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LESSON PLAN

Unit Three: Waste not Want not


Rubric: Putting thing together.
Lesson: project assignment.
Aim: producing a conservation plan
Stages
Time Teachers and learners activities

Task
assignment

School year: 2008-2009


Level: Second year

Classroom
strategies

Remarks

* T asks Ls to open their books on page 72. and take a sheet of


paper to take notes.
Class interaction
*Ls respond.
*T asks Ls to divide themselves into groups of four.
*T explains the strategies to be followed to make the project:
-define the theme and determine the final outcome ( a prospectus
:which is a written document that gives information about a plan)
- structure the project by identifying information they need to
obtain it.
-explain language skills they need and ask them to gather
information needed to fulfil the project.
- ask them to compile and analyse information they gathered and listening and
decide how to organize them for efficient presentation.
note taking
The information they need to get:
+A fact sheet synthesising the main conservation measures that
have already been taken by the Algerian government concerning
natural resources: a- soil, water, wild life and open spaces, mineral
resources, monuments.
- Human resources: health, education, culture, economy.
+diagrams with presentations of how the public amenities and
waste disposal systems work in his town. (They have to use
sequencers and the present passive).
+a country code and a town code( They have to use the passive),
a town code like the picture shown on page 72.
+ a map of an ideal (future) town with symbols and a small
presentation.( they have to use future passive).

LESSON PLAN

School year: 2008-2009


Level: Second year

Unit Three: Waste not Want not


Rubric: Discovering language.
Aims: Text study The Amazon ecosystem
Activities: Preview, putting things together, think it over, words to say, before you read, as you read, after reading.
Remarks
Stages
Time
Teachers and learners activities
Classroom strategies
First stage
After writing the date and the titles on the board, T asks Ls
Preview
to open their books on page 58 and to read the Preview.
Aim: make the Ls aware of what will they learn across this
T and Ls interaction
unit.
Putting Things Together p 72.
Second stage
* Ls do their work.
Activate background
Think it over
* T asks Ls to look at the stumps shown on page 59 and
knowledge and
express their ideas about them.
stimulate imagination
- Aim: introduce the theme of the unit.
*Ls give their answers.
Third stage
*T says the given words and asks Ls to repeat them.
Words to say
-Aim: pronouncing the consonant correctly.
Listening and repeating.
*Ls listen then repeat.
Fourth stage
Before you read: p60
Pre-reading
*T asks Ls to look at the map shown on page 60 and answer
the given questions.
-possible answers:
Class discussion
1- The southern part.
2-Its famous for coffee production and Amazon river.
Fifth stage
3-They are Tropic of Capricorn and the Equator.
While
4-its fine.
reading
-Aim: introduce the theme of the text.
*Ls report their answers.
As you read:
*T asks Ls to read the text silently and think of the given
Silent reading and
questions on task 03.
selectively attend
*Ls do their work.
* T reads the text loudly and explain the ambiguous words,
Then he asks one or two Ls to read it.
Self correcting
- Aim: make Ls correct their pronunciation mistakes.
* Ls listen and ask for clarification.
*T reads the questions on task 03 and waits for the answers.
-Possible answers:
Sixth stage
a- more than a decade of global fossil fuel emissions of
Class discussion
Post reading
carbon.
b- it has been protected because of its isolation.
c- its considered so because its no longer isolated.
-Aim: check Ls understanding
*Ls report their answers.
Grammar desk:
-Aim: learning the passive and the active forms.
*T asks Ls to read the sentences given in grammar desk and
Reasoning
answer the questions following them.
*Ls do their work.
*T asks Ls for the answers.
*Ls report their answers.
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- Possible answers:
1- The real doer in sentence A is timber companies and in
sentence B is the Brazilian government.
They are passive because the their subjects are not the doers
of the actions.
2- *Timber companies fell 18.000km of forest trees.
*The Brazilian government built new roads throughout the
1960s and 1970s.
3- The sentences that focus on the doer of the action are
students sentences; the sentences that focus on the action
itself are the written in the text.
4- To transform active sentence into passive one, the writer
change the sentence order from subject, verb and object to
object verb subject.
5- A-C B-D
C-B
D-A
6-No, its not. We use it to focus on the doer of the action.

LESSON PLAN
Unit Three: Waste not Want not
Rubric: Discovering language.
Aims: practice the use of passive and active forms
Lesson: Practice p62-63.
Activities: tasks 01,02,03and 04 p62,Write it right p63.
Stages
Time
Teachers and learners activities
Warming up
After writing the date and titles on the board T
asks learners about the lge aspect they have learnt
in the previous lesson.
*Ls give their answers.
*T asks Ls to practise the use of simple past
Classroom
passive by doing task 01 on page 62.
correction
* Ls do their work then they report their answers:
(Was wrecked- was washed- was polluted- was
damaged- was ruined).
Task
*T asks Ls to read the sentences in task 02 and to
assignment
conjugate the verbs between brackets into the
Classroom
simple past passive or the simple past active.
correction
*Ls do their work then report their answers.
* T checks the Ls answers.
*T asks Ls to brainstorm the dialogue while
Task
listening to Ts reading of the dialogue:
assignment
* Ls listen.
Teachers
A: what happened to the Exxon Valdez?
presentation
B: it was wrecked off the coast of California and
the oil spilled out. (Weak form).
A: was the oil washed out onto the beach? (Weak
form).
B: yes, it was. It was spread out by the winds.
(Strong form).
A: was the fish poisoned?
B: yes, they were. They suffocated for lack of
oxygen. (Strong form).
-Aim: correct pronunciation of was and were
weak and strong forms.
Task 03:
*T asks Ls to close the books and play out the
previous dialogue.
Ls practice
* Ls do their work.
- Aim: Practise the pronunciation of was and were.
Task
Task 04:
assignment
T explains the question.
Classroom
*Ls do their work.
correction
-Aim: practise the use of passive form.
Write it right:p63
*T asks Ls to look at the picture shown on page
Teachers
63 and to say what it represents.
presentation
* Ls give their opinions.
-Aim: attract Ls attention to the subject of the
Class
task.
discussion
-possible answers:
* T explains the meaning of press release: aprs

School year: 2008-2009


Level: Second year

Classroom strategies

Remarks

reminding

Reasoning

Listening attentively
Brainstorming

Pair work
Play out

Reasoning
Guess and discuss

Class
correction

release is an official statement made by authorised


persons, companies organisations, political party,
or a government department to be published in
news papers in order to apologize and make a
particular event less tight.
* Ls listen and may ask for clarification.
*T asks Ls to read the question of the task then he
explains: imagine that you are the secretary in the
shipping company; you are to write a press release
to apologize for the damage of the Exxon Valdez.
Here are the notes to be followed and the tense to
be used to express promises is the future passive.
*Ls do their work? T turns around to check their
understanding.
* T asks Ls to present their press release.
*Ls report their answers.

Listening attentively
and ask questions

Cooperating
Reading and listening

LESSON PLAN
Unit Three: Waste not Want not
Rubric: Discovering language.
Lesson: say it loud and clear.
Aim: practise intonation, consolidate consonants and vowels.
Activities: tasks 01, 02 and 03.
Stages
Time Teachers and learners activities
Warming up

Task
assignment
Teachers
presentation

Class
correction

Task
assignment

Class
discussion

T asks Ls to mention the names of their teachers.


*Ls give their answers.
*T asks Ls what they feel about what they here; whether they still
wait for the list to be continued or not and why.
*Ls give their answers.
-Aim: show the importance of correct intonation.
*T asks Ls to listen and mark the intonation on the words in bold
type with appropriate arrows.
*T reads:there are five types of alternative energies: solar, wind,
biomass, and hydroelectric energies. All of them can be
produced in our country because we have the following natural
resources. the wind, the sun, the mountains
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.
*Ls listen then do their work.
*T makes the correction collectively with the Ls.
Task 02:
*T asks Ls to look at the boxes and to consider the shown symbols
of consonants and vowels then answer the given questions:
-Aim: know about the possible consonant and vowel problems
facing the Ls.
*Ls answer and discuss.
Task 03:
*T explains that the given transcriptions in the sentences bellow are
incorrect and ask them to write the correct ones:
Letter / /.
Beautiful /
/.
Burned /
/
Were / /
Saved / /
Polluted / /
Bird/
/
Washed / /.
- Aim: correct the common mistakes of pronouncing consonants
and vowels.
*Ls do their work then report the answers

School year: 2008-2009


Level: Second year

Classroom
strategies

Remarks

Attract the
attention

Show the
wanted aspect
in context
Listening and
taking notes

Class
interaction

LESSON PLAN

School year: 2008-2009


Level: Second year

Unit Three: Waste not Want not


Rubric: Discovering language.
Lesson: working with words.page65
Aim: learning new words in context, learning some strategies for consulting a monolingual dictionary and
study of a dictionary entry.
Activities: tasks 01, 02 and 03.
Stages
Time
Teachers and learners activities
Classroom strategies
Remarks
Task 01:
Task
*T gets the Ls read the sentences:
assignment
-the conservation of positive human resources
Show the wanted
begins with health improvement, in which vast
aspect in context
progress has been made since 1900. However,
medical services and various types of equipment
for the lame or the blind could be made more
Class
widely available if public money were appropriated
correction
to cover the coasts. And asks them to look up the
underlined words in a dictionary.
-Aim: vocabulary building.
Class interaction
*Ls do their work then report their answers.
Class
Task 02:
discussion
* T asks Ls to mention briefly the steps they
Ls T interaction
followed in performing the previous task.
*Ls explain their strategies.
*T explains the correct strategies for checking
difficult vocabulary:
1- You resort a dictionary just if you cant guess
the meaning of the word from context.
2- To realise that you need to identify the
category of the word, whether they have any
synonyms, antonyms, or paraphrases.
3-if not, you need to check a monolingual
dictionary, you open it on the page of the first
letter of the wanted word.
-Aim: learning the strategies to understanding
ambiguous words.
Task 03:
*T asks Ls to read the given dictionary entry and
to put the keys in the right boxes:
A-pronunciation
B-part of speech
C- figurative language
D- example
E- transitive/ intransitive verb
F- something
G- somebody
H- proverb
I- uncountable word
J- idiom
K- American English
L- colloquial English
M- adjective
N-adverb
O- complex word
-Aim: study of a dictionary entry.
* Ls do their work.
*T checks the given answers and makes the
correction.

LESSON PLAN

School year: 2008-2009


Level: Second year

Unit Three: Waste not Want not


Rubric: Developing skills.
Lesson: Listening and speaking
Aim: listening for specific information, describing a process, organising ideas, making an oral and written presentation
of a product.
Activities: tasks 01, 02, 03 and 04.
Stages
Time Teachers and learners activities
Classroom
Remarks
strategies
* T asks Ls to open their books on page 66 and look at the
Warming up
picture, gets them speak about the process of photosynthesis and Activate the prior
to mention what they know.
knowledge
*Ls present their ideas.
-Aim: enhance Ls to listen to the lecture.
Class interaction
* T asks Ls to fill in the blanks in sentences(A-E)
Using the correct form of the given verbs.
*Ls do their work.
Task 02:
Task
*T asks Ls to take notes, check their previous answers while he
assignment
presents his lecture.
*Ls listen and take notes.
Listening
* T makes the correction. Then ask them to describe the process attentively
of photosynthesis.
*Ls do their work.
Class
*T asks Ls to report their answers.
correction
- Aim: listen for specific information.
Describe a process.
Ls T
Task 03:
interaction
*T asks Ls to note the pronunciation of must be, cant be and
Task
shouldnt be while he reads the text again and to cross out the
assignment
transcriptions:
- must be
- cant be
Listening and
-shouldnt
noting
-Aim: correct pronunciation of must, cant shouldnt in passive.
Class
* Ls report their answers.
discussion
Task 04:
*T interacts with Ls about the process of respiration in plants at
Task
night.
assignment
*Ls use their knowledge in botany to describe this process in
Class interaction
Class
class.
correction
-Aim: make an oral description of a process.
Brainstorming
Your turn:
Activating prior
*T asks Ls to turn the given sentences into the passive then to
Task
knowledge
read them aloud with correct pronunciation of the modals:
assignment
Class discussion
- expected answers:
A- Animals in danger of extinction mustnt be hunt.
B- Recyclable objects shouldnt be thrown.
C-Desertification should be stopped.
D-Pollution can be divided into four types.
Reasoning and
E- Alternative energies may be grouped in five categories: wind,

Class
correction
T
presentation

Task
Assignment
Class
correction

solar, biomass and hydro-electric.


F- Human resources must be protected.
-Aim: pronunciation of modals in the passive form.
Write it up:
*T goes through the tip box with Ls to explain that when
making a speech, giving a lecture, a report or a detailed
explanation we use a number of link words to organize our ideas
and to make it easy for the listener to follow what we say. Some
of these discourse markers are:
*To begin/ start with
* First(ly), second(ly), the first/ second reason why
* Next, then, another reason why
* Furthermore, moreover, in addition, besides
* Lastly/finally/ to conclude
*in short/ in conclusion
* Ls listen.
- Aim: learning some strategies for ideas organization.
* T interacts with Ls about the shown picture.
* T explains the task to be performed: write a presentation of the
solar home in the picture using the given notes.
-Aim: making a written presentation of a product.
*Ls do their work then report their answers.

speaking

Listening
attentively

LESSON PLAN

School year: 2008-2009


Level: Second year

Unit Three: Waste not Want not


Rubric: Developing skills.
Lesson: Reading and writing
Aim: reading for general information, reading for specific information, , organising paragraphs and reporting.
Activities: tasks 01, 02, 03, 04 and 05.
Stages
Time Teachers and learners activities
Classroom
Remarks
strategies
* T asks Ls to look at the pictures shown on page 69 and to
Correct
Warming up
choose the best choice.
Guessing
task01
* Ls do their work
through
-Aim: introduce the theme of the text.
task02
Task
-Task 02:
Silent reading
assignment
*T asks Ls to read the text silently and check their answers.
Check previous
- Aim: reading for general information.
guesses
class
*Ls do their work
Class interaction
correction
*T checks the given answers and makes the correction
1- The ear in picture A is assaulted by noise.
2- The ear in picture B is wearing a hearing aid.
Class discussion
Task
3- The topic of the magazine article will be about noise
assignment
pollution.
Task 03:
Class discussion
*T asks Ls to read the text again and answer the given questions:
Expected answers:
In the text: -a noun which means the condition of someone who Reading and
easily made angry is irritability.
note taking
Class
-a verb which means is confirmed is is borne out.
correction
- an adjective which is related to the brain/ mind is mental.
* Ls report their answers.
Task
-Aim: read for specific information.
assignment
Task 4:
class discussion
*T asks Ls to choose the best title for the article:
Class
-Aim: check Ls understanding of the article.
correction
- Expected answer: Another Kind of Pollution
Task 05:
Task
*T gets the Ls read the tip box and explains the types of
assignment
sentences and their functions in building paragraphs:
top- down
Then asks them to provide example of each type from the
processing
previous text:
-possible answers:
Topic sentences which focus on the general/ main idea of the
paragraph as a whole: 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 an physical disturbances.
+ supporting sentences which give details to support/ develop
the general idea: in Los Angeles, researchers have found that
Class
people living in the airport have
correction
+ transitional sentences which provides a smooth transition from
one idea to another: in the opinion of many hearing specialists,
time is running out.
+ sentences supporting a new idea: the number of mental diseases
will be multiplied by two or three

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+concluding sentences which logically concludes the ideas


discussed in the paragraph: this health alert against
- Aim: paragraph organization
write it out:
T asks Ls to write the verbs between brackets into the correct
form of the passive:
Expected answers:
a- are created , are grazed , trampled 6
b- are denuded.9
c- are introduced, are nudged.7
d- is caused, are provoked.5
e- are dissipated, is eroded.8
f- Was made.1
g- Are threatened..4
h- Be stopped, will be transformed..10
i- Were built.3
j- Were established.2
Task 02:
*T explains that the previous sentences are not in the right order
and ask them to re-order them into a coherent newspaper article
about desertification
* Ls do their work
- Aim: reporting using strategies for organising paragraphs.

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LESSON PLAN
Unit Three: Waste not Want not
Rubric: Were do we go from here?
Lesson: assessment session
Aim: make Ls assess themselves.
Stages
Time Teachers and learners activities

School year: 2008-2009


Level: Second year

Classroom
strategies

Remarks

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LESSON PLAN
Unit Three: Waste not Want not
Rubric: Exploring matters together.
Lesson: The worlds water Supply.
Aim: adding further information
Activities: reading comprehension.
Stages
Time Teachers and learners activities
Warming up

Task
assignment

*T asks Ls to look at the picture shown the right of the page


then to read the title and guess the theme of the text.
* Ls respond and discuss.
-Aim: introduce the subject.
*T asks Ls to read the text silently and to check their guesses.
* Ls read and check.
*T ask Ls to read again and answer the given questions
* Ls do their work.
* T asks Ls to listen while he reads the text aloud and correct
their possible pronunciation mistakes.
* Ls listen attentively.
*T asks *Ls to report their answers and he makes the correction.

School year: 2008-2009


Level: Second year

Classroom
strategies
Guessing
brainstorming
Class interaction

Remarks

Reading silently
Reading and
writing
Listening and
Self-correcting

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