All Lessons 1

Unit I: Signs of the time Teacher:.
Theme: Diversity Level: 2nd year SE

Part 1: Discovering Language Class: 2nd year Lph1,2/ FL
I/ Grammar in context
The aim of the lesson: the students should be able to: use the semi-model used to, going to, will-future.
Steps of the lesson:
Timing Steps Input / Output Aims
10mn Before The teacher encourages his/ her pupils to elicit an interpretation The pupils should be
you read of the image in their textbooks. able to recognize the
(p.16) Students' answers may differ depending on their cultural different sectors of
backgrounds. economy.
Suggested answers to pre-reading stage:
Primary sector: production (agriculture). Pics.1,4
Secondary sector: transformation (industry). Pics.2,5
Tertiary sector: services. Pics.3,6
20mn As you Act. One: (p.16) The pupils should be
read The teacher asks the pupils to read and check some of their able to use their read &
(pp.16-17) answers to the questions of the previous task. check skills.
Key answers:
-The pictures with a green background show the primary sector
of economy
-The picture with a red background show the secondary sector
of economy
-The pictures with a yellow background show the tertiary
sector of economy.
Act. Two: (p.17) The pupils should be
The teacher asks the pupils to read the text again and answer able to introduce
the given questions. through the written
Key answers: medium the semi-
a- Uncle Hassan used to work in the primary sector of economy. modal used to in the
b- Every morning he used to get up early to milk the cows interrogative and
before coming back to the kitchen for breakfast. negative forms as well
c- He usually wakes up at 6 in the morning. as the going to form for
d- This is an inference question. The sector of economy which expressing future
attracts the greatest number of workers today is the tertiary intentions.
sector. The inference can be made from §3.
e- Uncle Hassan is going to retire if his boss refuses to transfer
him to a commercial service i.e., the tertiary sector of economy
25mn After GRAMMAR DESK The pupils should be
reading The teacher asks the pupils to read sentences (1- 5) and answer able to observe, analyse
(p.17) the questions (a-c): and draw the rules for
Key answers: using the semi-modal
a- Sentence 1 expresses a habit in the past. used to by contrasting
Sentence 3 expresses a habit in the present. its uses with the present
b- To express a habit in the past the author uses the semi-modal simple tense, and the
used to. He uses the present simple tense and a frequency going to form.
adverb (usually) to express a habitual action in the present.
c- What did uncle Hassen use to be?
Did he use to go shopping in the town very often?
d- Sentence 5 expresses future intention. The author uses the
“going to” form.
Part 1: Discovering Language Class: 2nd year Lph1,2/FL
*Practice (pp.18-19)
The aim of the lesson: the students should be able to: practice the use of “used to” & “going to”
15mn Act. One The teacher asks the pupils to complete the sentences using the The pupils should be
(p.18) positive, negative & interrogative forms of the semi-model able to consolidate the
“used to”. use of the semi-modal
Key answers: used to (in contrast
a- Samira doesn’t like reading now, but she used to read a lot. with the present simple
b- I know that Nassima is living in a small village now, but where tense).
did she use to live?
c- Now, there are four libraries in our town, but there used to be
only one.
d- When I was a child I didn’t use to wear a burnous, but now I
wear one.
e- I know that she doesn’t work in a bank now, but did she use to
work in one before?
5mn Act. The teacher asks the pupils to listen to him/her reads the The pupils should be
Two completed sentences of the previous activity and note how the able to be aware of the
(p.18) letter /d/ of “used to” is pronounced. pronunciation of the
Key answers: letter “d” in the semi-
“Used to” is pronounced / juːztə/ just like “had to” (/hætə/) modal used to as /t/
 We call this assimilation. because of the
phonological
phenomenon known as
assimilation
15mn Act. The teacher asks the pupils to put the verbs in brackets into the The pupils should be
Three correct tense to express a habit in the past or a habit in the able to recognize the
(p.18) present. correct tense of verbs.
Key answers:
a-In ancient times, most people used to worship stones.
b-We used to go for long walks in the country when my father
was alive.
c-We sometimes go hiking in the mountains.
d-I used to go to school by bicycle, but I don’t do it any longer.
e-In England, most people often go to the theatre at weekends.
15mn Act. The teacher asks the pupils to use “used to/ didn’t use to/never The pupils should be
Four used to” or the present simple with the verbs between brackets. able to express a habit
(p.18) Key answers: either in past or in
All the members of my family have changed their present.
lifestyles of late. My grandfather used to drink coffee. Now
he drinks milk. My father didn’t use to jog. Now he runs
more than three kilometres every afternoon. My mother
used to cook food for every meal because she could not eat
leftovers and processed food. Now, she often sends me to
buy pizzas whenever she feels she can’t prepare dinner.
My brothers used to go to bed early. These days,
they stay up late with the other members of the family
watching films on TV. They didn’t use to play video
games. Now they are addicted to them. Even I haven’t
escaped the change. I used to read books...
10mn Act. The teacher asks the pupils to complete the sentences using The pupils should be
Five “going to” able to consolidate the
(p.19) Key answers: use of “going to” to
a. You’ve put too much pressure in the balloon. Mind, it is express future
going to explode/ blow up. intentions.
b. The referee has put the whistle in his mouth. He is going to
end the match.
c. Mouloud has lost his balance. He is going to fall down.
d. Zohra has switched the TV off. She is going to
bed/sleep/revise his lessons.
e. Karim has just entered the post office. He is going to send a
letter/buy a stamp.
*Write it right (p.19)
The aim of the lesson: the students should be able to: practice the use of “used to” & “going to”
20mn Act. One The teacher asks the pupils to correct the mistakes in the given The pupils should be
(p.19) paragraph, using the semi-modal “used to”. able to edit the text
Key answers: using the semi-modal
I was born in the Kasbah of Algiers in 1949. My father used to as appropriate
was a stevedore: he used to work in the docks, loading and
unloading ships. He used to go to work early in the morning
and to come back home late in the evening without getting any
wages. At the time, stevedores used to pay French foremen on
the docks to get a day’s work, but my dad never paid. So he
didn’t use to get work every day. Mum used to cry but poor
old dad never used to say a word. I remember, money was
always the problem.
My sister Zohra and I didn’t have toys. So we used to
go down the steep and narrow alleys of the Kasbah to spend
the day in the French quarter near the harbour. All day long,
we used to look at the toys displayed in shop windows and
envy the children of the French colonists playing in the park….
40mn Act. Each pupil try to imagine that he or she is on an election The pupils should be
Two campaign. Advertise your programme by writing a policy able to re-invest the
(p.19) statement. Use ‘going to’ and the given clues: going to form to
Key answers: produce/write a policy
Fellow Citizens, statement.
If I am elected to office, I’m going to improve the
standards of life in our town. First, I’m going to raise the
salaries by 20 per cent and reduce food prices. For our
children, I’m going to create parks and green spaces in every
district. I’m going to build a youth club for our youngsters to
practise their hobbies, too.
Moreover, I’m going to take a lot of measures to
protect the environment and the health of our citizens. So, I’m
going to impose higher taxes on cigarettes and citizens whose
surroundings are not clean.
Finally, I’m going to improve our health system. I’m
going to build two thousand flats, and provide as many jobs as
possible for the jobless. Since our town is in need for a
hospital, I’m going to build one as soon as possible.
Vote for a better future!

II/ Say it loud & clear(p.20)
The aim of the lesson: the students should be able to: learn about the pronunciation of final /s/, English &
French phonetics, comma pauses, homophones & homonyms.
10mn Act. One The teacher asks the pupils to pick out the words in bold from The pupils should be
(p.20) paragraph 2&3 on the p.16 and classify them according to the able to revise the
pronunciation of the final /s/. pronunciation of the
Key answers: “s” verb inflection.
/s/ /z/ /ɪz/
works – Lives- goes – buys – finishes –
wakes – litres –his- overalls boxes-
knocks- gets – does – stays- services –
– puts- keeps always- cans- refuses.
loaves-
10mn Act. The teacher asks the pupils to put each of the given The pupils should be
Two transcriptions in the correct box. able to be aware of the
(p.20) Key answers: major differences
Spelling English French between English and
Table /teɪbl/ /tabl/ French phonics.
Oranges /ɒrɪndʒɪz/ /ɔrᾶnʒ/
Police /pəˈliːs/ /pɔlɪs/
Television /telɪˈvɪʒən/ /televɪzʒᴐ/
10mn Act. The teacher asks the pupils to add appropriate punctuation The pupils should be
Three marks and capital letters in each sentence to get two coherent able to be aware of the
(p.20) sentences but differ in meaning. importance of pauses in
Key answers: speech.
a. Ahmed was born in Oran. On April 20 1990 he went to live in
Algiers.
b. Ahmed was born in Oran on April 20 1990. He went to live in
Algiers.
15mn Act. The teacher asks the pupils to correct the misspelling in bold The pupils should be
Four type by replacing them by their homophones. able to be aware of
(p.20) Key answers: what homophones are.
* A homophone is a word pronounced like another but
different in meaning, spelling or origin.
When I (not eye) was young, I used to (not too) go to (not
two) the seaside (not see). At the time, there (not their) were
no (not know) restaurants serving holidaymakers on the
beach. So (not sew) I used to take bread (not bred) with me.
All the boys (not buoys) of my age used to meet at (not meat
ate) 7 at (not ate) the bus station, bags full (not fool) of food.
Some (not sum) of them were poor. We used to buy (not by)
tickets to them so that they could come with us. ...
15mn Act. The teacher asks the pupils to find the various definitions of the The pupils should be
Five word can in the given tongue twister. able to be aware of
(p.20) * A homonym is a homograph or homophone that is the same what homonyms are.
in form and sound as another but different in meaning.
A canner exceedingly canny,
One morning remarked to his granny,
‘A canner can can
Anything that he can
But a canner can’t can a can, can he.’
Meanings:
1- A canner: someone who cans
2- Canny: careful, cautious.
3- Can: model( be able to)
4- Can: (verb) the action or process of conserving things in
the can
5- Can: (noun) a tin-plate canister, often cylindrical, for
preserved food such as fruit, meat or fish.
III/ Working with words(p.21)
The aim of the lesson: the students should be able to: learn about the vocabulary related to food, clothes…, and
suffixes –ism, -ic, -ical, -less, -ist, -ary, -dom …
25mn Act. One The teacher asks the pupils to add the given suffixes to the The pupils should be
(p.21) words between brackets. able to infer the
Key answers: category of the words
1- nostalgic 2- conventional 3- traditional 4- pessimists put between brackets
5- hopeless 6- revolutionary 7- optimistic 8- social 9- and to use appropriate
racism 10- racial 11- racist 12- optimist 13- logical suffixes to form the
14- practical words that correspond
to each of the
categories.
25mn Act. The teacher asks the pupils to find the missing examples to fill The pupils should be
Two in the blanks in the table. able to develop their
(p.21) Key answers: dictionary and
Suffixes meaning Example (+ vocabulary skills.
for transcription)
forming
nouns
-ance / - Verb+ance / appearance / tolerance
ence adjective+ance /clearance/
Verb+ence / emergence/coexistence/
-ee adjective+ence adolescence
Person affected by an trainee / /
action or person acting employee / /
-er /-or Agent (one who does
/-ess /- an action)
ist Job
-ar, -ian Sb or sth that carries an bakery /
action surgery/ discovery /
ry-ery Place where an action slavery/
is carried out
Art of or practice of
-dom State, quality, character Wisdom
-hood Condition, state, rank Childhood / adulthood
Status, rank, condition
of life
-ity Adjective+ity Eternity / futurity
-ment Result or means of an Entertainment /
action agreement
-ness Quality, state, character Up-to-dateness
-ship State of being, status, apprenticeship
office
Part 2: Developing skills Class: 2nd year Lph1,2/FL
Sequence one (p.22): Listening and speaking
The aim of the lesson: the pupils should be able to: listen for specific information, predict and express
certainty and doubt.
10mn Act. The teacher asks the pupils to predict what may happen in the field The pupils should to
One of medicine. They use “will” if they’re sure and “may be / perhaps” express prediction in
(p.22) if they are not totally sure about their predictions: the future.
Key answers:
Maybe scientists will invent a cure for palsy.
Perhaps scientists will succeed in their research to find a vaccine
against kidney disease…
Perhaps scientists will find a vaccine to protect people from malaria.
20mn Act. The teacher asks the pupils to listen to your teacher and write the The pupils should be
Two sentences which contain the modals in the graph: able to illustrate the
(p.22) Key answers: use of will, may and
100 will/won’t → - Well, there will be changes in the next decade for might in expressing
sure. degrees of certainty.
- We’ll eat more genetically modified foods(GMFs).
- Children will be able to study at home;
- Homemakers will do less housework.
- They will do all their shopping by computer
- They won’t go to school every weekday.
will probably/ probably won’t → Robots will probably be
available for sale;
may well → - New diseases may well infect u
may/may not → - We may invent a cure for killer diseases like
cancer, but many diseases may infect us.
might well → - Pandemics might well reappear in another form.
might/could → - We might reduce hunger in the world.
0
20mn Act. The teacher asks the pupils to listen again and answer the given The pupils should be
Three questions : able to listen for
(p.22) Key answers: specific information,
a- They are talking about the changes that might happen in the and write a
next decade. summary.
b- Dr Jones is the least optimistic because he does not simply
mention the positive changes. He also mentions the negative
effects of the expected changes.
c- The summary can take several forms (in reality). For example, it
can be a short report in a newspaper. The students should use their
own words in the report. And the report should be concise and to
the point.
What life will be like in the future?
Scientists predict many changes in our way of life in the next
decade. According to some of them, there will be enough food for
everybody in the world because of the availability of GMFs.
Teleschooling will make it possible for children to study at home.

Sequence one (p.23): Listening and speaking
The aim of the lesson: the pupils should be able to: express certainty and doubt and express prediction.
30mn Your Pair work. The teacher asks the pupils to make predictions about The pupils should be
turn the future using the clues in the blue box. able to make
(p.23) Each pupil’s partner will express certainty or doubts about what the predictions about the
other says: future by expressing
Key answers: certainty/doubt
You: I’m sure that scientists will invent a vaccine against tooth
decay in 20 years.
Your partner: Personally, I have doubts about that. That might
or might not happen.
You: I’m almost certain that we’ll travel to space some day.
Your partner: It seems to me that this won’t happen tomorrow.
You: I’m quite sure that Man will live up to 130 years.
Your partner: It’s unlikely that this might happen.
You: I have the firm conviction that children will study at home
to work through the use of computer.
Your partner: I have no doubt about this.
30mn Write Pair work. The teacher asks the pupils to write a short dialogue The pupils should be
it up predicting what might happen in the future in different fields. Then able to reinvest what
(p.23) they act out the dialogue in front of the class: they have seen in this
Key answers: sequence to write a
sample dialogue short dialogue.
You: Will all people accept to eat GMFs in the future?
Your partner: I don’t know/I have no idea. They may possibly eat
them, but on the other hand, they may well refuse to do so.
You: How sure are you about children who will stay and study at
home through the use of computers?
Your partner: I have the firm conviction that they will appreciate
that.
You: Will robot house maids be available for use in the near future?
Your partner: I’ve no doubt that people will afford buying them
to help homemakers in housework.
You: Will scientists invent a cure for killer diseases like cancer and
AIDS?
Your partner: Personally, I have the firm belief that it’s
improbable in the near future although I hope that might happen as
soon as possible.
Sequence two (pp.24-27): Reading & writing I
The aim of the lesson: the pupils should be able to: read for specific information; read for general ideas,
read a biography, a newspaper article...; and express ideas using relative pronouns.
10mn Act. The teacher asks the pupils to identify the different groups of food The pupils should be
One in the pyramid using the words in the box: able to read for a
(p.24) Key answers: specific information.
Fats
Wafers
pastry - fats
chocolate
sweets - oils
Dairy Meats
Chicken - Fish
Cheese, milk , Beef – Eggs
Yogurt Mutton - poultry
Vegetables Fruits
Lettuce - Carrots Bananas - Apples
Potatoes - Raddish Grapes - Peach
Apricots
Bread
Bread - cereal
Rice – Pasta - Doughnuts
10mn Act The teacher asks the pupils to discuss which food group did their The pupils should be
Two grandparents use to eat most and which ones do they eat most today. able to give their
(p.24) Key answers: opinions and justify
The pupils give different answers. them.
Suggested answers:
Our grandparents used to eat natural foods like fruits and vegetables
and traditional meals as well. However, nowadays people eat fast
food, diaries and fats. They said that there is no time to cook
traditional food because they are working.
15mn Act. The teacher asks the pupils to read the text and its continuation on The pupils should be
Three the next page and say whether s/he agree or disagree with what the able to express
(p.24) author says about our eating habits. agreeing and
Key answers: disagreeing about
Start like that: specific idea.
I agree /disagree with the author when he/she says that…………
 I agree with the author’s opinion when he said that people
now live modern life, so they eat fast food and diaries. But
our grandparents used to eat traditional and natural meals.
15mn Act. The teacher asks the pupils to read the given tips and find examples The pupils should be
Four from the text to complete the blanks in the tip box. able to be aware of
the different
(p.25) Key answers: techniques/strategies
a-Synonyms: - eating habits = eating patterns for avoiding
- contrary to = by contrast repetition.
- enjoy his meal = eat his meal
- the whole house hold = all the members of the family
- changed = transformed
b-Antonyms: - chosen =/= imposed
- traditional =/= modern
- declined =/= increased
c-Pronouns instead of a noun or noun phrase: E.g.,
that (consumption)
it (this change)
it (life)
they (people)
they (most people)
d- A verb instead of a noun: eat ------ eating
e- A noun instead of a verb: this change ---- changed
20mn Act. The teacher asks the pupils to write 4 definitions using the The pupils should be
Five information in the box. able to learn how to
(p.25) Key answers: write definitions
- A restaurant is a place where people dine out. using relative
- A waiter is a person who serves clients in a restaurant. pronouns and their
- Beef is the meat/flesh which/that comes from an ox, a bull , or a cow. corresponding
- Ramadan is the month when Muslims fast. categories.
- A widow is a woman whose husband is dead.
- This is the man whom I met yesterday.
20mn Act. The teacher asks the pupils to insert phrases a-c in the form non- The pupils should be
Six defining relative clauses in the sentences 1-3 to make them more able to use of non-
(p.26) informative and pay attention to punctuation. defining relative
Key answers: clauses
A- London, which is the Capital of the United Kingdom, has
eight million inhabitants.
B- The Earl of Sandwich, who invented the first snack called
sandwich, was an admiral of the English Fleet.
C- Hamburg, which gave its name to the most popular fast food
in the world, is a German town.
20mn Act. The teacher asks the pupils to insert essential information in the The pupils should
Seven be able to recognize
form of defining relative clauses into the places indicated to the importance of
(p.26) make sentences a-c both meaningful and truthful: defining relative
Key answers: clauses in
a- Food which contains chemicals is dangerous for health. conveying meaning.
b-A person who serves meals at the restaurant is called a waiter.
C-Summer is the season when most people take their holidays.
Sequence two (pp.24-27): Reading & writing I
*Write it out(pp.26-27)
The aim of the lesson: the pupils should be able to: read for specific information; read for general ideas,
read a biography, a newspaper article...; and express ideas using relative pronouns.
30mn Act Group work. The teacher asks the pupils to write five or six The pupils should be
one advertisement slogans for a car of their choice using the information able to use the
(p.26) in the table. comparatives by
Key answers: putting forward
Mercedes-Benz car brand slogans.
Slogans: Unlike any other.
Mercedes-Benz. The Future of the Automobile.
Engineered to move the human spirit.
Honda Cars
Slogans: The Power of Dreams.
It must be love.
Honda. First man, then machine.
Technology you can enjoy.
Acura cars (the Honda Motor's brand)
Ad slogans: The True Definition of Luxury. Yours.
Acura. Precision Crafted Performance.
FIAT Cars
Advertising slogan: Driven by passion. FIAT.
Alfa Romeo car brand
Slogans: Alfa Romeo. Beauty is not enough.
Power for your control.
Subaru Cars
Taglines: Subaru. Think. Feel. Drive.
Driven By What's Inside.
When You Get It, You Get It.
The Beauty of All-Wheel Drive.
Ford Vehicles
Advertising slogans: Ford. Feel the difference.
Ford. Bold moves. (USA)
Built for life in Canada. (Canada)
Built for the road ahead.
Ford. Designed for living. Engineered to last.
Have you driven a Ford lately?
30mn Act The teacher asks the pupils to complete the blanks in the short The pupils should be
two newspaper article below. They can get help from the questions in able to be aware of
(p.27) italics. paragraph
Key answers: development by
What do people wear? comparison and
Climate, tradition, and history affect the way people dress . For contrast through a
example, in Northern European countries, the climate is cold. completion activity.
Consequently, people wear warm clothes. By contrast, in
Northern Africa, the climate is hot As a result, they wear light
clothes
Differences in tradition also influence the types of clothes
people wear. For instance, in Muslim countries, people wear
traditional clothes when going to parties , in contrast to America
where people put on suits and ties during ceremonial occasions .
Contrary to what people think, history is no less important
when it comes to clothes. In olden days, young people in Algeria
were used to wear djellabas whereas today they wear trousers and
shirts. In olden days, they were used to wear sheshias, but
nowadays, they wear sports caps
The most important factor that determines dressing styles
today is fashion. So in most of the world people like wearing jeans
and sports shoes. However, there are still some countries which
keep to their traditional clothing in spite of globalisation.
Sequence two (pp.28-29): Reading & writing II
The aim of the lesson: the pupils should be able to: read for specific information, and use “going to/
will” to express plans.
10mn Act The teacher asks the pupils to look at the picture and answer the The pupils should be
one questions. able to interpret the
(p.28) Key answers: logo of the United
a-The key of a city represents hospitality and welcome. It is offered Towns Organization.
to the most distinguished and trustworthy people.
b- The circles stand for twinned towns.
c- The answer is in the logo. It’s written in Arabic.
d- Towns belonging to different countries twin in order to
collaborate with each other in many fields and promote mutual
understanding.
5mn Act The teacher asks the pupils to read the passage and check if their The pupils should be
two answer to question (d) above was right: able to go through
(p.28) the whole text to
check their answers
to question d in
activity one
15mn Act The teacher asks the pupils to read the passage again and answer the The pupils should be
three questions. able to read a
(p.29) Key answers: passage to look for
a- Twin towns are towns which have agreed to collaborate with each specific information.
other.
b- They are arriving on Sunday afternoon on Sunday, March 15.
c- The Mayor of Algiers is giving the opening speech.
d- The programme includes the visit of the Martyr’s Monument, the
Roman Ruins, the Royal Mauretanian Mausoleum and the Kasbah.
20mn Act The teacher asks the pupils to correct the form of the verbs in bold The pupils should be
four and justify their answers. able to consolidate
(p.29) Key answers: the use of the future
a. The Bulgarian students are staying at the Safir Hotel. simple / present
b. Are they visiting Zeralda next week? continuous to talk
c. I hope you will enjoy your visit. about the future.
d. I will get you an aspirin.
e. I’ve a camera. I’m going to take pictures of the Royal Mauretanian
Mausoleum.
Sequence two (pp.28-29): Reading & writing II
*Write it out(p.29)
The aim of the lesson: the pupils should be able to: write an e-mail talking about future plans.
1h Act The teacher asks the pupils to imagine that each one of them is a The pupils should be
one Bulgarian student visiting Algeria . They send an e-mail to a pen able to reinvest what
(p.29) friend to tell him/her about plans for the next months. They have to they have learnt to
use the information in the box . write e-mails to talk
Key answers: about predictions
Start like this:
Dear…………
I am staying with an Algerian host family for the next two months.
Tomorrow, we are planning to visit Blida and Mount Chrea. Next
week, we are intending to go down to Sahara and visit El-Oued, and
since it has a magical power of attraction, we are going to stay there
for two weeks.
On 27th of November, we are visiting El-Kala for fishing and
enjoying the sun set. On the 3rd of December, I’m flying Back to
Korea.
Your lovely friend
Sara

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Unit I: Signs of the time Teacher:.

Theme: Diversity Level: 2nd year SE

Vote for a better future!

Unit I: Signs of the time Teacher:.

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