UNIT ONE: ILL-GOTTEN GAINS NEVER PROSPER

LEVEL: THIRD YEAR SCIENTIFIC STREAM

TOPIC : ETHICS IN BUSINESS
SEQUENCEONE: LISTEN AND CONSIDER
Lesson focus:
Language Skill: Listening – Writing
-Ss listen and respond to pictures and a short listening passage
-present a public statement
Language Aspects :Ss will focus on :
-Vocabulary : words related to the theme of the unit : ethics –bribe– corruption – fraud..
-Functions: Expressing wish and desire / asking for and giving advice and warning/expressing condition
-Grammar Points: Link words : I wish../ It’s high time to express a wish
Link words: should , ought to and had better to express advice and warning
Link words : providing,provided that/ so long as/ as long as
-Pronunciation : Pronouncing words ending in -ics

Objective:Students Will Be Able To….

 Discuss ethical and unethical practices (statements and illustrations )
 Define “ethics” in general and ethics in business
 Use providing , provided that /as long as to express condition( type 1)
 Express wish and desire with wish and it’s high time
 Ask for and give advice and warning using should /ought to/ and had better
 Acquire and use vocabulary related to the theme of the unit
 Make a public statement employing the language forms they have learned in this sequenceand thinking
of ways to fight fraud and corruption , focusing on word choice, organization and writing more than
one draft using feedback from their classmates.

Competencies:Which competencies in the AEF am I working toward or plan for the learners to achieve today? (They should be
adapted from the AEF to reflect the specifics of my lesson.)
 Can interact about the pictures and respond to the theme of the unit using their back ground and knowledge
 Can interpret the listening passage and use the vocab related to the unit
 Using the listening passage as a context to teach lge points
 plan for, use and evaluate the effectiveness of several writing strategies related to each step of the writing process to
produce something personal

Required materials and/or resources:

 3AS New Prospects – Pictures – Oxford Dictionary – English Grammar in Use

Interact about the - To access and -Warming up: Discussion/Interaction

pictures and the activate Ss’ The T introduces the theme of the unit ‘Ethics in Business’ by
10mn proverb using their background interacting with Ss using pictures as starters and explaining the key
prior knowledge to and knowledge words

Page 1 of 12
 understand the of the topic Ill -Gotten Gains Never Prosper
theme of the unit -Ill-Gotten(adj): obtained illegally or by improper mean
-Gains(n): money or profit
-Prosper (v): to increase in amount or to develop in a successful
way
That is : Illegal money don’t grow up
T goes with Ss through the pictures and interacts with them :
T: what is ISO?
ISO: International Standards organization.
Standard: level of quality.
To standardize: to regulate by a standard
T now tries to make a link between ISO and ethics in business:
Ethics:-The science of human duty
-The science of moral obligation ,a system of moral
principles,quality or practice
-The study of how people ought to act to be moral
-A moral code that guides the conduct of a group
professionals
So, ISO works to maintain ethics; it works against corruption in
business.

1-Getting Started p46: Interaction/Interpretation

-Ss look at the picture thensay what it shows
T: Whatdoes the picture represent or show?
Possible answers:
Ss: Two men are sitting in a café, one of them is handing a sum of
money under the table to the other.
T: Why is he handing this sum of money under the table? Why is
he hiding the money?
Ss: He is handing him money under the table, may be because they
are doing something illegal.
T:Is the practice ethical (acceptable ) or unethical
Ss: unethical
Identify ethical and T ;thus , makes clear the different meaning of ethical and unethical
unethical practices To brainstorm practices to the Ss
through matching and introduce Ethical: moral – legal – acceptable
pictureswith the vocabulary Unethical: immoral – illegal – unacceptable.
practices related to the
unit T: Now, read the items written bellow and tell me which situation
10mn the picture represents?
Ss: The picture represents’ Bribing’
Bribe(v/n)
Noun: Payment made to a person in a position of trust to corrupt
his judgment.
Verb: Make illegal payments to in exchange for favours or
influence.
Bribery (n):The practice of offering something (usually money) in
order to gain an illicit advantage.
Lobbying:try to influence a politician and the government to
change a law.

Page 2 of 12
 Task One:Complete the following table with items from task one
page 46
Ethical Unethical
B-Whistle blowing A-Bribing
E-Militating in an anti- C-Lobbying
corruption association D-False accounting

Task 2 p46:
This task can admit many answers:
ETHICS IN BUSINESS: a set of moral codes which are followed
in any business profession.

2-Let’s hear it p47: Interpretation

The teacher asks Ss to listen to the interview and insert the missing
words.
Ss listen and do the task.
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 chancesof winning the fight against
corruption.
D-Sorry to interruptyou,but should citizens….

Task One:Complete the following table with items from task

one page 46
Ethical Unethical
. B-Whistle blowing A-Bribing
E-Militating in an anti- C-Lobbying
corruption association D-False accounting

Task 2 p46:
Give a definition This task can admit many answers:
of ethics in ETHICS IN BUSINESS: a set of moral codes which are
business followed in any business profession.
Fill in the gaps with the following words:
Follow-economy- principle-established-embezzlement.
Ethics is the moral............. that a businessman must..............
It must be................. in all the companies in order to
stop ..................... and bribing so that our .................. prosper.
Key: principle- follow-established- embezzlement- economy.

2-Let’s hear it p47: Interpretation

To open a The teacher asks Ss to listen to the interview and insert the
discussion on the missing words.
topic and the unit Ss listen and do the task.

Page 3 of 12
8mn in general Task: Choose the best answer:
1- The Right to Know Association is to make people...........their
Listen and use the -To listen for rights.
vocabulary related specific a- fight. b- aware of. c- ask for.
to the unit information 2- Transparency International publishes a report about the level
-To develop Ss’ of corruption..............................
listening a- yearly. b- daily. c- annually.
competency 3-We realize that the least ............. countries are those which
have associations.
a- poorest. b- corrupted. c- honest
Key: b- c- b

Around the text

Grammar Explorer 1:Expressing condition with
providing/provided that / so /as long as
10mn To enhance Ss’ -Presentation:
background and Aim : To introduce the grammar notion of condition with
get them :providing/provided that – as long as
participate in the T asks Ss to consider the examples 1,2 and interact with her
procedures of the about the questions:
lesson Eg :
To develop Ss’ We will eradicate corruption,providing that we act now
Express condition linguistic Future present simple
using providing competency about Main clause subordinate clause
thatg / as long as the use of the link
words to express
condition The chances of eradicating corruption will increase
Future simple
Main clause
as long as all countries are committed to fighting it
present simple
subordinate clause
*A-providing that and as long as can be used instead of: ‘But

Page 4 of 12
 only if”
B- They express : condition
C- Look at the examples
D-Future in the main clause/present simplein the subordinate
clause. The time they refer to is : the future
What is the difference between a main clause and a
subordinate clause?
Clauses can be either main or subordinate.
A main clauseis one which is independent.
A subordinate clausedepends on the main clause which it often
modifies. Subordinating conjunctions (as, since, because, if..)
or relative pronouns (who, which, that) usually introduce
dependent clauses.
T asks Ss about the position of the link words above
Ss: in initial and mid position
** We can use as long as / providing that in initial or in mid
position eg:
To infer the rule I will help him providing that he stops stealing
about the use of as long as
the tenses with the or:Providing that he stops stealing , I will help him
link words. As long as

***T asks Ss to draw a rule for the use of the tenses with the
link words
Providing that
Provided that +Present simple/ future simple
As long as
So long as
-Practice:
Task ( top of p.48):
Link sentences T asks Ss to link sentences using providing /provided
using connectors that /as long as:
To practise the Ss do the task.
use of providing Key:
that / as long as to A. Banks will lend you money to start a business providing that
express condition 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.
10mn E. The government will regain the confidence of the citizens as
long as bribery, embezzlement, and nepotism are fought.
-Production :
T asks Ss to use their own ideas to write sentences and
complete the unfinished ones using providing that or as long as
1-Embezzlement will disappear providing that the managers
don’t practise it
Produce sentences To reinforce 2-Corruption will be fought as long as everyone works
according to the understanding seriously
context to practice 3-Fraud will be vanished provided that officials are honest
more the use of 4-I will lend you the money providing that you pay it back as
condition with soon as possible

Page 5 of 12
 providing that / as 5-I will go home on foot so long as it is not raining
long as 6-You will use my car as long as you drive carefully
T explains some difficult words
Probity:beingcompletey honest
Embezzlement:stealing money that sb is responsible for
Nepotisim:favourism, giving unfair advantages to your relatives
if you are in a position

Grammar Explorer 2: Expressing wish and desire

10mn 1/A wish:
-Presentation
Aim: to introduce the grammar notion of Expressing wish and
desire with “wish” in a context
*T first introduces the notion of wishing by asking Ss to
consider the examples written on the board and interact with
her:
Express a wish and -I wish I had an umbrella present wish
desire with ’wish’ Past Simple
To enhance Ss’ -I wish I had bought the car past wish
background and Past perfect
get them -I wish it would stop raining future wish
participate in the Conditional: would +stem
procedures of the **T then asks Ss to consider the examples A-B-C which are on
lesson the book p48
To develop Ss’ T :what do these sentences express ?
linguistic Ss: a wish , a desire
Infer the rule for competency about T: what tenses are the verbs following the verb ‘wish’?
the use of ‘wish’ to wish and desire Ss: senetence:A : had heard (past perfect)
express wish and and maintain B :were ( past simple)
desire cohesion C:would pass (conditional would + stem)
10mn T now asks Ss to consider the use of the word ‘wish’ to deduce
the rule about with different tenses by asking them to answer
task 1
***We use wish + past simple Express a regret
about a present situation by imagining its opposites
***We use wish + past perfect Express a regret
(had +pp)
about sthin the past
***We use wish +would +stem Express a desire for
change in the near future
-Practice:
-Task 2 (p.49):Respond to each of the situations below by
writing a sentence starting with the verb ‘wish’
Practise the use of A. I wish I hadn’t stolen the public funds.
grammar notion of B. I wish I were at home and not in prison.
expressing wish Practise the C. I wish I were out of the affair.
and desire structure studied D. I wish you would give me a second chance. /
with’wish’ previously I wish I could be Given a second chance.
E. I wishI could eradicate nepotism.
F. I wishI could live in a corruption-free society someday.
-B/a wish ‘It’s high time’:
-Presentation:
Aim: To introduce the new structure in a context

Page 6 of 12
 T starts with a simple example to explain the notion of regret
using ‘It’s high/about time’
Eg: It’s high time the government did something about
Express a regret corruption past simple
with ‘It’s high T interacts with the Ss about the example
10mn time’ To activate Ss T: Which used at the beginning of the sentence?
background about Ss: It’s high time
the structure and T: What is the meaning does the sentence convey?
develop Ss’ Ss: a regret
linguistic T: what is the tense of the verb following It’s high time?
competency Ss: past simple
T asks Ss to deduce the rule by referring to the examples:So,we
use
-It’s high time +present simple it is the right time to do sth
-It’s high time +past simple the action should have
done before ( we complain about the delay regret)
T now asks Ss to consider the two sentences D-E and rewrite
them using should +have +pp
D-We should have organized ourselves into an anti-corruption
8mn Infer the rule for association
the use of It’s high E-We should have fought this pollution.
time
-Practice:
Task 1 (p.49)
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.
Practise the use of D. It’s high/about time public authorities made anti-
grammar notion of To practise what smuggling laws more stringent.
expressing regret they have learned
using ‘It’s high before -Production: Read the situations and write sentences with It’s
time’ high time
1-You think the children should be in bed . It’s already 11
o’clock
-It’s high time children were in bed
2-You haven’t had your holiday for a long time . You need one
now
Produce sentences -It’s about time I had a holiday
of their own 3-You are sitting on a train waiting for it to leave .It is already
according to five minutes late
context To know the use -It’s high time the train left
of the structure 4-The company you work for is badly run . You think there
studied before in should be some changes
a context -It’s high time some changes were made/ there were some
10mn changes

-Grammar Explorer 3:Asking for and giving advice using ‘had

better ’-‘should ‘-‘ought to’
-Presentation:
T asks Ss to consider then examples 1 , 2 then interacts with
them about the questions
1-Citizens had betterstop shrugging their shoulders…..

Page 7 of 12
 s stem

10mn To consolidate Ss express advice ( aff)

about the use of 2-They had better not say that the fight against ……….
‘had better’ Ss need to be part s stem
of the building of
the lesson to express advice ( neg)
develop their T asks Ss questions to get them interact and deduce the rule
linguistic T:what do the item in bold type express?
competency Ss: Advice
Ss need to T:which items in the box could you use to express
understand the the same idea in the sentences above?
new lge structure Ss: should and ought to
in a context 1-Citizens ought to/should stop shrugging their shoulders at
bureaucratic abuse.
2-They ought not to/should not say that the fight
against corruption is not their own business
T so we use had better to give advice about present or
Future:
T: what is the form of had better in the second sentence?
Ss: negative
10mn So : Had better + stem advice
Had better not + stem
T: What is the short form of had better?
Ss: ‘d better
T: In which of the two sentences could you use it?
Ss: In the 2nd sentence because the subject is a pronoun
-They’d better not say ……………
-Practice:
Task p50: Insert had better or had better not where necessary in
the sentences 1 – 5
1-I have to meet the manger in 20 minutes , I had better go now
or I ‘ll be late
2-……..yes, you ‘d better . They contain top secret information
about our company
3-You don’t look very well . You’d better not go to work today
4-You’d better pay your electricity bill within a fortnight ,
otherwise you will owe a late fee
5-Let’s go out tonight . We’d betternot , we ‘ve a lot of work to
do.
Practise the use of -Production:
‘had better’ to To practise what Ss write 5 sentences of their own using had better or had better
express advice they had learnt not to express advice
before

VOCABULARY EXPLORER
Aim:Ss will learn some new words related to the topic of fraud
Produce sentences which can help them understand the theme of the unit
to use had better in Task 1 (p.50): Ss cross out the odd word
a context Check further A-Business (odd one out)
understanding of B-auditing (odd one out)

Page 8 of 12
 the new structure C-to trade (odd one out)
D-customs officer (odd one out)
E-abuse (odd one)
Fraud(n) : The crime of deceiving somebody in order to get
money.
Launder(v):Convert illegally obtained funds into legal ones.
Audit(v):an official examination of business to see that they
10mn are true and correct.(inspect)
Identify odd items Smuggle(v): Import or export without paying customs duties
E.g. "She smuggled cigarettes across the border"
To build Counterfeit (v/adj/n):
relationship Noun:A copy that is represented as the original. (synonym:
between new forgery).
vocabulary Verb: Make a copy of with the intent to deceive. E.g. they
counterfeited dollar bills" (synonyms: forge/fake)
Adjective: Not genuine; imitating something superior. E.g.,
10mn Check the meaning "counterfeit money"; "counterfeit works of art". (Synonym:
of new words in a imitative)
dictionary Probity(n): Complete and confirmed integrity; having strong
moral principles.
Honest(adj): always telling the truth about something and
never stealing or cheating /Not disposed to cheat or defraud; not
deceptive or fraudulent.
Abuse: (v/n)
Verb:/to make bad use of something.
Noun:/ the use of something in a way that is wrong or
harmful.
8mn Corruption(n):dishonest or illegal behaviour.
Evasion(n): escape/non-payment.
Loyalty(n): the quality of being faithful in your support of sb
or sth.
Embezzle(v):/ to steal the money that you are responsible for
or that belongs to your employer.

10mn
Money Laundering counterfeiting

Smuggle

Task 2 p50:Ss use the words in bold type in list A-E in

sentences of their own

Page 9 of 12
 Learn how to use
the new Task 2 (pp.50-51): Ss complete the blanks with the right word
vocabulary in a from the boxes given
context §A 1 ( bribe) - 2 (bribe) - 3 (corrupt) - 4 (a bribe /bribery) -
To recall some 5 (corrupt) - 6 (corruption)
important lexis §B1(embezzlement) - 2 (fraud) - 3 (accountant) - 4 (false
taught previously invoices) - 5 (bank accounts) - 6 (embezzler)
§C1 (Money laundering) - 2 (money) - 3 (criminal
Complete the organisations) - 4 (tax inspectors) - 5 ( Money laundering )
blanks with the - 6 (deposit)
appropriate words §D 1 (ethical behaviour) - 2 (right) - 3 (wrong) -
from the box To introduce new 4 ( ethical issues). - 5 (a code of ethics )
vocabulary -6 (unethically)
related to theme
of the unit
Pronunciation and Spelling
T asks Ss to consider the spelling form of the words in
sentences A-D
A-Ethics (aremoral beliefs)
B-Ethics (is a scholarly discipline)
C-Statistics ( are collection of information)
D-Statistics ( is a branch of mathematics)
T then interacts with Ss about the questions on p 51
10mn Pronounce words 1-All of them end with –ics.
ending in ‘ics’ 2-Singular when the word refers to a scientific discipline and
plural when it refers to something else.
To learn the 3-Stress in words ending in –icsgenerally falls on the
pronunciation of penultimate syllable( 2nd from the end). E.g. staTistics …
words ending in ‘ 4-Physics, economics,politics, genetics ……
ics’

10mn

Think , Pair , Share

Aim: :Re-invest the thematic and language elements acquired
8mn throughout the unit
Topic: If you were elected as the head of a state, what would
you do to fight corruption? Prepare a short public statement in

Page 10 of 12
 which you present your anti-corruption programme following
the procedures given
Pre- Writing: T makes the topic clear for the Ss, then get them
to interact with her about the topic
T tries to elicit from Ss as much information as possible by
interacting with them and asking them questions
*Individually:Ss copy down the spidermap and jot down ideas
about their anti-corruption programme
Details 1: appoint honest civil servants
-Employ those who enjoy ethical behaviour
Details 2: Pass stringent laws
Come up with -Pass laws to stop corruption and embezzlement
information about Details 3:Fight tax evasion
the topic that can -Most banks should tell the police and tax inspectors when
help them to build Ss need to have someone makes a large cash deposit
their ideas . information they Details 4:Rehabilitate the value of work
will use in writing -Award those who have moral ethics and penalize those
before they start who don’t .
so that they are While writing:**Ss join a group and together they compare
able to write more their ideas ,select the most relevant ones from their spidermap
confidently and write a draft public statement
T interact with Ss about the format of the speech
T: What are you going to write?
Ss: a public statement
T: if we say public (ie) ......
Ss: a speech
T:you address your speech to whom?
Write a draft of Ss: audience
their own public Part of T : who are your audience
statement based developing Ss Ss: people
on the previous writing skills T gives instruction about the format of the speech starting like
video/pictures and involves asking this :
the procedures for a first draft Dear fellow citizens,
10mn which will be Corruption is an evil that must be fought now!
redrafted based Ss should make the best use of
on feedback and - Sequencers: to begin with, first, next, finally…
further thought. - Cause /result: because, since, for, as, as a consequence,
-Ss have an therefore …..
15mn opportunity to - purpose :in order to- so as to- so that………….
practise and Ss should conclude their public opinion with a punchy sentence
organize their , then as a group , review their statement and read it aloud to the
ideas before class
writing.
Peer review:
Ss could also check each other groups’writing for layout ,
paragraphs forms or coherence and cohesion
Review and give
feedback on each
other’s written Peer exchange/discussion:
work. -Ss return drafts and examine their own.
-Asking Ss to -Ss work with the group who made the comments asking for
read each other’s and giving clarification.
-Discuss and be work gives them
sure they new ideas about Home work: Final draft

Page 11 of 12
 understand their content ,helps T makes clear that they will read their work at the beginning of
15mn peers’ suggested them understand the next class.
corrections. that they can -T takes some writings for correction and comments.
learn from each Possible answer:
other as well as Dear fellow citizens,
from the teacher Corruption is an evil that must be fought now! In order to win this
and gives them fight I urge all people of good will to unite around me. If I were
practise in elected Head of State, I would implement the following anti-
corruption programme.
identifying errors
To begin with, I would appoint dedicated civil servants who
-Ss need the would work honestly for the country: stealing money or accepting a
opportunity to bribe in exchange for a service is unethical and illegal.
understand and Next, I would pass stringent laws to protect citizens and punish
learn from the embezzling and bribe-taking. I cannot tolerate that honest citizens be
feedback of their the victims of corrupt civil servants.
peers. 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!

15mn

Page 12 of 12