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Waste Not Want Not.: 2 Year Literary Stream.

This document outlines a lesson plan for a 2nd year literary stream class taught by Teacher. The unit is called "Waste Not Want Not" and focuses on interpreting pictures, repeating pronunciation of words, interpreting a map, reading a text and answering questions, learning about the passive voice, using the past simple passive for verbs, conjugating verbs into the past simple passive, pronouncing auxiliaries, and turning sentences into the passive form. A variety of tasks are assigned for students to complete individually and in pairs, including looking at pictures and a map, reading, answering questions, and practicing grammar exercises. The lesson incorporates interaction between the teacher and students as well as among students.

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Khelif Ahmed
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0% found this document useful (0 votes)
534 views11 pages

Waste Not Want Not.: 2 Year Literary Stream.

This document outlines a lesson plan for a 2nd year literary stream class taught by Teacher. The unit is called "Waste Not Want Not" and focuses on interpreting pictures, repeating pronunciation of words, interpreting a map, reading a text and answering questions, learning about the passive voice, using the past simple passive for verbs, conjugating verbs into the past simple passive, pronouncing auxiliaries, and turning sentences into the passive form. A variety of tasks are assigned for students to complete individually and in pairs, including looking at pictures and a map, reading, answering questions, and practicing grammar exercises. The lesson incorporates interaction between the teacher and students as well as among students.

Uploaded by

Khelif Ahmed
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Level: 2nd year literary stream. Teacher:.

Unit 03: Waste Not Want Not.

Steps By the end of Interaction Procedure Materials Time


this stage pattern & devoted
students will VAKT
be able to
Think -Interpret a T-Ss •T .asks Ss to look at the pictures(stamps) 15 mn
It Over: picture . Ss-T on page 59 and discuss some points:
p( 59) ⃰What does each of them represent/show?
⃰ When was the stamp issued?
⃰ On which occasion it was issued? etc
The interaction will serve as an introduction The book/
to the topic of the unit. Pictures/

Words
to say -Repeat the •T. teacher provides pupils with a correct Word list 10mn
(p.59) pronunciation . TSs reading of the words. p 37.
Ss-T •Ss . repeat imitating.

DISCOVERING LANGUAGE
Before -E licit an •T. asks the Ss to look at the map and
you read interpretation discuss the questions . 15 mn
(p.60) of the map and •Ss. Look at the map and do the task. The map
identify places. ⃰ Ss’s answers to be written down on on p 38.
WB.
As you T-Ss Key:
read Ss-T 1- The map represents Southern America.
Task One -Read and
( P. 60) check their 2- Brazil is famous with its rain
answers. Forests.

3-The two imaginary lines shown in the 10 mn


map are the Equator and the Tropic of
Capricorn.
4-The equatorial climate (areas near these
imaginary lines) is hot and humid.

•T.asks Ss to read the text and check some


-Answer T-Ss of their answers to task before.
Task detailed Ss-T •Ss.do the task.
Two questions 15 mn
( P. (61) about the text. •T.asks Ss to read the text and answer the
questions on their books.
•Ss. do the task as explained and answer
detailed questions about the text.
(Answers to be written down on the WB)
Key:
A-There is more than a decade of global
fossil fuel stored in the wood of Amazon
Forest trees.
B-b-The Amazon basin ecosystem has
been protected from threats because of its
isolation.
C- It is one of the world's greatest
conservation challenges because it will be
devastated if nothing is done to stop its
degradation.
GRAMMAR DESK p61.
After -Learn about T-Ss
Ss-T •T.asks Ss to read the sentences and
reading the passive
answer the questions .
voice.
•Ss. do the task with the guidance of their
teacher.
Key:
1-a-Timber companies

b-The Brazilian government These


sentences are in the passive voice because
the subjects of the in the sentences are not
real doers of the actions, they are the
agents; that is, the focus is on the action
rather than its performers.
2-a-Timber companies fell 18.000Km2 of
the forest trees.
b-The Brazilian government built new
roads throughout the 1960’s and the 1970-s.
3-The sentences that give attention to
the action itself are the sentences from the
reading text. The pupils’ sentences are in
the active. They put emphasis on the
doers/performers of the actions.
4-The writer has inverted the structure
( ) by putting the action first and the
real performers/doers of the action at the
end of the sentences.
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
Task - Use the past T-Ss want to draw attention to the doer of the
One simple passive Ss-T action.
(p.62): for the verbs
between PRACTICE:
brackets. •T. asks Ss to read the report and put the
verbs between brackets into the simple past
passive
•Ss. do the task as explained.
Key:
T-Ss
The Exxon Valdez was wrecked just off
the coast of Alaska in 1986. It was carrying
Task Ss-T
- Conjugate the a huge cargo of oil. The oil spilled out, and
Two
verbs into the it was washed onto the beach by the wind.
(p.62): Ss- Ss
past simple Water was washed. The beach was
damaged.
passive.
The fishing industry was ruined, hotels and
restaurants were closed.

Key:
⃰The focus in this activity is on the
pronunciation of the auxiliaries was/were
in the passive.
Speaker A: What happened to the
Exxon Valdez?
Speaker B:It was wrecked off the
coast of California and the oil spilled out.
Speaker A: was the oil washed out onto
the beach?
T-Ss Speaker A: Yes, it was (Use the strong
Task
from of the auxiliary).
Three -Pronounce the Ss-T
(P.62) It was spread out by the winds.
auxiliaries.
(Pair Ss- Ss Speaker A: Was the fish poisoned?
work) Speaker B: Yes, they were (Use the strong
form). They suffocated for lack of oxygen.
T-Ss
Task •T. asks students to act out dialogues
Four - Turn the Ss-T above paying attention to the
(p.62): sentences into pronunciation of the auxiliaries.
the passive •Ss. do the task as explained.
making the (Oral correction)
necessary
changes
•T. asks students to turn the sentences
into the passive form using “by”.
•Ss. do the task as explained.
Key:
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,
→Cigarette smoking will be banned by
the Algerian government next year.
D. The post and telecommunication
Write it Ministry has already issued a lot of
right: environmental stamps.
(P 63) - Write a press T-Ss →A lot of environmental stamps have
release. already been issued by the Post and
Ss-T telecommunication Ministry.
E. We haven't imposed drastic limits on
gas emissions and noise.

•T.explains what a press release is to his


students. Then brainstorm the topic before
he sets them to task
•T.asks Ss to re-write the press release
using the secretary’s notes and the future .
•Ss. do the task as explained.
⃰ Ss.can add sentences of their own.
Key:
Press Release:

We make our sincere apologies for the


damage caused by the wreck of the Exxon
Valdez yesterday. Oil will be recuperated with
Task special machines and the spoilt beaches will
Two be cleaned. Marine life will be restored; birds
(p.64) -Answer T-Ss will be washed out.
(Class questions Ss-T We promise that 2000 workers will be
work) recruited soon. Hotel workers will be
employed by the company and the tourist
industry will be compensated for its
loss...,
Task
Three T-Ss SAY IT LOUD AND CLEAR:
(P. 64) -Correct Ss-T •T. asks Ss to consider the consonant and
mistakes in the vowel sounds in the boxes and answer the
transcriptions. questions.
•Ss. do the task as explained.
(Oral discussion)
•T. asks Ss to correct the mistakes in the
transcriptions.
•Ss .do the task as explained.

Task -Look up WORKING WITH WORDS:


(p.65) words in the •T. asks Ss to look up words in the dictionary
dictionary in T-Ss then, recapitulate the various steps they have
context. gone through to find the meanings of the
words .
Ss-T •T.asks them to read the dictionary entry and The book 1hour
put the keys in the right boxes.
Key:
A: pronunciation dictionary
B: noun (n).
C: figurative language (fig).
D: example(e.g.)
E: transitive verb (vt,)
F: something (sth).
G: somebody (sb).
H: proverb (prov).
I: uncountable nouns (u)

K: American English (US).


L: colloquial English (colloq).

M: adjective (adj).
N: adverb (adv).
Task
One T-Ss LISTENING AND SPEAKING:
(p.44): Ss-T The 10 mn
- Interpret a picture on
Task picture. •T. asks Ss to look at the picture and p 44
Two guess why the girl who is holding her
(p.66): head is weeping.
-Ss. do the task as explained.
T-Ss •T .asks the Ss to listen to a dialogue and
-Listen and Ss-T check their answers to task one.
check their •Ss. do the task as explained.
answers to task
one. Key:
⃰ Who are the girls in the picture?
⃰ Are they school girls?
⃰ Where are they?
⃰ How do you know?
⃰ Do they look happy?

T-Ss •T .asks the Ss to listen to the dialogue again


Ss-T and answer the answers.
Task •Ss. do the task as explained.
Three -Listen again Key:
(p.44): and answer the A. The speakers are two classmates.
questions/ B. They are in the classroom, sitting
Identify the to a table.
speakers ,the C. Leila is upset, she is angry with
situations ,the Maya. So as to make her classmates
topic... have a laugh, she decided to make fun
of Leila by saying that this latter was
stupid.
-Make a D. Yes, it is. Maya felt sorry for what
summary. she has done and apologized to her
friend Leila.

•T. asks the Ss to listen to him and mark


-Mark the most the words.
hearing words •Ss. listen and mark the words.
with a prime. Key:
→ No, I didn't (Stress falls on the
auxiliary.)
→ Yes, you did. (Stress falls on the
T-Ss auxiliary.)
→ Did I? (Stress falls on the personal
Ss-Ss pronoun.)
Task → You did. (Stress falls on the
Four Ss-T auxiliary.)
( P.
44) •T.asks Ss totake turns to criticize or
apologize for the wrong actions (a-d)
using should /shouldn’t have.
•Ss.do the task as explained.
Key:
-apologize and A- Sorry, I should have asked for
criticize. permission first.
B- He shouldn't have done that
C-He shouldn't have borrowed your
bag without your permission.
D- I'm really sorry. I shouldn't have
said that.

•T. asks Ss to write (D) for deduction


or (O) for obligation.
You T-Ss •Ss. do the task as explained.
r Key:
turn Ss-Ss A. O
Task B. D
One Ss-T C. D
( P.
45) •T. asks Ss to discuss and write a list of
(Pair school rules using the clues in the box
wor and the auxiliaries in the table.
k) •Ss. do the task as explained in groups.
Key:
→We have to tolerate difference.
→We have to respect each other.
→We have to keep cool.
→We should learn to listen to each other.
→We ought to accept the opinion of others.
-Distinguish T-Ss →We should settle disputes peacefully.
between →We mustn't shout at each other.
deduction and Ss-Ss →We mustn't impose ourselves on others.
obligation. →We mustn't cheat at exams.
Ss-T →We mustn't insult others.
→We needn't always agree with each other.
→We don't have to be violent
Tas
k •T. asks Ss to distinguish between duties and
Two rights in the box then complete the class
( P. -Write school chart .
46) rules. T-Ss •Ss. do the task as explained
(Pair Key:
wor Ss-Ss Duties:
k) -Distinguish •Work hard.
between duties Ss-T •Respect the opinion of others.
and rights. •Tolerate difference.
Write it •Respect the right of others.
up: • Promote a culture of peace.
Task • Co-operate to solve problems.
One Rights:
( P. 46) • Express opinions.
• Meet together to express views.
(Group • Free education.
work) • Good working conditions.
• Health care.
• Information.
Task CLASS CHARTER( P. 47)
Three Article one: Rights
( P. 47) A. Children have the right to express opinions.
B. Children have the right to meet
together to express views.
-Write a class C. Children have the right to free education.
charter. D. The school authorities must offer
good working conditions.
E. Children have the right to health care.
F. Children have the right to information.
T-Ss G. The school authorities mustn't
discriminate among children.
Ss-Ss Article two: Duties
A. We have the duty to work hard.
Ss-T B. We have the duty to respect the
opinion of others.
C. We shall tolerate difference.
D. We shall respect the rights of others.
E. We shall promote a culture of peace.
F. We shall co-operate to solve problems.

Task -Interpret a Reading And Writing :


One picture and - T. asks Ss to look at the picture and
( P. 48) discuss T-Ss discuss the questions.
questions. •Ss. do the task as explained.
Ss-Ss Key:
a. The picture represents a slave ship.
b. I think that the ship is in Africa and it is
going to America.
c. George Washington, first US President;
July
4th, 1783: Independence Day; Abraham
Lincoln, US President; 1861 - 1865:
American
Civil War; Martin Luther King, one of
the leaders of the Civil Rights movement;
August 1963, March of 200,000 people in
Washington to demand racial equality.

•T. asks Ss to read the newspaper article and


answer questions.
•Ss.read the article silently and do the task
as explained
Task Key:
Two A. Martin Luther King Jr. was one of the
(P. 48) Black American leaders of the Civil Rights
movement in the 1960's.
T-Ss B. He hoped/wished his children to be free
-Answer from
questions. Ss-T racial prejudice.
C. The author Martin Luther King
repeats words, phrases and ideas: "I have a
dream",
"one day", we'll be able to"...
He uses an oratorical style in order to
stimulate his audience; to get the
audience feel the injustice of racial
discrimination and segregation.
D. Yes, because it is full of hope.
•T.asks the Ss to read the dictionary entries
of the words in bold and identify the
meanings of the words as they are used in the
article
•Ss.do the task as explained.
Key:
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,
Task race,…etc) mental or moral qualities that
Two make one person ,race, etc different from
(P. 49) others; 2- moral strength; 3-person who is
well known; 4- letter, mark used in a
system of writing or printing.
-Identify the
Write it meaning of T-Ss
out: words.
Task Ss-T •T. asks Ss to imitate Mrtin Luther King’s
One P. speech making the best use of the auxiliaries
50
they have learnt in this unit.
•Ss. do the task as explained.
Key:
Ladies and gentlemen, let me make
-Write a
this point the right away: age limits are not
speech.
fair! I want to vote, but I can't do that at the
age of sixteen. "We're sorry, you are too
young," they say. I'm not an adult until I am
nineteen. But when I buy a plane ticket, I
have to pay the full fare. I am an adult
although I'm just sixteen.
Ladies and gentlemen, I can't do many
things because of my age; I'm still young.
They never stop repeating that. But I hope
there will be a change one day. I want to
be free to decide on my way of life. I hope
to put an end to age limits. I'm just sixteen
but I am an adult Don't they see that? I
hope that children of my age will be able
to express their ideas freely. I wish we'll be
able to work full
time and leave school when we want.
T-Ss
Thank you very much for your kind
Ss-T attention, ladies and gentlemen. Please
sign the petition entitled “DOWN WITH
AGE LIMITS” which is being circulated by
my classmates. God bless you all!

Putting -To write Putting things together


Things about Nobel T.Guides Ss to achieve the work.
Together  Prize Winners. A statement of achievements
: Your statement of achievement will
be about Nobel Peace Prize Winners and
will be presented in the form of a small
sketchbook.
It will include:
* A checklist of the Nobel Peace Prize
Winners over
the past ten years.
* Two or three short biographies about
two Nobel
Peace Prize Winners with two or three
short statements of their achievements.
e.g. Yasser Arafat, Nelson Mandala...
⃰A list of potential candidates for the
Nobel Peace
Prize from Algeria.
⃰Two or three short biographies and
statements
about their achievements.
*A written justification for your
nominees. ( In what ways can their
winning of the Nobel Prize contribute to
a further advancement of peace in the
world.
•Ss.will do the task as explained and hand
it within two weeks.
•Ss. will use as many models as they can.

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