Theme: World resources and sustainable development.

Unit 03: Waste not, want not.

Function: Narrating-Describing a process- Promising- Asking for giving
information-Reporting
References: Getting through/ Personal support.
Level: 2AS

Content of the Unit

Aim of the Unit: by the end of the unit students will acquire a competence
to do their project work which is making a conversation plan.
-Students will be able to narrate/ describe a process/ to promise/ to
ask for or give information.
- They will be able to report.
-They will acquire a competence to organize a paragraph, to read a
general idea/ to read for specific information.
-They will be able to listen for specific information.
-They will be able to write a press release.
-They will be able to make an oral and written presentation of the
project.
Language points:
-Thepresent simple passive.
-Thepast simple passive.
-Thefuture simple passive.
-Thepresent perfect simple passive.
-Thepassive with modals: must, can, may, should
Pronunciation:
-Intonation (listing).
-Strong and weak forms of auxiliary was and were in the passive.
-Pronunciation of must, can, should in the passive.
-Problem consonants and vowels.
Vocabulary:
-Strategies for consulting monolingual dictionary.
-Study a dictionary entry.
Rubric Lesson Plan Aims T.A
s
Discov - Teacher introduces the lesson by asking To motivate
er the students questions about the map. students and to 15m
1) Which part of the American continent check their n
langua
does the map represent? background
ge 2) What is Brazil famous for? knowledge.
3) What are the two imaginary lines
shown in the map?
Before 4) What is the weather like in the areas/
you read countries which are near these imaginary
lines?
Key:
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 equatorial climate is hot and -To check
As you humid. students 10m
Read 5) The line is that of Equator. understanding n
and compare
Task 1 p 60: this task has the same their answers
with their
answers as the previous questions.
previous ones.
Task 2p 61; answer the following
questions.
-Students read the text and try to answer -To enable
the questions according to the text. students to
Key: read for 30m
1) There is more than a decade of specific n
global fossil fuel emissions of information.
carbon dioxide stored in the Amazon
forest trees.
2) The Amazon basin ecosystem has
been protected from the threats
After because of its isolation.
Readin 3) It is one of the worlds greatest
g conservation challenges because it
is no longer isolated.

Grammar desk p 61:

Teacher asks the questions in the -To focus on the
grammar desk to make students use of the 1h
distinguish between the two types of passive and
 sentences. active form.
-Motivate pupils to compare sentences (A)
and (B).
Key:
A) Timber companies fell the trees.
B) The Brazilian government built new
roads in Amazon.
- These sentences are in the passive
voice because the subjects of the verbs
are not really doers of the actions.
- The sentences focus is on the action
rather than on the doers/ performers.
a) Timber companies fell 18000 km2 of
the forest trees.
b) The Brazilian government built new
roads throughout the 1960s and
1970s.
3) Comparing between the sentences:
- The sentences that give attention to the - To give
action itself are the sentences from the students the
reading passage (passive voice). competence to
-The students sentences are in the active recognize the
form, they put emphasis on the doers of tenses of the
the actions. sentences.
4) The writer has inverted the structure
by foregrounding the action (putting it
first in the sentence structure) and
putting the doers (subjects) of the action
at the end of the action. 15m
5) Match sentences a-d with the n
appropriate tenses:
AC (Present simple passive).
BD (Past simple passive). -To enable pps
CB (Present perfect passive). to use the past
DA (Future simple passive). simple passive.
6) Read sentences again, is it always
necessary to use by? -To enable
-No it is not always necessary to use by students to
Practic in the passive sentence. acquire
e -We use it when we want to draw attention competences to
to the doer of the action. conjugate verbs 15m
in the simple n
Task 1p 62: read the report and put
past active and
the verbs between brackets into the
passive, and be
simple past passive.
able to
Key: differentiate
-was wrecked- it was washed between the
-The water was polluted- the beach was two.
damaged. The fish industry was ruined. -To focus on the 15m
Hotels and restaurants were closed. pronunciation n
 Task 2p 62: conjugate the verbs of the
between brackets into the simple passive. auxiliaries
Then listen to the dialogue and note how was and
was and were are pronounced. were
Key; (weak/strong
Speaker A; what happened to the Exxon forms)
Valdez?
Speaker B: it was wrecked off the coast -To focus on the
of California and the oil spilled out. pronunciation
Speaker A: the oil was washed out onto of was and
the beach? were.
Speaker B: yes it was. Strong form. -To enable
Speaker A: was the fish poisoned? students to 15m
Speaker B: yes, they were. Strong stimulate the n.
form. They were suffocated for lack of dialogue.
O2.

Task3 p 62: act out the dialogue above -To enable

(books shut). students to
Write make
it transformations
from active to
Right.
passive using
Task4 p 62: turn sentences A-E below by.
into the passive form.
Key: 1h
1) Air pollution is caused by fumes
from automobiles exhaust pipes.
2) Many water zones will be depleted
of their oxygen by pollution soon.
3) Cigarette smoking will be banned
by Algerian government next year. -To enable
Say it 4) A lot of environmental stamps have students to
Loud already been issued by the post write a press
and telecommunication ministry. release.
Clear 5) No drastic limits have been -To stress on 15m
imposed on gas emission yet. the use of the n
Task p 63: passive voice in
Teacher explains what a press release is? the future.
Key: -To enable
We make our sincere apologize for the students to
damage caused by the wreck of the Exxon acquire a
Valdez yesterday. Oil will be recuperated competence to
with special machines and spoiled distinguish
beaches will be cleaned. Marine life will between the
be restored; birds will be washed out. falling and the
We promise that 2000 workers will be rising of 15m
recruited soon. Hotel workers will be intonation. n
employed by the company and the tourist -To enable the
 industry will be compensated for its students to find
loss. out the
Task 1p 64: problems of
-The activity illustrates list intonation. We pronunciation.
use a falling() intonation when we end
the listing and a rising ()intonation when
we are still in the process of doing so.
Key:
energiessolar, wind, biomass 20m
n
and hydroelectric.........resources: the
wind, the sun, the mountains
Workin
viable. It is cheaper, safer, and less
g with
polluting. in Biskra, Djelfa,
Words
Hassi Rimelof Algeria.
Task 2p 64: -To correct the
Teacher discusses with students and tries mistakes of
to drop out the sounds which do not exist transcription.
in their native language.
Key: p- v- t- g- d. 15m
n
Task 3 p 64: the underlined letters in
the words below are mispronounced.
Correct the mistakes in the transcriptions.
Letter: /
Beautiful: /
Burned: /
Were saved: /
Polluted: /
Bird: /
Washed: /
Task 1p 65: -To enable 15m
Students are asked to look for the words students to find n
in a dictionary. the correct
Key: definition in a
Conceive: dictionary.
Developi Sewage:..
ng Deplete:..
Skills
Task 2p 65:
Teacher teaches the students the
strategies for checking difficult
vocabulary. They need to identify the
category of words.
Key:
A Pronunciation B Noun -To identify the
C Figurative Language D Example categories of
E Transitional V F Something the words.
G Somebody H Proverb
I Uncountable J Colloquial
 English
K American Eng L Noun,
colloquial eng
M Adjective N Adverb -To enable
students
identify the
-Teacher interacts with students to make process
Your them identify and interpret through (from) 30m
Turn photosynthesis process. the picture. n
-Then they will fill in the blanks.

Task 1p 66: look at the picture and

complete the blanks in sentences from a-e
using the correct form of the verbs in the
box?
Key:
a) Carbon dioxide is derived from the
air.
b) Water is drown fro the soil.
c) Sunlight energy is absorbed by the
chlorophyll. -To listen and
d) Oxygen is released from plants. select the right
e) Sugar is produced during pronunciation.
photosynthesis.

Write Task 3p 66: listen to your teacher and -To sum up

it up note how modals are pronounced. Cross what has been
out the wrong transcriptions? studied and
Key: the correct transcriptions are: check students
/ msbi / - / kmbi / / umbi/ understanding
Task 4p 66: of the
Teacher brainstorms the topic with photosynthesis
students before they describe the process process.
of respiration of the plant at night.
Task p 67: turn the sentences below -To be able to
into the passive. Note how modals are turn sentences
pronounced? into the
Key: passive.
Readin 1) Animals in danger of extinction -To focus on the
g and mustnt be hunted. pronunciation
writing 2) Recyclable objects shouldnt be of modals.
thrown away.
3) Desertification should be stopped.
4) Pollution can be divided into four
types.
5) Alternative energy may be
grouped in 5 types.
6) Human resources must be
protected.
 Tip Box 1h
Discourse markers:: -To enable
Eg: first, second.. students to
Next, then acquire a
In addition, moreover, besides. competence to
Lastly, finally, to conclude write a speech
using the link
Task p 68:
words
-Teacher interacts with the students using
mentioned in
the picture.
the tip box,
-Teacher helps the students to identify the
focusing on the
different parts of the solar home. Besides,
use o the
teacher explains the difficult vocabulary
passive voice.
items.
-To enable the
E.g.; during winter, outside air is students to
captured by warm glass roof panels. guess the
Then, warm air is forced into a water answers by
tank by air handling unit. Next, the water looking to the
in the tank is heated and greater picture.
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 -To enable
the heated air is absorbed by concrete students
slabs when it is released at night. This acquire a
process is reversed during summer. competence in
Task p 69: the picture illustrates a finding
magazine article. Look at them and meaning of
complete each statement with the right words, and 1h
Write item (a, b or c). distinguish
it out Key: between:
1) The ear in picture A is assaulted by noun/verb/adj
noise.
2) The ear in picture B is wearing a -To choose the
hearing aid. best title.
3) The topic of the magazine article
will be about noise pollution.
Task 3p 70: read the article on the
previous page again and find the answers
for the following?
Key:
-Easily made angry irritability.(noun)
-Is confirmed is borne out. (verb)
-Related to the brain mental. (adjective)
-To focus on the
types of
Task 4p 70: choose the best title for sentences
the article? justify which enable
Key: students to
a- Another kind of pollution.
Justification: Noise pollution has not write a well
been recognized as such until recently. organized
Tip Box paragraph.
Task 5 p70: pick out examples from the
text on p69 to complete blanks in the tip
box below?
Key:
a) A sentence which focuses on the
general idea is:
For a long time, noise has..physical
disturbance.
b) A sentence which gives details to
support /develop the general idea is;
In Los Angles..airport have..
c) A sentence which provides a smooth
transition from one idea to another is: -To focus on the
In the opinion of many.running out. passive voice.
d) A sentence which supports the new
1h
idea is:
The number of mental..by three or
four.
e) A sentence which logically concludes
the ideas discussed in the is:
This health alert

Task 1p71: put the verbs between

brackets into the correct form of the
passive
Key:
a) are created- are grazed- trampled
b) are denuded
c) are introduced-are nudged out
d) is caused- are provoked
e) are dissipated-is eroded -To be able to
f) Was made. re-order
g) Are threatened. sentences, and
h) Must be stopped.-will be make coherent
transformed paragraph
i) were built
j) were established.
Task 2p 71; re-order sentences in
exercise 1 to have a coherent newspaper
article about desertification:
Key;
The order:
1. f / 2. k/ 3.i /4. g / 5. d / 6.a / 7.c / 8. e /
9.b / 10.h
The article;
A long time ago, history was made in the
deserts. At least two great civilizations
were established there. These civilizations
were built in deserts because people
knew how to live in harmony with nature. -to know more
Today, about 140 million people are about types of
threatened by the spread of the desert sentences in
caused through the interaction of climatic well written
fluctuations and mans abuse of his paragraph.
environment. Many people think that
desertification is caused only by a change
in climate, but the truth is that deserts
are provoked by human actions.
Throughout the world, deserts are
created because pastures near arid lands
heavily are grazed and trampled. More
productive plants are introduced into
semi-arid lands. As a result, indigenous
plants necessary for the maintenance of
the soil are nudged out. Because of
intensive production of cash crops like
cotton and groundnuts, soil nutrients are
dissipated and the topsoil is eroded by
wind and water. Around towns, adjacent
forest belts are denuded by people in
their search for firewood. Desertification
must be stopped now, otherwise deserts
will be transformed into a curse for man
soon.

Task 2 part b:
Topic sentence a long time ago..in
deserts.
Supporting sentences:
1 at least, two..there
2 these civilizations.with nature.
Transitional sentence:
Today, about.environment.
Supporting sentences for the new
idea:
1many people actions
2throughout the world..trampled.
3more productive.the soil are
nudged out.
4because of intensivewater.
5around twnsfire wood.
Conclusion:
Desertification must be stopped now
man soon