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Level: Secondary Education : Year Two (SE2)


Streams : Literature and Philosophy
Time devoted: LE : 4 hours

GLOBAL COMPETENCE
At the end of SE2, the learner will be able to produce written messages / texts of descriptive,
narrative, argumentative and prescriptive types of about 15 lines, using written or oral support.

1- Signs of the time


2-Make Peace
3- Waste not, want not
4- Science or Fiction?
5- No man is an island

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Theme Learning T. C SARSed Activities RESOURCES Integration & Time


Unit Topic objectives Communicative tasks/activities Assessment
1 (oral/written)
Diagnostic assessment ( exit profile – entry profile)
Project outcomes: Making a profile including a list of things and thoughts which teenagers used to do and 1- Assessment
think that they no longer do and have, and predictions for the future should occur at
SWBATo: -read a text to study some language - used to...

Interacting Interpreting Producing


regular intervals
-Identify and define the points and use them. -Going to + stem planning during the
concept of diversity. - talk about pre-arranged plans or to + stem
- Explore, compare intentions intend to + Stem sequence and at
cultural differences -write a policy Homophones/ the end of the
among people and their - Talk about weather Homonyms/final “s” sequence in
lifestyles throughout predictions/medicine dvptto brainstorm Stress shift from noun to addition to
SignsoftheTime

time the topic. adj designated exam


-Compare people‟s - Write a short dialogue predicting what -formation of adj periods.
values and accept them might happen in different fields/ Make a - degree of certainty: might/ 18 h
Lifestyles

as they are. short commentary on the radio talk might well, may... 2-After 3/4 weeks
-Explore the different - Write a paragraph about their town and -Relative pronouns, of teaching,
contributions of people possible changes in peoples‟ lifestyles in defining vs non-defining
learners must be
in the world in many the future relative clauses.
fields. - Interact with pupils about the difference - Comparatives and trained on how to
-Define the concept of in food habits between the past and now superlatives mobilize their
twin towns. - Identify techniques of avoiding -Link words comparing / resources and
-Lexis related to the repetition (Synonyms /antonyms /relative contrasting reinvest them in a
topic pronouns ) (Refer to the programme) problem-solving
- compare and contrast people‟s clothing situation, through
style evolution.
pair work or group
- write an email
work.

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Unit Theme Learning objectives T. C SARSed Activities RESOURCES Integration & Time
2 Topics Assessment
Project outcomes: To write a statement of achievements about Nobel Peace Prize winners
SWBA To: - interact about conflicts, peace , -acronyms and abbreviations
Interpretive

Interactive
-Define the word conflict and list solutions , using pictures, video... - ability and possibility using 1- Assessment
types of conflicts (family, - express ability and “can” should occur at
classroom, community, world). possibility(using“can”) - verb idiom “be able to” in
-Discuss and identify the sources - Use idiom “be able to” as substitute regular intervals
different tenses
of conflict. to “can” (future, present perfect, etc...) during the
-could/managed to”
-figure on ways for conflicts -Use “managed to” to express the sequence and at

Interpretive
- Intonation in polite requests
Peace and Conflict Resolution

resolutions notion of “achievement / fulfilment”


-discover and use lexis related to - identify the different functions of the andQQ the end of the
peace and conflict modal “can” and its substitutes (act 2 p -primary stress in connected sequence in
-discover and discuss the role of is all right) speech addition to
intern. Org. (UNO) in settling - write a poem for a UNESCO - Criticize/ apologize designated exam
Make Peace

these issues competition to denounce prejudice. -Should (not) have + PP(v)


Productive

-Recognize bias and prejudice - - oral interaction about daily conflicts periods. 18 h
- obligation:Must / have to /
write a poem denouncing and their context (to bring about had to + stem
prejudice conflicts at school, between 2-After 3/4 weeks
- deduction:Must be / have (or of teaching,
apologise for and criticize wrong classmates,..)
their negatives. ) + adj / noun learners must be
actions The activities p 44 are quite all right,
- prohibition, abs of trained on how to
- Express obligation, prohibition, so they can be kept
absence of obligation and *Teacher may choose a video to obligation: mustn‟t, don‟t mobilize their
deduction clarify the theme (wrong actions.) have to... resources and
-Express appreciation -lexis related to peace, reinvest them in a
-set a list of school regulations rights/duties... problem-solving
-Analyse what a charter is; - lexis related to human rights situation, through
focusing on form and context/ : slavery – injustice - abuse – pair work or group
analyse style rights – blacks... work.
- distinguish between duties and - Homonyms...
rights (Refer to the program)
2

-talk about abuse of human rights

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Unit Theme SARSed Integration &


Learning objectives T. C RESOURCES
3 /Topics Activities Assessment Time
Project outcome: Writing a charter against poverty Making a poster with alternative energies
SWBA To:Demonstrate -Explain the concept of -Passive voice Modals: Make a poster with

Interacting
awareness and understanding sustainable development. could/must/should/ ought to/in alternative energy
of the issue of sustainable -Recognize the greatest order to/so as to/ so that.. sources, using slogans in
development conservation challenges -Sequencers: first, then…. favour of sustainable
-Explain the concept of -Discuss the reasons of Why don‟t you? if I were you… development.
Poverty and World Resources

sustainable development
poverty in the world and You‟d better… It would help - Make a survey on how
and its relation with

Interpreting
environmental issues list reasons and ways for if… natural resources are
the preservation of Present perfect; Present and past distributed in the world
Waste not, Want not

- identify natural resources


in your country and in the natural resources simple (water, fish, minerals,
world -Write a press release -Passive voice Modals wood, plants, etc.)
- explore ways natural -Write the presentation of could/must/should/ ought to/ in - Make a map of
resources are shared in your solar home order to/so as to/ so that... endangered species 18 h
Producing

country and in the world -Analyse the impact of -Suggesting: Could/ May/might - Design a survival/ life-
-Discuss and suggest a fair technological -Form nouns (poor/poverty) kit (when all natural
way of sharing non- development on people hungry/scarce /homeless resources are used up)
renewable sources of energy -Write a paragraph using -„The‟ (before collective nouns - Write a charter against
-Discuss the issue of equality
the four types of (the poor) poverty
and sharing wealth
(solidarity towards deprived sentences studied in the -Final‟s „as /s/ (helps/meets)
people). reading passage -Final ‟ed‟ as /id/ (added),
- Enrich their lexical memory - class debate /d/(studied/wanted), /t/ helped,
with new words related to the - use advert / commercial worked
topic of the unit. -newspaper / magazine (Refer to the program)
article

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Unit Theme/ Learning Targeted Integration &


SARSed Activities RESOURCES Time
4 Topics objectives Competency Assessment
Project outcomes :Writing Miscellanies /Writing a repertory of inventions and discoveries.
S SWBA To: Past form of may/can is  If conditional types 2&3

Interacting Interpreting producing


C -explain the concept of omitted  Present perfect 1- Assessment
should occur at
I science fiction  Past perfect regular intervals
E - describe book covers/ watch - Review the past simple and  If only
videos related to fiction during the
N past perfect tense  Adverbs: well+ past sequence and at
-list and discuss the topics of
C -Note taking participle the end of the
sci-fi.
Technology and the Arts

E - read a newspaper article Well-informed sequence in


addition to
about science fiction and  Compound words
O designated exam
identify the basis  Phrasal & prepositional periods.
R of sci-fi. Instead of personal lament words
- Give advice / write about an environmental 15 h
express regrets/ wishes  Emphatic stress(do/did) 2-After 3/4 weeks
F issue.
-Write a newspaper article  Rising & falling of teaching,
I learners must be
speculating intonation with unfinished
C trained on how to
-Ask for and give statement
T explanations in a mobilize their
I (Refer to the program) resources and
conversation and speculate
O -Write a commentary. reinvest them in a
N -Write and recite a poem problem-solving
-Write an autobiography/ situation, through
?
people who contributed to the pair work or group
welfare of humanity work.

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Theme T
Unit SARSed Activities Integration &
/ Learning objectives . RESOURCES
5 Assessment Time
Topics C
Project outcomes: conducting a survey 1- Assessment should
SWBA To: Additional activities to: -Reporting statements occur at regular
D

Interactive
-Explain the importance of 1-Discovering language(mcq/ / questions / orders intervals during the
I sequence and at the
safety rules and conduct matching /cohesive markers/T-F) (past tenses)
S end of the sequence
(especially in disasters). 2-listening and speaking:(table filling). -Had better-ought to-
A -List types of disasters and 3-reading and writing: should-if I were you… in addition to
S where they occur -choosing gist -Link words designated exam
T periods.

Interpretive Productive
- Ask for and give advice on -reordering ideas expressing cause
E information on the right -True/false -Topical lexis
R behaviour during a disaster -find synonyms
No Man is
an Island

- Write a report -close passage. -silent letters 2-After 3/4 weeks of


S teaching, learners must
- Quote someone -listening to a radio interview. -Final /ed/ 18 h
- Express interest and -managing through a conversation. be trained on how to
pronunciation
& surprise -taking turns in an interview. mobilize their resources
- Disagree politely - reading a report (Refer to the and reinvest them in a
- conduct an interview and -interpreting a pie chart. problem-solving
S program)
report its results -writing a public announcement. situation, through pair
A work or group work.
-Write a report using a pie -writing an opinion article.
F
chart.
E - Write a public
T announcement on
Y earthquake safety measures.
-Write an opinion article

-RESOURCE MATERIALS: Textbook (Getting Through), extra text, pictures.


I.S.B.N. 9947/06 n° Depot legal 245 2006
Note: If the teacher considers that some (or all) of the tasks suggested in the textbook do not suit a particular group of students, they should feel free to resort
to „Teacher-produced materials‟ to cater for different learning styles. The teaching Unit is to be covered within about 18 hours. 13hours for teaching/learning
and 5 hours are to be exploited in Remedial activities and Project monitoring and presentation.

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