Ill-Gotten Needs Never Prosper: Teaching Worksheets

3AS | U2 | Ill-gotten needs never prosper
Unit II: Ethics in Business
Unit
TEACHING WORKSHEETS
2
Ill-gotten needs never prosper
Ethics in Business: Fighting Fraud and Corruption
p.45 – p.73
Level: 3AS
Stream(s): Scientific
Literary
Planning: Unit 1/4: SE | M | TM | GE

Unit 2/4: Ph. L. | F. L.
By: REFFAS Mounir Abdelmadjid

Secondary School Teacher of English
By REFFAS Mounir, Secondary Education Teacher of English

3AS | U1 | Progress
Progress (Literary)
Progress
Unit: Ethics in Business Pages: 45-73
Timing Volume: 20 Hours Stream: Literary
Lessons % Observations
Sequence ONE: Listen and consider (pp.47-52)
1. Expressing condition (pp.46-48)
2. Expressing wish and regret (pp.48-49)
3. Expressing advice (pp.49-50)
4. Vocabulary related to ethics and business (pp.50-51)
5. Making a public statement (p.52)

Sequence Two: Read and consider (pp.53-58)
6. Imitating property is theft (pp.53-55)
7. Expressing cause and result (so + adjective + that) (p.55)
8. Describing by using the present continuous passive (p.56)
9. Expressing obligation and necessity (p.56)
10. Forming nouns and opposites using prefixes and suffixes (p.57)
11. Writing an opinion article (p.58)

Sequence THREE: Listening and speaking (pp.61-64)
12. Responding to an opinion (p.62)
13. Asking and defending an opinion / point of view (p.63)
14. Writing an argumentative speech (p.64)

Sequence FOUR: Reading and writing (pp.65-70)
15. Skimming and scanning (p.66)
16. Identifying and using reference words (p.67-68)
17. Writing a policy statement (p.69)
Project: Writing a charter of Ethics (p.71)
Assessment (p.72)

3AS | U1 | Progress
Progress (Scientific)
Progress
Unit: Ethics in Business Pages: 45-73
Timing Volume: 20 Hours Stream: Scientific
Lessons % Observations
Sequence ONE: Listen and consider (pp.47-52)
1. Expressing condition (pp.46-48)
2. Expressing wish and regret (pp.48-49)
3. Expressing advice (pp.49-50)
4. Vocabulary related to ethics and business (pp.50-51)
5. Making a public statement (p.52)

Sequence Two: Read and consider (pp.53-58)
6. Imitating property is theft (pp.53-55)
7. Expressing cause and result (so + adjective + that) (p.55)
8. Describing by using the present continuous passive (p.56)
9. Expressing obligation and necessity (p.56)
10. Forming nouns and opposites using prefixes and suffixes (p.57)
11. Writing an opinion article (p.58)

Sequence THREE: Listening and speaking (pp.61-64)
12. Responding to an opinion (p.62)
13. Asking and defending an opinion / point of view (p.63)
14. Writing an argumentative speech (p.64)

Sequence FOUR: Reading and writing (pp.65-70)
15. Skimming and scanning (p.66)
16. Identifying and using reference words (p.67-68)
17. Writing a policy statement (p.69)
Project: Writing a charter of Ethics (p.71)
Assessment (p.72)

3AS | U2 | Unit Plan Page 4
Unit Plan
Unit plan
Scientific | Literary
By REFFAS Mounir
Pages 45 – 73
General aims: by the end of this unit, my learners will be able to:
❑ Writing a charter of ethics
Target
Subsidiary Competencies Main skills Subsidiary skills
competencies
produce Interpret – Interact Speaking – Writing Listening - Reading
Project Workshop:
Writing a charter of ethics (p.71)
Step / Sequence / Rubric ONE: Listen and Consider (46 – 52)

Intermediate objectives: by the end of this sequence, my learners will be able to:
❑ Write a public statement.
Target competencies Subsidiary Competencies Main skills Subsidiary skills
Interact Interpret – Produce Listening – Speaking Reading – Writing
Functions Language forms Phonology
- Expressing - Pronunciation of
condition - As long as, provided that, providing that words ending in –
- Expressing wish and - I wish, it’s high time + subject + past simple and past cs E.g. economics,
regret perfect politics
- Advising - Should, ought to, had better + bare infinitive - Stress shift E.g.
- Making a short - If-conditional (type 2) economy –
public statement economic
Step / Sequence / Rubric TWO: Read and Consider (53 – 58)

❑ Write an opinion article.
Interact Interpret – Produce Reading – Writing Listening – Speaking
- Due to, for, as, since, so + adjective + that, such
+ adjective + noun + that, so, as a result,
consequently, thus
- Expressing cause and effect
- Present simple and present continuous passive
- Expressing obligation and
- Suffix –ty: E.g. honesty, responsible, /
necessity
responsibility
- Writing an opinion article
- Must, mustn’t, have to,
- Prefixes dis-, li- E.g. legal – illegal, honest -
dishonest, approve – disapprove

3AS | U2 | Unit Plan Page 5
Step / Sequence / Rubric THREE: Listening and speaking (61 – 64)

❑ Write an argumentative speech
Interpret Interact - Produce Listening – Speaking Reading - Writing
- Listening for gist
- Listening for detail
- Responding to opinions
- Defending opinions - Verbs for expressing opinion (think, believe …) /
- Making an argumentative
speech
- Expressing opinion
Step / Sequence / Rubric FOUR: Reading and writing (65 – 70)

❑ Write a policy statement.
Subsidiary
Target competencies Main skills Subsidiary skills
Competencies
Produce Interpret – Interact Reading – Writing Listening - Speaking
- Skimming
- Scanning
- Responding to a text
/ /
- Identifying and using reference
words
- Writing a policy statement

3AS | U2 | S1 | Listen and consider | Sequence Plan Page 6
Sequence ONE: Listen and consider
Sequence Plan
Scientific Stream | Literary Stream
By REFFAS Mounir
Step / Sequence / Rubric ONE: LISTEN AND CONSIDER (46 – 52)
General aims: by the end of this sequence, my learners will be able to:
SEQUENCE / RUBRIC / STEPS: LESSONS

Lesson 1. Expressing condition (pp.46-48)
Lesson 2. Expressing wish and regret (pp.48-49)
Lesson 3. Expressing advice (pp.49-50)
Lesson 4. Vocabulary related to ethics and business (pp.50-51)
Lesson 5. Making a public statement (p.52)
> DESCRIPTION:
Intermediate objectives: by the end of this lesson, my learners will be able to:
❑ Use providing / provided that and as long as with the right tenses.
Interact Interpret – Produce Listening – Speaking Reading - Writing
- Expressing condition
- As long as, provided that, providing that -
- If-conditional (type 2)

❑ Write sentences with wish, it’s high / about time
Interact Interpret – Produce Reading – Writing Listening - Speaking
- I wish, it’s high time + subject + past simple and
- Expressing wish and regret /
past perfect

❑ Write sentences using had better / ‘d better or had better not / ‘d better not.
Target Subsidiary
Main skills Subsidiary skills
competencies Competencies
Interact Interpret – Produce Listening – Reading Speaking - Writing
- Advising - Should, ought to, had better + bare infinitive /

3AS | U2 | S1 | Listen and consider | Sequence Plan Page 7

❑ Pronounce / Use vocabulary related to ethics and business.
Subsidiary
Competencies
Interpret – Produce Interact Reading - Writing Listening – Speaking
- Pronunciation of words ending in –cs
/ / E.g. economics, politics
- Stress shift E.g. economy – economic

Subsidiary
Competencies
- Making a short public statement / /

3AS | U2 | S1 | L1 Page 8
Lesson Plan
By REFFAS Mounir
Unit TWO: Ethics in Business
Lesson: Expressing condition (pp.46-48)
General aims: by the end of this lesson, my learners will be able to:
- Expressing condition
- As long as, provided that, providing that -
- If-conditional (type 2)
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
Intermediate objectives: by the end of this step, my learners will be able to:
❑ Relate vocabulary about business practices with ethics and morality.
Target Subsidiary
Interact Interpret – Produce Listening – Reading Speaking – Writing
Instructions:
Getting started, textbook p.46
Teacher assist learners in reading the question and understanding by themselves the assignment.
ANSWERS/KEY:
Bribing, spending money on lobbying, false accounting are unethical
Whistle blowing (depending on the view of the class), militating in an anti-corruption association is ethical.
Vocabulary:
Ethics (n) ethical (adj) unethical (adj) law (n) legal (adj) illegal (adj)
2. PRESENTATION:
❑ Listen and check their answers to comprehension questions related to the listening script (p.199)
Target Subsidiary
Interpret Interact – Produce Listening – Reading Speaking – Writing
Instructions:
Let’s hear it, textbook p.47
The teacher asks learners to read the assignment.
Then, reads listening script (p.199)

3AS | U2 | S1 | L1 Page 9
ANSWERS/KEY:
A. The Right-to-Know Association is an anti-corruption body.
B. Transparency International publishes an annual report about the level of corruption in most countries of
the world.
C. So you think there are chances of winning the fight against corruption.
D. Sorry to interrupt you, but should citizens be involved in this fight to stop corruption?
3. PRACTICE:
❑ Comprehend sentences expressing condition.
Target Subsidiary
Instructions:
Grammar Explorer I, textbook p.47:
The teacher reads sentences 1 and 2, and ask learners to consider their meaning.
Then, asks learners if the sentences are complete without the words in bold
Then teacher goes through the “Around the text” rubric, and explains according to the needs and characteristics
of the classroom he / she is teaching.
ANSWERS/KEY:
A. but only if
B. Condition
C.
Main clause Subordinate clause
We will eradicate corruption providing that we act now
The chances of eradicating corruption will increase as long as all countries are committed to fighting it
D. Future in the main clause and present in the subordinate one. The time they refer to is the future.
4. PRODUCING:
Target Subsidiary
Produce Interact - Interpret Reading – Writing Listening – Speaking
Instructions:
The teacher asks learners to do task, p.48 with employment of what they have seen so far.
Ask each raw of learners to link the sentences with one of the options available: 1. Providing that 2. Provided
that 3. As long as.
Task, textbook p.48:
ANSWERS/KEY:
A. Banks will lend you money to start a business providing that you promise in writing to pay them back.
B. Your business will continue to prosper as long as you keep your probity and integrity.
C. The Mayor will be elected for a second term provided that / as long as he manages to avoid corruption
scandals.
D. Algeria will attract more foreign investments providing/provided (that) it passes stricter anti-corruption
laws.
E. The government will regain the confidence of the citizens as long as they fight bribery, embezzlement and
nepotism.

3AS | U2 | S1 | L2 Page 10
Lesson Plan
By REFFAS Mounir
Lesson: Expressing wish and regret (pp.48-49)
❑ Write sentences with wish, it’s high / about time
- I wish, it’s high time + subject + past simple and
- Expressing wish and regret /
past perfect
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Consider the sentences at hand.
Target Subsidiary
Instructions:
Grammar Explorer II, textbook p.48:
The teacher reads the sentences, with focus on words in bold, for learners while they follow.
Task 1, textbook p.48:
I Verb (tense) Expressing:
wish
Had heard (past perfect) Regret about past.
I wish
Were (past simple) Regret about present.

Sentence C express a past desire

We should have organized ourselves into an anti-corruption association.
We should have fought this pollution.
2. PRESENTATION:
❑ Comprehend the notions of wish and regret and their relationship with the forms in bold.
Target Subsidiary

3AS | U2 | S1 | L2 Page 11
Instructions:
Teacher refers learners to Grammar Reference pp.218-219 and ask learners to extract the rules of grammar
1. We use wish + past simple to express a regret about a present situation.
2. We use wish + would to express a desire for change in the near future.
3. A wish about ourselves cannot be expressed with would. We must use could instead.
4. We use wish + the past perfect to express a regret about something in the past.
5. We can use if only instead of wish to express a stronger feeling of regret or a stronger wish.
6. When you say It's time (for someone) to do something, you simply imply that this is the right time to
do it.
7. When you want to make the complaint or criticism stronger, you say It's high time someone did
something.
3. PRACTICE:
❑ Comprehend sentences expressing condition.
Target Subsidiary
Instructions:
The teacher asks learners to determine what to start with first.
Then put the verb, and add the other components of the sentence.
ANSWERS/KEY:
A. It’s about/ high time the government took measures to stop tax evasion.
B. It’s about/high time the public authorities did something to eradicate the ‘underground’ economy in our
country.
C. It’s about/high time speculators of all sorts were arrested.
D. It’s high/about time public authorities made anti-smuggling laws more stringent.
4. PRODUCING:
Target Subsidiary
Instructions:
Follow the same procedure as the previous task.
ANSWERS/KEY:
A. I wish I hadn’t stolen the public funds.
B. I wish I were at home and not in prison.
C. I wish I were out of the affair.
D. I wish you would give me a second chance. / I wish I could be
Given a second chance.
E. I wish I could eradicate nepotism.
F. I wish I could live in a corruption-free society someday.

3AS | U2 | S1 | L3 Page 12
Lesson Plan
By REFFAS Mounir
Lesson: Expressing advice (pp.49-50)
Target Subsidiary
- Advising - Should, ought to, had better + bare infinitive /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Consider sentences expressing advice.
Target
competencies
Instructions:
Grammar Explorer III, textbook p.49:
Consider sentences with or without “had better”.
A: What do the items in bold type express?
They express strong advice / recommendation
2. PRESENTATION:
❑ Differentiate between “had better” and other language forms.
Target
competencies
Instructions:
B. Which of the items in the box below could you use to express the same idea as in sentences 1 and 2
above? Use them to rewrite the sentences*
Teacher gives the uses of items mentioned in the green box, Grammar Explorer III: Revision, textbook p.49
Item Expresses Item Expresses
Had better … Strong advice / May
Give permission
Had better not … recommendation Might
Ought to
Could Make request Offering advice
Should
Must Subjective obligation Have to Objective obligation
If I were you Giving advice
* You can rewrite the sentences using ought to, should, and If I were you.
Had better / ‘d better / ‘d better / ‘d better not:
3AS | U2 | S1 | L3 Page 13
1. I use “had better” to say: “it would be a great idea if…” or “it would be better for me to …”
2. “Had better” is always followed by a verb in bare infinitive (base form)
3. “Had better” is used in the past, present, or future.
3. PRACTICE:
❑ Acquire the language structure regarding the employment of “had better”.
Target
competencies
Instructions:
B: Rewrite the sentences using the items in the box.
Teacher writes on the board the best of what learners provided.
C: The short form:
‘d better / ‘d better not
D: Using should in sentences of your own:
Teacher writes on the board the best of what learners provided.
4. PRODUCING:
Target
competencies
Instructions:
ANSWERS/KEY:
1. I had better go now to meet our manager in 20 minutes or I will be late.
2. You had better keep these files in a safety deposit box; they contain top-secret information about our
company.
3. You had better not go to work today.
4. You had better pay your electricity bill within a fortnight; otherwise, you will owe a late fee.
5. We had better not go out tonight; we have a lot of work to do.

3AS | U2 | S1 | L4 Page 14
Lesson Plan
By REFFAS Mounir
Lesson: Vocabulary related to ethics and business (pp.50-51)
❑ Pronounce / Use vocabulary related to ethics and business.
Subsidiary
Competencies
- Pronunciation of words ending in –cs
/ / E.g. economics, politics
- Stress shift E.g. economy – economic
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Sort out the odd item in a group of words.
Target
competencies
Instructions:
Vocabulary Explorer, textbook p.45:
ANSWERS/KEY:
A. Busines B. Auditin C. To D. Customs officer E. Abuse
s g trade
Learners provide their answers. Teacher interact as a facilitator.
2. PRESENTATION:
❑ Assign the appropriate part of speech to each word.
Target
competencies
Interpret Interact – Produce Listening – Speaking Reading – Writing
Instructions:
Learners use the dictionary to assign the correct part of speech to each word, and employ them in sentences
from their own.

3AS | U2 | S1 | L4 Page 15
3. PRACTICE:
❑ Use the words in bold in sentences of their own.
Target
competencies
Instructions:
Task 2:
Learners produce sentences from their own using the words in bold.
4. PRODUCING:
❑ Fill in the blanks using the proposed words to get complete paragraphs.
Target
competencies
Instructions:
ANSWERS/KEY:
§A 1(bribe) 2 (bribe) 3 (corrupt) 4 (a bribe /bribery) 5 (corrupt) 6 (corruption)
§B 1(embezzlement) 2 (fraud) 3 (accountant) 4 (false invoices) 5 (bank accounts) 6. (embezzler)
§C 1Money laundering 2 (money) 3 (criminal organisations) 4 (tax inspectors) 5 ( Money laundering )
6 (deposit)
§D 1ethical behaviour 2 (right) 3 (wrong) 4 ( ethical issues) 5 (a code of ethics) 6 (unethically)

3AS | U2 | S1 | L5 Page 16
Lesson Plan
By REFFAS Mounir
Lesson: Making a public statement (p.52)
Subsidiary
Competencies
- Making a short public statement / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Jot down ideas about their own anti-corruption programme using a proposed spidermap.
Target
competencies
Instructions:
Think, pair, share; textbook p.52:
Task 1:
Learners jot down individually ideas about their own view of an anti-corruption program.
2. PRESENTATION:
❑ Represent their ideas in a spidermap.
Target
competencies
Instructions:
Task 2:
Learners represent their ideas in a spidermap, then try to exchange with their peers with the purpose of
acquiring new ideas / perspectives.
3. PRACTICE:
❑ Write a draft public statement.
Target
competencies
Instructions:
Task 3:
With the teacher acting as a facilitator, learners collaborate with peers to produce a draft public statement.

3AS | U2 | S1 | L5 Page 17
4. PRODUCING:
❑ Present their public statement.
Target
competencies
Instructions:
Task 4:
Learners present their final work to the class
SUGGESTED PUBLIC STATEMENT:
Dear fellow citizens,
Corruption is an evil that must be fought now! In order to win this fight I urge all people of good will to
unite around me.
If I were elected Head of State, I would implement the following anti-corruption programme. To begin
with, I would appoint dedicated civil servants who would work honestly for the country: stealing money or
accepting a bribe in exchange for a service is unethical and illegal. Next, I would pass stringent laws to protect
citizens and punish embezzling and bribe-taking. I cannot tolerate that honest citizens be the victims of corrupt
civil servants.
I would also fight tax evasion and capital flight. Those who earn a lot of money must pay their taxes and
contribute to the development of the country. Therefore any tax evader would be severely punished by specially
appointed tribunals.
Finally, I would rehabilitate the value of work. Mutual trust is a moral value that we should teach our
children from infancy. A little money earned honestly brings a lot of happiness and peace of mind.
To conclude, I could tell you, fellow countrymen that your role as citizens is indispensable to fight corruption.
No government can succeed without the help of civil society. Therefore, I urge you again to gather around me
to win this decisive battle. Vote for honesty ! Vote for me!

3AS | U2 | S2 | Sequence Plan Page 18
Sequence TWO: Read and consider
Sequence Plan
By REFFAS Mounir
Step / Sequence / Rubric TWO: READ AND CONSIDER (53 – 58)
Subsidiary
Target competencies Subsidiary Competencies Main skills
skills
Listening –
Interact Interpret – Produce Reading – Writing
Speaking
- Due to, for, as, since, so + adjective + that, such + adjective +
- Expressing cause and
noun + that, so, as a result, consequently, thus
effect
- Present simple and present continuous passive
- Expressing obligation
- Suffix –ty: E.g. honesty, responsible, responsibility /
and necessity
- Must, mustn’t, have to,
- Writing an opinion
- Prefixes dis-, li- E.g. legal – illegal, honest - dishonest,
article
approve – disapprove

Lesson 1. Imitating property is theft (pp.53-55)
Lesson 2. Expressing cause and result (so + adjective + that) (p.55)
Lesson 3. Describing by using the present continuous passive (p.56)
Lesson 4. Expressing obligation and necessity (p.56)
Lesson 5. Forming nouns and opposites using prefixes and suffixes (p.57)
Lesson 6. Writing an opinion article (p.58)
> DESCRIPTION:
❑ Discuss issues related to counterfeiting and imitation of property.
/ / /

❑ Express cause and result using the given related language forms.
- Due to, for, as, since, so + adjective + that, such +
adjective + noun + that, so, as a result, consequently, /
effect
thus

❑ Rewrite given sentences in the passive voice.

Target
competencies
/ - Present simple and present continuous passive /

❑ Use language forms related to obligation and necessity in sentences of their own.
- Must, mustn’t, have to, /
necessity
❑ Form nouns and opposites using prefixes and suffixes.
- Suffix –ty: E.g. honesty, responsible, responsibility
/ - Prefixes dis-, li- E.g. legal – illegal, honest - dishonest, /

/ /
article

3AS | U2 | S2 | L1 Page 20
Lesson Plan
By REFFAS Mounir
Lesson: Imitating property is theft (pp.53-55)
❑ Discuss issues related to counterfeiting and imitation of property.
/ / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Discuss their own view to imitation and counterfeiting.
Target
competencies
Instructions:
Getting started, textbook p.53:
Learners discuss the mentioned questions.
Write on the board learners’ best answers.
SUGGESTED ANSWERS / KEY:
1. It represents a customs officer holding the counterfeit of a famous European painting. (See caption at
the bottom of the picture.)
2. Logically the answer is no. Expect learners’ justifications for their answers to be quite varied.
3. In quality/price/safety (open answer)
4. Many possible answers.
5. Many possible answers
6. Normally, the answer is: It’s wrong to imitate products because imitations are of poor quality/not
safe/illegal and dishonest practices. …
2. PRESENTATION:
❑ Comprehend the concept of “imitation is theft” and its consequences.
Target
competencies
Interpret Interact – Produce Reading – Listening Speaking - Writing
Instructions:
Discuss the text with learners.
Teacher act as a facilitator for comprehension, and assist learners in matters of vocabulary, and sentence
structure.
3. PRACTICE:
3AS | U2 | S2 | L1 Page 21
❑ Answer comprehension questions related to the text.

Target
competencies
Interpret Interact – Produce Reading – Writing Listening – Speaking
Instructions:
Taking a closer look, textbook p.54:
ANSWERS/KEY:
A. It is difficult to distinguish between imitations and genuine products because the counterfeiters are very
skilful and make perfect copies of the original.
B. Counterfeit medicines are harmful because they have a lack of active ingredients.
C. Counterfeiting has negative consequences on health, (public) safety, and the economy.
D. Imitation is just like stealing someone else’s property. (inference question)
E. Companies should reduce the prices of their products rather than spend huge amounts of money on
advertising against counterfeiting.
F. Many possible answers. E.g. I agree with the author’s conclusion because consumers won’t buy
imitations if the brands are at affordable prices (cheap/not expensive).
4. PRODUCING:
❑ Give a brief summary of their comprehension of the concept: Imitating property is theft.
Target
competencies
Produce Interact - Interpret Speaking – Writing Listening - Reading
Instructions:
Learners present their answers to the class.

3AS | U2 | S2 | L2 Page 22
Lesson 7: Expressing cause and result (so + adjective + that) (p.55)
Lesson Plan
By REFFAS Mounir
Lesson: Expressing cause and result (so + adjective + that) (p.55)
❑ Express cause and result using the proposed related language forms.
Interact Interpret – Produce Reading - Writing
- Due to, for, as, since, so + adjective + that, such +
adjective + noun + that, so, as a result, consequently, /
effect
thus
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Predict the outcome of the lesson.
Target
competencies
Instructions:
The teacher asks learners to guess and identify the adjectives in each sentence, and the relationship between the
two sentences in their opinion.
2. PRESENTATION:
❑ Comprehend how to link pairs of sentences using so + adjective + that or such + noun phrase + that.
Target
competencies
Instructions:
Task 1:
Teacher presents the relationship between the language forms.
ANSWERS/KEY:
A. There are so many marketed imitations of these brands that consumers have lost confidence in them.
B. Copies of brands are so cheap that consumers don’t hesitate to buy them.
C. Counterfeits are of such a bad quality that it is a waste of money to buy them.

3AS | U2 | S2 | L2 Page 23
3. PRACTICE:
❑ Identify sentences with the structure so + adjective + that and such + noun phrase + that.
Target
competencies
Instructions:
Task 2,
1. These products are imitated to such perfection that it is difficult to distinguish between the genuine and the
fake products. (§1)
2. The loss in profitability is so big that most of them have launched advertisement campaigns against
counterfeiting. (§3)
4. PRODUCING:
❑ Express cause and result using the proposed related language forms.
Target
competencies
Instructions:
Task 3 (A, B):
1. These products are imitated to such perfection that it is difficult to distinguish between the genuine and
the fake products. (§1)
2. The loss in profitability is so big that most of them have launched advertisement campaigns against
counterfeiting. (§3)
Task 3, C:
Express result.
Task 3, D:
ANSWERS/KEY:
1. These products are imitated to perfection / are perfectly imitated.
So, As a result, As a consequence, Consequently,
it is difficult to distinguish between the genuine and the fake products. (§1)
2. The loss in profitability is big
So, As a result, As a consequence, Consequently,
most of companies have launched advertisement campaigns against counterfeiting. (§3)

3AS | U2 | S2 | L3 Page 24
Lesson Plan
By REFFAS Mounir
Lesson: Describing by using the present continuous passive (p.56)
❑ Rewrite given sentences in the passive voice.
Target
competencies
/ - Present simple and present continuous passive /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Distinguish between Active and Passive forms (voices)
Target
competencies
Instructions:
Consider the following two sentences:
A. Larbi is reading the book.
B. The book is being read by Larbi.
1. Which of these two sentences is in the Active form (voice)?
2. Which of these tow sentences is in the passive form (voice)?
3. How did you know?
2. PRESENTATION:
❑ Comprehend key features related to Active and Passive forms (voices)
Target
competencies
Instructions:
Active form Passive form
Subjec Doer of the action Receiver of the action
t
Verb Tense (x)* To be (tense X) + past participle (verb) + by
Object Receiver of the Doer of the action
action
*Tense (x) in this case is the Present Continuous.

3AS | U2 | S2 | L3 Page 25
3. PRACTICE:
❑ Rewrite given sentences in the active form.
Target
competencies
Instructions:
Grammar Explorer II, textbook p.56:
1. A counterfeit is something that counterfeiters forge, imitate
2. Counterfeiters are copying products of all sorts everyday.
4. PRODUCING:
❑ Rewrite given sentences in the passive form.
Target
competencies
Instructions:
ANSWERS/KEY:
Our copyright is being infringed (by many Internet users). Our music hits are being uploaded and
downloaded. These copyright thefts are being put in pirate sites in order to swap them with other Internet
users. These pirates must be reminded that a great deal of financial loss is being caused to us by swapping
music illegally.

3AS | U2 | S2 | L4 Page 26
Lesson Plan
By REFFAS Mounir
Lesson: Expressing obligation and necessity (p.56)
❑ Use language forms related to obligation and necessity in sentences of their own.
- Must, mustn’t, have to, /
necessity
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Recall their background knowledge about language forms related to obligation, necessity, and
prohibition.
Target
competencies
Instructions:
Grammar Explorer III, textbook p.56:
Pick out sentences that express obligation and prohibition from text on pp.54-55:
Learners recall the language forms related to obligation, necessity, and prohibition that they have studied in
SE2 and pick out the sentences containing them.
1. These consumers know well that they mustn’t buy imitations. (prohibition)
2. They must refrain from buying them. (obligation)
3. They have to purchase them. (necessity)
2. PRESENTATION:
❑ Establish the relation between the language form and the notion it expresses.
Target
competencies
Instructions:
A:
Must not
Must Have to Don’t have to
(mustn’t)
Obligation Prohibition Obligation / necessity Absence of obligation

3AS | U2 | S2 | L4 Page 27
3. PRACTICE:
❑ Employ the language forms studied in a given task.
Target
competencies
Instructions:
Fill in the gaps with must, must not (mustn’t), have to, don’t have to and tell what each sentence
expresses:
1. Government officials must / have to abide by the law and regulations.  (obligation)
2. Consumers don’t have to / must not (mustn’t) buy imitated products. (not)
 absence of obligation / prohibition.
3. Companies have to spend money on advertising.  (necessity)
4. People don’t have to / must not (mustn’t) give under table money for corrupt officials. (not)
 absence of obligation / prohibition.
4. PRODUCING:
❑ Provide sentences of their own with employment of language forms studied.
Target
competencies
Instructions:
Learners provide sentences of their own with employment of must, must not (mustn’t), have to, don’t have to.

3AS | U2 | S2 | L5 Page 28
Lesson Plan
By REFFAS Mounir
Lesson: Forming nouns and opposites using prefixes and suffixes (p.57)
❑ Form nouns and opposites using prefixes and suffixes.
- Suffix –ty: E.g. honesty, responsible, responsibility
/ - Prefixes dis-, li- E.g. legal – illegal, honest - dishonest, /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Pick out words related to fraud.
Target
competencies
Instructions:
Vocabulary Explorer; textbook p.57:
Task 1:
ANSWERS/KEY:
Verbs: defraud, forge, imitate, deceive, steal …
Nouns: theft, fraud, forgery, imitation, counterfeiter …
2. PRESENTATION:
❑ Form nouns by adding affixes.
Target
competencies
Instructions:
Task 2:
ANSWERS/KEY:
Hospitality / hospitability – honesty – stupidity – responsibility – cruelty – morality –– legality
Task 3:
ANSWERS/KEY:
Dishonest – disapprove – disagree – disapproval – illegal – immoral – unfair – irresponsible – disappear

3AS | U2 | S2 | L5 Page 29
3. PRACTICE:
❑ Employ the words they have formed previously.
Target
competencies
Instructions:
Task 4:
It is both dishonest (1) and illegal (2) to imitate products. Piracy is due mainly to a lack of honesty (3) and
morality (4). I totally disagree (5) with those who say that counterfeiting is beneficial to consumers.
4. PRODUCING:
❑ Pronounce words ending in -ic
Target
competencies
Instructions:
Pronunciation and spelling, textbook p.57:
Verb Noun Adjective

Economic
Economy
Economize Economical
Economist
Uneconomical
/ˌiːkəˈnɒmɪk /
/i(ː)ˈkɒnəmaɪz /i(ː)ˈkɒnəmi /
/ˌiːkəˈnɒmɪkəl /
/ /i(ː)ˈkɒnəmɪst /
/ˌʌnˌiːkəˈnɒmɪkəl /

3AS | U2 | S2 | L6 Page 30
Lesson Plan
By REFFAS Mounir
Lesson: Writing an opinion article (p.58)
/ /
article
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Discuss (recall and reconsider their background knowledge / experiences about…) the notion of an
opinion article.
Target
competencies
Instructions:
Teacher discusses with learners the notion of opinion article, reason / argument, agreeing / disagreeing, etc.
2. PRESENTATION:
❑ Comprehend the notion of an opinion article through a diagram.
Target
competencies
Instructions:
The teacher illustrates and explain the assignment on Think, pair, share, textbook p.58
The teacher works in collaboration with learners.
Learners jot down their reasons / arguments.
Task can be done individually, in groups, or with the entire classroom.
3. PRACTICE:
❑ Present ideas in a diagram.
Target
competencies
Instructions:
Learners decide on the final structure / form of their opinion article and the reasons / arguments included.
4. PRODUCING:
3AS | U2 | S2 | L6 Page 31
❑ Convert the diagram into a paragraph.
Target
competencies
Instructions:
Learners convert the diagram into an article.
Learners proofread their work before submitting.
SUGGESTED PUBLIC STATEMENT:
The best work is to be displayed on the white board.
Some people argue that counterfeiting benefits consumers by giving them access to lower-price goods.
This is a totally mistaken claim. First, imitated goods are poor quality and do not last long. There is then no
guarantee of value for money and more importantly, that fake goods are safe. Imagine how much damage low
quality parts fitted in a car can do to the driver and passengers when they fail!
Secondly, if we think of fake foods or medicines, and the criminal procedures used by the people who
make them, we can only remain firm on buying genuine products. There are several cases of substitute edibles
which have caused dangerous diseases to people and which have resulted in long-lasting law suits. The
outcomes could only be compensations paid for irreparable damage but the moral damage caused to the victims
can never be repaired! Recent figures released by the European Union show that the customs are confiscating
100 million fake items every year.
Thirdly, it is highly immoral to reap where other people have sown. Pirating products is indeed imitating
other people’s property, and refusing to engage in a creative act. It is much more rewarding to turn one’s
abilities to creating new objects of value that could serve the community, or improve the performance of
existing ones.
Fourthly, pirating objects is by essence theft, especially when the producer of a fake item affixes the
label of a well-known trade mark on it. Some countries are notorious for their practice of counterfeit objects.
One wouldn’t like Algerians to be known for practising this dubious trade, as much as one wouldn’t like to see
them buy cheap, fake products and head into unsuspected troubles.

Sequence THREE: Listening and speaking
Sequence Plan
By REFFAS Mounir
Step / Sequence / Rubric THREE: LISTENING AND SPEAKING (61 – 64)
❑ Write an argumentative speech
Interpret Interact - Produce Listening – Speaking Reading - Writing
- Listening for detail
- Defending opinions - Verbs for expressing opinion (think, believe …) /
speech

Lesson 1. Responding to an opinion (p.62)
Lesson 2. Asking and defending an opinion / point of view (p.63)
Lesson 3. Writing an argumentative speech (p.64)
> DESCRIPTION:
❑ Identify and respond to an opinion.
- Listening for detail / /

❑ Ask and give their opinion regarding a matter / issue.
interpret Interact - Produce Listening – Speaking Reading - Writing
- Defending opinions
/ /


❑ Write an argumentative speech.
Produce Interact – Interpret Reading – Writing Listening - Speaking
/ /
speech

3AS | U2 | S3 | L1 Page 34
Lesson Plan
By REFFAS Mounir
Lesson: Responding to an opinion (p.62)
❑ Identify and respond to an opinion.
- Listening for detail / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Formulate their opinion in regard of an issue(s)
Target
competencies
Instructions:
Before listening; textbook p.61:
Task 1:
The teacher discusses the questions with learners.
1. It’s ethically wrong because he is polluting the environment. All he is concerned with is profit.
2. Students should feel free to give their own opinions.
3. Many possible answers. These answers depend on answers to question two above.
4. There are many possible answers. Students don’t have to agree with each other.
5. The students don’t have to agree. The most important thing is to encourage them to justisfy their answers.
2. PRESENTATION:
❑ Identify opinion (s) from a listening context.
Target
competencies
Instructions:
As you listen, textbook p.62:
Learners listen with the purpose of identifying the opinions in the Listening Script.
Listening Script, textbook p.200

3AS | U2 | S3 | L1 Page 35
3. PRACTICE:
❑ Assign opinions to their sources.
Target
competencies
Instructions:
Task 1, p.62:
B G M
A. Companies must make a lot of money so that people who
✓
have invested in them get profits.
B. A company bears responsibility to all people whose welfare
✓
and livelihood depends on it.
C. No company should spend more than is required to reduce
✓
pollutions.
D. Companies should be managed for the benefit of
✓
shareholders.
E. Companies should be managed for the benefit of
✓
stakeholders.
4. PRODUCING:
❑ Respond to opinion(s).
Target
competencies
Produce Interact - Interpret Speaking – Writing Listening - Reading
Instructions:
Task 2, p.62:
Learners discuss the opinions and ways to agree / disagree with them, and justify their own point of view
towards the proposed opinions in the listening script.
SUGGESTED OPINIONS:
Refer to task 1 above.
Learners justify their point of view.

3AS | U2 | S3 | L2 Page 36
Lesson Plan
By REFFAS Mounir
Lesson: Asking and defending an opinion / point of view (p.63)
interpret Interact - Produce Listening – Speaking Reading - Writing
- Defending opinions
/ /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Identify their needs concerning how to ask / give an opinion.
Target
competencies
Instructions:
Learners wonder among themselves on how to ask / give an opinion. The focus is on associated language
forms.
2. PRESENTATION:
❑ Comprehend how to give and ask for an opinion.
Target
competencies
Instructions:
After listening; textbook p.63:
The teacher reads and illustrates the Coping box, textbook p.63.
The teacher refers learners to Table 1 and 2.
3. PRACTICE:
❑ Identify associated language forms.
Target
competencies
Instructions:
Learners refer back to the listening script, and pick out language forms related to asking for / giving an opinion.

3AS | U2 | S3 | L2 Page 37
ANSWERS / KEY:
1. Bob: So what do you think about…..
2. George: Well, in my opinion…. By this I mean …
3. Bob: What do you mean by ….
4. You see, as far as I’m concerned ….
5. George: I think that ….
6. Mark: I’m sorry, but I hold a completely different view about …. If you ask me, …..
7. Bob: Sorry, I can’t quite grasp what you’re saying.
8. Mark: Contrary to what George thinks, …
4. PRODUCING:
Target
competencies
Produce Interact - Interpret Speaking – Writing Listening – Reading
Instructions:
The teacher can propose the issue mentioned in the coursebook, or take the best issues provided by learners that
allows discussion and which learners have enough knowledge about it to carry on the discussion.
SUGGESTED DIALOGUE:
Depends on what learners provide.

3AS | U2 | S3 | L3 Page 38
Lesson Plan
By REFFAS Mounir
Lesson: Writing an argumentative speech (p.64)
/ /
speech
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Recall / formulate their opinion regarding a proposed issue.
Target
competencies
Instructions:
Saying it in writing, textbook p.64:
Task 1:
The teacher proposes the following issue:
Some people argue / think / say that businessmen should apply their own personal ethical standards when doing
business.
Learners jot down their ideas / views regarding the issue.
2. PRESENTATION:
❑ Comprehend the language forms proposed and how to employ them.
Target
competencies
Instructions:
Teacher acts as an assistant and refers learners to / illustrates / explains / discusses with learners the proposed
“expanding notes” and “useful language” and how to employ them.

3AS | U2 | S3 | L3 Page 39
3. PRACTICE:
❑ Produce a first draft of their argumentative speech.
Target
competencies
Instructions:
With the teacher acting as a facilitator, learners produce a draft of their argumentative speech.
4. PRODUCING:
Target
competencies
Instructions:
Learners do as described in the task. Once done, they submit their work for the teacher.
Learners present their final work to the class
SUGGESTED ARGUMENTATIVE SPEECH:
Ladies, gentlemen,
Some people say that businessmen should apply their own personal ethical standards when doing
business. They tell us that you need money to make money; that the world of business is a jungle; and that if we
respect ethics, we can undermine the values of hard work and freedom. Let me tell you that I don’t agree with
these arguments at all. I believe that such arguments are only excuses to escape the responsibility of business
companies towards the welfare of society as a whole. As far as I am concerned, I say that ethics has everything
to do with business….
SUGGESTED POLICY STATEMENT (2):

Some people argue that counterfeiting benefits consumers by giving them access to lower-prices goods.
This is a totally mistaken claim. First, imitated goods are poor quality. They do not last long. For example,
counterfeited car parts break quickly. Thousands of car accidents each year are cause by fake car parts. Second,
fake pharmaceutical products used in medicine kill people. The medicament prescribed either fails to cure or
causes internal damage to vital organs, which ultimately result in death. Thirdly, piracy kills creativity and
innovation. It reap and steal people’s efforts and private them from their products’ benefits. Piracy is theft and it
will by so damage and cripple people’s future moves. Fourthly, counterfeited products loses customers’
confidence and trust, which will reflect a bad reputation on the country of origin. A bad reputation means
decreasing in sells and therefore recession and economic crisis. Finally, counterfeiting is forbidden in the
ultimate ethical code: Islamic Shareea. It is stealing people’s efforts and damaging both the society and the
economy. Counterfeiting maybe easy money, but with very bad consequences.

Sequence FOUR: Reading and writing
Sequence Plan
By REFFAS Mounir
Step / Sequence / Rubric FOUR: Reading and writing (65 – 70)
❑ Write a policy statement.
Produce Interpret – Interact Reading – Writing Listening - Speaking
- Skimming
- Scanning
/ /
- Identifying and using
reference words
- Writing a policy statement

Lesson 1. Skimming and scanning (p.66)
Lesson 2. Identifying and using reference words (p.67-68)
Lesson 3. Writing a policy statement (p.69)
> DESCRIPTION:
❑ Respond to a text.
- Skimming
- Scanning / /

❑ Identify and employ reference words in text comprehension.
Interpret Interact – Produce Reading – Speaking Listening – Writing
/ /
reference words

❑ Write a policy statement for an ethical investment fund.
- Writing a policy statement / /


3AS | U2 | S4 | L1 Page 42
Lesson Plan
By REFFAS Mounir
Lesson: Skimming and scanning (p.66)
❑ Respond to a text.
- Skimming
- Scanning / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Discuss the importance of ethics in business.
Target
competencies
Instructions:
Before reading, textbook p.65:
The teacher / learners discusses the ideas with learners / partners.
ANSWERS/KEY:
1. The company employing the child is in violation of the child’s right for education. The child is below
the legal minimum age to work.
2. They are doing unethical business /committing a crime because child labour is illegal.
3. Yes, I would because …. / No, I wouldn’t because …..
4. Yes, because ….
2. PRESENTATION:
❑ Skim through a text.
Target
competencies
Instructions:
As you read, textbook p.66:
Task 1:
Learners skim through the text and do the task.
For “A”: draw learners focus to why the other answers are false.
ANSWERS/KEY:
A. b. Social auditing is both a social obligation and a necessity in doing business today.
B. Social Auditing and its importance in business.

3AS | U2 | S4 | L1 Page 43
3. PRACTICE:
❑ Scan a text.
Target
competencies
Instructions:
ANSWERS/KEY:
A. They are commissioning social audits because they are increasingly aware of the importance of social
and environmental issues for their reputation.
B. Giovani Preston travels to countries to check labour standards.
C. Labour standards: paying their workers fairly, good health standards - safety record with low levels of
illness and accidents - not using child labour.
D. We can no longer separate ethics from business. (learners can provide many possible justifications.)
4. PRODUCING:
❑ Respond to a text. (interact with the meanings carried by the proposed text).
Target
competencies
Instructions:
ANSWERS/KEY:
A. commission B. prosper C. corporate D. designate E. oversee F. suppliers G. scrutiny
Learners may use the dictionary.

3AS | U2 | S4 | L2 Page 44
Lesson Plan
By REFFAS Mounir
Lesson: Identifying and using reference words (p.67-68)
❑ Identify and employ reference words in text comprehension.
Interpret Interact – Produce Reading – Speaking Listening – Writing
/ /
reference words
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Identify reference words in a text.
Target
competencies
Instructions:
Go back to text and identify reference words.
2. PRESENTATION:
❑ Comprehend the notion of a reference word.
Target
competencies
Instructions:
After reading, textbook p.68:
Teacher refers learners to / illustrates Coping box, textbook p.68.
To refer to things already mentioned:
Pronouns: I, we, you, he, she, it, they
Possessive adjectives: my, our, your, his, her, its, their
Demonstrative adjectives: this / these and that / those
To refer to things that will be mentioned:
Articles: a, an, the
Demonstrative adjectives: this / these and that / those

3AS | U2 | S4 | L2 Page 45
3. PRACTICE:
❑ Identify the items that reference words refer to.
Target
competencies
Instructions:
Learners refer to reference words obtained from warm-up step, and define the items they refer to.
ANSWERS/KEY:
§1 §2 §3 §4 §5
their: businesses they: supporters this criticism: a there: developing ours: our company
them: businesses of social audits social audit may just countries
their: businesses it: social be a public relations their: our suppliers.
these: social audits reporting exercise …
that: social audits it: social auditing them: executives
their: businesses they: company this: “a lot of our ….
their: businesses executives
those: companies

Do as described in the task.
KEY: Up to what learners provide.
4. PRODUCING:
❑ Employ reference words in text comprehension.
Target
competencies
Instructions:
ANSWERS/KEY:
(A) Algeria has recently adopted a new model of economic development. (D) This model balances economic
growth, social justice and the sustainable use of natural resources. (B) It has also set high standards of
governance including social auditing and public accounts reporting. (C) Such tasks are carried out by the
National Economic and Social Council and by the Accounts Court. (F) In addition to the setting of standards of
governance, it has accorded ethically responsible companies tax reductions so as to encourage them to promote
sustainable development and social well-being.
E: is irrelevant.

3AS | U2 | S4 | L3 Page 46
Lesson Plan
By REFFAS Mounir
Lesson: Writing a policy statement (p.69)
- Writing a policy statement / /
LESSON STEPS:
1. Warm-up
2. Presentation
3. Practice
4. Producing
DESCRIPTION:
1. WARM-UP:
❑ Brainstorm ideas related to a policy statement for an investment fund.
Target
competencies
Instructions:
Writing development, textbook p.69:
Teacher refers / discusses with learners the opening statement, task 1, and the expanding notes, textbook p.69.
2. PRESENTATION:
❑ Comprehend the notion of a diagram as an organizational structure for their writing.
Target
competencies
Instructions:
Teacher refers learners to the diagram.
Teacher assists learners in selecting their ideas from the expanding notes / producing their own ideas.
3. PRACTICE:
❑ Employ their comprehension of a diagram to organize their writing.
Target
competencies
Interpret Interact – Produce Listening – Writing Reading – Speaking
Instructions:
Teacher assists learners in filling ideas into the diagram.
4. PRODUCING:
3AS | U2 | S4 | L3 Page 47

Target
competencies
Instructions:
Learners write their first draft following the diagram they have filled previously.
Allow learners to perform changes, but keep those changes minor.

Learners proofread their work and submit it to the teacher.
SUGGESTED POLICY STATEMENT:

The people and organisations who put their money into our fund want us to invest in ethical ways, and
we work hard to make their desires a reality. We consider that the conservation of the environment for future
generations a moral duty. Thus, we avoid companies that endanger the environment. … (to be finished by
learners’ best provided work)
SUGGESTED POLICY STATEMENT (2):

The people and organizations who put their money into our funds want us to invest in ethical ways, and
we work hard to make their desires a reality. We invest in companies that balance economic growth with social
responsibility. We choose to invest in well-managed companies for examples, those that have transparent
financial accounting. However, we avoid companies that endanger the environment. We choose not to place
money in companies that lack ethical labour standards such as using child labour or bad working conditions.
We also refrain from investing in certain sectors such as tobacco or arms manufacturing.

3AS | U1 | Project outcome Page 48
Project outcome
PROJECT OUTCOME
Writing a charter of ethics (p.71)
GUIDELINES:
Write a charter of ethics in relation to three of these professions: Accountancy, Law, Architecture,
Medicine, Banking, Plastic surgery, Business, Teaching, Journalism, Sports, Agriculture, Scientific research.
The charter of ethics should include:

1. A reminder of the social, economic, moral prejudices that the neglect of ethics might cause to the
professions and their clients. Give data / statistics.
2. A short interview about the importance of ethics in the professions with representatives of professional
associations.
3. A short article that reports unethical behaviour in the professions and how the law deals with them. (see
Research and Report on page 60)
4. A code of ethics, i.e. a set of moral rules, for each of the selected professions.
The project is the visible and assessable manifestation of the learners’ competencies. The project designing
procedure runs in parallel with the unfolding of the unit. There are five flash-points throughout the unit:
1. BRAINSTORMING (p.46)  List unethical practices, their consequences on the business and society,
and the solutions they can be done to eradicate them.
2. FACT FINDING (p.53)  Argue about the value of ethics in business activities / practices.
3. ORGANISING (p.60)  Research and Report 
Information on the punishments meted out on offenders / felons.
Information on the unethical practices related to each profession (selected).
4. WRITING UP (p.61)  Argue about the importance of employing ethics in business activities /
practices.
5. ASSESSING (p.65)  A policy statement for building / creating a business that applies ethics in
business activities / practices.

3AS | U1 | Assessment Page 49
Assessment
Refer to textbook p.43 for learners’ self-assessment.
Teacher’s Assessment:
At the end of this unit, my learners should be able to manifest the followings skills, do the following
tasks, and be knowledgeable in the following themes and how to answer the mentioned types of activities.
Rubric / Page / Task Skills Theme Types of Activities

Vocabulary Building and Resources
Learners must be provided the dictionary to view the following list of words. The list is based on their
actual as well as anticipated needs. The list is designed for a below-average level learner. Consulting these
words via the dictionary and not through the teacher will increase learners’ autonomy and enrich their
vocabulary as well as enhance their comprehension and skills regarding the employment of their acquirements.
List of words in the alphabetical order, with occurrences numbers throughout the unit / the book / secondary
education.
Number of occurrence in
Word This This Secondary
unit book education

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3AS | U2 | Ill-gotten needs never prosper

Unit II: Ethics in Business

Planning: Unit 1/4: SE | M | TM | GE

By: REFFAS Mounir Abdelmadjid

By REFFAS Mounir, Secondary Education Teacher of English

2. Expressing wish and regret (pp.48-49)

3. Expressing advice (pp.49-50)

4. Vocabulary related to ethics and business (pp.50-51)

5. Making a public statement (p.52)

7. Expressing cause and result (so + adjective + that) (p.55)

8. Describing by using the present continuous passive (p.56)

9. Expressing obligation and necessity (p.56)

11. Writing an opinion article (p.58)

13. Asking and defending an opinion / point of view (p.63)

14. Writing an argumentative speech (p.64)

16. Identifying and using reference words (p.67-68)

17. Writing a policy statement (p.69)

Project: Writing a charter of Ethics (p.71)

By REFFAS Mounir, Secondary Education Teacher of English

2. Expressing wish and regret (pp.48-49)

3. Expressing advice (pp.49-50)

4. Vocabulary related to ethics and business (pp.50-51)

5. Making a public statement (p.52)

7. Expressing cause and result (so + adjective + that) (p.55)

8. Describing by using the present continuous passive (p.56)

9. Expressing obligation and necessity (p.56)

11. Writing an opinion article (p.58)

13. Asking and defending an opinion / point of view (p.63)

14. Writing an argumentative speech (p.64)

16. Identifying and using reference words (p.67-68)

17. Writing a policy statement (p.69)

Project: Writing a charter of Ethics (p.71)

By REFFAS Mounir, Secondary Education Teacher of English

Step / Sequence / Rubric ONE: Listen and Consider (46 – 52)

Step / Sequence / Rubric TWO: Read and Consider (53 – 58)

By REFFAS Mounir, Secondary Education Teacher of English

Step / Sequence / Rubric THREE: Listening and speaking (61 – 64)

Step / Sequence / Rubric FOUR: Reading and writing (65 – 70)

By REFFAS Mounir, Secondary Education Teacher of English

SEQUENCE / RUBRIC / STEPS: LESSONS

Lesson 2. Expressing wish and regret (pp.48-49)

Lesson 3. Expressing advice (pp.49-50)

By REFFAS Mounir, Secondary Education Teacher of English

Lesson 4. Vocabulary related to ethics and business (pp.50-51)

Lesson 5. Making a public statement (p.52)

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

Task 2, textbook p.48:

Task 3, textbook p.48:

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

SEQUENCE / RUBRIC / STEPS: LESSONS

Lesson 2. Expressing cause and result (so + adjective + that) (p.55)

Lesson 3. Describing by using the present continuous passive (p.56)

By REFFAS Mounir, Secondary Education Teacher of English

Lesson 4. Expressing obligation and necessity (p.56)

Lesson 6. Writing an opinion article (p.58)