LESSON PLAN

School year:
2011-2012

Level: Second year

Unit Three: Waste not Want not
Rubric: Putting thing together.
Lesson: project assignment.
Aim: producing a conservation plan
Tim Classroom
Stages Teacher’s and learners activities Remarks
e strategies
* T asks Ls to open their books on page 72.
and take a sheet of paper to take notes. Class
Task *Ls respond. interaction
assignme *T asks Ls to divide themselves into groups of
nt 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. listening and
-explain language skills they need and ask note taking
them to gather information needed to fulfil the
project.
- ask them to compile and analyse information
they gathered and decide how to organize them
for efficient presentation.
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

1
 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: 2011-2012
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.
Stages Time Teacher’s and learners activities Classroom strategies Remarks
First After writing the date and the titles on the
stage board, T asks Ls to open their books on
Preview page 58 and to read the Preview. T and Ls
Aim: make the Ls aware of what will they interaction
learn across this unit.
Putting Things Together p 72.
Second * Ls do their work. Activate
stage * T asks Ls to look at the stumps shown on background
Think it page 59 and express their ideas about them. knowledge and
over - Aim: introduce the theme of the unit. stimulate
*Ls give their answers. imagination
*T says the given words and asks Ls to
repeat them.
Third -Aim: pronouncing the consonant correctly.
stage *Ls listen then repeat. Listening and
Words to Before you read: p60 repeating.
say *T asks Ls to look at the map shown on
page 60 and answer the given questions.
Fourth -possible answers:
stage 1- The southern part.
Pre- 2-It’s famous for coffee production and Class discussion
reading Amazon river.
3-They are Tropic of Capricorn and the
Equator.
4-it’s fine.
-Aim: introduce the theme of the text.
Fifth *Ls report their answers.
2
 stage As you read:
While *T asks Ls to read the text silently and think Silent reading
reading of the given questions on task 03. and 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. Class discussion
-Possible answers:
a- more than a decade of global fossil fuel
Sixth emissions of carbon.
stage b- it has been protected because of its
Post isolation.
reading c- it’s considered so because it’s no longer
isolated.
-Aim: check Ls’ understanding Reasoning
*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 answer the questions
following them.
*Ls do their work.
*T asks Ls for the answers.
*Ls report their answers.
- 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 18.000km² of
forest trees.
*The Brazilian government built new
roads throughout the 1960’s and 1970’s.
3- The sentences that focus on the doer of
the action are students’ sentences; the
sentences that focus on the action itself are
3
 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, it’s not. We use it to focus on the doer
of the action.

LESSON PLAN
School year:
2011-2012

Level: Second year

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 Teacher’s and learners activities Classroom strategies Remarks
Warming After writing the date and titles on
up the board T asks learners about the reminding
lge aspect they have learnt in the
previous lesson.
*Ls give their answers.
*T asks Ls to practise the use of
Classroom simple past passive by doing task
correction 01 on page 62.
* Ls do their work then they report
their answers: Reasoning
Task (Was wrecked- was washed- was
assignmen polluted- was damaged- was
t ruined).
Classroom *T asks Ls to read the sentences in
4
correction task 02 and to conjugate the verbs
between brackets into the simple
past passive or the simple past
Task active.
assignmen *Ls do their work then report their Listening
t answers. attentively
Teacher’s * T checks the Ls’ answers. Brainstorming
presentatio *T asks Ls to brainstorm the
n dialogue while listening to T’s
reading of the dialogue:
* Ls listen.
A: what happened to the Exxon
Valdez?
B: it was wrecked off the coast of
California and the oil spilled out.
(Weak form). Pair work
A: was the oil washed out onto the Play out
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
Ls’ for lack of oxygen. (Strong form).
practice -Aim: correct pronunciation of was Reasoning
and were “weak and strong forms”.
Task Task 03:
assignmen *T asks Ls to close the books and Guess and
t play out the previous dialogue. discuss
Classroom * Ls do their work.
correction - Aim: Practise the pronunciation of
was and were.
Task 04:
Teacher’s T explains the question.
presentatio *Ls do their work.
n -Aim: practise the use of passive
form.
Class Write it right:p63 Listening
discussion *T asks Ls to look at the picture attentively and
shown on page 63 and to say what ask questions
it represents.
* Ls give their opinions.
-Aim: attract Ls attention to the
subject of the task.
-possible answers:
5
 * T explains the meaning of ‘ press
release’: après release is an official
statement made by authorised Cooperating
persons, companies’ organisations,
political party, or a government
department to be published in news Reading and
papers in order to apologize and listening
make a particular event less tight.
Class * Ls listen and may ask for
correction 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.

LESSON PLAN
School year:
2011-2012

Level: Second year

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.
Tim Classroom Remark
Stages Teacher’s and learners activities
e strategies s
Warming T asks Ls to mention the names of their
up teachers. Attract the
6
 *Ls give their answers. attention
*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.
Task *T asks Ls to listen and mark the intonation
assignment on the words in bold type with appropriate
arrows. Show the
*T reads:«there are five types of alternative wanted
Teacher’s energies: solar, wind, biomass, and aspect in
presentation hydroelectric energies. All of them can be context
produced in our country because we have Listening
the following natural resources. the and taking
wind, the sun, the mountains… notes
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
Class Rmel and other localities in the South of
correction 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 Class
and vowels then answer the given interaction
questions:
Task -Aim: know about the possible consonant
assignment 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
Class them to write the correct ones:
discussion Letter / /.
Beautiful / /.
Burned / /
Were / /
Saved / /
Polluted / /
Bird/ /
7
 Washed / /.
- Aim: correct the common mistakes of
pronouncing consonants and vowels.
*Ls do their work then report the answers

LESSON PLAN
School year:
2011-2012

Level: Second year

8
 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.
Classroom
Stages Time Teacher’s and learners activities Remarks
strategies
Task 01:
Task *T gets the Ls read the sentences:
assignme -the conservation of positive human Show the
nt resources begins with health wanted aspect in
improvement, in which vast context
progress has been made since 1900.
However, medical services and
various types of equipment for the
Class lame or the blind could be made
correctio more widely available if public
n money were appropriated to cover
the coasts. And asks them to look up Class interaction
the underlined words in a dictionary.
-Aim: vocabulary building.
Class *Ls do their work then report their Ls – T
discussio answers. interaction
n Task 02:
* T asks Ls to mention briefly the
steps they 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 can’t 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.
9
 -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.

10
 LESSON PLAN
School year:
2011-2012

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 Tim Teacher’s and learners activities Classroom Remarks
e strategies
* T asks Ls to open their books on page 66
Warming and look at the picture, gets them speak Activate the
up about the process of photosynthesis and to prior
mention what they know. knowledge
*Ls present their ideas.
-Aim: enhance Ls to listen to the lecture. Class
* T asks Ls to fill in the blanks in interaction
sentences(A-E)
Using the correct form of the given verbs.
*Ls do their work.
Task Task 02:
assignmen *T asks Ls to take notes, check their
t previous answers while he presents his
lecture. Listening
*Ls listen and take notes. attentively
* T makes the correction. Then ask them to
describe the process of photosynthesis.
Class *Ls do their work.
correction *T asks Ls to report their answers.
- Aim: listen for specific information. Ls – T
Describe a process. interaction
Task 03:
Task *T asks Ls to note the pronunciation of must
assignmen be, can’t be and shouldn’t be while he reads
t the text again and to cross out the
11
 transcriptions: Listening
- must be and noting
- can’t be
-shouldn’t
Class -Aim: correct pronunciation of must, can’t
discussion shouldn’t in passive.
* Ls report their answers.
Task Task 04: Class
assignmen *T interacts with Ls about the process of interaction
t respiration in plants at night.
Class *Ls use their knowledge in botany to
correction describe this process in class. Brainstormi
-Aim: make an oral description of a process. ng
 Your turn: Activating
Task *T asks Ls to turn the given sentences into prior
assignmen the passive then to read them aloud with knowledge
t correct pronunciation of the modals: Class
- expected answers: discussion
A- Animals in danger of extinction mustn’t
be hunt.
B- Recyclable objects shouldn’t be thrown.
C-Desertification should be stopped.
D-Pollution can be divided into four types. Reasoning
E- Alternative energies may be grouped in and
Class five categories: wind, solar, biomass and speaking
correction hydro-electric.
F- Human resources must be protected.
-Aim: pronunciation of modals in the passive
T form.
presentatio  Write it up:
n *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 Listening
follow what we say. Some of these discourse attentively
markers are:
*To begin/ start with…
* First(ly), second(ly), the first/ second
reason why…
Task * Next, then, another reason why…
Assignme * Furthermore, moreover, in addition,
nt besides…
* Lastly/finally/ to conclude…
12
Class *in short/ in conclusion…
correction * 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.

LESSON PLAN
School year: 2011-2012

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.
Tim Classroom
Stages Teacher’s and learners activities Remarks
e strategies
* T asks Ls to look at the pictures shown on Correct
Warming page 69 and to choose the best choice. Guessing task01
up * Ls do their work through
-Aim: introduce the theme of the text. task02
-Task 02: Silent
Task *T asks Ls to read the text silently and check reading
assignme their answers. Check
nt - Aim: reading for general information. previous
*Ls do their work guesses
class *T checks the given answers and makes the Class
13
correctio correction interaction
n 1- The ear in picture A is assaulted by noise.
2- The ear in picture B is wearing a hearing
aid. Class
Task 3- The topic of the magazine article will be discussion
assignme about noise pollution.
nt Task 03:
*T asks Ls to read the text again and answer Class
the given questions: discussion
Expected answers:
In the text: -a noun which means ‘the
condition of someone who easily made angry’ Reading
Class is irritability. and
correctio -a verb which means ‘is confirmed’ is ‘is note taking
n borne out’.
- an adjective which ‘is related to the brain/
Task mind is ‘mental’.
assignme * Ls report their answers.
nt -Aim: read for specific information. class
Task 4: discussion
Class *T asks Ls to choose the best title for the
correctio article:
n -Aim: check Ls understanding of the article.
- Expected answer: ‘Another Kind of
Task Pollution’
assignme Task 05: top- down
nt *T gets the Ls read the tip box and explains processing
the types of sentences and their functions in
building paragraphs:
Then asks them to provide example of each
type from the 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
Class studies are linking it to a wide range of mental
correctio an physical disturbances.
n + supporting sentences which give details to
support/ develop the general idea: in Los
Angeles, researchers have found that people
living in the airport have…
+ transitional sentences which provides a
smooth transition from one idea to another: in
14
 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…
+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.

LESSON PLAN
School year:
2008-2009

Level: Second year

Unit Three: Waste not Want not
Rubric: Were do we go from here?
Lesson: assessment session
Aim: make Ls assess themselves.
Stages Tim Teacher’s and learners activities Classroom Remarks
15
 e strategies

LESSON PLAN
School year:
2011-2012

Level: Second year

Unit Three: Waste not Want not

16
 Rubric: Exploring matters together.
Lesson: The world’s water Supply.
Aim: adding further information
Activities: reading comprehension.
Tim Classroom
Stages Teacher’s and learners activities Remarks
e strategies
Warming *T asks Ls to look at the picture shown the Guessing
up right of the page then to read the title and brainstormin
guess the theme of the text. g
* Ls respond and discuss. Class
-Aim: introduce the subject. interaction
Task *T asks Ls to read the text silently and to
assignme check their guesses. Reading
nt * Ls read and check. silently
*T ask Ls to read again and answer the given
questions Reading and
* Ls do their work. writing
* T asks Ls to listen while he reads the text
aloud and correct their possible pronunciation
mistakes. Listening
* Ls listen attentively. and
*T asks *Ls to report their answers and he Self-
makes the correction. correcting

17
18