Secondary Education: Year Two

WASTE NOT, WANT NOT.

Theme: World Resources and Sustainable Development
Aims of the unit: By the end of the unit pupils should be able:
1- To demonstrate awareness on the importance of the
biodiversity for the ecosystem and the seriousness of the dangers
that threaten the environment.
2- To develop positive attitudes for the preservation of the
environment and the world resources (militate in green peace
associations; volunteering works to make the environment clean,
tidy and safe; communicate green ads through the media...etc).

Project workshop: Writing a conservation plan for one’s town or

city.
 The importance of a safe environment
 Identify your town’s important resources
 Find out all the possible threats for these resources
 Find out how these resources are used.
 Interpret people’s habits for the use of these resources
 Scheme a preservation plan (safeguard my town and the
environment as well as its resources for future use
Unit 01: Waste not, Want Not Theme: World resources/ sustainable development Lesson: preview- project

Aims of the lesson: To introduce the theme of the unit and highlight the main points of the project.

Tasks/ aims Teacher’s work Learner’s work T

1-About the unit :
Aim: To activate learners’ prior
knowledge and introduce the
theme of the unit.
• T. interacts with his pupils to
elicit information related to the
title of the unit.
• While introducing the topic, T.
have his pps look at picture p.59,
explore it to elicit the main ideas
and vocabulary.
• Pupils respond orally to
T’s questions.
• Pps study the picture on
p.2 and say what it
15
signifies for them.
mn

2- project workshop • T. links his pps with a real
situation to elicit information
Aim: To brainstorm the main concerning the targeted project.
ideas of the project and scheme its • While interacting with his pps, T.
work plan. jots down the main steps of the
project in a form of map tree.
• Pupils guess discuss, 20
interpret and deduce what mn
will be the content of the
project in accordance
with the overall purpose
• Pupils communicate the
content and classify them
according to their
importance.
• Pps take notes

3- Group division
Aim: To make pps feel
responsibility towards their
assignment without feeling
arbitrariness.
• T. asks pps to form their groups • Pps form their groups and 15
according to their affinity write down their names in mn
• T. reminds his pps that each a sheet of paper
member within the group should • Pps copy down the work
participate and communicate plan of the project.
something (collecting photos,
drawing, communicating a piece
of information, copying, giving
one’s point of view, writing the
draft, evaluating…)
• T. reminds his pps to feel free to
ask their T. for any help in order
to put into practice their project
works.
• T. reminds his pps that ready-
made or ‘copy pasting’ works are
totally rejected by the teacher.
• T. sets the deadline for project
restitution.
• T. reminds pps that the best
article will be published on the
next school wall magazine to
encourage readership.
About the unit:  Brainstorming
TT: Today, we will get in touch with the second unit entitled ‘Waste Not, Want Not’.
TT: What is the word repeated? PP: not (negation)
TT: It tells us not to do something. So, what kind of message it vehicles? an advice – an order – a warning?
PP: It is rather an advice.
TT: Well. Can you guest the meaning of this advice?
PP: If you don’t waste your money, resources or other things, you won’t be in need of.
Don’t waste things, you will be in need of them in the future - you should be wise in your expenditure.
TT: Let’s take an example. Algeria is rich of natural resources: gas, oil, gold …etc. If it exploits all its
oilfields or hydrocarbons deposits, what would happen?
PP: The resources would be used up. Or it would be in short of these resources.
TT: Well have a look at the pictures on page 59 of your textbook and discover other resources? The
teacher continues the interaction as far as the pictures are concerned.
PP: picture 1: birds - picture 2: an animal picture 3+7: men( farmers cultivating crops / plants, trees)
picture 6 : flowers
TT: What do the elements presented in the pictures: air, sun, water, animals, trees, plants, climate and man
constitute?
PP: the environment.
TT: What do call this variety for the living elements?
PP: the biodiversity.
TT: So, do you think that these elements complete one another?
PP: Yes, of course. There’s a complementary relationship.
TT: This biodiversity is vital( necessary for the ecosystem).Well, what happens if one of these elements is
threatened (endangered)?
PP: There will be disequilibrium (imbalance) in the ecosystem.
TT: Can you list some dangers that threaten the ecosystem?
PP: natural disasters: fires, pollution, desertification, deforestation, global warming, floods, storms…etc-
man’s abuse (misuse of resources)
TT: What must be done to preserve your environment?
PP: use safe energies (solar energy for example), recycle (re-use) materials, organise cleaning campaigns,
sensitise people through the media, organise environment meetings, use energies and natural resources
wisely...
About the Project workshop:
Now, suppose you are asked to design a conservation plan for your town. What is the first step to do?
PP: Identify the important resources of my town (water reservoirs, forests, green pastures, animals,
birds, fish …etc.) (On the board)
TT: What are the next steps?
PP: Find out all the possible threats for these resources (On the board)
TT: What are the next steps?
PP: Find out how these resources are used. (On the board)
PP: Interpret people’s habits for the use of these resources. (On the board)
Pp: scheme a preservation plan (safeguard my town and the environment as well as its resources for
future use (On the board)
Unit 01: Waste not, Want Not Theme: World resources/ sustainable development Lesson: Discovering Language
Aims of the lesson: -To make the learners aware of the importance of world forests. -To practice the
passive in its different forms
Tasks/ aims Teacher’s work Learner’s work T
1-Anticipate : • T. interacts with his pupils to elicit • Pupils respond orally to T’s
Aim: To activate information related to the previous questions.
learners’ prior session. • Pps study the picture on p.38 and 10
say what it signifies for them mn
knowledge, introduce the
• Pps express their points of view in
topic and prepare them to the predition guide.
the reading stage.

2- prediction guide:
Aim: To set a purpose • T. has his pps look at the picture on p.60
for reading. • T. interacts with his pps through the
questions next to the picture while
introducing the topic with related lexis.

3-Read and check: • T. instructs pps to read the text p.60 and •
check some of their answers to the
Aim: To check answers. questions in the prediction guide
• T. sets time limit for pps to read the text •
and do the activity
• T. invites volunteers to communicate
their answers o th class.
PPs read the text p.60 and check 10
some of their answers to the mn
questions in the prediction guide.
pps communicate their answers
to the class.

4- Read and answer • T. instructs pps to read the text again pps read the text again and 15
questions and answers the comprehension answers the comprehension mn
Aim: To check a questions in task two p.61 questions in task two p.61
detailed understanding
• T. sets time limit for pps to read the text • pps communicate their answers
of the passage. and do the activity to the class.
• Now. T asks pps to communicate their
answers to the class.(some volunteers to • some volunteers to the board to
the board to report the answers) report the answers

After reading • T. invites pps to answer the comp. qq on • Pps consider, discuss and then 15
Aim: To make discover the board and discuss it to elicit some deduce the rules of the structure mn
and practise the passive ideas (solutions). Then T. selects a developed
solution and jots it on the board. • Volunteers to communicate their
in its different tenses.
• Now, T. invites his pps to consider the answers to the class.
sentence on the board and rewrite it by
starting as instructed.
• T. continues the interaction as far as the
sentences jotted on the board and the
ones on the grammar desk p.61 to
deduce the rules of the structure.
• T. jots the rules of the passive on the
board.
About the unit:  Brainstorming
TT: Last session we talked about the importance of biodiversity. So, what happens to our ecosystem if the
biodiversity is threatened?
PP: Our ecosystem will experience imbalance (disequilibrium) or it will lose its balance.
TT: Now, can you give me examples of elements that constitute the biodiversity?
PP: water, animals, tress, human being, insects, forests, birds, flowers, the bush…etc.
TT: Let’s take the example of world forests. Do you think we need to preserve (protect- safeguard) them
from threats like fires, pollution and other dangers? PP: Yes, of course.
TT: Why?
PP: Because they represent the home of millions of animals, birds and other wild living creatures. They
provide us with wood to make paper, furniture and then we use it for other purposes. They provide us also
with oxygen.
TT: Well can you give me some examples of rainforests in the world?
PP: 1- Amazon rainforest 2- The large island of Madagascar rainforest (Central Africa) :the world's second
largest rainforest.  3- The rainforests of India and Burma south west of Asia. 4- Malaysia and the islands of Java
and Borneo south east of Asia.  5- The rainforests of New Zealand (south of Pacific Ocean) and the island of
New Guinea (southwest Pacific Ocean) in Australia

Prediction guide:
TT: Well there’s a map on page 60 of your textbook. Have a look at it and say what it represents for you?
PP: The map shows a map of Central America.
TT: What is Brazil famous for? PP: Brazil is famous for the Amazon rainforest – the Amazon River.
TT: What are the two imaginary lines shown in the map?
PP: They show the tropic (the land between the two tropics): The tropic Cancer (north) and the Tropic of
Capricorn (south) of the equator
TT: What is the weather like in the areas or the countries near these lines?
PP: The weather near the tropics is called tropical climate.  It is a non-arid climate in which all twelve
months have mean temperatures of at least 18 °C (64 °F.
Read and check:
Well in order to check some of your answers of these questions, read the passage below the map.

Smooth Transition: Do you think that the Amazon region is threatened by deforestation (the cutting of
trees)? Explain PP: Yes. Vast areas of this forest are being deforested by big timber companies. Timber
(wood of trees used in building)
Task 2 p.61: In order to see whether this is true or not, read the text again and answer the
comprehension questions in task 2 p.61.
Keys: a- A decade of global carbon is stored in the trees of the Amazon. b- It has been protected because of
its isolation c- It represents one fifth of the planet’s plant and animal species.

After reading: What should the Brazilian government do to protect Amazon forest?
PP1: the Brazilian government should sensitise the local population on the importance of forest tree.
PP2: The Brazilian government must pass strict laws on tree felling. (On the board)
T. interacts invites pps to rewrite the above sentence by starting by strict laws on tree felling ………
T. continues the interaction as far as the two sentences jotted on the board and the one in grammar
desk p .61
Unit 01: Waste not, Want Not Theme: World resources/ sustainable development Lesson: Say it loud and clear
Aims of the lesson: -To practice intonation in listing. - To treat the difficulties in pronouncing some
consonant and vowel sounds
Tasks/ aims
1-Quick revision:
Aim: To revise the pre-
requisites briefly
- To introduce formality and
informality in requests with
the right intonation
1-Presentation
Aim: To deduce the rule of
the language point
4- Task 01 p. 62:
Aim: To practise intonation
in listing
4- Task two p .62
Aim: To treat the difficulties
in pronouncing some
consonant and vowel sounds
4- Task three p .62
Aim: To mark a morpho-
phonemic association
Teacher’s work Learner’s work T
• T. interacts with pps to revise the pre- • Pps responds to T’s 05
requisites qqs mn
• While interacting, T. introduces the • Pps consider the 10
idea intonation in listing through an example situation on mn
example situation. T. prompts them to the board and deduce
deduce the rules. the rules
• T. invites his pps to read the text in • Volunteers to read 10
task 1 p.62 paying attention to the the text paying mn
intonation of the words in bold type attention to
• T. invites his pps to listen to their intonation of the
teacher simulating the text while words in bold type.
checking the right intonation on the • Pps listen to their
words in bold type. teacher simulating
• T .jots down the keys on the board the text while
checking the right
intonation on the
words in bold type.
• T. invites pps to pronounce some • Volunteers to 10
words mentioned in task 1 p.62 pronounce some mn
• T. asks pps to listen to their teacher words mentioned in
pronouncing words correctly and task 1 p.62
identify your mistakes. • Pps listen to their
• Now T. invites his pps to consider the teacher pronouncing
table of vowel and consonant sounds words correctly and
and discuss the difficulties they identify your
encounter when pronouncing words. mistakes.
• T. selects the main difficulties and • Pps to their teacher
illustrates them with examples and pronouncing words
invites pps to find similar ones correctly and identify
your mistakes
• T. invites pps to consider the • pps to consider the
underlined letters in the words and underlined letters
their pronunciation between slashes. in the words and
Then try to identify the mistakes in their pronunciation
pronunciation. between slashes.
• T. jots down the correct Then try to identify
pronunciation o h board the mistakes in
pronunciation.
•
 1- ANTICIPATE: 
TT: Last session we talked about the preservation of world resources. Can you tell me why it is important
to preserve world resources?
PP: To guarantee the balance for the ecosystem. -To avoid possible natural disasters….
TT: So, by the way which natural resource does Algeria possess?
PP: gas, oil, gold, iron ….
TT: Now consider the following example situation on the board.

Algeria possesses considerable natural resources: gas, oil, iron, gold and phosphate. (On the board)

TT: a volunteer to read the example situation paying attention to the right intonation.

TT: Now listen to your teacher reading it and check your pronunciation.

TT: What do you deduce?

* The teacher gives the rule and jots it down on the board.
The teacher continues the interaction prompting pps to deduce the rule of intonation in listing words and
jots it down on the board.
 Unit 01: Waste not, Want Not Theme: World resources/ sustainable devpt Lesson: working with words
Aims of the lesson: -To practice thematic vocabulary. To familiarise learners with dictionary entries
Tasks/ aims
1-Quick revision:
Aim: To revise the pre-
requisites briefly
1-Word derivation
Aim: To practice word
derivation
2-Lexical field :
Aim: To practise the meaning
of words of the same lexical
field • T. sets time limit
• Now, T invites his pps to
3- Task (gap filling):
Aim: To use the words of the
same lexical field in context.
4- Dictionary entry (pair
work)
Aim: To make pps familiar
with dictionary entries
Teacher’s work Learner’s work T
• T. interacts with pps to revise the pre- • Pps responds to T’s 05
requisites qqs mn
• While interacting, T. introduces the • Pps derive both verbs 10
meaning of some key words in and adjectives from mn
relation to the theme of the key words.
the unit’ resource’- ‘preserve’- • pps use the obtained
‘ waste’ words in sentences of
their own
• Now T. invites pps to add other words
of the am roots to the key words to
make lists.
• Later, T. invites his pps to use the
obtained words in sentences of their
own
• T. jots the best examples two
examples at least on the board)
• T. interacts with pps to introduce • Pps do the activity. 10
lexical field of words and then invites • Volunteers to mn
to cross the odd words out from the communicate their
lists requests with the
right intonation to the
class
communicate the odd words to the
class
• Now, T invites pps to fill in the blanks • Pps fill in the blanks 10
with the right word from the lists to with the right word mn
complete the meaning of the sentences from the lists to
• T. sets time limit complete the
• Now, T invites his pps to meaning of the
communicate the answers to the class sentences
• pps communicate the
answers to the class
• T. interacts with pps to introduce the • Pps read the 10
idea of dictionary entry. dictionary entry and mn
• Now, T. asks pps work with their put the keys in the
partners to read the dictionary entry right boxes
and put the keys in the right boxes.
• T. sets time for the task
• T. together with his pps jots down the
dictionary entries of the words
• If time doesn’t allow, T can assign
this task as homework
 1- ANTICIPATE: 
TT: Last session we talked about the preservation of world resources. Can you tell me why it is important
to preserve or conserve world resources?
PP: To guarantee the balance for the ecosystem. -To avoid possible natural disasters….
TT: Consider the words conserve and resource. How many other words of the same family can you form
from them?
PP1: conserve – conservation – conservative- conservatively – conserved – conservationist (person
taking an active part in the protection of the environment)
PP2: resource – resourceful – resourcefully - resourcefulness
Task one: a- look up meaning of the words conserve and resource in the dictionary. What steps
should you follow?
b- Use the words in meaningful sentences of your own
Keys: 1- conserve: to protect sth and prevent it from being changed. To us as little of sth as possible so
that it lasts long time

2- resource: something that a person or a country has and can use to increase wealth or knowledge
Possible keys:
1- We must preserve the world forests because they represent the homes of millions of animals.
2- Oil and gas are non- renewable resources. The world governments should think of new ones to
replace them.
3- We should use water wisely because it is a rare resource.

Task two: (a) - Here are lists of words of the same lexical field. Cross the odd words out.

1- environment– resources- materials - ecologists – energies- nature – climate- ecosystem-forests

2- deforestation- desertification- pollution- forestation- drought – tree felling
3- prevent - safeguard- conserve- affect – protect
(b) – Fill in the blanks with one the words in the lists to complete the meaning of the sentences.

Trees are vital for man’s life. Their preservation is a necessity and an obligation. However, ……1……… or
what is called ………2………… is still threatening the ecosystem. This is what preoccupies world ……3……….
They state that if we continue clearing our ……4……., we would cause our own destruction. So, we must ……
5………… world forests to prevent further disasters.

Keys: 1- tree felling 2-deforestation 3- ecologists 4- forests 4- tolerance 5-

safeguard/conserve/protect

Dictionary entry:
TT: consider the word ‘waste’. It has different dictionary entries and meanings. Well, what ma&ning is
familiar for you? PP: rubbish, not make a good use of one’s time, money…

Task three p65: Now, with your partners read the dictionary entry in page 65 and put the keys in the
right boxes.
 Unit 01: Waste not, Want Not Theme: World resources/ sustainable development Lesson: Listening / speaking
Aims of the lesson: To develop listening and speaking and writing skills. To make leaners aware of the use of
the passive (grammar awareness)
Tasks/ aims Teacher’s work Learner’s work T
1-Anticipate : T. interacts with his pupils to elicit information Pupils respond orally to T’s
Aim: To activate related to the previous session. questions.
learners’ prior T. interacts with pps to elicit the related voc. 10
knowledge, introduce the mn
topic and prepare them to
the listening stage.

2- Consider /predict: Pps study the picture

Aim: To set a purpose Now, T. invites pps to discuss the picture p.66
for listening. then complete the blanks below the picture
using the correct form of the verbs
in the box.
T. should not correct his pps at this stage
3-Listen and check T. instructs pps to listen to their teacher pps listen to their teacher 10
Aim: To check answers. simulating a lecture and check their answers. simulating a lecture and check mn
their answers
4- Listen /order steps T. invites pps to listen for the second time and Pps listen for the second time 10
Aim: To reconstruct the order the steps of the process of the while ordering the steps of the mn
process of the photosynthesis. process of the photosynthesis.
Now, T. asks pps to use the right to write a Pps use the order to write a
photosynthesis
coherent paragraph describing the process paragraph describing the
of the photosynthesis.(T draws pps’ process of the photosynthesis
attention on the use of the passive in the
description of scientific processes) .
T. jots down the reconstructed process on the
board.
Task3 p.66 T. introduces the idea of how modals can be Pps consider the example 10
Aim: To practice the pronounced in context. situation on the board. mn
pronunciation of T. invites volunteers to pronounce the modals volunteers to pronounce the
in sentences of task 3 p.66 modals in sentences of task 3
modals in context.
Now T. asks pps to listen to their teacher p.66
pronouncing the modals and check their volunteers repeat the
pronunciation pronunciation of modals in the
T. makes his pps repeat the right sentences of the tasks after their
pronunciation(listen and repeat) teacher

After listening T. introduces the idea of respiration of plants at Pps respond to T’s qqs 15
Aim: To be able to night; Interacts with pps to elicit some Pps start writing the process of mn
describe the process of information the respiration of plants at
T jots down on the board some basic night.
respiration of plants at
information in a form of cues Volunteers to communicate
night having the good Later, T. asks pps to use both these cues, the their production to the class
use of knowledge in simple present passive and the sequencers Pps copy the model on their
botany and the passive to describe the process of the respiration copy books.
of plants at night in a piece of writing.
T. asks pps to exchange drafts with partners for
error checking
T improves the best production and jots it down
on the board
If time doesn’t allow to finish the activity,
T assigns it as homework
 1- Pre- listening:
TT: Last session we talked about the Amazon forest. Why is it important to conserve this forest?
PP: because it contains 1/5 of the world plants and trees.
TT: if we clear or cut abusively these trees or plants, what will happen?
PP: oxygen will be reduced- natural disasters ….
TT: So plants or trees release (give off) oxygen (O2) and take in CO2.Now do plants convert (change)
energy of the Sun into other energies according to your knowledge in Botany?
PP: Of course yes.

2- Prediction guide:
TT: Look at the picture page 66. It represents a plant. What process does it describe?
PP: photosynthesis
TT: what is the plant basically constituted of?
PP: the leaves, the roots and the stem.

TT: Now, complete the blanks in sentences below the picture by using the correct form of the verbs in the
brown box aside?

Task one: Listen to the following lecture and check your answers in the prediction guide.
Keys: a- is produced b- is derived c- is absorbed d- is released e- is produced
Task two: Well, the steps of the photosynthesis in the activity re not in order. According to you, which
order is correct?
Task three: Listen to the lecture again and check the right order.
Task four: Now, use the order of the steps and the sequencers to reconstruct the process of the
photosynthesis.
Key:
The process of the photosynthesis can be described as follows. Firstly, the radiant energy is captured by
chlorophyll. Secondly, water is absorbed from the soil. Thirdly, CO2 is derived from the air. Fourthly,
oxygen is released by the plant. Finally, sugar is produced.

Smooth transition: consider the first sentence in the process. ‘The process of the photosynthesis can be
described as follows’. How is the modal can followed by be pronounced?
Deduction: Modals in context can take other forms in pronunciation

Task 3 p. 66: a-Listen to your teacher pronouncing the modals in the sentences and choose the right
form of pronunciation.
B- Now, listen and repeat after your teacher.

After listening: Do you know what happens to the process of respiration of plants at night?
PP: the role of the plants changes. ….
Key for the description of the process:

The process of the respiration of plants at night can be described as follows. Firstly, sugar (C6H12 O6)
is destroyed by chlorophyll (the green pigment). Secondly, oxygen is derived from the air. Thirdly, CO2 is
released. Finally, energy (2860 kj approximately) is produced and; 1159 kj of it is used for the
development of the plant.
Unit 01: Waste not, Want Not Theme: World resources/ sustainable development Lesson: Write it up (session 1)
Aims of the lesson: - To be able to communicate a piece of writing by reinvesting the language points previously
studied in class ( the passive and the sequencers).To make learners aware of safer energies(bio , solar…) in preserving the
environment.
Tasks/ aims
1-pre-writing
Aim: To activate learners’
prior knowledge and prepare
them to the writing phase.
- To set a purpose for writing.
2- Composing /drafting(pair •
work)
Aim : To scheme the first
draft by expanding the notes in
the mind- mapping
3- Revising organisation /
content
Aim: To spot the areas of
weakness and revise
organization and content.
4- Rewriting/ editing:
Aim: To provide readership
(real audience).
-To raise pps’ awareness on
what they have produced.
Teacher’s work Learner’s work T
• T. interacts with his pupils to • Pupils respond
elicit information related to the orally to T’s 10
pre-requisites questions. mn
• T. sets a purpose for writing to
raise pps’ interest and link them
to the topic (use of the picture p
68).
• While introducing the topic, T.
brainstorms the main ideas paving
the way to mind- mapping p .68
T. asks pps to use both the picture • Pupils start writing 15
and the notes in the table to their first draft mn
describe in a piece of writing how • Pupils are
the solar home is operating conferencing with
• T. reminds pps of the use of the their peers
passive and the sequencers.
• T. sets sufficient time for
drafting.
• T. asks pps to exchange drafts • Pupils exchange 15
with their partners to check any their drafts with mn
errors (peer assessment). their partners for
• T. reminds the class to listen eventual errors and
carefully and have comments. comments.
• T. checks the group works, helps • Volunteers to have
pps with his constructive remarks comments on their
• Now, T invites volunteers to have partners’ work
comments on their partners’
drafts
• T. invites pps to rewrite the final • Pupils start writing 10
draft paying attention to spelling, the final draft. mn
punctuation, capitals and
grammar mistakes.
• T. reminds pps that the best
article will be published on the
next school wall magazine.
• If time doesn’t to finish the work,
T. will give it as an assignment
for pps to be completed at home.
Anticipate :
TT: Last session we talked about the importance of trees and forests. Can you remind me some of their
benefits?
PP: they provide us with wood to make furniture and paper. They provide us also with oxygen. We use the
wood of the trees as energy for cooking our meals or warm us in winter …
TT: Do you think that this energy is safer than any other energy?
PP: Yes, it is. Because it is environmentally friendly- It doesn’t pollute the environment. It is economical
and a renewable resource.
TT: Do you know any other safer energy?
PP: solar energy or energy of the Sun.
TT: Well is this energy used to operate a home today?
PP: Yes it is.
TT: A great number of homes in the developed countries are provided with solar energy. Well, have a look
at page 68 of your book and let’s discover the main features of the solar home.

*The teacher continues the interaction eliciting the main related vocabulary paving the way to mind
mapping that is provided in the box above the picture.

Topic: Using the information in the table, describe the operation of solar energy in a piece of writing.
Don’t forget the use of the simple passive form and the sequencers.
A sample description:
Ladies and gentlemen, this is our type of solar home. It is better than other homes because it is
environmentally friendly. It is totally operated by solar energy. During winter, outside air is captured by
warm glass roof panels. Then, the warm air is forced down into a water tank by an air handling unit. Next,
the water in the tank is hated and great quantities of the warm water air are released. The hot air is then sent
down a duct to the crawlspace in under-floor area. After that, the warm water rises through floor registers
to the living space. Later, some of the heated air is absorbed by concrete slabs. Finally, it is released at
night. This process is reversed during summer.

*** The teacher reminds the pps about the difference in meaning between the words ‘rise’ and ‘raise’
1- ‘raise’ is a transitive verb( used with a complement- direct object); however, 2- ‘rise’ is an
intransitive verb.
Unit 01: Waste Not, Want Not Theme: World resources/ sustainable development Lesson: Reading and writing

Aim of the lesson: - To make learners aware of the dangers of the problem of noise pollution. To make
pupils discover text outline.

Tasks/ aims Teacher’s work Learner’s work T

1- Pre-reading • T. interacts with his pupils to elicit • Pupils respond orally to T’s
Aim: To activate information related to the previous questions.
learners’ prior session. 5
knowledge, introduce mn
the topic and prepare
them to the reading
phase.
• While introducing the topic, T. instructs
b- Prediction guide: • Pps consider, discuss the
his pps to discuss the MCA above the
Aim: To set a purpose picture of task one p. 69 to elicit the MCA above the picture of 10
for reading. related voc: noise pollution –pollute – task one p.69 mn
pollutant –irritability- mental physical
disease-

2-Read and check: • T. instructs pps to read the text p.69 and • pps read and check their 10
Aim: To check check their predictions to the prediction predictions. mn
answers and get a guide task. • Volunteers to communicate
• T instructs pps to communicate their their predictions to the class.
general understanding
answers and justify them. • pps justify them
of the reading passage

Read/answer • T. instructs pps to read the text again and • Pps read the text again and 15
comprehension. qqs answer the comprehension qqs on the answer the comprehension mn
Aim: To practice board questions on the board
• T. sets time limit • Volunteers to communicate
dictionary entries
• T. invites volunteers to communicate their the answers to the class.
answers and report them on the board.
Read / scheme the • T. introduces the idea of outline in writing • Pps read again the text and 15
plan of the text by going through the TIP BOX p 70 fill in the tip box with mn
Aim: to be able to • T. invites pps to read again the text and fill information so as to obtain
in the tip box with information so as to the outline of the text
write the outline of the
obtain the outline of the text. • Volunteers to communicate
text • T. invites volunteers to communicate their their answers to the class.
answers to the class.
• T . jots down the outline on the board
5-After reading: • T. invites pps discuss the opinion question • Pps discuss, argue and give 5
Aim: To be able to on the board by suggesting solutions to the examples mn
communicate problem of noise pollution orally. • Now, volunteers to report
• If time doesn’t allow finishing the task, T. their opinions to the class
solutions to the
can assign it as homework.
problem of noise
pollution.
1-ANTICIPATE:
TT: Last session we talked about the dangers that threaten our ecosystem. Can you remind me of them?
PP: deforestation- desertification - drought- floods –climate change- pollution…
TT: What kind of pollution you know?
PP: water- air – environment …
TT: Well, can noise pollute the environment we live in? Say why.
PP: Yes/no because noise attacks our senses. It creates health problems (diseases- allergies- stress -
(mental and physical breakdown)
TT: Where can we find noise?
PP: In big cities; there is the noise of cars’ horns, trains planes….

Prediction guide:
TT: Well there’s a picture on page 69 in your books. Look at it, and then discuss the MCA below.
What does the picture show?
The teacher continues the interaction as far as the task is concerned without taking the correction at
this stage.

Task one: Read the passage page 69 and check your answers.

Smooth transition: What title can you suggest to the magazine article? Well there are four suggested titles
in task 4 p70.Which one is suitable? Why?

Task two: Now, in order to confirm whether your choice is right, read the passage again and answer
the questions.
A. Which category of people has a higher rate of mental illness?
B- Mention one prediction that hearing specialists have on noise in the future?
C- According to the author, is noise pollution neglected by the American public authorities? Justify your
answer.
Keys: A- People living near the airport. B- Our cities will be twice as loud as they are now. Or the number
of mental diseases will be multiplied by two or three and that of physical illness by three or four. C-
No, it is not. “This health alert … authorities”
*** The suitable title to the text is A: Another Kind of Pollution
Keys to task 5 p.70
Topic sentence: For a long time, noise has been known to cause sleeplessness and irritability, and now …
physical disturbances.
Supporting ideas: In Los Angeles, researchers have found that people living near the airport have…away.
Transitional sentence: In the opinion of many hearing specialist, time is running out.
Sentence which supports the new idea : The number of mental diseases will be multiplied by two or
three…four.
Concluding sentence: This health alert against the dangers… authorities.

After reading: According to you, what are the best ways to put and to this problem?
Possible key: -The populations should be sensitised through the media on the seriousness of this noise
pollution (TV emissions – advertisements – street posters …). - The airports should be built far from home
residences). Now laws should be passed on the prohibition of the use of horns in the cities, towns. – Casks
anti- noise should be used by people in particular those manipulating tools causing noise
Unit 01: Waste Not, Want Not Theme: World resources/ sustainable development Lesson: Write it out

Aims of the lesson: To be able to communicate a written piece of work (a speech) by re-investing the verb
idioms expressing ability previously studied in class.
Tasks/ aims Teacher’s work Learner’s work T
1-pre-writing • T. interacts with his pupils to elicit • Pupils respond orally to
Aim: - To activate learners’ information related to the pre- T’s questions. 10
prior knowledge and requisites. mn
prepare them to the writing • While introducing the topic, T.
phase. brainstorms the main ideas
- To set a purpose for
writing.
2- Transforming verbs • T. draws pps’ attention on the contents • Pps get the contents of 5
Aim: to make passive forms of the topic desertification in task one the topic desertification mn
from the verbs in brackets p.71. in task one p.71
• T invites pps to think of the correct • Pps the verbs in
passive forms of the verbs in brackets brackets in the passive
• T asks volunteers to communicate the • Volunteers to
correct forms of the verbs to the class communicate the
correct forms
3- Ordering • T. instructs pps to reorder the sentences • pps work with their 10
sentences(group work) to obtain a coherent newspaper article partners to reorder the mn
Aim: to reconstruct the about desertification. sentences to obtain a
• T. sets time limit coherent newspaper
logical order of the
• Now, T asks volunteers to article about
sentences communicate their order to the class desertification.
• volunteers to
communicate their
order to the class
2- Composing /drafting • T. asks pps to think of the outline of • Volunteers to 10
Aim: To scheme the first the text before reconstructing it communicate the mn
draft by using the order on • T. divides the class into balanced outline of the text
the board. groups. • Pupils start writing
• T. sets sufficient time for drafting. their first draft
• Pupils are conferencing
with their peers and T.
3- Revising organisation / • T. asks his pps to exchange drafts for • Pupils exchange their 10
content peer assessment(comments) drafts with peer group mn
Aim: To spot the mistakes • T. checks the group works, helps pps for eventual comments.
and revise organization and with his constructive remarks
content.

4- Rewriting/ editing: • T. asks one or two volunteers to read • Pupils start writing the 10
Aim: To provide readership the groups’ composition final draft. mn
(real audience). • T invites a volunteer to reproduce the • A Volunteer to
-To raise pps’ awareness article on the board while the class reproduce the article on
about what they have thinks of possible mistakes. the board while the
produced. • If time doesn’t allow finishing the class thinks of possible
work, T. will assign it as homework. mistakes.
• PPs copy the final draft
on their copy-books.
1-ANTICIPATE:
TT: Last session we talked about the dangers that threaten our ecosystem. Can you remind me of them?
PP: deforestation- desertification (the advance of deserts to fertile land) - drought- floods –climate change-
pollution…
TT: Well, let’s take for example the phenomenon of desertification. Do you what causes this problem?
PP: climate change- man’s abuse for cutting trees or clearing of forest belts (forests are denuded)
TT: Well, can overgrazing (feed and bring up with grass) of animals on pastures cause desertification?
PP: Yes. Because animals trample (step on the grass and damage it)
TT: Are plants, trees, and grass necessary for the maintenance of the soil?
PP: yes
Reason for writing:
TT: Here is the content of a topic in relation to the environment. Read it and say which topic it
describes? Deforestation- desertification - floods –climate change or pollution…
PP: desertification
TT: Now, consider the verbs in brackets. Put them in the passive forms.
a- are created - are grazed and trampled b- are denuded c- are introduced - are nudged out d- is
caused e- are dissipated - is eroded f- was made g- are threatened h – must be stopped -
will be transformed i- were established j- were established

TT: Now reorder the sentences to obtain a coherent newspaper article

key:

1 2 3. 4 5 6 7 8 9 10
f j i g d a c e b h
The outline:
Topic sentence: f supporting sentences: j- i transitional sentence: g supporting
sentences for the new idea: d- a- c- e- b concluding sentence: h

Topic: Using the order of the sentences and the outline, reconstruct the newspaper article.