human spirit.
Honda Cars
Slogans: The Power of Dreams.
It must be love.
Honda. First man, then machine.
Technology you can enjoy.
Acura cars (the Honda Motor's brand)
Ad slogans: The True Definition of Luxury. Yours.
Acura. Precision Crafted Performance.

FIAT Cars
Advertising slogan: Driven by passion. FIAT.
Alfa Romeo car brand
Slogans: Alfa Romeo. Beauty is not enough.
Power for your control.
Subaru Cars
Taglines: Subaru. Think. Feel. Drive.
Driven By What's Inside.
When You Get It, You Get It.
The Beauty of All-Wheel Drive.
Ford Vehicles
Advertising slogans: Ford. Feel the difference.
Ford. Bold moves. (USA)
Built for life in Canada. (Canada)
Built for the road ahead.
Ford. Designed for living. Engineered to last.
Have you driven a Ford lately?
The teacher asks the pupils to complete the blanks in the short
newspaper article below. They can get help from the questions in
italics.
Key answers:
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

able to use the
comparatives by
putting forward
slogans.

able to be aware of
paragraph
development by
comparison and
contrast through a
completion activity.
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 sheshias, 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 globalisation.

Theme: Diversity
Level: 2nd year SE
Sequence two (pp.28-29): Reading & writing II
The aim of the lesson: the pupils should be able to: read for specific information, and use going to/
will to express plans.

Timing Steps
10mn
Act
one
(p.28)
5mn
Act
two
(p.28)
15mn
Act
three
(p.29)
20mn
Act
four
(p.29)
Input / Output
Aims
The teacher asks the pupils to look at the picture and answer the
questions.
Key answers:
a-The key of a city represents hospitality and welcome. It is offered
to the most distinguished and trustworthy people.
b- The circles stand for twinned towns.
c- The answer is in the logo. Its written in Arabic.
d- Towns belonging to different countries twin in order to
collaborate with each other in many fields and promote mutual
understanding.
The teacher asks the pupils to read the passage and check if their
answer to question (d) above was right:

able to interpret the
logo of the United
Towns Organization.
The teacher asks the pupils to read the passage again and answer the
questions.
Key answers:
a- Twin towns are towns which have agreed to collaborate with each
other.
b- They are arriving on Sunday afternoon on Sunday, March 15.
c- The Mayor of Algiers is giving the opening speech.
d- The programme includes the visit of the Martyrs Monument, the
Roman Ruins, the Royal Mauretanian Mausoleum and the Kasbah.
The teacher asks the pupils to correct the form of the verbs in bold
and justify their answers.
Key answers:
a. The Bulgarian students are staying at the Safir Hotel.
b. Are they visiting Zeralda next week?
c. I hope you will enjoy your visit.
d. I will get you an aspirin.
e. Ive a camera. Im going to take pictures of the Royal Mauretanian
Mausoleum.

able to read a
passage to look for
specific information.

able to go through
the whole text to
check their answers
to question d in
activity one

able to consolidate
the use of the future
simple / present
continuous to talk
about the future.

Theme: Diversity
Level: 2nd year SE
Sequence two (pp.28-29): Reading & writing II
*Write it out(p.29)
The aim of the lesson: the pupils should be able to: write an e-mail talking about future plans.
Timing Steps
Input / Output
Aims
1h
Act
one
(p.29)
The teacher asks the pupils to imagine that each one of them is a
Bulgarian student visiting Algeria . They send an e-mail to a pen
friend to tell him/her about plans for the next months. They have to
use the information in the box .
Key answers:
Start like this:
Dear
I am staying with an Algerian host family for the next two months.
Tomorrow, we are planning to visit Blida and Mount Chrea. Next
week, we are intending to go down to Sahara and visit El-Oued, and
since it has a magical power of attraction, we are going to stay there
for two weeks.
On 27th of November, we are visiting El-Kala for fishing and
enjoying the sun set. On the 3rd of December, Im flying Back to
Korea.
Your lovely friend
Sara

able to reinvest what
they have learnt to
write e-mails to talk
about predictions
Streams: 2nd year classes (Management & Economy)
Source: Getting Through
Unit I: Make Peace: Peace & Conflict Resolution

PROJECT: Writing a statement of achievements
(Nobel Peace Prize: the winners and the winning .)

The unit project planning.
I) - Aspects of the project: (suggested sub-themes).

A) Nobel Peace Prize (a shortened historical background).
What is it?
Who initiated it and for which reasons?
On which bases is it made equitable and merited?
Who gives it? And who receives it?
B) Famous personalities who won the prize in the past.
A short list of some Nobel Prize winners on the local, national or international level.
C) The group personality's short biography.
Introducing the personality chosen by the group.
The biography of the personality that includes the full names, nationality, date/place of birth if known and the
famous work(s).
D) The field of the personality's interest (specialty) and the masterpiece leading to winning the prize.
In which field was the personality is mostly interested? (Eg, medicines, literature, theatre, science, astronomy,
etc).
What is / are the work (s) that led him/ her to winning the prize? (Eg; books, films, inventions, discoveries,
researches, etc).
E) Group nominees for the prize in the future (in Algeria or elsewhere).
Who do you think merits Nobel Peace Prize?
Why do you think does he/she deserve it? Justify.
How can this/these works (s) contribute and encourage more advancement of peace, knowledge, humane
works, important and safe inventions, etc?
II) Main tools and language points to be re-invested in the project.
1)Possible tools.
- Pictures, drawings and photos of personalities and their works.
- Tape recorded speeches of those people about their past/ present works, and their ambitions for winning the
prize.
2)Language points.
- Use of modals especially to express possibility/impossibility and obligation/ absence of obligation. Eg;
can/could/can't/couldn't, will/won't be able to, etc.
- Expressions of obligation / absence of obligation and prohibition. Eg; must/mustn't, have to/does not have to/
need to, should have/must have, may/might, etc.
- Use of abbreviations denoting to titles, organizations, agencies, fields of interest, etc.
- Use of interrogative form.
- Tenses: simple past, simple present, present perfect, future simple and the conditional perfect.
- Capitalization; especially for proper and common nouns used.
Abd-Elazize El-Sharif Secondary School

Unit I: Make Peace
Theme: Peace & Conflict Resolution

Teacher: Miss. KHOUNI L.
Level: 2nd year SE
Class: 2nd year ES4
The aim of the lesson: the students should be able to: get an idea about the use of the modal can and its
irregular forms.

Timing
Steps
15mn
25mn
20mn
Input / Output
Aims
Before you The teacher encourages his/ her pupils to elicit an

read (p.38) interpretation of the image (on the right side of the
page).Students' answers may differ depending on their
cultural backgrounds.
Suggested answers to pre-reading stage:
1. They are called "the blue helmets" or the "UN"
peacekeeping troops.
2. They are working for the United Nations Organization.
3. They are from Algeria.
4. The buildings are destroyed because of the war that
might be there.
5. The soldiers' chief duty is to bring peace back to this
area.
6. Yes, I do. / Of course I do. Because living in peace is a
necessity. Or; No, I don't like to be one of them. Because
it is a very hard job, etc.
As you
The teacher asks the pupils to start reading the text silently
read (p.38) and individually being given the adequate time.
Act. Two (p39):
The teacher asks the pupils to read the text and answer the
given questions.
Answers to activity two:
a) The horrors of the modern warfare made Man think of
the preservation of human life.
b) The League of Nations was not able to / incapable to
stop fascism because it had no power of its own.
c) The UN Security Council is the body that can settle
disputes.
d) One of the many possible titles is: The U.N's
organizations and duties.
The pupils should be able

to identify the UN Blue
Helmets volunteers and
their job.
to imaginate the general
idea of the following
reading passage.
After
reading
(Grammar
desk)
(p.39)

able to discover new
language components
introduced by the 05th
sentences.
-The pupils should be
able to learn how to
express possibility using
various modals in the
past/present simple tenses
and the present perfect.
The pupils go through the activities in the grammar desk

step by step with the guidance of the teacher to answer all
the questions.
Answers to activities in the grammar desk:
a. "Can" expresses possibility. It can express other
functions such as ability and permission.
Eg, - Can you go out, sir? Expresses permission.
- We can do this exam. It's easy. Expresses ability.
b. The two past forms of can are "could" and "was/were
able to".
We can replace was/were able to by managed to.
c. The future form of "can" is "will be able to".

to look for specific
details about the UN/LN
and their agencies and
organizations.
to make pupils aware of
the correct form of
answering questions. (i.e,
the form and contents.)

Unit I: Make Peace

Level: 2nd year SE
Class: 2nd year ES4
*Practice (pp. 40-41)
The aim of the lesson: the students should be able to practice the use of the modal can and its irregular forms.

Timing
Steps
20mn
Act. One
(p.40)
20mn
Act. Two
(p.40)
20mn
Act. Three
(p.41)
Input / Output
Aims
The teacher asks the pupils to practise the use of the modals
can/could and their irregular forms by doing a completion activity.
Key answers:
a. The League of Nations cannot impose economic sanctions on
warlike nations.
b. Germany will be able to join the Security Council soon because
it is the third economic power in the world.
c. The UN General Assembly can only make recommendations to
the Security Council. It cannot make decisions.
d. The United Nations Organization has not been able to create a
permanent military force yet.
e. Dag Hammarskjold, who served as Secretary General of the UN
from
1953 to 1961, was able to organize peacekeeping task forces.
f. UN peacekeeping troops, called blue helmets, can use force
only for temporary self-defence purposes. They can maintain
peace, but they cannot prevent war.
g. The United Nations Educational, Scientific and Cultural
Organization(UNESCO) was able to launch its Peace Programme
only after the end of the Cold War.
The teacher asks the pupils to read each sentence and match it with
the appropriate function expressed by the modal can.
Key answers:
1-a. ability
2-b. possibility
3-c. possibility
4-d. suggestion
5-e. request
6-f. permission
7-g. warning
8-h. offer
The teacher asks the pupils to complete the answers of your partner
(s)using: was / were able to. An example is given.
Example:
You: Did you convince them?
Your partner :Yes. It was difficult. But we were able to do it in the
end. .
Key answers:
You: Did they settle the dispute?
Your partner: Yes, it took them a lot of time of negotiation, but they
were able to reach an agreement at the last minute of the
discussion.
You: The exercise was difficult, wasnt it?
Your partner: Yes, we were able to solve it thanks to the
collaboration of everybody.
The pupils should

be able to get an
idea about the use
of the modal can
and its irregular
forms.
The pupils should

be able to
identify the
different
functions that can
be expressed by
the modals can
and could.
The pupils should

be able to
illustrate the idea
of achievement
inherent to the
use of the
irregular form of
can was
able/were able to.
You: My car broke down in a forest road.

Your partner: Were you able to repair it and drive back home?
Remark (s):

Unit I: Make Peace

Level: 2nd year SE
Class: 2nd year ES4
*Write it up (p. 41)
The aim of the lesson: the students should be able to use their knowledge about some racist beliefs in their
social life.

Timing
Steps
Input / Output
Write it up The teacher guides the pupils to the complete form of the poem
(p. 41) about prejudices and asks them to pick out the various kinds of
prejudices and give examples of real life situations, and those
inherited as social beliefs.
Key answers:
Gender Prejudice
Gender stereotype refers to the attitude that all members of

a particular gender -- all women, all girls, all men, all boys
-- are a certain type of person. From this stereotype emerges
sexism -- the belief that members of one gender are inferior
to another. For example, the attitude that girls don't
understand math and science as well as boys do is based on
a long-held stereotype about basic female intelligence.
When schools then choose to make math and science
programs available for boys but not girls, they are acting on
these prejudices and discriminating against girls by limiting
their right to equal education opportunities.
Racial/Ethnic Minority Prejudice
When the owner of a large hotel chain chooses not to

employ those of a certain race or ethnicity because he
believes they are in some way inferior to another, he is
discriminating based upon a specific kind of prejudice
called racism. He has not taken the time to get to know
individuals in this minority group, and is "pre-judging"
them as inferior based on generalizations and stereotypes.
Immigrants, Refugees and Gypsy Populations
Often linked with racial prejudice, attitudes toward

immigrants, refugees and nomadic populations can also
constitute prejudice and can form the basis of legislation
that discriminates against these groups. The underlying
belief is that these people "are not from here," and are thus
viewed as "the other" and inferior. This particular kind of
attitude -- the fear of foreigners -- is called xenophobia. For
example, at the turn of the 20th century in the U.S., there
were deeply held prejudices against the most recent
immigrant group to arrive to our shores. But this
xenophobic attitude toward new immigrant groups still
exists today, toward immigrants from Latin America. In
Aims
The pupils should
be able to get an
idea about the
common kinds of
prejudices.
Europe, the Roma remain one of the most persecuted

minority groups.
Age Prejudice
When townships and states pass laws limiting the rights of

children to participate in legislation that might affect them,
they are acting on an age prejudice -- or ageism. In this
case, the belief is that those below a certain age cannot
understand or contribute meaningfully to lawmaking
dialogues. Conversely, when an elder-care facility refuses to
install Internet technology because of the belief that older
people don't have the energy or ability to learn web
navigation, they are acting upon ageism.
Sexual Orientation Prejudice
Prejudging someone because of their sexual orientation is

called homophobia, and it's often based on the stereotype
that all gay men or lesbians are a certain way and thus
inferior. Also commonly lumped in this category are
people's attitudes towards transgender or transsexual
individuals, even though these are genders and not sexual
orientations. Individuals who exist somewhere along the
gender continuum but who defy being classified as either
male or female are often the victims of prejudice.
Class Prejudice
Classism is the belief or attitude that those of a certain

economic class are inferior to another class. In some
government structures, classism is employed by the ruling
class as a basis to limit the rights of the lower class. For
instance, by not extending funding to repair and renovate
old schools or build new ones in low-income communities,
the ruling class is sending the message that lower-class
individuals are not entitled to quality education
opportunities.
Disability Prejudice
Ableism refers to the belief that those with physical or
mental disabilities or handicaps are inferior to able-bodied
people. Discrimination against the disabled is born of this
belief and involves limiting the rights of disabled
individuals to basic things that able-bodied people take for
granted, such as adequate housing, health care, employment
and education.
Remark (s):

Unit I: Make Peace
II/ Say it loud and clear (p.42)

Level: 2nd year SE
Class: 2nd year ES4
The aim of the lesson: the students should be able to identify the intonation pattern.

Timing
Steps
Input / Output
Aims
Act. One
(p. 42)
The teacher asks the pupils to put the intonation at the

end of the underlined sentences.
Key answers:
Intonation at the end of the underlined sentences:
- Journalist: .Could you spare a few minutes
please?
- Med El-Baradai: Certainly.
- Journalist: .. How do you feel about it?
- Med El-Baradai: It's great. That's another victory of
peace against war.
- Journalist: Would you mind saying in which sense
please?
- Med El-Baradai: Not at all.
I mean of mass
destruction.
- Journalist: May I ask you another question?
- Med El Baradai : Sure.
-Journalist: I wonder if you could tell me something
about the chances of peace for the next decade please.
-Med El Baradai: Yes.
.worthy was to make.
-Journalist: Will you please give us some examples?
-Med El Baradai: Well, for example, we have to wage
war against global warming
-The pupils should be able

to be aware about the
musicality of spoken
English.
distinguish the intonation
of interrogative statements
especially in
requests, permissions and
responding to them.
to get an idea about
making polite requests.
Act. Two
(p.42)
The teacher asks the pupils to use the clues below to

make correct request statements, and their replies.
Note:
The pupils do this activity in pairs or in small
groups. The work is done orally.

Unit I: Make Peace
Level: 2nd year SE
Class: 2nd year ES4
III/ Working with words (p. 43)
The aim of the lesson: the students should be able to identify the abbreviation chart of some international
organizations and agencies.

Timing
Steps
Input / Output
Aims
50mn
Act. One
(p.43)
The teacher asks the pupils to make an abbreviation chart. An

example is given. Add other abbreviations.
Remarks:
A. This work is done out of class; in the library, internet room,
etc, where students work freely in groups to find the
abbreviations/ acronyms.
B. Pupils are encouraged to illustrate every abbreviation/
acronym with stickers, pictures, print-outs or even hand-drawn
images to illustrate their interpretations. They are also
encouraged to search for additional acronyms/ abbreviations.
C. The work is to be corrected collectively in class before the
end of the unit; some notes may be useful to the preparation of
parts of the unit's project.
Key answers:
Abbreviation Full form
Description
/
Acronym
UNWRA
United
The UNWRA is the U.N
Nations
organization which
Relief
brings relief to people in
Works
need.
Agency
ABC
American
Broadcasting
Company
A-BOMB
Atomic bomb
AID
Agency for
International
Development
British
Broadcasting
Corporation
Central
Intelligence
Agency
Cable News
Network
Federal
Bureau of
Investigation
BBC
CIA
CNN
FBI
ABC is one of the four

most important TV
channels in the
United States of
America.
A bomb which derives its
destructive power from
the rapid release of
energy by fission of
heavy atomic nuclei. The
first
atomic bomb to be used
was dropped on
Hiroshima , Japan on 6
August 1945 by the
USA.
1)The pupils should

be able to enrich their
lexical memories with
some abbreviations
and their
use when referring to
"UN" organizations
and agencies, titles
and ranks, scientific
terms, international
influential institutions,
countries, TV and/or
radio networks, etc.
FIFA
GB
MBC
NATO
NBA
Federation
International
de Football
Association
(International
Association
Football
Association)
Great Britain
Middle East
Broadcasting
Company
North
Atlantic
Treaty
Organisation
National
Basketball
Association
OPEC
Organisation
of Petroleum
Exporting
Countries
Ph.D
Doctor of
Philosophy
Parentteacher
Association
/ Passenger
Transport
Authority
United
Kingdom
World Boxing
Association
PTA
UK
WBA
Great Britain
comprises ...
Act. Two
Teacher asks the pupils to try to brainstorm the major concepts
(p.43)
that can be related to peace and war in the classroom by making
(homework) a word map. Then assign the words as dictionary entries to be
completed at home in the way suggested in the textbook. Then
the teacher will check the students work in the classroom. Here
are some words related to peace and war : violence, treaty,
consensus, discussion, dialogue, non-violence ...

Unit I: Make Peace
Part 2: Developing Skills
Sequence 1: Listening & Speaking (p.44)
Timing
Steps
Input / Output
15mn
Act One
(p.44)
Act. Two
(p.44)
Act. Three
(p.44)
Act. Four
(p.44)

Level: 2nd year SE
Class: 2nd year ES4
The teacher guides the pupils to observe the picture on

page 44, and they will answer his questions orally. The
teacher recommends them to the use of the structures:
-I guess her/them ...
-Maybe she/they .
-Perhaps they/she ,
before their answers.
The suggested (teacher's) questions to activity one:
A. Who do you think, are these two persons in the
picture?
B. Are they in a cafeteria/ restaurant?
C. So where do you guess are they, then?
D. How do you know?
E. Do they look happy? Why?
Expected (Pupils') answers to activity one:
A. I guess they are two girls/pupils/young pupils, etc.
B. No, they are not.
C. I think they are at school/ in class/at home doing
their exercises, etc.
D. Because they are wearing school uniforms/ they
have school blouses/ school clothes/ they have pens and
books/copy books, etc.
E. No. One of them doesn't perhaps she had a bad
mark/She found the exercise so difficult/ she couldn't
know the answer/ was not able to solve the equation,
etc. Or simply; yes, they are very happy!
Note: Pupils' responses may not be the same nor
correct.
The teacher asks the pupils to listen to him/her reading
the script and check their answers to activity one.
The pupils listen again to the dialogue and answer the
following questions.
Key Answers:
a- The speakers are two girlfriends / classmates.
b- They are in the classroom.
c- The problem is that Leila is angry/sad/upset.
d- Yes, it is solved at the end after Maya apologized to
Leila.
e- Leila feels so sad and angry with her friend Maya.
Leila is sad because Maya made her classmates laugh
about her .She told her that she was stupid. Finally,
Maya apologized to Leila and the problem was solved.
The pupils try to summarize the dialogue in their own
words.
Aims
1)The pupils should be
able to get encouraged for
free oral communication
in English.
2)The pupils should be
able to have train on the
use of the structures of
inference

to use their listening
capacities.
to answer question
through listening.
Act. Five
(p.44)
Act. Six
(p.45)
The pupils listen and mark the stressed words among

the ones in bold type.
Key Answers:
Leila: Ok. You made fun of me.
Maya: No, I didn't. (The stress falls on 'did')
Leila: Yes you did. .. (The stress falls on
'did')
Maya: When?
Leila: yesterday, in front of all my classmates.
Maya: Did I? . (The stress falls on 'I')
Leila: But you did. (The stress falls on 'did')
Pair work.
The pupils read the tip box note that will help them
improve their techniques to summaries of long heard or
read piece of information. So they can act out the
snippet in exercise four.

to mark stress in short
questions & answers.
Abd-El Azize Sharif Secondary School

Unit I: Make Peace
Sequence 1: Listening & Speaking (pp.44-47)
*Your turn (pp.45-46)
Timing Steps
Input / Output
25mn
Act one
(p.45)

Level: 2nd year SE
Class: 2nd year ES4
The teacher asks the pupils to take turns to criticize or

apologize for the wrong actions (a d) using should /
shouldn't have. They can make any necessary changes.
Example:
You: Karim read my letter / my diary.
Your partner: He shouldn't have read it. It's personal.
Key Answers:
- The teacher should note that not all pupils' answers should
be the same. The pairs or the small groups may have different
responses to each of the situations. The best answers however,
will be written on the board.
Aims
to express apologies using
should have in context and
to criticize using shouldn't
have + verb within
context.
You: You lent my books to Farida without my

permission.
Your partner: Sorry, I shouldn't have done so .I should have
asked you first.
You: The teacher shouted at me for no obvious reason.
Your partner: he shouldn't have done that for any reason.
You: She borrowed my bag without letting me know.
Your partner: She shouldn't have taken it without your
permission. Otherwise you could say she has stolen it.
You: I'm angry with you. You said I was overweight.
Your partner: I am so sorry. I didn't mean to make fun of you.
I shouldn't have said that.
20mn
Act two The teacher asks the pupils to write D. "Deduction", or O.

(p.46) "Obligation" next to the sentences which contain the modals
in bold type, then act out similar dialogues.
Key Answers:
You: You have arrived late again.
Your partner: Sorry, the bus broke down and I had to come on
foot. O
You: She hasn't said a kind word to us since the morning.
Your partner: She must be angry with us. D
You: Don't panic! You can't be late for the exam. It doesn't
start till10:15. D
Your partner: Right, then. I shall take my time.

to differentiate between
deductions and obligation,
learn the functions of the
structure: "had to, must
be, cannot be" and allow
the learner to practise the
two forms of speaking
orally in a guided
environment to ensure
his/her mastery of the
form.

Unit I: Make Peace
*Write it up (pp.46-47)
Timing Steps
Input / Output
20mn
Act one
(p.46)
20mn
Act two
(p.46)

Level: 2nd year SE
Class: 2nd year ES4
The teacher asks the pupils to use the notes below, write a
list of school "Do (s)" and "Do not (s)". They can use a
dictionary, if necessary, to find the meaning of the new
words.
Key Answers:
- We have to tolerate differences at school.
- Pupils have to respect one another in class and outside.
- We have to keep cool and should not be hot-tempered.
- Everybody must not impose himself/herself on others.
- We do not need to always agree with one another.
Differences are always possible and sometimes necessary.
- We should settle disputes peacefully.
- We don't have to/mustn't be violent.
- We should accept the opinions of others.
- We must learn to listen to one another.
- We should not/ must not insult others or make fun of them
for no reason. We shouldn't shout at each/one another.
- Pupils must not cheat in the exam.
The teacher asks the pupils to write their own acrostics for
the given words.
Possible acrostics
P: Pay more attention to others.
E: Engage in non-violent campaigns/actions.
A: Act peacefully.
C: Collect signatures to end war and violence in the world.
E: Express disagreement for conflicts.
D: Do actions according to the law of your country.
E: Engage in campaigns for the freedom of speech.
M- Make protest against anti- social measures.
O: Organise yourselves in committees to fight against
injustice
C: Collect funds for the election of your candidate.
R: Respect the rights of others.
A: Act against poverty.
C: Care about the homeless.
Y: Yell out your solidarity with people in need of justice.
Aims
able to be enriched their
lexical memory by
learning new words and
to practise the use of the
various structures;
have/has/do not have to,
must/mustn't,
should/shouldn't, ought
to, etc to express
obligation and/or
absence of obligation
and prohibition.

able to test their
knowledge and get new
vocabulary items.
20mn
Act three
The teacher asks the pupils to distinguish between the
(p.47) duties and rights in the box. Then they have to complete the
class charter below, discuss and add other items to the charter.
The activity depends on the list of rights and duties
provided on the box on page 47. Students, however, can add
to it additional rights and/or responsibilities of their own.
Key Answers:
A)Rights and responsibilities.
Rights
- Express opinions.
- Meet together to
express views.
- Free education.
- Good working
conditions.
- Health care.
- Information.
Duties
- Work hard.
- Respect the opinion of
others.
- Tolerate differences.
- Respect the rights of others.
- Promote a culture of peace.
- Cooperate to solve
problems.
B)The class charter:
The class charter can be presented in the form of a wall

sheet. The teacher refer the students to
the text on page 56 ( Exploring matters further).
Suggested answers:
Article One: Rights
a- Children have the right to get free education.
b- Children have the right to meet together to express views.
c- The school authorities must offer good working
conditions.
d- The school authorities mustnt discriminate among
children.
e- The parent-Teacher Association has the right to express
opinion about the educational policy.
Article Two: Duties and Responsibilities
a- We have the duty to respect the opinions of others
b- We must work hard.
c- We shall tolerate differences.
d- We mustnt be the cause of school disorder.

able to recognize what a
charter is; focusing the
form and contents, to
distinguish between the
rights and responsibility
in context and to practise
more the use of modals
expressing obligation,
prohibition, necessity,
etc.

Unit I: Make Peace
Sequence 2: Reading and Writing (pp.48-49)
Timing
Steps
Input / Output
20mn
Act. One
(p.48)
20mn
Act. Two
(p.48)

Level: 2nd year SE
Class: 2nd year ES4
The teacher interacts with the pupils by asking

questions about the picture. S/He can add other
questions to the checklist.
The implicit points of the pictures should
be further discussed by the teacher to
clarify the racial issue in the American
history and culture.
Key Answers:
a- The picture talks about slave trade that was in the
past. Illustration.
b- The boat seems to be in Africa. I think it is going
to America.
c- Indeed those dates are very important and famous
in the American history because of the events that
happened during them;
i- George Washington was the first American
president.
ii- July 04th, 1783 was America's Independent day.
iii- Abraham Lincoln was another US president.
iv- 1861- 1865 was the era of American Civil War.
v- Martin Luther King Jr. a black Afro-American
priest. He was one of the leaders of Civil Right
movement in America.
vi- August 1963 represents the date of the march of
about 200,000 people on Washington DC to demand
racial equality.
Due to the familiarity of the personality - about
which the questions are- to pupils, the latter may
answer the questions depending on their own
knowledge.
Key Answers:
a. Martin Luther King Jr. was one of the black
American leaders of the Civil Rights Movement in
America in the 1960s.
b. He hoped/wished/expected his children to be free
from racial discrimination and prejudice.
c. Martin Luther King Jr.'s address in the article is in
an oratorical style. The clear characteristics of this
style are repetition of words, phrases and ideas.
He use this style in order to stimulate his audience to
Aims
to interpret and analyse
pictures and get a specific
ideas.

to be acquainted with the
concept of Civil Right
Movement and its
leadership in the
American history.
They should be able, too,
to be trained on reading
and note taking.
20mn
Act. Three
(p.49)
make them feel what he feels; the injustice of racial

discrimination and segregation.
d. One possible answer is: yes, because it is righteous
and logical and because it includes a good wish for
black Americans in the future.
The teacher asks the pupils to read the dictionary
entries of the words in bold. Then they identify the
meanings of the words as they are used in the
newspaper article above (p.49).
Key Answers:
*Address: Speech or talk to an audience.
* Can: ability or capacity to do something.
* Spiritual: a religious song as sung by Negroes in
the USA.
Choice of words from the speech: character n. 1- (of
a person, community, race,etc) mental or moral
qualities that make one person ,race, etc different
from others; 2- moral strength; 3-person who is well
known; 4-letter, mark used in a system of writing or
printing.

to develop their dictionary
skills.

Unit I: Make Peace
Sequence 2: Reading and Writing (p.50)
*Write it out(p.50)
Timing
Steps
Input / Output
55mn
Write it out
(p.50)

Level: 2nd year SE
Class: 2nd year ES4
Before assigning the writing activity to the pupils, the

teacher first have to go through the tip box ,then
brainstorm the age limits. The students will take the
jottings that the teacher will make on the board to
write their speech/address. Martin Luther Kings
address will be taken as a model.
Key:
Ladies and gentlemen, let me make this point right
away: age limits are not fair! I want to vote, but I cant
do that at the age of sixteen. Im sorry, you are too
young, they sat. Im not an adult until Im nineteen.
But when I buy a plane ticket, I have to pay the full
fare. I am an adult although Im just sixteen. At the
age of sixteen I cannot join the army, but if I have
to work, that will be for a full time.
Ladies and gentlemen, I have a dream that
children of my age will be able to live their
childhood as normal as possible. I have a dream to
have the right to live in peace, a dream that could
never be realized unless the adults would care
about us.
Our grandparents were able to assume their
responsibilities at an early age. How about us?
Give us a chance to try do that and to prove it. I
hope well be able to express our opinions and
feelings freely. I hope well be able to show the
adults that we can do things just as they do if not
better. But keep us far from wars
Thank you very much for your kind attention,
ladies and gentlemen. Please sign the petition
entitled DOWN WITH AGE LIMITS which is
being circulated by my classmates. God bless you
all!
Aims
to get the techniques of
writing a speech.

Unit II: Waste Not, Want Not
Theme: Poverty & Worlds Resources
Level: 2nd year SE
Class: 2nd year ES/ TM
I/ Grammar in context (pp. 60-63)
The Aim: By the end of this sequence, pupils will be able to transform active sentences into
passive ones using simple tense.

Timing
Steps
15mn
Before you
read
(p.60)
20mn
As you read
(pp.60-61)
25mn
After reading
(pp.61-62)
Input / Output
Aims
The pupils have to interact about the map using

their background knowledge and try to answer the
questions.
Key Answers:
1- The map represents Southern America.
2- The area in green stands for the Amazon Forest.
3- It is situated between Brazil, Peru, Ecuador and
Bolivia.
4- The line in question is that of the equator.
5- The equatorial climate is hot and humid.
Act. One (p.60)
The pupils have to check the answers they have
not checked in the Before-you-read activity.
Act. Two (p.61)
After reading the text in act one the students
answer the questions.
Key Answers:
a-There is more than a decade of global fossil fuel
emissions of carbon dioxide stored in the Amazon
Forest trees.
b- The Amazon basin ecosystem has been protected
from threats because of its isolation.
c- It is one of the worlds greatest conservation
challenges because it is no longer isolated. (Students
will give one or two justifications from the text.)
Grammar Desk (p.61):
The teacher asks the pupils to learn the sentences
then try to answer the questions which are followed.
Then, the students go through the Grammar
Reference n10 pp.199-200 to check their answers.
Key Answers:
1- a- Timber companies
b-The Brazilian government
These sentences are in the passive voice because the
subjects of the verbs are not really the doers/agents of
the actions i.e., the focus is on the actions rather than

to read and interpret maps.

to get ideas by analysing
text.

to get a global idea about
the form of the passive &
active voice.
on the performers/ doers (of the actions).

2-a- Timber companies fell 1 8.000km2 of forest
trees
b-The Brazilian government built new roads
throughout the 1960s and 1970s.
3- The sentences that give attention to the action
itself are the sentences from the reading text; The
students sentences are in the active. They put
emphasis on the doers/performers of the actions.
4- The writer has inverted the structure by
foregrounding the action (putting it first in the
sentence structure) and putting the real
performers/doers of the action at the end of the
sentence.
5- a-C ; b-D; c-B; d-A
6- No, it is not always necessary to use by in passive
sentences. We use by when we want to draw
attention to the doer of the action.
Remarks:

Level: 2nd year SE
Class: ES/ TM
Materials: W.B, handouts
*Passive/ Active voice
The Aim: By the end of this sequence, pupils will be able to transform active sentences into
passive ones.

Timing
Steps
10mn
30mn
20mn
Input / Output
Warming up The teacher writes some examples on the W.B and

asks the pupils some questions.
Examples:
1/ The teacher explains the lesson.
The lesson is explained by the teacher
2/ somebody stole the bank yesterday.
The bank was stolen yesterday.
T: what are the obvious differences between the sces
a & b of each example?
Ppls: there is a difference in words order.
T: who tell me about this differences?
Ppls: - the object in sce a becomes subject in sce b
-The conjugation of the verbs changed and we
added the verb to be to the verb in sce b
-We added by
The
The teacher distributes the handouts that include the
reminder
basic rules and the verbs tense change that should be
followed to transform sentences from active to passive.
Exercise
The teacher asks the pupils to do the exercise in the

handout.
Key answers:
12345678910Remark:
Aims
to use their previous
knowledge to identify the
difference between the
active and the passive
voices.

to transform sentences
from active to passive
following the rules.
to practice the
transformation of
sentences from active to
passive.

Level: 2nd year SE
Class: 2nd year ES/ TM
*Practice (p.62)
Aims: the pupils should be able to transform sentences from active to passive.
Timing Steps
Input / Output
Aims
15mn
Act One
(p.62)
The teacher reads the report to his/her pupils and asks them The pupils should be
to put the verbs between brackets into the simple past passive. able to practise the
Key answers:
transformation from
The Exxon Valdez was wrecked just off the coast of Alaska in simple past active to
simple past passive
1986.It was carrying a huge cargo of oil. The oil spilled out,
and it was washed onto the beach by the wind. The water was making the necessary
changes.
polluted. The beach was damaged. The fishing industry was
ruined. Hotels and restaurants were closed.
15mn
Act Two
(p.62)
10mn
Act
Three
(p.62)
20mn
Act
Four
(p.62)
The teacher asks his/ her pupils to turn the verbs between
brackets into the simple past passive when necessary. Then
s/he have to simulate the dialogue for them to note how was
and were are pronounced.
Key answers:
Speaker A: What happened to the Exxon Valdez?
Speaker B: It was (/wz/) wrecked off the coast of California
and the oil spilled out.
Speaker A: The oil was (/wz/) washed out onto the beach?
Speaker B: Yes, it was (/wz/).It was (/wz/) spread out by
the winds.
Speaker A: Was (/wz/) the fish poisoned?
Speaker B: Yes, they were (/w/). They suffocated for lack
of oxygen.
Pair work: the teacher asks the pupils to act out the dialogue
with the books closed and they should pay attention to the
pronunciation of the auxiliaries.

able to focus on the
auxiliary was/were in
the passive.
The teacher asks the pupils to transform the verbs from the
active to the passive form using by. They can make any
necessary changes.
Key answers:
a. Fumes from automobile exhaust pipes cause air pollution.
Air pollution is caused by fumes from automobile exhaust
pipes.
b. Water pollution will deplete many water zones of their
oxygen soon.
Many water zones will be depleted of their oxygen by
pollution soon.
c. The Algerian government will ban cigarette smoking next
year.

able to practise the
transformation from
active to passive.

able to practise the
pronunciation of
auxiliary to be
(weak/strong form) in
past simple passive.
Cigarette smoking will be banned by the Algerian government

next year.
d. The Post and Telecommunication Ministry has already
issued a lot of environmental stamps.
A lot of environmental stamps have already been issued by
the Post and Telecommunication Ministry.
e. We havent imposed drastic limits on gas emissions and
noise yet.
No drastic limits have been imposed on gas emissions yet.
Remarks:

Level: 2nd year SE
Class: ES/ TM
Aims: the pupils should be able to complete a press report using the passive voice.
Timing Steps
Input / Output
Aims
1h
Write it
right
(p.63)
Right after the Exxon Valdez catastrophe, the owner of the

shipping company made a press release to apologise for the
damage and to promise reparation. The students are asked to
re-write the press release using the secretarys notes below
and the future passive. They can add sentences of their own.
Key answers:
Press release
We make our sincere apologies for the damage
caused by the wreck of the Exxon Valdez yesterday. We
promise that oil will be recuperated with special machines
and the spoilt beaches will be cleaned. Marine life will be
restored; birds will be washed out. We also promise that
2000 workers will be recruited soon. Hotel workers will be
employed by the company, and the tourist industry will be
compensated for its loss. ...
Remarks:

able to write a press
report reinvesting the
linguistic and
grammatical tools
which they have
studied.

II/ Say it loud & clear (p. 64)
The Aim: by the end of this sequence, learners should be able to:

Level: 2nd year SE
Class: ES/ TM
-mark intonation (listing);

-mark problem consonants and vowels.
-distinguish strong and weak forms of auxiliary was and were in the passive.
-mark final s as: /s/, /z/ (helps/meets)
-mark final ed as: /Id/ (added), /d/ (studied/wanted), /t/ (helped, worked)
-pronounce abbreviations /acronyms correctly (UNESCO/UNICEF/OPEC/IMF)
St=street, Ave=avenue, VA=state of Virginia (USA)
-Peer-practice of sound contrast vs spelling between 2 words, phrases, or sentences

Timing
Steps
25mn
Act One
(p.64)
Input / Output
The pupils read the text silently as they listen to the
teacher and continue marking the intonation on the words in
bold with appropriate arrows ( or )
Key answers:
There are five types of alternative energies ( ): solar ( ),
wind ( ), biomass ( ), and hydroelectric ( ). All of them
can be produced in our country because we have the
following natural resources ( ): the wind ( ), the sun ( ),
the mountains ( )
Aims
able to aware of the list
intonation.
However, solar energy is by far the most viable ( ). It is

cheaper (
), safer(
) and less polluting (
).
SONELGAZ has already built power plants in Biskra( ),
Djelfa( ), Hassi Rmel ( )and other localities in the
South of Algeria ( ).
20mn
Act Two
(p.64)
List intonation: We use a falling intonation when we

end the listing and a rising intonation when we are still
in the process of doing so.
Class work. pupils will consider the consonant and vowel
sounds in the boxes and answer the following questions.
Key answers:
1/The sounds of the coloured boxes dont exist in Arabic.
p
t
k
f
s
t
b
d
g
v
z
d
h
l
r
w
m
n
i
u
Task: Try to pronounce the following words correctly:

p
about, common,
pen, copy,
happen
standard,
teacher
t church,
nurse, stir,
match, nature
learn, refer, girl
g get, giggle,
thought, law,
bag
north, war
v view, heavy,
lot, odd, wash,
move
hot, not
pleasure,
trap, bad, black,
vision
back,

able to try to single out
the sounds which pose
pronunciation problems.
15mn
ring, anger,
thanks, sung
strut, mud, love,

blood
Act Three
As the underlined letters in the words below are
(p.64)
mispronounced, the teacher have to ask the pupils to correct
The mistakes in the transcriptions.
Key answers:
words
Wrong
Correct
transcriptions
transcriptions
Letter
Beautiful
Burned
Were
Saved
Bird
Polluted
Washed
/ lit /
/ butfl /
/ brnd /
/ wer /
/ sevd /
/ brd /
/ pljutd /
/ wtd /
/ let /
/ bjutfl /
/ bnd /
/ w/
/ sevd /
/ bd /
/ plutd /
/ wt /

able to try to remedy the
problems that the
pronunciation of some
sounds poses.

Level: 2nd year SE
Class: ES/ ME
III/ Working with words (p.64)
PROJECT: Making a Conservation Plan
The Aim: by the end of this sequence, pupils should be able to:
-strategies of checking a monolingual dictionary;
-study a dictionary entry.
-form nouns: (poor/poverty) hungry/scarce /homeless
-The (before collective nouns): the poor,
-work with a monolingual dictionary
-study a dictionary entry.

Timing
Steps
20mn
Act One
(p.65)
15mn
Act Two
(p.65)
Input / Output
The students have to look up the following words in a
dictionary: conserve, sewage, deplete
Key answers:
Consrve: / knsv / (v[T]) prevent sth. From being
changed, lost or destroyed.
Consrve: / knsv / (n[C,U]) (fml) jam, with quite large
pieces of fruit.
Sewage: / su d / (n[U]) waste matter from homes,
factories...etc carried away by sewers.
Deplete: / dplit / (v[T]) reduce greatly in amount : our
food supplies are badly ~d
The students have to recapitulate the various steps they
have gone through to find the meanings of the words in
exercise 1 above.
Key answers:
The strategies for checking difficult vocabulary are as
follows:
Aims
The students should be
strategies followed to use a
monolingual dictionary.
-First, the students will resort to a dictionary only once s/he

cant guess the meaning of the difficult words from context.
For this, s/he needs to identify the category of the words, see
whether there are any synonyms, antonyms, or paraphrases of
these difficult words.
-Once s/he is sure that she cant do otherwise than checking a
dictionary for understanding the meaning of the difficult
words that she has singed out from the text, she will open the
dictionary at the page where the word is listed. In doing so,
s/he will pay attention to the alphabetical order.
20mn
Act Three
The students have to read the dictionary entry below and
(p.65)
put the following keys in the right boxes.
Key answers:
A: / west/ pronunciation
B: ~land compound/complex word
C: (fig)
figurative language
D: (eg)
example
E: (vt)
transitive verb
F: (sth) something
G: (sb)
somebody
H: (prov) proverb
I: [U]
uncountable noun
J:
definition

able to consolidate and
stress the dictionary use
skills.
K: [US] American English

L: Colloq colloquial English
M:
adjective
Part of speech
N:
adverb


Level: 2nd year SE
Class: ES/ ME
-listen to a lecture;
-manage through a long conversation using discourse markers;
-talk about the environment;
-make a presentation of a product;
-pronounce must, should, can in the passive;

Timing
Steps
20mn
Act One
(p.66)
20mn
Act Two
(p.66)
Input / Output
Aims
The students have to look at the picture and complete the

blanks in sentences (a-c) using the correct form of the verbs in the
box.
Key answers:
a- Carbon dioxide is derived from the air.
b- Water is drawn (absorbed) from the soil.
c- Sunlight energy is absorbed (captured) by chlorophyll.
d- Oxygen is released from plants and food.
e- Sugar is produced during photosynthesis.
The teacher have to ask the students to describe the photosynthesis
process.

able to identify and
interpret the
photosynthesis process.
*The description of the process:

The Photosynthesis process is a vital activity performed by plants.
Carbon dioxide is derived from the air, water is drawn
(absorbed) from the soil, and the sunlight energy is absorbed
(captured) by chlorophyll. The oxygen is released from plants
and food. During this process, sugar is produced.
15mn
Act Three
The students have to listen to their teacher reading the text in
(p.66)
(p.181) of the text book and note how must be, cant be and
shouldnt be are pronounced. Cross out the wrong
transcriptions.
Key answers:
Plants must be (/msbi/) protected.
[Not /mstbi/]
They cant be (/kmb/) replaced by man-made converters.
[Not /kntbi/ ]
They shouldnt be (/mbi/) cut down.
[Not /ldntbi/
]
Act Four The students have to make the best use of their knowledge in
(p.66)
botany to describe the process of respiration in plants at night.
Homework

able to describe the
photosynthesis process
The students should

be able to master the
pronunciation of
modals.

Level: 2nd year SE
Class: ES/ ME
Timing
Steps
25mn
Your Turn
(p.67)
30mn
Write it up
(p.68)
Input / Output
Aims
Students are asked to turn the sentences below into the passive.
Then they read them aloud paying attention to the pronunciation
of the modals.
Key answers:
a. We mustnt hunt animals in danger of extinction.
Animals in danger of extinction mustnt be hunted.
b. We shouldnt throw recyclable objects.
Recyclable objects shouldnt be thrown away.
c. We should stop desertification.
Desertification should be stopped.
d. We can divide pollution into four types.
Pollution can be divided into four types.
e. We may group alternative energies in five categories: wind,
solar, biomass and hydro-electric
Alternative energies may be grouped in five categories: ...
f. We must protect our human resources.
Human resources must be protected.
The students will use the notes in the box to write a presentation
of the solar home in the picture. They can use appropriate
discourse markers from the tip box on page 67, or add any other
words if necessary.
Key answers:
Ladies and gentlemen, this is our new type of solar home. It
is better than other homes because it is environmentally
friendly. It is totally operated by solar energy. During winter,
outside air is captured by warm glass roof panels. Then, warm
air is forced down into a water tank by an air handling unit.
Next, the water in the tank is heated and greater quantities of
warm water air are released. The hot air is then sent down a
duct to the crawlspace in under-floor area. After that, warm
water rises through floor registers to the living space. Some of
the heated air is absorbed by concrete slabs. It is released at
night. This process is reversed during summer.
The students should

be able to practise the
transformation from
active to passive and
pronounce the modals
correctly.

The students should

be able to present a
product using
appropriate discourse
markers together with
the passive voice
(identify the different
parts of the solar home
and their functions).


Level: 2nd year SE
Class: ES/ ME
Sequence 2: Reading & Writing (pp.69-71)
-read a map/ newspaper article;
-guess the meaning of words through context;
-analyse paragraph organization;
-write a press release;
-make an oral presentation.

Timing
Steps
Input / Output
Aims
The pictures illustrate a magazine article. The students have to

look at them and complete each statement with the right item (a,
b or c)
Key answers:
1- The ear in picture A is [b (assaulted by noise)]
2- The ear in picture B is wearing [c (a hearing aid)]
3- The topic of the magazine article will be about [c (noise
pollution)]
The students have to read the article and check their answers to
the previous act.
The students
should be able to
elicit responses to the
pictures without
checking their
interpretations at this
stage.
15mn
Act One
(p.69)
10mn
Act Two
(pp.69)
10mn
Act Three Students have to read the article on page 69 again and find the
(p.70)
following.
Key answers:
*easily made angry= irritability (noun)
*is confirmed= is borne out (verb)
*related to the brain= mental (adjective)
10mn
Act Four
(p.70)
Students have to choose the best title for the article. Then, they
justify their choice.
Key answers:
The best title is: Another Kind of Pollution. Noise pollution has
not been recognized as such until recently.
15mn
Act Five
(p.70)
The students have to pick out examples from the text on page 69
to complete the blanks in the tip box below.
Key answers:
a- A sentence which focuses on the general idea (topic
sentence):
e.g., For a long time, noise has been known to cause
sleeplessness and irritability, and now other studies are linking it
to a wide range of mental and physical disturbances.
b- A sentence which gives details to support/ develop the
general idea (supporting sentence):
e.g., In Los Angeles, researchers have found that people living
near the airport have
c- A sentence which provides a smooth transition from one
idea to another (transitional sentence):
e.g., In the opinion of many hearing specialists, time is running
out.
d- A sentence which supports the new idea (supporting
sentence):
The students
should be able to
read an article so
as to check their
responses.
The students should
be able to guess the
meaning of words
through a context.
The students should

be able to read for
general understanding
of a text.
The students should

be able to analyze the
organization of a
paragraph by
introducing to them
the four types of
sentences.
e.g., The number of mental diseases will be multiplied by two or

three
e- A sentence which logically concludes the ideas discussed in
the paragraph: (concluding sentence)
e.g., This health alert against


Level: 2nd year SE

Class: ES/ ME
Sequence 2: Reading & Writing (pp.69-71)
*Write it Out (p.71)

Timing Steps
30mn
Act One
(p.71)
25mn
Act Two
(p.71)
Input / Output
Aims
The students have to put the verbs between brackets into the
correct form of the passive.
Key answers:
a. Throughout the world, deserts are created because pastures
near arid lands heavily are grazed and trampled.
b. Around towns, adjacent forest belts are denuded by people
in their search for firewood.
c. More productive plants are introduced into semi-arid lands.
As a result, indigenous plants necessary for the maintenance
of the soil are nudged out.
d. Many people think that desertification is caused only by a
change in climate, but the truth is that deserts are provoked
by human actions.
e. Because of intensive production of cash crops like cotton
and groundnuts, soil nutrients are dissipated and the topsoil is
eroded by wind and water.
f. A long time ago, history was made in the deserts.
g. Today, about 140 million people are threatened by the
spread of the desert caused through the interaction of climatic
fluctuations and mans abuse of his environment.
h. Desertification must be stopped now; otherwise deserts
will be transformed into a curse for man soon.
i. These civilizations were built in deserts because people
knew how to live in harmony with nature.
k. At least two great civilizations were established there.
The sentences in exercise 1 are not in the right order. The
students have to re-order them into a coherent newspaper article
about desertification.
Key answers:
(1- f) (2- k) (3-i) (4- g) (5- d) (6-a) (7-c) (8 e)
(9 b) (10 h)
Abd-El Azize El-Sharif Secondary School

Unit III: No Man is an Island
Theme: Disaster & Solidarity
Part I: Discovering Language (pp.120-125)
The students should

be able to practice
more the
passive voice.
The students should

be able to reorder
scrambled sentences
to get a coherent
newspaper article.

Level: 2nd year SE
Class: ES/ ME
I) Grammar in Context (pp.120-123):

The aim of the lesson: by the end of the lesson the students will be able to get an idea about the reported speech.

Timing Steps
5mn
20mn
15mn
15mn
Input / Output
Aims
Warming
The teacher interacts with his/ her students using the pictures in p.119. The students
up
The picture shows natural disaster which was happened in Algeria.
should be able to
An Earthquakes and Floods.
get an idea about
the units topic.
Before
The students have to look at the symbols in the p.120 and answer the The students
you
given question.
should be able to
read
Key answers:
get a global idea
(p.120) a-The first symbol represents a crescent; the second a cross; (The
about two most
International Federation of the Red Cross and Red Crescent societies is
important global
still discussing whether to adopt the diamond as an alternative common organisations in
symbol)
peoples need.
b-They represent the different organizations which bring relief to people
in need.
c- No, people who work for these organizations are volunteers.
d- They operate in situations in which people are in need of help.
(natural disasters such as earthquakes, floods...).
e-They fulfill the following duties:
(1)fund raising
(3) collecting food aids
(4)helping with medical care
(6)providing assistance in emergency situations
As you
The students have to read the text and answer the following questions. The students
read
Key answers:
should be able to
(p.121) a- The report is about Youth charity
get information
b- The author writes about the findings/results in the second(2)paragraph. and ideas through
-S/He writes/ gives the interpretation in the third (3) paragraph.
reading and
c- The reporter used the word interestingly to show his/her surprise at analysing texts.
the unexpected results of the survey.
d- No, it doesnt. The data gathered by Youth 2010 show that young
people are more thoughtful than they were thought to be by their parents.
After
Grammar desk (p. 121)
you
Following the grammar desk, the students have to answer the given
read
questions.
(p.121) Key answers:
1- The tenses used in the reporters questionnaire are the present perfect
and the past simple.
2- The past perfect tense is used in the report.
3- Yes, there is a shift from the present perfect and the past simple
tenses to the past perfect tense because the reporter reports indirectly
what was said by the informants.
4- said (to say); told (to tell)
Remarks:


Level: 2nd year SE

I/ Grammar in Context (pp.120-123):
c. After reading Reported speech
Class: ES/ ME
The aim of the lesson: by the end of the lesson the pupils will be able to transform sentences with present perfect
and past simple from direct into indirect speech.

Timing Steps
10mn
Input / Output
Aims
Warming Grammar desk (p. 121)

up
Following the grammar desk, the teacher asks the pupils the given
questions.
Key answers:
1- The tenses used in the reporters questionnaire are the present
perfect and the past simple.
2- The past perfect tense is used in the report.
3- Yes, there is a shift from the present perfect and the past simple
tenses to the past perfect tense because the reporter reports indirectly
what was said by the informants.
4- said (to say); told (to tell)
Questions
Indirect speech
- The reporter asked:

Have you ever
experienced an
emergency situation?
- He asked: What have
you done since the last
time we met?
- He told me:
I/we/they/you have
experienced different
emergency situations.
- I said: She /he
experienced a natural
disaster
-
Statements
Past simple
Statements
Present perfect
Questions
Direct speech
The pupils
should be able to
recognise the
tense of the verb
in direct and
indirect speech.

Unit IV: No Man is an Island


I) Grammar in Context (pp.120-123):
*Practice (pp.122-123):
Level: 2nd year SE

Class: ES/ ME
The aim of the lesson: by the end of the lesson the pupils will have been able to practice the reported speech.

Timing Steps
30mn
Act
One
(p.122)
Input / Output
Aims
The pupils have to read the interview in the box , then ask and
answer questions reporting what is said the interview.
Key answers:
The interview
You: What did the interviewer ask him?
Your partner: S/He asked him where he had grown up.
You: And what did he answer?
Your partner: He said that he had grown up in Seattle, Washington.
Your partner: S/He asked him where he had discovered his interest
in Software.
You: And what did he say?
Your partner: He answered that he had discovered his interest in
Software at the private Lakeside School.
Your partner: S/He asked him when he had begun computer
programming. You: And what did he answer?
Your partner: He answered that he had begun computer
programming at the age of 13.
Your partner: S/He asked him when he had entered Harvard
University. You: And what did he answer?
Your partner: He said that he had entered Harvard University in
1973.
Your partner: S/He asked him if had developed the first computer
there. You: And what did he answer?
Your partner: He answered that he had developed it there.
Your partner: S/He asked him how long he had been Head of
Microsoft. You: And what did he answer?
Your partner: He said that he had been Head of Microsoft for more
than 20 years.
Your partner: S/He asked him why he had set up the Bill Gates
Foundation. You: And what did he answer?
Your partner: He answered he had always been thoughtful about
others. Thats why he had done it.
Your partner: S/He asked him how much money he had donated
that year.
Your partner: He said that he had donated $3.2 million.
Your partner: S/He asked him which charities he had supported so
far.
Your partner: He answered he had supported organizations
working in the field of health and learning.
The pupils should

be able to practice
their
understanding of
the reported
speech.
20mn
Act
Two
(p.123)
Write
it right
(p.123)

Your partner: S/He asked him if his wife had helped him.
Your partner: He said that she had helped him.
The pupils have to turn the quotes into reported speech using the
verbs given.
Key answers:
a- Albert Einstein doubts whether present-day Americans have
become any happier since their grandparents settled in the country.
-Albert Einstein doubted whether present-day Americans had become
any happier since their grandparents settled in the country.
b- John Donne writes that no man is an island. - John Donne wrote
that no man was/is an island.
c- Bertrand Russel says that three passions have governed his life: the
longing for love, the search for knowledge, and an unbearable pity for
the suffering of mankind.
- Bertrand Russel said that three passions had governed his life: the
longing for love, the search for knowledge, and an unbearable pity for
the suffering of mankind.
Homework:
The teacher asks the students to use the information in the pie
chart and write the report about Bill Gates as a man of the year of
2005.
Remarks:

Unit IV: No Man is an Island
The pupils should

be able to turn
quotes to reported
speech.

Level: 2nd year SE
Class: ES/ ME
II/ Say it loud and clear:

The aim of the lesson: by the end of the lesson the pupils will have been able to get an idea about silent letters
and the pronunciation of final ed.

Timing Steps
Input / Output
Aims
15mn
The
The teacher gives the handouts to the pupils, read and explain
Reminder how and when some letters aren't pronounced.
15mn
Activities Act one:

The teacher asks the pupils to cross out the silent letters in the given
words in the handout.
Key answers:
The pupils should

be able to get an
idea about the
silent letters
The pupils should
be able to practice
the silent letters.
Act two:
The teacher asks the pupils to guess the missing silent letter in the
given words.
Key answers:
15mn
The
The teacher gives the handouts about the pronunciation of the
Reminder final /ed/ to the pupils, read and explain it.
15mn
The
Act one:
activities The teacher asks the pupils to classify the given words in the table
according to the pronunciation of the final /ed/.
Key answers:
/d/
/t/
/id/
The pupils should

be able to get an
idea about the
pronunciation of
the final /ed/
The pupils should
be able to classify
the words
according to the
pronunciation of
the final /ed/
Remarks:


Level: 2nd year SE
Class: ES/ ME
III)Working with words (p.125):

The aim of the lesson: by the end of the lesson the students will be able to know about the most common reporting
verbs and using them.

Timing Steps
30mn
Act One
(p.125)
20mn
Act Two
(p.125)
Input / Output
Aims
The students have to use some of the given verbs to report the
quotes in the box that follow.
Key answers:
a-The thief admitted that he had stolen the bag.
b-The mother prayed/begged the doctor to save her son.
c-She apologized for being late.
d-She ordered him to go there.
e-He suggested to go out for a walk.
f-She advised her girlfriend to consult a doctor.
g-She blamed him/her for breaking the vase.
h-Leila agreed that the flowers were really beautiful.
The students have to use the rest verbs to form sentences of their
own.
Key answers:
Each student reads his/her sentences and choose the appropriate ones
to write them in their copybook.
Remarks:
The students should

be able to chose the
appropriate
reporting verb
depending on the
meaning of the
quotes.

Part II: Developing Skills (pp.126-131)
Sequence one: Listening & speaking (pp.126-131):
The students should

be able to practice
their understanding
of the reporting
verbs.

Level: 2nd year SE
Class: ES/ ME
The aim of the lesson: by the end of the sequence the students should be able to:
-Listen to a radio interview;
-manage through a conversation;
Timing
Steps
Input / Output
Aims
15mn
Act One
(p.126)
The students should

be aware of how to
order a given
instructions.
15mn
Act Two
(p.126)
The students have to interact and to decide on the correct order

of the following earthquake safety measures.
Key answers:
Numbers
1
2
3
4
Letter
b
c
d
a
The students have to listen to their teacher reads an interview
p.184 of the text book, and check their answers of the previous act.
20mn
Act Three
The students have to listen to their teacher read some sentences
(p.126)
which contain mistakes then they will try to pick out this mistakes
and correct them.
Key answers:
The mistake consists of adding to the idiom had better and had
better not.
a- If you are inside a building during an earthquake, you had
better stand in a doorway.
b- You had better not try to take the stairs and lifts.
c- You had better stand away from buildings.
Remarks:
The students should

be able to assess
their knowledge by
checking their
answers with the
correct ones in the
passage.
The students should
be aware about the
use of the idioms had
better, had better not.

Level: 2nd year SE
Class: ES/ ME
Sequence one: Listening & speaking (pp.126-131)
-take turns in an interview;
-write an announcement;

Timing
Steps
30mn
20mn
Your Turn
(p.127)
Input / Output
As a pair work, the students have to ask for and give advice
about what to do before, during and after earthquake using the verb
idiom had/ d better/ d better not.
Key answers:
Before an earthquake
You: What should I do before an earthquake?
Your partner: Youd better have an earthquake survival kit at
hand.
Other suggestions:
Youd better know how to turn off gas, water and electricity.
Youd better plan emergency procedures.
Youd better make plans to keep your family together.
Youd better know emergency telephone numbers (doctor,
hospital).
You: What shouldnt I do before an earthquake?
Your partner: Youd better not anchor objects like bookcases and
kitchen units to walls.
Other suggestions:
Youd better not place objects over beds.
After an earthquake
You: What should I do after an earthquake?
Your partner: Youd better check for injuries.
Other suggestions:
Youd better provide first aid.
Youd better check for building damage and potential problems
during aftershocks.
Youd better clean up dangerous spills.
Youd better wear shoes.
Youd better turn on the radio and listen for instructions from
public safety agencies.
Youd better use telephone for emergency only.
Write it up
The students have to use the previous acts statements to write a
(p.128)
short announcement advertising the precautions that people should
take before, during and after an earthquake.
Key answers:
ANNOUNCEMENT
Dear citizen,
Our town is situated in an earthquake zone. We cant do
anything to stop earthquakes, but we should see to it that safety
measures are taken in order to limit the loss of human life and
material damage.
Before an earthquake, wed better not place objects over bed
because they may fall over family members and injure them. ...
During the earthquake, wed better not panic and run away in all
directions, for we can be injured or killed . Wed better stand in a
doorway or crouch under a desk or a table, stay well away from
windows or glass dividers, for our safety. ...
After an earthquake wed better provide first aid because family
members and neighbours may be injured. ...
Remarks:
Aims
The students
should be able to
ask for and give
advices using some
verb idioms.
The students
should be able to
know the steps of
writing an
announcement.

Level: 2nd year SE
Class: ES/ ME
Sequence two: Reading & Writing (pp.129-131)
-read a report;
-read a newspaper article;
-write a report;
-write a letter of opinion;
Timing
Steps
10mn
Act One
(p.129)
15mn
15mn
20mn
Input / Output
Aims
The students have to interact with the picture and analyse what
it presents.
Suggested answers:
- They are taking food to homeless families and neighbours as
their houses were destroyed by an earthquake. This can be an act
of solidarity.
- The picture is supposed to have been taken after the earthquake
that shook Bourmedes in 2003.
Act Two
The students have to read the newspaper report and check their
(p.129)
answers to the previous act.
Key answers:
The women are taking food to their neighbours because the latter
have lost their homes.
Act Three
The teacher have to read and explain the tip box to his/ her
(p.130)
students, whom have to pick out the first paragraph of the previous
article and try to state the correct punctuations to separate the
reporters words from those of his informant.
Key answers:
Great calamities can show the best in man. For instance, while I
was covering, for my newspaper, the earthquake in Boumerdes I
met a group of women carrying plates of Kouskous. Where are
they going all together like that? I asked Rafik, my Algerian
friend and translator. They are taking food to their neighbours
who have lost their homes, he replied. After a few minutes, he
added, People have always helped each other over here. But this
earthquake has considerably increased that sense of
neighbourliness.
Act Four
The students have to use the information in the given table to
(p.130)
turn the conversation between Rafik and the journalist into
reported speech.
Key answers:
A. The journalist asked Rafik where the women were going all
together.
B. Raffik replied that they were taking food to their neighbours
who had lost their homes. He said that people had always
helped each other over there and he added that that earthquake
had considerably increased that sense of neighbourliness.
Remarks:

Sequence two: Reading & writing (pp.129-131).
*Write it out (pp.130-131):
The aim of the lesson: by the end of the lesson the students should be able to:
-write a report;
-write a letter of opinion;
The students should

be able to interpret
and analyse pictures.
The students should

be able to get ideas
from analysing texts
The students should
be able to learn
about punctuation
marks concerning
reported speech.
The students should

be able to practice
more reported speech.

Level: 2nd year SE
Class: ES/ ME
Timing
Steps
Input / Output
Aims
20mn
Act One
(p.130)
The students should

be able to use
reported speech and
reporting verbs.
30mn
Act Two
(p.131)
The students have to report the given opinions using the

proposed verbs and expressions.
Suggested answers:
There are many possible answers. e.g.,
Some people think that we can reduce poverty in Africa by giving
more food aid. Some others believe that food aid is not the
solution to starvation and malnutrition in Africa.
The students have to use the hints in the box and the notes that
follow to develop an argument against the claims reported in the
previous exercise.
Suggested answer:
Some people think that we can reduce poverty in Africa by giving
more food aid. This is totally wrong. Billions of dollars are already
spent on food aid and thousands of people are still dying from
hunger and famine. I believe that
... (Students will develop the relevant notes to support this second
opinion.) The irrelevant notes are as follows:
- Africa has long history/culture
- music beautiful
Remarks:
The students should

be able to aware how
to express polite
disagreement

Unit IV: Business is Business
Theme: Management & Efficiency
Level: 2nd year SE
Discovering Language (pp.160-165)
Class: Management & Economy
I/ Grammar (pp.160-163)
Timing
Steps
Input / Output
Aims
20mn
Before
you read
(p.160)
The students have to look at the picture and answer the given
questions.
Key answers:
a-The expression handle with care is written on packets/boxes
The students
should be able to
get ideas through
interpreting
containing ( easily broken) fragile objects which are in transit.

b-I think that she sells vases.
c- She feels angry because the vases have been damaged in transit.
40mn
As you
Act one (p.160):
read
The students have to read the letters A-D, then identify the one
(pp.160-161) which the previous picture best illustrates.
Key answers:
The letter which the picture p.160 best illustrates is letter C.
Act two (p.161):
The students have to read the letters again and answer the
questions.
Key answers:
A: The letters are business letters. They are written for business
transaction. ( There are other possible answers.)
B: 1-order placement-D
2-letter of complaint-C
3-order/receipt of acknowledgement-B
4-advice of dispatch-A
C: Chronological order in which the letters are sent: D-B-A-C
Remarks:
pictures.
The students
should be able to
read and analyse
texts.

Level: 2nd year SE
C- After you read (p.162)
The aim of the lesson: by the end of the lesson the students should be able to: - express purpose.
Timing Steps
Input / Output
Aims
20mn
Grammar
Together, the teacher and his/ her students will discuss the sentences and
Desk
the questions in the grammar desk.
(p.162) Key answers:
a-The link words written in bold express purpose.
The students
should be able
to get an idea
about
20mn
Act one
(p.162)
15mn
Act two
(p.162)
b. All the main clauses are in the front/first part of the sentences and the
subordinate ones in the second part (after the conjunctions written in
bold).
c-Sentence 4: The verb in the main clause is in the present continuous
tense, whereas that of the verb in the subordinate clause is in the future
tense.
Sentence 5: The verb in the main clause is in the future tense whereas the
second verb is preceded by can.
d- The sentence which is acceptable is the following:
-We would like our order to be processed promptly in order not to
miss the summer sale.
This one is not acceptable.
-We would like our order to be processed promptly not to miss the
summer sale.
The students have to write an introductory sentence to express the
purpose of each of the subjects of the letters in the given box, with the use
of "to".
Key answers:
a-Dear sir,
I am writing to congratulate you for the new born baby.
b-Dear sir,
I am writing to apologize for the offence.
c-Dear sir,
I am writing to apply for the job advertised in USA today.
d- Dear sir,
I am writing to enquire about the quotations for Spring and Summer
clothing.
e- Dear sir,
I am faxing you information about the merger of our company with
the Yamakachi Company.
The students have to rewrite the sentences using "so that" instead of
the link words in bold type.
Key answers:
-a-Would you therefore please let us know about your wishes as soon as
possible so that we can reserve the rooms you need.
-b-Please, place your order for our new range of products by 15
December so that you can benefit from the discount prices on the price
list.
expressing
purpose using
"to", "in order
to" & "so as
to".
The students
should be able
to practice the
use of "to" to
express
purpose.

Level: 2nd year SE
*Write it right (p.163)
The aim of the lesson: by the end of the lesson the students should be able to: Steps of the lesson:
Timing Steps
Input / Output
Aims
30mn
Act
one
(p.163)
The students have to imagine that they are a group of foreign investors
interested in opening a business in Algeria, so they should prepare a
facsimile and send it to the consulate to ask for information, with the use of
the given information in the box.
Suggested answer:
The students
should be able
to write letters
related to
business.
30mn
Act
two
(p.163)
Dear Mr._____,
We are writing to ask for information about the city of El-Oued. We are
a group of manufacturers of air conditioners from Leeds and we are
interested in opening a business in El-Oued. Would you please send us
information about the following:
a. working hours
b. languages spoken
c. working force ...
Thank you in advance for any information you can provide us with. We
look forward to receiving your reply.
Yours faithfully,
Air and Co.,
The students have to imagine now that they are working in the
consulate, so they should write a draft reply to the previous letter of
enquiry.
Remarks:

Level: 2nd year SE
II/ Say it Clear (p.164)
The aim of the lesson: by the end of the lesson the students should be able to: Steps of the lesson:
Timing Steps
Input / Output
Aims
15mn
Act
one
(p.164)
25mn
Act
As the teacher reads the sentences, the students try to underline the
stressed syllable.
Key answers:
The focus is on the shift of stress at the sentence level.
a-June b-Algiers c-business d- going e-you See the key to activity two
below.
The students have to answer the questions of the previous act, by
The students
should be
aware about
the stress shift.
The students
two
(p.164)
20mn
Act
three
(p.164)
focusing each time on a word.

Key answers:
The focus is on corrective stress.
You: Are you going on a business trip to Algiers in June?
Your partner: No, Im going on a business trip to Algiers in July.
Your partner: No, Im going on a business trip to Oran in July
Your partner: No, Im going on a holiday trip to Oran in July
Your partner: No, Mary is going on a business trip to Oran in July
Together with their teacher, the students have to find out and discuss the
spelling sound links in English.
should be
aware of the
contrastive and
the corrective
sentence stress.
The students
should be
aware about
the different
sound-spelling
links.

Level: 2nd year SE
II/ Say it Clear (p.164)
- get an idea about the stress pattern in the different word's types.

Timing Steps
25mn
Input /Output
The
The teacher distributes the handouts about the stress pattern to the
Reminder pupils, read and explain it.
Aims
The pupils
should be able
to get an idea
about the stress
pattern in
verbs nouns
and adjectives.
35mn
The
The teacher asks the pupils to do the activities in the handout
activities concerning the stress pattern.
Key answers:
The pupils
should be able
to practice the
stress in
different
words.
Remark(s):

Level: 2nd year SE
III/ Working with words (p.165)
The aim of the lesson: by the end of this lesson, the pupils should be able to: - use prefixes.
Timing Steps
Input / Output
Aims
20mn
Act
one
(p.165)
The pupils have to use the prefixes in the box to form words out of the
underlined phrases, then replace the underlined phrases with the words they
have formed.
Key answers:
Memo
The employees of the company are dissatisfied with their working
conditions. Some of them complain about mistreatment and malpractice
while others say that the wages are unfair and that the managers are
insensitive to their feelings.
The pupils
should be
able to use
the prefixes.
30mn
Act
two
(p.165)
The present organization of our company is not efficient. It is time to

rearrange and reorganize it so as to re-establish good labour relations.
It is impossible to improve production and productivity if the policy of
wages is not reconsidered.
Pupils will write their own Profit and Loss statements and Balance Sheets.
They have to use the words in the box.
Remarks:

Level: 2nd year SE
Developing Skills (pp.166-173)
I/ Listening & Speaking (pp.166-169)
The aim of the lesson: by the end of the lesson, the students should be able to:
- listen for gist
- listen for specific information
Timing Steps
Input / Output
Aims
20mn
Act
one
(p.166)
10mn
Act
two
The pupils have to read a given short texts and answer the questions.
Key answers:
a-advertisement
b-in newspapers and magazines
c-The short texts on the left hand side of the page are work wanted ads;
the text on the right hand side is a firm offer of recruitment (situations
vacant).
The pupils have to listen to their teacher reading the script (p.186), and
say which advertisement of the previous part the speakers are talking about.
The pupils
should be able
to get an idea
about some
types of texts
related to
business.
(p.166)
20mn
Act
three
(p.166)
Key answers:
The speakers are talking about the advert on the right hand side of the
page. (offer of recruitment/situations vacant)
The pupils have to listen to their teacher reads the script again and take
notes in order to summarise the dialogue in their way.
Suggested Summary:
The pupils
should be
aware about
writing
summaries.
Remarks:

Level: 2nd year SE
Your turn (pp.167-168)
The aim of the lesson: by the end of the lesson, the pupils should be able to:
- ask and answer questions
Timing Steps
Input / Output
Aims
30mn
Act
two
(p.167)
20mn
Act
two
(p.168)
The pupils have to act out dialogues using yes-no questions and the
clues in the box. They have to make comments and give further information
each time they answer.
Key answers:
The students have to follow these examples to write their own dialogues.
You: Have you applied for the job yet?
Your partner: No, I haven't done that yet. I'll do it this afternoon/ tomorrow,
next year.
Yes, I have already done that. I hope I will get it.
The pupils have to study the given dialogue and act out snippets of it to
rehearse for a job interview.
The pupils
should be
aware how to
deal with
conversation's
questions and
answers.
The pupils
should be able
to differ
between the
present perfect
simple and the
present perfect
continuous.
Remarks:

Level: 2nd year SE
*Write it up (pp.168-169)
-learn about the present perfect & the present perfect continuous.
Timing Steps
Input / Output
Aims
30mn
Act
two
(p.168)
30mn
Act
two
The students have to put the verbs between brackets in present perfect
simple or the present perfect continuous and insert already, yet, still and
just where appropriate.
Key answers:
Rashid: He has been working in the sales department for two months, and
he has already mastered all the selling techniques.
Omar: He has been working for six months, but he has not got the list of
all workers in his shift yet.
Rashid: She has been directing a research project since January last year,
and she still hasnt completed it.
Omar: She has been training to become manager since 2005, and she has
just only got the appointment to the position.
The students have to use the information in the next page to write an
annual report of a company of their choice.
The students
should be able
to use the
present perfect
and the present
perfect
continuous
using already,
yet, still and
just.
The students
should be
(p.168)
Key answers:
The students can follow this form:
The production has increased steadily from 650,000 to over 1 million
packets of pasta. The number of accidents has fallen sharply from 20 to 2.
Absenteeism has fallen to the lowest point. ... (The students will give
figures to support their statements) ( If necessary refer to SE1 book to have
ideas about how graphs can be read.)
Remarks:
aware about
the steps to
write a
company's
annual report.

Level: 2nd year SE
The present perfect simple and continuous
Timing Steps
Input / Output
Aims
30mn
30mn
The
The teacher gives the pupils handouts about the present perfect
Reminder simple & continuous forms and uses, read and explain it.
The pupils
should be able
to get an idea
about the
present perfect
and the present
perfect
continuous.
Activities Act one:
The pupils
The teacher asks the students to give the correct form of the verbs should be able
between brackets.
to practice the
Key answers:
use of the
1- has been looking 2- has been playing 3- has worked
present perfect
4- hasn't come 5- has been making 6- hasn't arrived 7- has just finished
simple and
8- has been raining 9- hasn't found 10- has been practicing
continuous.
Act two:
The teacher asks the students to choose the correct form of the verb
that complete each sentence.
Key answers:
1-have been playing 2- has only won 3- have been walking

4- have just finished 5- have been working 6- have you been waiting
Remarks:

Level: 2nd year SE
II/ Reading & Writing (pp.170-173)
- read for specific information.
Timing Steps
Input / Output
Aims
10mn
Act
one
(p.170)
10mn
Act
two
(p.170)
Act
three
(p.171)
20mn
The pupils have to look at the picture and the graph and guess what they
represent.
Key answers:
- The picture represents the American women who helped in the war effort
in World War II by working outside their homes.
- The graph represents the growth in the number of firms owned by women
in the late 1980s and 1990s.
The pupils have to read the text and check their answers to the question
of the previous act.
The pupils
should be
able to read
and analyse
picture and
graphs.
The pupils have to read the text again and answer the given question.
Key answers:
a)American women went to work outside the home during World War II in
order to/so that they might help in the war effort.
b)They continued to work after the war in order to/in order that they might/
contribute to the rebuilding of their countrys economy.
c) In the 1960s many of them preferred to stay at home to take care of their
The pupils
should be
able to read
and analyse
texts and get
ideas.
20mn
Act
four
(p.171)
children.
d) Their husbands bought them cars so that they could drive their children
to school.
e) The supplied them with washing machines and cookers to help them
spend less time on housework.
f) They furnished them with TV sets in order to prevent them from being
bored during their free time.
The pupils have to read the information in the given tip box, then deduce/
infer the central idea developed in each of the paragraphs of the previous
text.
Key answers:
Paragraph 1: World War II gave American women the opportunity to work
outside their homes.
Paragraph 2: The decrease in the number of working women in the 60s and
70s. was caused by economic prosperity.
Paragraph 3: American women worked outside again in the late 1970s and
1980s because of economic crisis.
Remarks:
The pupils
should be
able to get
ideas through
reading text.

Level: 2nd year SE
II/ Reading & Writing (pp.170-173)
*Write it Out (pp.172-173)
The aim of the lesson: by the end of the lesson, the pupils should be able to: - practice the use of
the link words of purpose.
Timing Steps
Input / Output
Aims
15mn
Act
one
(p.172)
The pupils have to re-write the sentences of the text on the previous page
which contain the link words so that and in order that using "in order to",
"so as to" and" to"
Key answers:
a- After the war, American women continued to work side by side with
American men for sometime in order that they might contribute to the
building of their countrys economy .
After the war, American women continued to work side by side with
American men in order to contribute to the building of their countrys
economy.
b- Many of them preferred staying at home so that they could take care of
their children.
Many of them preferred staying at home so as to take care of their
children.
c-They highly salaried husbands bought them cars so that they could drive
their children to school and back home.
They highly salaried husbands bought them cars in order to drive
The pupils
should be able
to practice the
use of link
words of
purpose.
15mn
Act
two
(p.172)
25mn
Act
three
(p.173)
their children to school and back home.

d- They also supplied them with brand new washing machines and cookers
so that they would spend less time on housework.
They also supplied them with brand new washing machines and cookers
so as to spend less time on housework.
e -They furnished them with TV sets so that they might not feel bored
during their free time.
They furnished them with TV sets so as not to feel bored during their free
time.
The pupils have to re-write the sentences using the link words and the
The pupils
modals in the box instead of the link words written in bold.
should be
Key answers:
able to do
more practice
a - She took more than forty word-processing lessons in order to have a
related to the
job promotion.
use of the
She took more than forty word-processing lessons so that she could
link words.
have a job promotion.
b- The government refuses to increase the wages so as not to cause
inflation.
The government refuses to increase the wages in order that they may
not use inflation.
c- In order to increase the sales, the company recruited an expert in
marketing.
The company recruited an expert in marketing so that the sales would
increase.
d- To protect the local industry, the government imposed new tariffs on
imports.
The government imposed new tariffs on imports in order that the local
Industry could be protected.
e- In order not to disappoint private exporters, the government will lower
the duties.
The government will lower the duties so that private exporters may not
be disappointed.
The pupils have to write a confidential report using link words so that/ The pupils
in order that and modals might/ would/ could.
should be able
key answer:
to get an idea
about the tips of
Confidential report
writing a
Introduction:
confidential
The purpose of this report is to evaluate the performance of Leila
Derradj, Production Manager of Autocar, during the year 2005. The report report.
details the decisions that Leila Derradj took month by month in several
areas.
Findings:
Leila Derradj was appointed on 2 January, 2005 so that she would help
increase production.
In February, she re-organized the department so as to have more control
on the staff and the work to be done. In March, she introduced break time
for workers on the assembly line so that they could improve production.
She introduced also a flexible time scheme for female employees of the
company. In April, she put suggestion boxes in order that workers might
give their opinion on the company. On June, she held a meeting with the
workers so that they could participate in decision-making. Finally she
introduced new items in work contract for workers...
Conclusion:
Leila Derradj s decisions have led to a new management style. The
annual turnover has increased steadily. There has been a peak in
productivity and sales have increased considerably which has made profits
reach a sharp rise.

I therefore strongly recommend to maintain Miss Leila Derradj in her
position as production manager of Autocar.
Remarks:

Unit IV: Budding Scientists
Theme: science and experiments
Part one: Discovering language (pp.80-85)

Level: 2nd year SE
Class: 2nd year ES
I) Grammar in Context:
The aim of the lesson: the students should be able to: - learn about the conditional type zero & 1.

Timing
Steps
15mn
Before you
Input / Output
The pupils have to look at the picture and use the
Aims
The pupils should be to
read
(p.80)
15mn
30mn
As you read
(pp.80-81)
After
reading
(p.81)
information to write 5definitions to the angles.

Key answers:
The "acute angle" has less than 90 degrees.
The "reflex angle" has more than 180 degrees.
The "right angle" has exactly 90 degrees.
The "obtuse angle" has more than 90 degrees.
The "straight angle" has 180 degrees.
Act one (p.80):
The teacher asks the pupils to read the given text and
check their answers of the previous activity.
Act two (p.81):
The pupils read the text and answer the given questions.
Key answers:
1- Plane geometry is the study of points, lines and
figures occurring in planes.
2- Yes, there is. A point in geography has no
dimensions (length and thickness) whereas a dot has
length, width and thickness.
3- The teacher advises his/her students to revise
todays lesson.
Grammar desk:
With the guidance of the teacher, the pupils have to do
all the activities in the computer screen-shaped square
on page 81.
Key answers:
a- The result clause of sentence 1 is in the future simple.
The result clause of sentence 2 is in the present simple.
b- The condition in sentence 2 is true at any time because
it is a general truth.
The condition in sentence 2 is of the domain of
prediction. The students may or may not get good marks.
c- When can replace if in sentences 2 and 4.
2- When two lines cross, the opposite angles are
always equal.
4- When there are two points, the shortest distance
between them is called a straight line.
be familiar with
geometry-related
vocabularies, and use and
practice the
comparatives.

to look for specific notes
in the text, to identify the
main and secondary ideas
of the reading passage,
and to provide them with
the correct methodology
of answering questions.
to identify the conditional
clause, recognize the
construction and building
of the conditional
sentences ;( if
clause/main clause
main clause/if clause),
and discriminate between
the usage of the two
different types of
conditional: Type (I) and
type (II).
d- The order of the sentences is as follows: (2-4) (1-3)
Remarks:

Discovering language (pp.80-85)

Level: 2nd year SE
Class: 2nd year ES
*Practice:
The aim of the lesson: the students should be able to: - practice the conditional type zero & 1.

Timing
Steps
10mn
Act one
Input / Output
The teacher asks the pupils to put the verbs between
Aims
The students should be able
(p.82)
15mn
Act two
(p.82)
15mn
Act three
(p.82)
20mn
Act four
(p.82)
30mn
Act five
(p.83)
brackets into the correct tense.

to practise the use of the
Key answers :
conditional clause in context
and enable them to
a- We will get wet if it rains. (Prediction)
differentiate between the
b- If you boil water at 100% centigrade, it evaporates.
two types of conditional:
(Scientific truth)
Type (1) and (0).
c- If you throw water on fire, it will stop burning.
d- If you drink some cool water, you will soon feel better.
e- She will fall sick if she drinks that polluted water.
The students have to put the verbs between brackets in
the sentences of column A into the right tense. Then
to practise more the
match each sentence with its function in column B.
conditional and to make
Key answers:
them aware of the diverse
functions a conditional
A: Sentences
B: Functions
sentence may have.
1. If you buy two, you will get one
F. promise
free.
2. I will help you do the exercises if
B. offer
you want.
3. If you do not stop making a noise, I D. threat
will switch off the TV.
4. He will understand if you just
E. advice
explain why you came late.
5. If you touch that wire, you will get
C. warning
an electric shock.
A. prediction
6. If this jacket is the correct size, it
will fit me.
The students have to write if-conditional sentences
expressing the functions in column B of exercise 2 above.
Then read them aloud using the right tone:
Key answers:
a You may have an accident if you drive too fast.
b- If you don't pay your taxes on time, you can have a
fine.
c- You can ran out of money if you spend too much of it.
d- If you overuse your old car, it may break down one
day.
The students have to think about what theyll do if they
The students should be able to
pass their exams. Then play a chain game by asking the
express freely their own ideas
other group what they will do next.
as long as the conditional is
Key answers:
used appropriately.
G1: If you pass your exam, well go to Brazil.
G2: What will we do if we go to Brazil?
G1: If we go to Brazil? Well visit Maracana Stadium.
The students have to make the result clauses in the
sentences sound less categorical (likely) by using the
to differentiate between
auxiliaries may or can. Then to write similar sentences conditional sentences with
as the ones they have obtained.
'may' and 'can', recognize
Key answers:
the difference in the degree
Possible Sentences:
of certainty of conditional
a- If you fall down, you may break your arm.
sentences using 'may' and
b-That boiler can explode if you put too much pressure
'can', and to reinforce the
on it.
use of 'may' and 'can' in a
c- He may hurt himself if he mixes chemical products
given language context
carelessly.
d- They can fail their mathematics and physics exams if
they dont learn the theorems.
e-If you drive too fast, you may have an accident.

f-If you spend too much money, you can run out of it
soon.
g-If you overuse your old car, it may break down one
day.
h-If you dont pay your taxes on time, you can have a
fine.
Remarks:


Level: 2nd year SE
Class: 2nd year ES3
The aim of the lesson: the students should be able to: - practice the conditional in writing a scientific composition

Timing
Steps
Input / Output
Write it right
The students have to use the information below to write
(p.83)
a short description about water properties. Use
conjunctions if / when / as.
Key answers:
Like air, water is found almost everywhere. It is
familiar to us in different forms, as drinking water,
water vapour, ice and snow.
Water has some surprising qualities. For example,
most liquids freeze and become denser, but water
Aims
to practise the use of
conditional with 'may', 'can'
and 'will', to write a
descriptive essay using
given notes to improve their
writing skills.
becomes lighter. When you fill a pan of water, with ice

cubes, you note that unmelted particles remain on the
surface. The reason is that frozen water is lighter than
water in liquid form. When water expands, it becomes
ice and it exerts pressure. If you fill a glass bottle and
put it in the freezer, the bottle breaks. As the frozen
water expands, it exerts pressure on the glass bottle.
Water molecules have a strong attraction to each
other. The force of attraction is called cohesion. If you
moisten two pocket mirrors and stick them together,
you will not be able to pull them apart. The water
molecules on the surface of the pocket mirrors attract
each other. But it is not difficult at all to separate dry
mirrors because ...
Remarks:


Level: 2nd year SE
Class: 2nd year ES
II) Say it loud and clear:

The aim of the lesson: the students should be able to: - mark intonation in complex sentences with if.
- mark stress in words ending in gy, -ical, -ics

Timing Steps
10mn
15mn
Input / Output
Act one The students have to listen and mark the intonation at the end of
(p.84) each sentence in the dialogue below. Use arrows ( )
key answers:
Car owner: What should I do () if the engine fails to start?
()
Mechanic: Check if there is fuel in the tank. ()
Car owner: And if there is fuel in the tank. ()
Mechanic: Then you should check () if the battery is all right.
()
Act two In a pair work, the students have to act out the given dialogue.
Aims
aware of the musicality
of spoken English, learn
the intonation in the
interrogative form, and
learn the use of "should"
for giving advice.
10mn
25mn
(p.84)
Act
three
(p.84)
Act
four
(p.84)
Then make similar dialogues using should and if:

The students have to listen to their teacher reading the words in
the table. Then mark the primary stress with a prime (). The
secondary stress is already marked:
Key answers:
A) Word
Pronunciation
B) Words
Pronunciatio
n
Psychology
Solution
/sa 'k l d /
/ s lu n/
Democracy
-Television / tel 'v n/
/ d 'm kr s /
Philosophy
-Realistic
/ f 'l s f /
/ r 'l st k/
Responsibility / r sp ns 'b l t / -Static
/ 'st t k/
Technological / tekn 'l d kl/
Aeronautics / e r 'n t ks/
The students have to discuss the given points and draw
pronunciation rules:
Key answers:
The rules for word stress
1. Stress on first syllable
Most two-syllable nouns and adjectives have stress on
the first syllable.
2. Stress on last syllable
Most two-syllable verbs have stress on the last syllable.
3. Stress on penultimate syllable (second from the end):
Words ending in ic , tion, and sion
4. Stress on ante-penultimate syllable (third from the end):
Words ending in cy, ty, phy; gy
5. Polysyllabic words (words with many syllables)
These usually have more than one stress, i.e., primary and
secondary stress. Often such words contain a prefix (as
with inter and anti in international and antibiotic). This
is common with many long technical words.
6. Compound words (words with two parts)
If the compound is a noun, the stress goes on the first
part.
eg: greenhouse, blackbird.
If the compound is an adjective, the stress goes on the
second part; e.g., bad-tempered, old-fashioned
If the compound is a verb, the stress goes on the second
part, e.g., understand, overlook.
Remarks:

aware of what
homophones are.

able to raise their
awareness about spoken
English sounds, to
discriminate between
primary and secondary
stress in words, and to
learn the stress pattern in
words ending with specific
suffixes: gy, cy, phy, ity,
cal, tion, sion, ic and ics.


Level: 2nd year SE
Class: 2nd year ES
III) Working with Words:

The aim of the lesson: the students should be able to: -form adjectives with suffixes.
- get vocabulary related to science, experiments

Timing Steps
30mn
Input / Output
Act one The students have to complete the blanks in the table with
(p.85) adjectives of their own.
Key answers:
Suffixes
meaning
Example
for
(+transcription)
forming
nouns
Aims
able to learn some
suffixes, their
meanings and their use,
and to be able to create
new and different
adjectives using
specific nouns and
suffixes.
-able/ ible
20mn
Act
two
(p.85)
- that can be/ fit to be/

- reliable
showing qualities of
-al, -y, -en Related to, like
-identical, similarly
-ate
-related to
-passionate
-ed
- having the
-polluted
characteristics of
-ful
- full of, having the
-fruitful, harmful
quality of
-ial
- having the
-serial, racial
characteristics of
-ic
- related to
- biologic, ecologic
-ive
- having the tendency
-reflexive
towards/quality of
-lar
-in the shape of
-perpendicular
-less
-without
- tasteless
-like
-resembling
-lifelike
-ly
-having the quality of/
-scholarly, yearly
regular occurrence
-ous
-having the qualities of -some
-which causes
-tiresome
-ss,-ese,-sh, -nationality
-Swiss, Japanese,
-an...
The students have to unmix the letters to find out the name of a
science. Then complete the crossword puzzle:
Key answers:
Across
Down
h- physics
a- Psychology
b- mathematics
czoology
d- astronomy
ebiology
fecology
g- chemisty
Remarks:

Part two: Developing Skills (pp.86-91)

Level: 2nd year SE
Class: 2nd year ES3
Sequence one: Listening & speaking (pp.86-88)

The aim of the lesson: the students should be able to: - listening to a talk
- talking about a dilemmas.

Timing Steps
15mn
Input / Output
Act one The students have to skim through the advertisement below and
(p.86) answer the given questions.
Aims
able to be familiar with the
form and language items of
5mn
Key answers:
advertisements.
a- The advert addresses high school graduates.
b- Open Day is the day when the university is open for visit
by high school graduates who are interested to join the
university.
Act two The students have to listen to their teacher reading a dialogue
(p.86)
10mn
30mn
and check their answers to the questions of the previous task.
Act three The students have to listen to their teacher again and answer the
(p.86) given questions.
Key answers:
a- The speakers are Jamel and Maya who are high school
students.
b- Jamel.
c- He starts as follows: I feel like going.
d- Jamel wants to visit the faculty of medicine.
e- Maya wants to visit the faculty of civil engineering because
she isnt interested in visiting the faculty of medicine
Your
Pair work. Each one of the students have to imagine that his/
turn
her friend finds himself/herself in a dilemma and suggest to
(p.87) him/her a solution to get out of it:
Suggested answer:
You: Im sure that scientists will invent a vaccine against tooth
decay in 20 years.
Your partner: Personally, I have doubts about that. That might
or might not happen.
Your partner: It seems to me that this wont happen tomorrow.
You: I have the firm conviction that children will study at home
to work through the use of computer.
Remarks:

Part two: Developing skills (pp.86-91)
Sequence one: listening & speaking (pp.86-88)
able to get self evaluation

about their guesses about
activity one.
able to be trained to look
for specific details (the
correct answers) while
listening to a read
passage.

able to consolidate further
the use of the language
exponents for asking for
and giving advice.

Level: 2nd year SE
Class: 2nd year ES3
Write it up (p.88)
The aim of the lesson: the students should be able to: - give a short presentation.

Timing Steps
30mn
Input / Output
Act one The students have to imagine they are in a dilemma. So they
(p.88) have to write a letter to an agony aunt to ask for advice.
Key answers:
A letter for seeking advice
A suggested letter to an agony aunt:
Dear Dr Wells,
Im writing to you to seek advice. My name is
Omar and Im a secondary school student. I cant make up
my mind about a personal problem.
Ill sit for the baccalaureate exam soon. Ill
Aims
able to learn how letters
of seeking advice are
written regarding both
the form and contents,
and to use the
conditional for
expressing predictions.
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 dont, Ill feel guilty
of not helping my family. I have no one to turn to. What
should/can I do?
Sincerely,
Miserable
30mn
Act two
(p.88)
The students have to imagine they are an agony aunt. They

have to read their partners letter and reply by suggesting a
solution to his/her problem, keeping to the given plan.
Key answers:
The students most appropriate letter.

able to know how to
write responses to a
letter of complaint
expressing sympathy,
and making written
suggestions and
recommendations using
specific language items.
Remarks:

Part two: Developing skills (pp.86-91)

Level: 2nd year SE
Class: 2nd year ES3
II) Reading & Writing (pp.89-91)

The aim of the lesson: the students should be able to: - read a report about an experiment.
- write a letter about a contingency plan.

Timing Steps
Input / Output
10mn
Act one
(p.89)
The students have to read and answer the question in the

caption attached to figure 1 that is given.
15mn
Act two
(p.89)
The students have to read the first part of the text and check
their answers to question 1 in the exercise above. Then discuss
Key answers:
a. Yes, it shows the balloons moving away from one and
other. The illustration helps in understanding the word repel
in the text. It also helps to visualise the whole experiment.
b. Yes, I have used my knowledge in physics. Using
background knowledge helps in understanding texts.
Aims

aware of the importance
of using illustrations,
drawings and
background knowledge
to understand a text
before reading it.
c. The answer to the first part of the question may be yes or

no depending on the students background knowledge. As
regards the second part of the question, the answer is no.
15mn
Act three The students have to Read the rest of the text on page 89 and
(p.90) check your answer o question in exercise 2 on page 89.
Key answers:
Fig.2: It illustrates the result of the experiment: unlike charges
attract. The balloons are attracted to the rod. They are
negatively charged whereas the rod is positively charged.
15mn
Act four The students have to read the last paragraph on the text above
(p.90) and write captions for figures 3 and 4 to illustrate the
explanations.
Key answers:
Captions:
Figure.3: A negatively charged balloon adheres to an
uncharged wall.
Figure.4: A positively charged balloon also adheres to such a
wall.
Write it This activity will be given as a home work.
out (p.91)
Remarks:

aware of the different
techniques/strategies for
avoiding repetition.

Unit IV: Science or Fiction
Theme: Technology & the Arts

Level: 2nd year SE
Class: Experimental Science
PROJECT: Writing a repertory of inventions & discoveries


Timing
Steps
15mn
Input / Output
Before you read The teacher asks the pupils to look at the picture of
(p.139)
the book cover and answer the given questions.
Key answers:
a-The author of the book is H.G. Wells.
b-The titles of novels included in the book are:
The time Machine ,and The War of the
Worlds.
c-Their theme is science fiction.
d-Suggested answer: I like films like Star Wars
or ET.
e- Suggested answer: yes, I do. I like it because it
narrates imaginary scientific and futuristic
Aims
able to describe a book
cover and know some
vocabulary words related
to fiction.
15mn
30mn
stories.
Act one (p.139):
The teacher asks the pupils to read the text and check
the answers of the previous task.
Act two (p.140):
The teacher asks the pupils to read the text again and
answer the given questions.
Key answers:
a- All science fiction films are based on the
following hypothesis: what if it were real?
b- They are different because some scenarios are
built on the supposition that Martians are dangerous
whereas some of them suppose that they are friendly.
c- Sci-fi takes its ideas from current ideas in science.
d- Dr Jekil and Mr Hide teaches us to remain close
to human nature and not try to upset it.
After you read Grammar desk page 140:
(p.140)
The teacher asks the pupils to read the given
sentences and answer the questions after them?
Key answers:
1- The conjunction If expresses condition.
2- The tense of the verb in the if-clauses of sentences
a, b and c is the past simple. The clauses are about
something unreal, unlikely or untrue. They refer to
either to the future or present, but not to the past.
3- The modal used in the result clauses is would. The
future form of this modal is will. Let s consider
sentence d:
1- The past tense used in the if-clause is the past
perfect simple.
2- It refers to something impossible, something
which did not happen. The speaker is dreaming of or
imagining a different past. But the past cannot be
changed!
3- The speaker uses would have + past participle.
The teacher refers to Grammar reference n 11 page
201-202.
The conditional
1/ Type zero:
Form: If+ present, present
Use: general truths, scientific facts and habitual
actions.
E.g: If I through a glass, it smashes.
2/ Type one:
Form: If+ present, future.
Use: predictions, hypothesis, sth real and possible
to happen in the past or the future.
E.g: If it is sunny, we will go to the beach.
3/ Type two:
Form: If+ past s, would+ stem
Use: sth impossible to happen; imaginary in the
present.
E.g: If I were you, I would apologize.
4/ Type three:
Form: If+ past perfect, would+have+p.p
Use: imaginary in the past
E.g: If I had been a little bit taller, I would have
As you read
(pp.139-140)

to check and answer
questions through reading
a text.

able to understand and use
If-conditional type 2, Ifconditional type 3.
joined the army.

Unit IV: Science & Fiction

Level: 2nd year SE
*Practice (pp.141-142)

Timing
Steps
15mn
Act one
(p.141)
10mn
Act two
(p.141)
20mn
Act three
(p.141)
15mn
Act four
(p.142)
Input / Output
Aims
The students have to put the verbs between brackets into

the right tense.
Key answers:
a. If animals could speak, they would complain about
our ingratitude to them.
b- I would change my destiny if time travel was
possible.
c- If Hitler had not existed, the history of the world
would have been different.
d-If Arabs had not translated and (had not) conserved
Greek scientific works, humanity would have lost an
important part of its cultural heritage.
The students have to match the sentences in column A
with their functions in column B.
Key answers:
a-Advice
b-Regret
c-Blame
Group work: the students have to speculate and add
some endings to the if-clauses below.
Key answers:
Brainstorm the if-clauses before you set your students to
task. Provide them with any necessary help.

able to practice what they
have understood from the
grammar desk.
Conditional types 2 and
3.
The students have to make the statements less categorical

by replacing would by the past forms of the modals
may and can.
Key answers:
a-could
b-could
c-might
d-could

able to practice more the
use of would, by the past
forms of may and can.

able to understand the use
of functions such as
regret, blame, advice.
The students should
be able to interact with
each other in order to write
endings to the if-clauses.


Level: 2nd year SE


Timing
Steps
Write it
right
(p.142)
Input / Output
Aims
The students have to write a short newspapers article

speculating about how things would have been different if
the events given had not happened.
Key answers:
Brainstorm the topic of the newspaper article. Dont
forget to remind them about the layout of a newspaper
article: catchy headline, lead-in and the article proper.
The students will use their background knowledge in
history to write their articles.
I consider that there is one important event that has
really made modern history. If this event hadnt taken
place, our world might been totally different, revolution
hadnt happened, the world would have stayed in the
dark and there would have been not technology. For
example, if the computer hadnt developed. We would
have been living in dark ages. So industrial
revolutions changed a lot of things in our life

able to write an article
using the conditional types
2and 3.
Unit IV: Science or Fiction


Level: 2nd year SE

II) Say it loud and clear:

Timing
Steps
15mn
Act one
(p.143)
20mn
Act two
(p.143)
20mn
Act three
(p.143)
Input / Output
Aims
The students have to listen to their teacher and underline

the word which is emphasised in each of the following
drawings?
Key answers:
The words which are emphasized are: dont and do.
We use the auxiliary do to emphasis.
The students have to make the first sentence of each
exchange more emphatic by adding do or did? Then act
out.
Key answers:
You: Do come to watch a science fiction film with me if
you can!
Your partner: That will be nice!
You: I did enjoy that film!
Your partner: So did I. It did give me a fright.
You: I do believe in the existence of Martians.
Your partner: So do I.
The students have to listen and pronounce sentences with
the appropriate emotive emphasis.
Key answers:
The emphatic words are written in bold type.

able to listen and interpret
the drawings.

able to use auxiliaries do
did and interact orally.

able to listen and repeat
pronunciation of emotive.


Level: 2nd year SE

III) Working with words (pp.144-145):

Timing
Steps
15mn
Act one
(p.144)
Act two
(p.144)
15mn
Act three
(p.145)
15mn
Act four
(p.145)
15mn
Act five
(p.145)
Act six
(p.145)
Input / Output
Aims
The students have to complete the following sentences

with well+ the past participle form of the following
verbs?
Key answers:
a- well known
b- well written
c- well appreciated
d- well informed
e- well paid
The students have to make a chart of compound words.
Use the entry examples in page 138 as a model.
Key answers: (this task to be set as a homework).

to use well+ past participle.
The students have to read the dictionary entry on the left

of the book and supply the right adverb or preposition to
the example on the right?
Key answers:
a-look up
b-back to
c-look after
d-looking down
e-looking forward
f- looking into
g-looked away
The students have to rewrite the dictionary entry and
supply the correct examples?
Key answers:
The students will give as many examples as possible.
The students have to answer the following: the verbs look
up and look down in the dictionary have two special
meanings each. Why? Discuss.
Key answers:
Two special meanings for look up and look down:
look up: (1) turn the eyes upwards(e.g., the ceiling)
(2) search for something look down: (1) turn the eyes
downwards (e.g., the floor) (2) look with
disregard/contempt
Note: The first meanings are denotative, and the second
meanings are connotative. Illustrate the difference
between phrasal and prepositional verbs.
The students have to be encouraged to include other phrasal
and prepositional verbs. ( to be given as a homewok).

able to use dictionaries to
supply adverbs and
preposition.

able to make a chart using
vocabulary related to
science/fiction.

able to give their
examples.
able to use dictionary and
check meanings.

to write a chart using verbs
such as: turn, give put.

Level: 2nd year SE



I) Listening and Speaking (pp.146-14):

Timing
Steps
10mn
Act one
(p.146)
20mn
Act two
(p.146)
15mn
Act three
(p.146)
15mn
Act four
(p.147)
Input / Output
Aims
The students have to look at the picture below and answer

Key answers:
a-They are injecting a vaccine against bird flu.
b-The woman wearing a mask is cautious; shes afraid of
contaminated by the bird flu epidemics
The students have to listen to their teacher reading a
dialogue and synthesize it in their own words and read it
to the class.

able to interact and
interpret the picture orally.
The students have to listen to your teacher and note down?

Key answers:
-A sentence used to ask for an explanation: What do you
mean?
-A sentence used to interrupt someone: Wait a minute!
- A word used to resume speaking after being interrupted:
Well
The students have to listen to their teacher and mark the
intonation with arrows. The pauses are on the words in
bold type.
Key answers:
The intonation goes down at the end of statements except
in case where the statement is not finished.
Said it_might (Intionation goes up) science _time
_problems _them_

able to listen again and
guess the meaning of
sentences.

to listen and paraphrase the
dialogue with their own
words.

able to listen and mark the
intonation.


Level: 2nd year SE

*Your Turn (p.147)

Timing
Steps
30mn
Act one
(p.147)
30mn
Act two
(p.147)
Input / Output
Aims
The students have to prepare a short dialogue and take

turns in asking for and giving explanations using the tip
box above?
Key answers:
There are many possible answers.
You: Anyway so far industry hasnt just solved problems.
It has also created some others.
Your partner: I didnt quite catch what you mean.
You: WellTake the case of pollution for example.
Because of industrial wastes, rivers, seas and the earth are
dying. The air is poisoned; water is polluted,; and the land
is full of tons of rubbish.
The students have to speculate about your childhood by
saying in what ways it would/ might/ could have been
different.
Key answers:
There are many possible answers. Give any necessary
help to your students.
I think about my childhood with many regrets. For
example, if I had worked at school, I would have
succeeded in getting a good job. ... (This activity can be
continued as a chain game. ) And if I had got a good job, I
would have ...

able to interact to make
short dialogues using
intonation.

to make a speculation using
previous background.


Level: 2nd year SE

*Write it up (p.148)

Timing
Steps
60mn
Act one
(p.148)
Input / Output
Aims
The students have to go through the tip box, listening to

their teacher explain the difference between prose and
poetry.
The students are supposed to use the past perfect tense in
the first stanza.
Key answers:
Sometimes I lie in bed at night
And think how my life could have been quite all right
I think and think of all the opportunities I had lost.
Oh! If only I had thought of working hard at school ...

able to know some words
related to poetry and use
the conditional.


Level: 2nd year SE
II) Reading & Writing (pp.149-151):

Timing
Steps
10mn
Act one
(p.149)
10mn
Act two
(p.149)
Act three
(p.150)
15mn
25mn
Act four
(p.151)
Input / Output
Aims
The students have to look at pictures 1 and 2 and discuss

what scientific law principle each of them illustrate?
Key answers:
Picture1: Archimedes principle / the law of buoyancy.
Picture 2:- Isaac Newtons discovery of the universal law
of gravitation.
-These laws and principles were discovered by accident.
The students have to read the given text and check their
answers to the previous task.
The students have to read the text again and answer the
given questions.
Key answers:
a-The topic of the text i.e. related to scientific
discoveries.
b-The main idea of the text is that some famous
discoveries were made by accident.
c-The author of the text tries to convince/persuade the
reader that scientific discoveries are not always the result
of ingenuity.
d- He gives two examples to illustrate his point.
e- I agree with the author because the argument of the text
is well constructed./The students can also disagree by
saying that it is true that chance plays an important role in
scientific discoveries, but chance alone is not enough. We
need people of genius to note/observe what is happening
at the moment the miracle happen.
The students have to use their answers in exercise 3
above and the expressions in the tip box to write a short
commentary about the text on p.149.
Possible answer:
This text is about scientific discoveries. The author
believes that some famous discoveries were made by
accidents. He gave us two examples to convince us. I
dont really agree with him. It is true that some of the
greatest discoveries happen by accident; but it is also true
that it takes a genius to understand the meaning of the
accident. It also takes a lifetime of toil and perspiration to
make an invention.

able to interpret pictures
and know some scientific
words.

able to read and interpret
texts to get information.

to use their background
knowledge and write a short
commentary.


Level: 2nd year SE


Timing
Steps
60mn
Write it
out
(p.151)
Input / Output
Aims
The students have to write a short autobiography about

Michael Faraday, using the given information.
Key answers:
The greatest name in the history of electrical research in
the first half of the nineteenth century is that of Michael
Faraday. His career furnishes a classical example of a
poor boy who made good as a scientist. He was born in
Newington, Surrey, England in 1791. Faraday was the
third son of a poor blacksmith who moved to London to
mend his fortunes. Faraday never went beyond
elementary grades in school. He dropped out and was
apprenticed to London bookbinder at an early age.
Endowed with the curiosity that is the characteristic of the
true scientist, young Michael started to read some of the
books he was binding. He saved money to attend lectures
on science. Later, he worked as a laboratory assistant to
Sir Humphry Davy, one of the famous scientists at the
time. His duties included bottle washing and other
disagreeable chores. Sir Humphry Davy was jealous, so
Michael quitted his job and spent the rest of his time
doing research and teaching.
Faraday married Sarah Barnard, a Silversmith daughter
who was a devoted wife. He became a professor of
chemistry in 1833. He discovered the principle of the
dynamo, and then the radio waves in 1845. He studied
electrolysis and introduced scientific terms such as
anode and cathode. Though Faradays electrical
discoveries represent his chief contributions to science, he
also did important work in chemistry.

able to write
autobiography and use
what they have learned in
this file in this
autobiography.

Unit IV: News & Tales
Theme: Literature & the Media

Level: 2nd year SE

Timing
15mn
15mn
30mn
Steps
Input / Output
Aims
Before you The students have to look at the map and ask and answer
read
questions about the following points.
(p.100)
Key answers:
Question: Where is the epicentre of the earthquake
represented on the map?
Answer: A few kilometres off the Indonesian shore.
Question: Which areas are hit by the earthquake/ tidal
waves?
Answer: Many countries in the region. The students can
list different areas.
Question: How many people died?
Answer: More than one hundred thousand victims. The
students can give the number of casualties in each area.
The information is on the map.
Question: When did the earthquake happen?
Answer: It occurred on December 26, 2004.
As you read Act one (p.100):
(pp.100- The students have to read the text and check the answers of
101)
the previous task.
Act two (p.101):
The students have to read the text again and answer the
given questions.
Key answers:
a- The natural phenomenon of Tsunami was little known
before December 26, 2004 because the victims did not
belong to many nationalities and ethnic groups. Or because
it had not been given much publicity before.
b- Tsunami has become one of the most popular Japanese
words because of the thousands of T.V. channels which
covered the disaster for more than a month.
c- No, it wasnt the first time that a Tsunami had hit that
region. It had already hit China twenty years earlier.
d- The Tsunami of December 26, 2004 was special as its
victims did not belong to one nationality or religion.
After you Grammar desk page 101:
read
The students have to read the given sentences and answer
(p.101) the questions after them?
Key answers:
1- had hit- had recessed
2- was known-was universal
3- the past perfect tense
4- the simple past tense.

able to read and interpret
maps.

able to check and answer
questions through
reading a text.

able to observe, analyse
and draw the rules for the
use of the past perfect
and the past simple.


Level: 2nd year SE

*Practice (p.102)
Timing
Steps
Input / Output
Aims
25mn
Act one
(p.102)

use of the past simple and
past perfect tense.
15mn
Act two
(p.102)
20mn
Act three
(p.102)
The students have to rewrite the sentences below using the

past perfect or the past simple tense for the verbs between
brackets.
Key answers:
a. My husband and I wept when we (had) heard/heard
the terrible news.
b. The world had never known such a disaster before.
c. It was the first time that an earthquake of such a
magnitude had hit our country.
d. People had stayed outdoors until the local authorities
told them to go back into their homes.
e. Many people had died before the paramedics arrived.
f. Old people told us that our country had already
experienced such a catastrophe.
g. By the time the fire brigade arrive, our house had burnt
out.
h. I had just switched on TV to watch the news when the
flood came in.
I. The house which he had built twenty times earlier was
in fire.
The students have to mention the nationality of people
according to their countries.
Key answers:
China- the Chinese;
France- The French;
Wales- The Welsh;
Japan- The Japanese;
Ireland- The Irish;
Spain- The Spaniards
Burma- The Burmese;
The Netherlands- The Dutch
Switzerland- The Swiss;
Sweden- The Swede
The students have to Replace the words in bold by an
adjective functioning as a noun to make the sentences
sound better, making any necessary changes.
Key answers:
The people from Japan hadnt suffered much from the
tsunami.
The Japanese hadnt suffered much from the tsunami.
a. The tsunami hadnt distinguished between the poor and
the rich.
b. The injured and the sick were taken to hospital.
c. Aid agencies gave food and water to the hungry and
thirsty.
d. The homeless were sheltered in tents.

able to get an idea about
countries and nationalities.

able to form adjectives
functioning the same as
nouns.


Level: 2nd year SE


Timing
Steps
60mn
Write it
Input / Output
The students have to Use the guidelines below to tell a
Aims
right
(p.103)
story about a disaster (an earthquake, a fire, a gas

explosion, a sandstorm) you witnessed in your lifetime:
Key answers:
able to re-invest what they

have acquired during this
unit to write about their
own personal experiences
with catastrophes.


Level: 2nd year SE

II) Say it loud and clear (p.104):

Timing
Steps
15mn
Act one
(p.104)
Input / Output
The students have to listen to their teacher and underline
the stressed syllable in the compound words written in bold
Aims
in the folktale below.

Key answers:
The rule for stress in compound words is as follows.
If the compound word is a noun, the stress goes on the first
part; e.g., greenhouse - blackbird.
If the compound is an adjective, the stress goes on the
second part; e.g., Old-fashioned - sweet-tongued
If the compound is a verb the stress goes on the second
part; e.g., understand - overlook
However, in connected speech, compound words are
subject to stress shift when a stressed syllable follows
closely.
stress placement in
compound words.
( From Christiane Dalton and Barbara Seildlhoffer,

Pronunciation, (Oxford University Press 2000, p.103)
10mn
Act two
(p.104)
15mn
Act three
(p.104)
20mn
Act four
(p.104)
red-haired blue-eyed sweet-smelling grandmother

by-paths funny-looking bad-smelling kind-hearted.
Bluebells night gown
night cap
bedroom. wide open.
odd-looking.
The students have to read aloud the folktale above paying
attention to intonation and stress. Then discuss how
compound adjectives are formed in English.
Key answers:
It has to be observed that there are some exceptions to the
rules. For example, compound words are subject to stress
shift when a stressed syllable follows closely. It is the case
of red-haired and blue-eyed in red-haired and blue-eyed
girl. Please explain the stress shift in compound words
before moving on to the next activity. (Cf. Daniel Jones,
Cambridge English Pronouncing Dictionary 16th
Edition, p. 111)
The students have to listen to their teacher and mark the
intonation with an arrow ( or
) at the end of the first
six lines of the text below, then act out the punch lines.
Key answers:
Ohgrandmother, she said, what big ears you
have !
The better to hear you with, my dear, said the wolf.
Grandmother, what big eyes you have!
The better to see you with .
Grandmother, what big teeth you have!
The better to eat you with!
And the wolf jumped out of bed and swallowed up Little
Red Riding Hood. A huntsman saved Little Red Riding
Hood and her grandmother by cutting out the wolfs
stomach. They both lived happily ever after.
The students have to form compound adjectives by using
the words that given below, then underline the stressed
word in each of the compound adjectives they will form.
Key answers:
big-eyed - left-handed
big-headed; good-mannered; left-handed; blue-eye ;
dark-skinned; old-fashioned;
hard-working; black-haired ; fast-moving

forming compound
adjectives.

intonation mark.

able to get an idea how to
form compound
adjectives and state the
stress.


Level: 2nd year SE

III) Working with words(p.105):

Timing Steps
15mn
Act one
(p.105)
Input / Output
The students have to complete the sentences in a logical way
using all the adverbs in bold, and check the meaning of the
Aims
able to use adverbs in
15mn
Act two
(p.105)
10mn
Act
three
(p.105)
20mn
Act four
(p.105)
adverbs in a dictionary if necessary.

Key answers:
a. My grandfather fell off the ladder the other day when he
was painting the kitchen. Fortunately, he didnt hurt
himself /unfortunately, he broke his arm. /Obviously, he
didnt know that it was dangerous for a man of his age to
climb up the ladder.
b. When Zohra first went to live in England, her English
was very poor. Gradually, she started learning to speak
English. Naturally, she met some problems in speaking
English at first.
c. I left no stone unturned in my search for my missing keys.
Eventually, I found them under the mattress. /Strangely
enough, they were in my pocket.
d. She was shouting and knocking at her neighbours door.
Suddenly, a dog jumped out of the window and bit one of
her legs. Surprisingly, no one heard her even though she
was sure her neighbours were at home.
e. As the woman came down the stairs, she slipped. Said,
immediately, phoned for an ambulance.
f. He lived up to the age of 120 years. Sadly, he did not live
to see his grandchildren.
The students have to complete the blanks with appropriate
words to form similes.
Key answers:
a. He laughs like a hyena.
b. S/he is as hungry as a wolf.
c. She wouldnt listen. She was like an ostrich with its head
in the sand.
d. They clung to the tree branches, as agile as monkeys.
The students have to complete each sentence with a word to
have appropriate metaphors.
Key answers:
a. She is a rose. b. The moon was a ship tossed upon a cloudy
sea.
Poetry competition: The students have to write a poem with
similes or metaphors
their appropriate place

according to their
meanings.

able to develop their
dictionary and vocabulary
skills.

using metaphors.
able to use similes and
metaphors in poems.


Level: 2nd year SE

I) Listening & Speaking (pp.106-108):

Timing Steps
20mn
Act one
(p.106)
Input / Output
The students have to look at the picture of the book cover
(left) and read the jacket blurb (right). Then they have to
Aims
able to discuss and
15mn
Act two
(p.106)
25mn
Act
three
(p.107)
discuss the given points.

Key answers:
a- The authors of the collection of stories are the Brothers
Grimm.
b- The story represented on the book cover is a folktale
entitled: Four Friends.
c- The purpose of the jacket blurb is to give a summary of
the contents of the book in order to attract readers/potential
buyers.
The students have to listen to their teacher reading a folktale
entitled Four Friends. Each time he/she pauses, they have
to anticipate what will come next.
The students have to summarise the folktale in six to seven
lines using their own words. They have to guide themselves
with the given questions.
Key answers:
Possible summary
interpret a book cover.

summarizing tales.
The animals decided to leave their homes because

they were afraid of being killed by their masters. They
went to the great city to turn musicians. On their way
there, they reached a house in which robbers lived.
They frightened the robbers away. The four friends took
possession of the house and the food. Then, they
decided to go to the city. During the day, they sang their
songs of wisdom. At night, they came back home to
rest. They lived together happily until their death.
e. The moral of the folktale is that robbers never succeed in
their enterprise, and honest people do even when they are
old.


Level: 2nd year SE

I)
Listening & Speaking (pp.106-108):
Your turn (p.107):

Timing Steps
30mn
Act one
(p.107)
Input / Output
The students have to ask their partner his/her opinion about
the films/short stories/plays you have seen/read, using the
Aims
30mn
Act two
(p.107)
information in the given box.

Key answers:
You: Im sure that scientists will invent a vaccine against
tooth decay in 20 years.
Your partner: Personally, I have doubts about that. That
might or might not happen.
Your partner: It seems to me that this wont happen
tomorrow.
You: I have the firm conviction that children will study at
home to work through the use of
The students have to make a statement about a film, a play, a
folktalethey have seen/read. Each partner will agree or
disagree with theirs using the expressions in the given table.
Key answers:
expressing opinions
about a literary work.

able to express agreeing
and disagreeing about the
ideas of each other.


Level: 2nd year SE

I) Listening & Speaking (pp.106-108):

Timing Steps
60mn
Write it
up
(p.108)
Input / Output
Group work: The students have to write a short tale
following the given guidelines.
Key answers:
Aims
writing tales.


Level: 2nd year SE


Timing Steps
Act one
(p.109)
Input / Output
Aims
The students have to read the newspaper lead-in that given,

then ask and answer questions using who, where, when, able to ask and answer
how and why.
questions about an event.
Key answers:
Wh- questions using a newspaper lead-in:
Q: How many people died and how many were injured in
the accident?
A: Two people died and nine were injured.
Q: Where did the road accident happen?
A: It happened near Boudouaou.
Q: When did it happen?
A: It happened on/ last Tuesday.
Q: Why did it happen?
A: It happened because the motorist heading to Boudouaou
was phoning while he was overtaking a bus.
Q: Who inquired about the accident?
A:Gendarmerie officers did.
Act two
(pp.109110)
Act
three
(p.110)
The students have to read very quickly the rest of the article The students should be
on the next page and discuss the given points.
able to discuss and
Key answers:
interpret events.
a- Yes, because the rest of the article develops further the
information given in the lead-in, which is only a summary of
the news item.
b- Yes, the picture shows a collision between a lorry and a
car. We can, therefore, visualise the accident.
c-The writer reports both facts and opinions. S/he does so in
order to explain the reason why the accident happened. The
facts are there, we cant change them, but the authors
opinion can be questioned on the basis of the background
knowledge that the readers/students might have about the
different actors and the circumstances in which the accident
happened.
c- Yes, I am. The couple described is sympathetic and was
not all responsible for the accident.
The students have to read the newspaper headlines in
column A and write a lead-in paragraph of 3 to 4 lines using
the information in column B.
Key answers:


Level: 2nd year SE

*Write it out (p.111)

Timing Steps
Act one
(p.111)
Input / Output
The students have to correct the wrong tense use in the
statements in the given accident report.
Key answers:
Statements by the motorists and eyewitnesses
b-The motorist was not wearing his seatbelt
when the accident happened.
Aims
the tenses used in
counting an event.
Act two
(p.111)
c- While she was driving, the bus driver was

talking to one of the passengers.
d-I was checking the wing mirror when the lorry
hit me from behind.
e-While I was turning slowly into a narrow
street, the pedestrian jumped in front of my car.
Statements by the traffic police officer
a-As soon as I arrived at the scene of the
accident, I made the traffic move.
b-The paramedics had taken the victims to
hospital before I arrived.
c- After I had questioned some witnesses, I
took some photos of the damaged vehicles.
d- I hadnt written my report until I questioned
the eyewitnesses.
e-When I had finished questioning the eyewitnesses, I went
to hospital to question the injured motorists.
The students have to imagine that each one of them is a police The students should be
officer, then write a report about an accident making the best able to write a policemen
use of the information in exercise 1 above.
report.
Key answers:
A possible answer.
An accident happened yesterday. A pedestrian was hurt
by a car. As soon as I arrived at the scene of the accident, I
made the traffic move. The paramedics had taken the victim
to hospital before I arrived. While the car was turning
slowly into a narrow street, the pedestrian jumped in front
of the car an eyewitness said. When I finished questioning
the witnesses, I went to hospital to question the victims. ...

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HABA Abdelmadjid Secondary School

Unit I: Signs of the time

School Year: 2015/2016

Steps of the lesson:

Before The teacher encourages his/ her pupils to elicit an interpretation

The pupils should be

The pupils should be

The pupils should be

HABA Abdelmadjid Secondary School

School Year: 2015/2016

Steps of the lesson:

The pupils should be

The pupils should be

watching films on TV. They didnt use to play video

The pupils should be

HABA Abdelmadjid Secondary School

School Year: 2015/2016

Steps of the lesson:

The pupils should be

HABA Abdelmadjid Secondary School

School Year: 2015/2016

II/ Say it loud & clear(p.20)

Steps of the lesson:

The pupils should be

The teacher asks the pupils to add appropriate punctuation

The pupils should be

The pupils should be

The pupils should be

The pupils should be

in form and sound as another but different in meaning.

HABA Abdelmadjid Secondary School

School Year: 2015/2016

III/ Working with words(p.21)

Steps of the lesson:

HABA Abdel-Madjid Secondary School

Steps of the lesson:

The pupils should to

The pupils should be

The pupils should be

HABA Abdel-Madjid Secondary School

The pupils should be

The pupils should be

HABA Abdel-Madjid Secondary School

Steps of the lesson:

The pupils should be

The pupils should be

I agree /disagree with the author when he/she says that

I agree with the authors opinion when he said that people

- the whole house hold = all the members of the family

form of defining relative clauses into the places indicated to

The pupils should be

The pupils should

HABA Abdel-Madjid Secondary School

Steps of the lesson:

Acura. Precision Crafted Performance.

The pupils should be

The pupils should be

Differences in tradition also influence the types of clothes

HABA Abdel-Madjid Secondary School

Steps of the lesson:

The pupils should be

The pupils should be