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Level: Secondary Education : Year Three (SE3)

Streams : Experimental Science, Math, Tech Math, Management and economy

Time devoted: 3 hours

GLOBAL COMPETENCE
At the end of SE3, the learner will be able produce written messages / texts of descriptive, narrative,
argumentative and prescriptive types of about 20 lines, using written or oral support.

Experimental Science,Math,Tech Math,Management and economy:

1) Unit one: Ethics in Business ( Ill-Gotten gains never prosper)
2) Unit two: Advertising and consumers(Safety first)
3) Unit three: Astronomy and the solar system(It's a giant leap for mankind)
4) Unit four: Feelings and emotions(We are a family)

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Unit Theme Learning objectives Targeted SARSed Activities RESOURCES Integration & Time
1 Topics Competency Assessment
Project outcomes: Writing a charter of ethics in business,
WBBA To: -Listen and consider (Expressing condition)
o Use the conditional Getting started Provided/providing that/as long 1- Assessment
and “should/had better Task 1and 2p 46 as… should occur at
to” to give advice. -Let‟s hear it ( Wish /It‟s (about/high) time….)
o consider honesty in
Task 1 p47 (had better (not)…) regular intervals
business as a sign of
Ill Gotten Gains Never Prosper

Ill Gotten Gains Never prosper

active/good citizenship Around the text -Phonology: during the sequence
Use appropriate Read and consider Shift of stress/syllable stress and at the end of the
Interpreting
conjunctions to express -Getting started ( so+adjective +that)/such+noun sequence in addition
Ethics in Business

consequences and give -Taking a closer look phrase +that)+ cause/effect to designated exam
arguments to defend -Listening and speaking relationship periods
Interacting

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viewpoint -Before listening ( Review of the passive with modal
o Express verbs) Task p 56 2- After 3/4 weeks
-As you listen:
opinions/consequences, - (formation of nouns and opposites) of teaching, learners
give advice, instruct -After listening: Expressing 24
Producing The tasks should be made more must be trained on
and make suggestions opinions hours
communicative providing how to mobilize their
using appropriate Reading and writing opportunities for speaking. For
language forms in resources and reinvest
Text: page 65 (Social instance, performing dialogues using
context (ethics) them in a problem-
auditing) the target functions such as: agreeing,
Write a policy solving situation,
Before reading p65 disagreeing, contrasting, expressing
statement to inform through pair work or
As you read p66 opinions etc…
potential fund group work
contributors about an After reading p68 - Reference words and discourse.
ethical investment fund.

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Unit Theme Learning Targeted Integration &

SARSed Activities RESOURCES Time
2 Topics objectives Competency Assessment

Project outcomes: make a survey on the impact of advertaising. 1- Assessment

should occur at
SWBA To make  Listen and Consider p - May, Might, Could, Can used
hypotheses about 107 to express hypotheses. regular intervals
future changes -Getting Started p 107. - Dependent prepositions. during the
using „may, might, -Let‟s Hear it p 108. -Weak/strong forms of modals. sequence and at
-Grammar Explorer I p 108. - Present simple (review).
Advertising, Consumers and Safety.

could, can‟ - because, since, as, because of,

the end of the
-Pronunciation and Spelling p
justify and state the Interacting 111 owing to,… sequence in
effects of - Vocabulary Explorer , - as a result, consequently, addition to
aphenomenon Task3 p 111. therefore,… designated exam
Safety First

using conjunctions Interpreting -Think, Pair , Share. -opposite items related to periods 21
expressing  Read and Consider consumption and safety. 2- After 3/4
-Getting Started p 113. - Stressing content and function hours
cause/effect weeks of
-Taking a Closer Look p 113. words. Expressions of
relationship concession. teaching,
Producing -Grammar Explorer I, II p
argument for and 115, 116 (Review). - Expressions of certainty and learners must be
against an issue Grammar Explorer III p 117. doubt. trained on how to
using appropriate -Vocabulary Explorer p 118. - Imperatives. mobilize their
state connectors * Think, Pair, Share. P 119 - Language of persuation. resources and
and expressions of - Before Listening p123. - Vocabulary related to advets reinvest them in a
- As you Listen p 124. and holidays.
concession problem-solving
- After Listening p 125.
interpret, create situation, through
- Sat it in Writing p 0127
and react to an - Reading and Writing p128. pair work or
advert group work.

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Theme Targeted
Unit3 Learning objectives SARSed activities RESOURCES Integration & Time
Topics Competency
Assessment
Project outcome : designing an astronomy booklet
1- Assessment
SWBBA To: should occur at
1- Make suppositions 1- Whole class discussion. - Review of the conditional s: unless,
and set hypotheses. 2-Sentence ordering if+ not, etc. regular intervals
2- Compare and 3- Reference questions - Concession: however, even though, during the
contrast. 4- Inference questions etc.
sequence and at
3- Use the metric 5- Information transfer - Expressing similarities and
Astronomy and the Solar System

the end of the

It’s a Giant Leap for Mankind

system. 6- Cohesion (reference) differences: whereas, while, like,

4-Predict the content 7- sentence ordering unlike, etc. sequence in
of a text from the 8- declension/ -plural form addition to
headline. Interacting Inflection designated exam
5-Identify main - Vocabulary related to astronomy periods
ideas. 1. Brainstorming - Word formation
6-Read and Interpreting 2. Selecting relevant ideas -Vocabulary related to dimensions, 2- After 3/4 15
comprehend an and drafting size and weight. weeks of hours
article about 3. Using cohesive devices teaching,
astronomy. Producing to express: learners must be
1- Use deductive and Cause/effect trained on how to
concessive reasoning Purpose mobilize their
to write a short Contrast resources and
article. Concession reinvest them in a
3. Editing problem-solving
situation, through
pair work or
group work.

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Theme
Unit Targeted Integration &
Topic Learning objectives SARSed activities Resources Time
4 Competency Assessment

Project: Writing a booklet for coping with strong emotions/ Writing a short collection of jokes 1- Assessment
should occur at
*Developing *Ordering Grammar: * Present simple
Feelings, Emotions , Humour and related topics

understanding of the statements as they *Past simple, past perfect regular intervals
concept of humour occur in an *Enjoy/like/dislike +gerund during the
* raising awareness of Interacting interview *I‟d rather do… sequence and at
others‟ With an humourist I‟d rather do …than… the end of the
thoughts and feeling *Responding to a I‟d prefer …to… sequence in
WE ARE A FAMILY

*Raising awareness letter (writing a *Should, ought to, if I were you addition to
Interpreting designated exam
about the importance of letter of advice) *articles: omission before abstract
emotions/ feelings for * Writing a nouns ( love, anger, humour …) periods
15
the development newspaper article *Quantifiers: a lot of, a great deal of
Producing 2- After 3/4 hours
of the individual about feelings and , few, little, some of us , all of us …
weeks of
* Developing emotions *each other, one another
teaching, learners
understanding of the *Listening to a Morphology:
must be trained on
expression of feelings lecture about *forming adjectives from nouns
how to mobilize
across different cultures friendship and with: -ful , -ic, -ous
their resources and
and societies ordering the notes *forming nouns with: -ness,-ty
reinvest them in a
*Exploring the concepts * Re-ordering *Forming verbs with -en
problem-solving
of friendship, love , paragraphs to get a Phonology:
situation, through
patriotism , generosity , coherent public *Pronouncing the cluster ngth
pair work or group
courage statement *Weak form of of in phrasal
work.

RESOURCE MATERIALS: (Textbook: 2011-2012 – ISBN: 978-9947-20-512-9 / Dépôt légal: 110-2007)

Note: If the teacher considers that some (or all) of the tasks suggested in the textbook do not suit a particular group of students, they should feel free to
resort to „Teacher-produced materials‟ to cater for different learning styles.
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