UNIT THREE: WASTE NOT WANT NOT WORLD RESOURCES AND SUSTAINABLE DEVELOPMENT CONTENT OF THE UNIT ». ee AIM OF THE UNIT:by the end of this unit Pupils will be able to: * acquire a competence to do their project work which is making a conversation plan. *pupils will be able to narrate/describe a process/to promise/to ask for or give information. *They will be able to report. *They will acquire a competence to organize a paragraph,to read a general idea/to read for a specific information. *They will be able to listen for specific information. *They will be able to write a press release. *They will be to make an oral and written presentation of the project.Dirah high school Academic year : 2012-2013 Unit 04: Waste not want not Level : 24 year Sequence: Discover the language Text book:Getting through Lesson:before/As you read Learning objectives: pupils will be abel to: recognize the main topic and check their knowledge through looking to the picture and answer some questions related to it. look for specific and accurate details in texts. Competencies: interactive: interacting and comenting Interpretive: interpreting the picture (reading a map), pupils will read the text silently and then interpreting its ideas by answering some questions. (interpreting the text’s ideas) Teaching Aids: the text book (Getting through). Exira resources: the world map/pictures Rubrics Lesson Plan Aims: TA Preview page 59 | Athe teacher and students discuss the “to familiarize content of the unit,including the new unit __ pupils with the project theme,and how it could be realized. | topic and the project 15 to recognize both | mn the main topic and the language components used in this unit ‘Think it over p59 | A the teacher provides pupils with a correct words to say: __ | reading of the words,each time the teacher reads a word,pupils repeat imitating therefore the pronunciation. Before you read | A Teacher introduces the lesson by asking students questions about the map. Pupils answer each question depending on their geographical culture and their imagination. al To motivate 1) The map represents Southern students and to 1s America. check their background mn 2) The area in green stands for the Amazon forest. 3) Itis situated between Brazil, Peru,Ecuador and Bolivia. knowledge‘As you read page 60 4) ‘The equatorial climate is hot and humid. 5) The line is that of Equator. ‘Task 1: this task has the same answers as the previous questions. ‘Tasle 25 answer the following questions. ~Students read the text silently then the teacher holds a short discussion about the main ideas of the teacher. Key: 1) There is more than a decade of global fossil fuel emissions of carbon dioxide stored in the Amazon forest trees. 2) The Amazon basin ecosystem has been protected from the threats because of its isolation. 3)It is one of the world’s greatest conservation challenges because it is no longer isolated. -To check students understanding and compare their answers with their previous ones. -To enable students to read for specific information. 10 mn 30 mnDirah high school Academic year : 2012-2013 Unit 03: wast not want not Level : 24 year Sequence: Discovering language Text book:Getting through Lesson 02:Grammar desk Learning objectives: pupils will be able to : “best use and learn how to construct the active and the passive voice and for which purpose is formed :past simple passive, future,present perfect and modals Competencies : interpretive: pupils will analyse and synthesis examples of passive and active . Linguistic :they consider some examples, ,at last they draw rules. productive:pupils will produce a short passage using the passive voice. Teaching Aids: the text book (Getting through). Extra resources: handouts of active and passive . Rubrics Lesson Plan Aims TA Warming | #the teacher asks the pupils to give him a -to motivate pupils up sentence which contain a: subject + verb and drawtheir object. attention to the Pupils will give different sentences . coming step The teacher writes one on the board 1omn e.g: Ahmed_eats_an apple. s vo the teacher asks his pupils to start the sentence with the object. *An apple is eaten by Ahmed (passive) “the teacher makes clear to the pupils the difference between the active and the passive . After Reading | ATTeacher asks pupils to answer the Page61 questions in the grammar desk to make them distinguish between the two types of sentences. To focus on the use -Motivate pupils to compare sentences (A) _| of the passive and and (B). active form. 'A) Timber companies fell the trees. ~ To give students B) The Brazilian government built new _| the competence to roads in Amazon. recognize the tenses - These sentences are in the passive voice of the sentences. because the subjects of the verbs are not reallydoers of the actions. - The sentences focus is on the action rather than on the doers/ performers. a) Timber companies fell 18000 km2 of the forest trees. b) The Brazilian government built new roads throughout the 1960’s and 1970's. 3) Comparing between the sentences: - The sentences that give attention to the action itself are the sentences from the reading passage (passive voice). ~The student’s sentences are in the active form, they put emphasis on the doers of the actions. 4)The writer has inverted the structure by foregrounding the action (putting it first in the sentence structure) and putting the doers (subjects) of the action at the end of the action. 5) Match sentences a-d with the appropriate tenses: A>C (Present simple passive). BD _ (Past simple passive). CB (Present perfect passive). DA (Future simple passive). 6) Read sentences again, is it always necessary ., to use “by”? -to check the pupil's comprehension and -No it is not always necessary to use “by” in nprehension their writing skills. the passive sentence. -We use it when we want to draw attention to the doer of the action. Production: Bab el ouad flood is one of the natural disasters witnessed in Algeria. Ina brief and concise passage talk about its bad results using the passive voice. Use the following notes: *many people /killed *homes /ruined /lost *vietims /lost . *trees_/destroyed. 35mn 15mnPupils work in groups,and then the teacher correct and choose the most convenient passage and writes it on the board.Academic year : 2012-2013 Level : 24 year Text book:Getting through Dirah high school Unit03: wast not want not Sequence: Discover the language Learning objectives: pupils will be able to: #acquire the competences of conjugating verbs using simple past passive. 4To pronounce ‘was’ and ‘were’ correctly in a passive oral-read sentence. Competencies: Lesson03: Practice interactive/intespretiveroral interaction about prior knowledge. Lnguistic:pupils explore their knowledge acquired about the passive voice and try to practise it and find answers to the activities. Teaching Aids: the text book (Getting through) Extra resources: Extra activities about the passive form(handouts) Rubrics Lesson Plan Aims TA Warmingup | #The teacher asks pupils about the language aspects they have learnt in the previous lesson. Pupils give their answers. #The teacher asks pupils to practise | To enable pp’s to use the the use of simple past passive by doing | past simple passive. 15mn Practice task 01 page 62. Page’? 4read the report and put the verbs ask between brackets into the simple past | "To enable students to passive. acquire competences to Key: conjugate verbs in the -=was wrecked- it was washed simple past active and -The water was polluted- the beach passive, and be able to was damaged. The fish industry was _| differentiate between the ruined. Hotels and restaurants were | two, 15mn closed. -To focus on the pronunciation of the Task2. auxiliaries “was” and conjugate the verbs between brackets into the simple past passive. Then listen to the dialogue and note how “was” and “were” are pronounced. “were” (weak/strong forms)Task 03 Task4: Key; Speaker A; what happened to the Exxon Valdez? Speaker B: it was wrecked off the coast of California and the oil spilled out. Speaker A: the oil was washed out onto the beach? Speaker B: yes it was. “Strong form”. Speaker A: was the fish poisoned? Speaker B: yes, they were. “Strong form”. They were suffocated for lack of 02. #The teacher asks pupils to act out the dialogue above (books shut). Pupils work in pairs. ‘The teacher checks and corrects her pupils mispronunciation. 4tum sentences A-E below into the passive form. Key: 1) Air pollution is caused by fumes from automobiles exhaust pipes. 2) Many water zones will be depleted of their oxygen by pollution soon. 3) Cigarette smoking will be banned by Algerian government next year. 4) A lot of environmental stamps have already been issued by the post telecommunication ministry. 5) No drastic limits have been imposed on gas emission yet. -To focus on the pronunciation of “was” and “were”. -To enable students to stimulate the dialogue. -To enable students to make transformations from active to passive using’ by’. 15mn 15mnDirah high school Academic year : 2012-2013 Unit 03: waste not want not Level : 24 year Sequence0I: Discover the language Text book: Getting through Lesson: write it right Learning objectives: pupils will be able to: Recognize what a press release is . 4 write a press release using using the future passive. Competencies: -interactive:through an oral interaction,pupils will be able to express their opinions related to press release. -interpretive: pupils will interpret and analyse pictures to get details. -productive:pupils will be able to produce a short press release. Teaching Aids: the text book (Getting through) Extra resources:datashow,pictures. Rubrics Lesson Plan Aims TA . “the teacher asks pupils to open their books on | -to motivate pupils Warming up | page 63 and look at the picture and say what it | and introduce the represents. subject implicitly. -pupils give their opinions -the teacher guides and corrects step by step and draw pupils attention to the subject of the task. Task p 63: | «Teacher explains what a press release is? ‘A press releasetis official statement made by authorised persons,companies,organizations,political parties or a government department to be published in newspapers in order to apologize and make a particular event less tight. The teacher asks his learners to read the question of the task then he explains the - To enable instructions:imagine that you are the secretary _| Students to write a in the shipping company,you have to write a press release press release to apologize for the damage of the Exxon 15mn 05mnvaldez. 4#The learners work in pairs or in groups . ‘The teacher guides and directs pupils attention to the given notes in the box to use and also asks them to use the future passive. #The teacher chooses the best press release to be written and corrected on the bb -Pupils copy down the work on their copy books. Sample press releas We make our sincere apologize for the damage caused by the wreck of the Exson Valdez yesterday.oil will be cleaned ,marine life will be restored, birds will be washed out.We promise that 2000 workers will be recruited soon.Hotel workers will be employed by the company and the tourist industry will be compensated for its loss. -To stress on the use of the passive voice in the future. 40mnDirah high school Academic year : 2012-2013 Unit 03: waste not want not Level : 24 year Sequence: Discover the language Text book: Getting through Lesson 05:Say it loud and clear Learning objectives: pupils will be able to: 4practise the rising and falling intonation in the spoken or written English. ‘consolidate the correct pronunciation of consonants or vowels. Competencies: interactive :pupils interact,discuss, with the teacher through questions . Linguistic: pupils differentiate between consonants that aren’t easy to pronounce. Teaching Aids: the text book (Getting through). Extra resources: dictionaries Rubrics Lesson Plan Aims TA Warming up ‘the teacher asks the pupils to mention _| -to motivate pupil’s the names of their teachers. attention to the 10 * Pupils give their answers,and then asks | coming step mn them about what they hearwhether they still wait for the list to be continued or not and why. -pupils give their answers. the teacher introduces the subject of rising and falling intonation. Task 1: -The activity illustrates list intonation, We Say it Loud and_ | ¥se a falling(|) intonation when we end Clear the listing and a rising ()intonation when 15 Page 64/65 we are still in the process of doing so. -To enable MN Key: students to acquire energies|... -solar}, wind’, biomass} —_a competence to and hydroelectric resources: the distinguish wind), the sun}, the between the falling mountains}.........viable|.Itis cheaper}, | and the rising of safer}, and less polluting |. i Biskra}, Djelfa}, Hassi Rimel Algeria|. intonation.Task 3 learners listen then do their work. The teacher makes the correction collectively with her learners. The teacher writes a rule to be followed by learners . We use a falling intonation|when we end the listing and a rising intonation } when we are still in the process of doing so. Teacher discusses with students and tries to drop out the sounds which do not exist in their native language. Key p-v- Uf- g- d3. Athe underlined letters in the words below are mispronounced. Correct the mistakes in the transcriptions. Letter: / Beautiful: / Burned: / Were saved: / Polluted: / Bird: / Washe / -To enable the students to find out the problems of pronunciation. -To correct the common mistakes of pronouncing consonants and vowels -To enable students to find the correct definition in a dictionary 15 15 MNTaskl: Students are asked to look for the words in a dictionary. Key: -To identify the Conserve:. categories of the Sewage: words. Deplete:... Tas! Teacher teaches the students the strategies for checking difficult vocabulary. They need to identify the category of words. Key: A> Pronunciation B Nona C- Figurative Language D> Example E-> Transitional V E> Something G> Somebody H-> Proverb I> Uncountable J> Colloquial English KK American Eng L= Noun, colloquial eng 15 MNDirah high school Academic year : 2012-2013 Unit03: wast not want not Level : 24 year Sequence0)2: Developing skills Text book: Getting through Lesson 01: listening and speaking Learning objectives: pupils will be able to: Identify and interpret the photosynthesis process(describing the process). Realize how modals are pronounced in the passive form “Describe the process of respiration of plants at night. Competencies: Interactive/Interpretive: pupils interact and interpret the picture to get specific details Productive:pupils will write a short paragraph about the process of respiration in plants at night by reinvesting pupil’s prior knowledge. Teaching Aids: the text book (Getting through). Extra resources://////// Rubrics, ‘Lesson Plan Aims TA Warming up | #the teacher asks his learners to open their . ; books on page 66 and look at the pictures:he | -t0 activate the prior lets them speak about the “process of knowledge . photosynthesis” and to mention what they know. *pupils present their ideas. | | *the teacher interacts more with his learners | -te motivate pupils to | 19mn and try to give a definition of the the coming step. s word:photosynthesis. Definition: is the way that green plants make their food using sunlight. Task: oo Page 66 ‘the teacher asks his pupils to look at the picture and complete the blanks in sentences from a-e using the correct form of the verbs nc boee through (from) the Key picture. 15mn a) Carbon dioxide is derived from the air. s To enable students identify the process b) Water is drown fro the soil. c) Sunlight energy is absorbed by the chlorophyll. d) Oxygen is released from plantsTask 02 Page 66 ¢) Sugar is produced during photosynthesis. Pupils copy down in their copybooks. pupils listen and take notes *The teacher makes the correction then asks them to describe the process of photosynthesis. *Pupils do their work. *The teacher asks pupils to report their answers. ‘the teacher asks his pupils to listen and note how modals are pronounced. Cross out the wrong transcriptions? Key: the correct transcriptions are -/kaimbit / / Sumbit/ #Tcachcr brainstorms the topic with students before they describe the process of respiration of the plant at night. Learners use their background kowlegde in Botany to describe this process in class. Orally,pupils present their work,the teacher checks and corrects. -To listen and select the right pronunciation. -To sum up what has been studied and check students understanding of the photosynthesis process. correct, pronunciation of modals:must,can’t,sh ould in the passive form. -making an oral description of a process. 10mn 10mn 15mnDirah high school Academic year : 2012-2013 Unit03: wast not want not Level : 2 year Sequence: Discover the language Text book: Getting through ‘Lesson: your turn Learning objectivespupils will be able to: ‘tum sentences into the passiveand pay attention to the pronunciation of the modals. #learn and understand and be aware of the strategies of making a speech delivery. Competencies: Interactive/Interpretive:the teacher and pupils interact and interpret the tip box to get specific knowledge to perform the activities. linguistic:pupils will practise the passive voice using modals. Teaching Aidstthe text book (Getting through) Extra resources://////// Lesson Plan Aims TA the teacher asks his learners to open their books on page 67then turn the _| “To be able to turn sentences below into the passive. Note | sentences into the how modals are pronounced? passive, Key: 1) Animals in danger of extinction 25mns mustn’t be hunted. 2) Recyclable objects shouldn’t be | -To focus on the thrown away. pronunciation of 3) Desertification should be modals. stopped. 4) Pollution can be divided into four types. 5) Alternative energy may be -making students grouped in 5 types. aware of the 6) Human resources must be strategies for ideas protected. organization. ‘The teacher goes through the tip box with pupils to explain that when making a speech. -giving a lecture -a report. -a detailed explanation.Tip Box We use a number of link words to organize our ideas and to make it we say Some of these discourse markers are: Discourse markers: Eg: first, second. Next, then...... In addition, moreover, besides...+e.+++. Lastly, finally, to conclude......... -enabling pupils acquire some linguistic techniques for an organized speech message.Dirah high school Academic year : 2012-2013 Unit 03: waste not want not Level : 2 year Sequence02: Discover the language Text book: Getting through Lesson 02:Waite it up Learning objectives: pupils will be able to: explore their newly leamt language forms(passive {and using them in a particular context(written presentation of the solar home. Competencies: Interactive/Interpretive:pupils interact with the teacher and interpret the shown picture to get specific details about the solar home how it’s made up. Productive:pupils will write a short presentation of the solar home . Teaching Aids: the text book (Getting through ) Extra resources:////////// Rubrics Lesson Plan Aims TA Task1 p 63 Teacher interacts with the students using the picture. -Teacher helps the students to identify the different parts of the solar home. Besides, teacher explains the difficult vocabulary items. -pupils are asked to write a presentation of the solar home using appropriate link words from the previous tip box. -pupils work in pairs /or small groups . -teacher guides and controls. -pupils do their work and report their answers. E. -To enable students to acquire a competence to write a speech th using the link words mentioned in the tip box, focusing on the use 0 the passive voice. Ladies and gentlemen, this is our new type of solar home.it’s better than other homes it’s friendly,it’s totaly operated by solar energy during winter, outside air is captured by warm glass roof panels. Then, warm air is forced into a water tank by air handling unit. Next, the water in the tank is heated andgreater quantities of warm water air are released. The hot air is then sent down a duct to the crawlspace in under floor area. After that, warm water rises through floor registers to the living space. Some of the heated air is absorbed by concrete slabs when it is released at night. This process is reversed during summer. * Pupils copy down the production on their copybooks.Dirah high school Academic year : 2012-2013 Unit03: wast not want not Level : 2 year Sequence03: Reading and Writing Text book: Getting through Lesson0l: Learning objectives: pupils will be able: # Read a text to get specific or general information and to enrich their lexical and grammatical memories. 4 learn how different sentences are joind to organize a well written paragraph. Competencies: interpretive:pupils will interpretthe text ideas to get general or specific details. Interactive:pupils will interact with the teacher through questions. Productive:pupils will fill in given blanks depending on the understanding of a written passage Teaching Aids:the text book (Getting through ) Rubrics Lesson Plan Aims TA Taskl p 69: | #the picture illustrates a magazine article. | To enable the 10 ‘The teacher asks his pupils to Look at students to guess the | mn them and complete each statement with | answers by looking to _| the right item (a, b or ¢). the picture. -pupils do their work. Key: 1) The ear in picture A is assaulted by noise. 2) The ear in picture B is wearing a hearing aid. 3) The topic of the magazine article will be about noise pollution. -To enable students Task 2/3p 70 | #the teacher asks his pupils to read the _| acquire a competence article silently on the previous page again | in finding meaning of and find the answers for the following? _| words, and distinguish Key: between: 20 -Easily made angry-> itritability.(noun) | noun/verb/adj -Is confirmed— is bome out. (verb) -Related to the brain mental. (adjective) mn -To check pupils’s 4the teacher asks his pupils to choose the | understanding of the best title for the article? justify article. Task4p 7 Key: a- Another kind of pollution. this title is the most appropriateanswer,because pollution can have different forms and in many field:air,garbage,and even noise contrary to what people think that pollution affects only the climate,seas and oceans. “The teacher lets the pupils read the tip box and explains the types of sentences and their functions in building paragraphs. Then,the teacher asks pupils to provide examples of each type from the previous text. Pupils do their work. Key: a) A sentence which focuses on the general ideais: For a long time, noise has.....physical disturbance. b) A sentence which gives details to support /develop the general idea is; In Los Angles........airport have. ©) A sentence which provides a smooth transition from one idea to another is: In the opinion of many..........unning out. d) A sentence which supports the new ideais: y three or e) A sentence which logically concludes the ideas discussed in the § is: This health alert... “To focus on the types of sentences which enable students to write a well organized paragraph. 10 mnDirah high school Academic year : 2012-2013 Unit 03: waste not want not Level : 24 year Sequence: Discover the language Text book: Getting through Lesson02:Write it out Learning objectives: pupils will be able to: 4give pupils further opportunities to practise the passive voice with longer sentences:complex ;compound,complex sentences in different tenses and in a given context. 4know the logical order and organization of sentences in a coherent paragraph. Competencies: Interactive/interpretive:pupils will interpretexplore and reinvest their knowledge about the passive and practise it in longer sentences. productive:pupils will write acoherent newspaper article about desertification by ordering sentences. Teaching Aids:the text book (Getting through) Extra resources://////// Rubrics Lesson Plan Aims TA ‘Task Ip71: | # the teacher asks his pupils to open their books on page 7land do the first activity. The teacher explains the instruction of the task. put the verbs between brackets into the correct form of the passive Pupils do their work in rough. ‘To focus on the Key: passive voice with a) are created- are grazed trampled long sentences in a b) are denuded certain context. ©) ate introduced-are audged out @) is caused- are provoked ©) are dissipated-is eroded £) Was made. g) Are threatened. 15mns h) Must be stopped.-will be transformed i) were built j) were established.Task 2p 71; Sthe teacher explains that the previous sentences are not in order and asks them to re- order sentences in exercise 1 to have a coherent newspaper article about desertification: Key; The logical order: 1. £/2k/3i/4.¢/5.d/6a/7.c/8.e/ 9.b / 10. The article: A long time ago, history was made in the deserts. At least two great civilizations were established there, These civilizations were built in deserts because people knew how to live in harmony with nature. Today, about 140 million people are threatened by the spread of the desert caused through the interaction of climatic fluctuations and man’s abuse of his environment. ‘Many people think that desertification is caused only by a change in climate, but the truth is that desexts are provoked by human actions, ‘Throughout the world, deserts are created because pastures near arid lands heavily are gzazed and trampled. More productive plants are introduced into semi-arid lands. As a result, indigenous plants necessary for the maintenance of the soil are nudged out. Because of intensive production of cash crops like cotton and groundnuts, soil nutrients are dissipated and the topsoil is croded by wind and water. Around towns, adjacent forest belts are denuded by people in their search for firewood. Desertification must be stopped now, otherwise deserts will be transformed into a curse for man soon. -To be able to re- order sentences, and make coherent Paragraph -Re-ordering the sentences to make a coherent newspaper article about desertification. 10mns 25mns‘Task 2 part Topic sentence— a long time ago Supporting sentences: 1-+at least, two........there 2-> these civilizations. Transitional sentence: Today, about. ......environment. Supporting sentences for the new ide 1->smany people ......actions 2-+throughout the world.........trampled. 3more productive. the soil are nudged out. 4—+because of intensive. 5—around twns Conclusion: Desertification must be stopped now. soon with nature. -water. ..fire wood. man -to know more about types of sentences in well written paragraph. 10mnsTHE TEACHER : HAMDANI AMINADirah high school Academic year : 2012-2013 Unit 03: Poverty and world resources Level: 24 year Sequence: Discovering language Text book: Getting through Lesson:Working with words Learning objectives: pupils will be able to: lear new words or vocabulary in context. learn some strategies for consulting a molingual dictionary and study of a dictionary entry. Competencies: Interactive /interpretive:pupils will interact/interpret the meaning of words using dictionaries Teaching Aids:the text book /dictionaries Extca resources:///// Rubrics Lesson Plan Aims: TA ‘Task: Students are asked to look for the words in a dictionary. O5mns Pupils do their work and report their -to show the wanted answers. aspect in context. Key: Conserve: 15mns Sewage: Deplete: ‘Task2, Teacher teaches the students the strategies for checking difficult vocabulary. They need to identify the category of words. ‘The steps: big *You resort a dictionary only if can’t guess | @ dictionary. the meaning of the word from context *to realize that you need to identify the category of the word ,whether they have synonyms antonyms or paraphrases of these difficult words. Af not,you need to check a monolingual dictionary,you open it on the page of the -learning strategies how to look up ambigous vocabulary in | 29mnsfirst letter of the wanted word The teacher asks his pupils to read the given dictionary entry and put the keys in the right boxes Pupils work in rough. ‘The teacher checks the given answers and makes the correction, Key: AS Pronunciation B— Noun C= Figurative Language D- Example E-= Transitional V F Something G— Somebody H— Proverb I> Uncountable J+ Colloguial English K-— American Eng L— Noun, colloquial eng, Pupils copy down the answers on their copybooks. -learning how to study a molingual dictionary. 20mns