Waste Not Want Not

LESSON PLAN Unit Three: Waste not Want not Rubric: Putting thing together. Lesson: project assignment. Aim: producing a conservation plan Stages Time Teacher‟s and learners activities

Task assignment

School year: 2008-2009 Level: Second year

Classroom strategies

Remarks

* T asks Ls to open their books on page 72. and take a sheet of paper to take notes. Class interaction *Ls respond. *T asks Ls to divide themselves into groups of four. *T explains the strategies to be followed to make the project: -define the theme and determine the final outcome ( a prospectus :which is a written document that gives information about a plan) - structure the project by identifying information they need to obtain it. -explain language skills they need and ask them to gather information needed to fulfil the project. - ask them to compile and analyse information they gathered and listening and decide how to organize them for efficient presentation. note taking The information they need to get: +A fact sheet synthesising the main conservation measures that have already been taken by the Algerian government concerning natural resources: a- soil, water, wild life and open spaces, mineral resources, monuments. - Human resources: health, education, culture, economy. +diagrams with presentations of how the public amenities and waste disposal systems work in his town. (They have to use sequencers and the present passive). +a country code and a town code( They have to use the passive), a town code like the picture shown on page 72. + a map of an ideal (future) town with symbols and a small presentation.( they have to use future passive).

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LESSON PLAN

School year: 2008-2009 Level: Second year

Unit Three: Waste not Want not Rubric: Discovering language. Aims: Text study “The Amazon ecosystem” Activities: Preview, putting things together, think it over, words to say, before you read, as you read, after reading. Remarks Stages Time Teacher‟s and learners activities Classroom strategies First stage After writing the date and the titles on the board, T asks Ls Preview to open their books on page 58 and to read the Preview. Aim: make the Ls aware of what will they learn across this T and Ls interaction unit. Putting Things Together p 72. Second stage * Ls do their work. Activate background Think it over * T asks Ls to look at the stumps shown on page 59 and knowledge and express their ideas about them. stimulate imagination - Aim: introduce the theme of the unit. *Ls give their answers. Third stage *T says the given words and asks Ls to repeat them. Words to say -Aim: pronouncing the consonant correctly. Listening and repeating. *Ls listen then repeat. Fourth stage Before you read: p60 Pre-reading *T asks Ls to look at the map shown on page 60 and answer the given questions. -possible answers: Class discussion 1- The southern part. 2-It‟s famous for coffee production and Amazon river. Fifth stage 3-They are Tropic of Capricorn and the Equator. While 4-it‟s fine. reading -Aim: introduce the theme of the text. *Ls report their answers. As you read: *T asks Ls to read the text silently and think of the given Silent reading and questions on task 03. selectively attend *Ls do their work. * T reads the text loudly and explain the ambiguous words, Then he asks one or two Ls to read it. Self correcting - Aim: make Ls correct their pronunciation mistakes. * Ls listen and ask for clarification. *T reads the questions on task 03 and waits for the answers. -Possible answers: Sixth stage a- more than a decade of global fossil fuel emissions of Class discussion Post reading carbon. b- it has been protected because of its isolation. c- it‟s considered so because it‟s no longer isolated. -Aim: check Ls‟ understanding *Ls report their answers. Grammar desk: -Aim: learning the passive and the active forms. *T asks Ls to read the sentences given in grammar desk and Reasoning answer the questions following them. *Ls do their work. *T asks Ls for the answers. *Ls report their answers. 2

- Possible answers: 1- The real doer in sentence A is timber companies and in sentence B is the Brazilian government. They are passive because the their subjects are not the doers of the actions. 2- *Timber companies fell 18.000km² of forest trees. *The Brazilian government built new roads throughout the 1960‟s and 1970‟s. 3- The sentences that focus on the doer of the action are students‟ sentences; the sentences that focus on the action itself are the written in the text. 4- To transform active sentence into passive one, the writer change the sentence order from subject, verb and object to object verb subject. 5- A-C B-D C-B D-A 6-No, it‟s not. We use it to focus on the doer of the action.

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LESSON PLAN Unit Three: Waste not Want not Rubric: Discovering language. Aims: practice the use of passive and active forms Lesson: Practice p62-63. Activities: tasks 01,02,03and 04 p62,Write it right p63. Stages Time Teacher‟s and learners activities Warming up After writing the date and titles on the board T asks learners about the lge aspect they have learnt in the previous lesson. *Ls give their answers. *T asks Ls to practise the use of simple past Classroom passive by doing task 01 on page 62. correction * Ls do their work then they report their answers: (Was wrecked- was washed- was polluted- was damaged- was ruined). Task *T asks Ls to read the sentences in task 02 and to assignment conjugate the verbs between brackets into the Classroom simple past passive or the simple past active. correction *Ls do their work then report their answers. * T checks the Ls‟ answers. *T asks Ls to brainstorm the dialogue while Task listening to T‟s reading of the dialogue: assignment * Ls listen. Teacher‟s A: what happened to the Exxon Valdez? presentation B: it was wrecked off the coast of California and the oil spilled out. (Weak form). A: was the oil washed out onto the beach? (Weak form). B: yes, it was. It was spread out by the winds. (Strong form). A: was the fish poisoned? B: yes, they were. They suffocated for lack of oxygen. (Strong form). -Aim: correct pronunciation of was and were “weak and strong forms”. Task 03: *T asks Ls to close the books and play out the previous dialogue. Ls‟ practice * Ls do their work. - Aim: Practise the pronunciation of was and were. Task Task 04: assignment T explains the question. Classroom *Ls do their work. correction -Aim: practise the use of passive form. Write it right:p63 *T asks Ls to look at the picture shown on page Teacher‟s 63 and to say what it represents. presentation * Ls give their opinions. -Aim: attract Ls attention to the subject of the Class task. discussion -possible answers: * T explains the meaning of „ press release‟: après

School year: 2008-2009 Level: Second year

Classroom strategies

Remarks

reminding

Reasoning

Listening attentively Brainstorming

Pair work Play out

Reasoning Guess and discuss

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Class correction

release is an official statement made by authorised persons, companies‟ organisations, political party, or a government department to be published in news papers in order to apologize and make a particular event less tight. * Ls listen and may ask for clarification. *T asks Ls to read the question of the task then he explains: imagine that you are the secretary in the shipping company; you are to write a press release to apologize for the damage of the Exxon Valdez. Here are the notes to be followed and the tense to be used to express promises is the future passive. *Ls do their work? T turns around to check their understanding. * T asks Ls to present their press release. *Ls report their answers.

Listening attentively and ask questions

Cooperating Reading and listening

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LESSON PLAN Unit Three: Waste not Want not Rubric: Discovering language. Lesson: say it loud and clear. Aim: practise intonation, consolidate consonants and vowels. Activities: tasks 01, 02 and 03. Stages Time Teacher‟s and learners activities Warming up

Task assignment Teacher‟s presentation

Class correction

Task assignment

Class discussion

T asks Ls to mention the names of their teachers. *Ls give their answers. *T asks Ls what they feel about what they here; whether they still wait for the list to be continued or not and why. *Ls give their answers. -Aim: show the importance of correct intonation. *T asks Ls to listen and mark the intonation on the words in bold type with appropriate arrows. *T reads:«there are five types of alternative energies: solar, wind, biomass, and hydroelectric energies. All of them can be produced in our country because we have the following natural resources. the wind, the sun, the mountains… However, solar energy is by far the most viable it is cheaper, safer and less polluting. SONELGAZ has already built power plants in Biskra, Djelfa, Hassi Rmel and other localities in the South of Algeria.  *Ls listen then do their work. *T makes the correction collectively with the Ls. Task 02: *T asks Ls to look at the boxes and to consider the shown symbols of consonants and vowels then answer the given questions: -Aim: know about the possible consonant and vowel problems facing the Ls. *Ls answer and discuss. Task 03: *T explains that the given transcriptions in the sentences bellow are incorrect and ask them to write the correct ones: Letter / /. Beautiful / /. Burned / / Were / / Saved / / Polluted / / Bird/ / Washed / /. - Aim: correct the common mistakes of pronouncing consonants and vowels. *Ls do their work then report the answers

School year: 2008-2009 Level: Second year

Classroom strategies

Remarks

Attract the attention

Show the wanted aspect in context Listening and taking notes

Class interaction

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LESSON PLAN

School year: 2008-2009 Level: Second year

Unit Three: Waste not Want not Rubric: Discovering language. Lesson: working with words.page65 Aim: learning new words in context, learning some strategies for consulting a monolingual dictionary and study of a dictionary entry. Activities: tasks 01, 02 and 03. Stages Time Teacher‟s and learners activities Classroom strategies Remarks Task 01: Task *T gets the Ls read the sentences: assignment -the conservation of positive human resources Show the wanted begins with health improvement, in which vast aspect in context progress has been made since 1900. However, medical services and various types of equipment for the lame or the blind could be made more Class widely available if public money were appropriated correction to cover the coasts. And asks them to look up the underlined words in a dictionary. -Aim: vocabulary building. Class interaction *Ls do their work then report their answers. Class Task 02: discussion * T asks Ls to mention briefly the steps they Ls – T interaction followed in performing the previous task. *Ls explain their strategies. *T explains the correct strategies for checking difficult vocabulary: 1- You resort a dictionary just if you can‟t guess the meaning of the word from context. 2- To realise that you need to identify the category of the word, whether they have any synonyms, antonyms, or paraphrases. 3-if not, you need to check a monolingual dictionary, you open it on the page of the first letter of the wanted word. -Aim: learning the strategies to understanding ambiguous words. Task 03: *T asks Ls to read the given dictionary entry and to put the keys in the right boxes: A-pronunciation B-part of speech C- figurative language D- example E- transitive/ intransitive verb F- something G- somebody H- proverb I- uncountable word J- idiom K- American English L- colloquial English M- adjective N-adverb O- complex word -Aim: study of a dictionary entry. * Ls do their work. *T checks the given answers and makes the correction.

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LESSON PLAN

School year: 2008-2009 Level: Second year

Unit Three: Waste not Want not Rubric: Developing skills. Lesson: Listening and speaking Aim: listening for specific information, describing a process, organising ideas, making an oral and written presentation of a product. Activities: tasks 01, 02, 03 and 04. Stages Time Teacher‟s and learners activities Classroom Remarks strategies * T asks Ls to open their books on page 66 and look at the Warming up picture, gets them speak about the process of photosynthesis and Activate the prior to mention what they know. knowledge *Ls present their ideas. -Aim: enhance Ls to listen to the lecture. Class interaction * T asks Ls to fill in the blanks in sentences(A-E) Using the correct form of the given verbs. *Ls do their work. Task 02: Task *T asks Ls to take notes, check their previous answers while he assignment presents his lecture. *Ls listen and take notes. Listening * T makes the correction. Then ask them to describe the process attentively of photosynthesis. *Ls do their work. Class *T asks Ls to report their answers. correction - Aim: listen for specific information. Describe a process. Ls – T Task 03: interaction *T asks Ls to note the pronunciation of must be, can‟t be and Task shouldn‟t be while he reads the text again and to cross out the assignment transcriptions: - must be - can‟t be Listening and -shouldn‟t noting -Aim: correct pronunciation of must, can‟t shouldn‟t in passive. Class * Ls report their answers. discussion Task 04: *T interacts with Ls about the process of respiration in plants at Task night. assignment *Ls use their knowledge in botany to describe this process in Class interaction Class class. correction -Aim: make an oral description of a process. Brainstorming Your turn: Activating prior *T asks Ls to turn the given sentences into the passive then to Task knowledge read them aloud with correct pronunciation of the modals: assignment Class discussion - expected answers: A- Animals in danger of extinction mustn‟t be hunt. B- Recyclable objects shouldn‟t be thrown. C-Desertification should be stopped. D-Pollution can be divided into four types. Reasoning and E- Alternative energies may be grouped in five categories: wind,

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Class correction T presentation

Task Assignment Class correction

solar, biomass and hydro-electric. F- Human resources must be protected. -Aim: pronunciation of modals in the passive form. Write it up: *T goes through the tip box with Ls to explain that when making a speech, giving a lecture, a report or a detailed explanation we use a number of link words to organize our ideas and to make it easy for the listener to follow what we say. Some of these discourse markers are: *To begin/ start with… * First(ly), second(ly), the first/ second reason why… * Next, then, another reason why… * Furthermore, moreover, in addition, besides… * Lastly/finally/ to conclude… *in short/ in conclusion… * Ls listen. - Aim: learning some strategies for ideas‟ organization. * T interacts with Ls about the shown picture. * T explains the task to be performed: write a presentation of the solar home in the picture using the given notes. -Aim: making a written presentation of a product. *Ls do their work then report their answers.

speaking

Listening attentively

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LESSON PLAN

School year: 2008-2009 Level: Second year

Unit Three: Waste not Want not Rubric: Developing skills. Lesson: Reading and writing Aim: reading for general information, reading for specific information, , organising paragraphs and reporting. Activities: tasks 01, 02, 03, 04 and 05. Stages Time Teacher‟s and learners activities Classroom Remarks strategies * T asks Ls to look at the pictures shown on page 69 and to Correct Warming up choose the best choice. Guessing task01 * Ls do their work through -Aim: introduce the theme of the text. task02 Task -Task 02: Silent reading assignment *T asks Ls to read the text silently and check their answers. Check previous - Aim: reading for general information. guesses class *Ls do their work Class interaction correction *T checks the given answers and makes the correction 1- The ear in picture A is assaulted by noise. 2- The ear in picture B is wearing a hearing aid. Class discussion Task 3- The topic of the magazine article will be about noise assignment pollution. Task 03: Class discussion *T asks Ls to read the text again and answer the given questions: Expected answers: In the text: -a noun which means „the condition of someone who Reading and easily made angry‟ is irritability. note taking Class -a verb which means „is confirmed‟ is „is borne out‟. correction - an adjective which „is related to the brain/ mind is „mental‟. * Ls report their answers. Task -Aim: read for specific information. assignment Task 4: class discussion *T asks Ls to choose the best title for the article: Class -Aim: check Ls understanding of the article. correction - Expected answer: „Another Kind of Pollution‟ Task 05: Task *T gets the Ls read the tip box and explains the types of assignment sentences and their functions in building paragraphs: top- down Then asks them to provide example of each type from the processing previous text: -possible answers: Topic sentences which focus on the general/ main idea of the paragraph as a whole: For a long time, noise has been known to cause sleeplessness and irritability, and now other studies are linking it to a wide range of mental an physical disturbances. + supporting sentences which give details to support/ develop the general idea: in Los Angeles, researchers have found that Class people living in the airport have… correction + transitional sentences which provides a smooth transition from one idea to another: in the opinion of many hearing specialists, time is running out. + sentences supporting a new idea: the number of mental diseases will be multiplied by two or three…

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+concluding sentences which logically concludes the ideas discussed in the paragraph: this health alert against… - Aim: paragraph organization write it out: T asks Ls to write the verbs between brackets into the correct form of the passive: Expected answers: a- are created , are grazed , trampled …6 b- are denuded….9 c- are introduced, are nudged….7 d- is caused, are provoked….5 e- are dissipated, is eroded….8 f- Was made….1 g- Are threatened…..4 h- Be stopped, will be transformed…..10 i- Were built….3 j- Were established….2 Task 02: *T explains that the previous sentences are not in the right order and ask them to re-order them into a coherent newspaper article about desertification * Ls do their work - Aim: reporting using strategies for organising paragraphs.

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LESSON PLAN Unit Three: Waste not Want not Rubric: Were do we go from here? Lesson: assessment session Aim: make Ls assess themselves. Stages Time Teacher‟s and learners activities

School year: 2008-2009 Level: Second year

Classroom strategies

Remarks

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LESSON PLAN Unit Three: Waste not Want not Rubric: Exploring matters together. Lesson: The world‟s water Supply. Aim: adding further information Activities: reading comprehension. Stages Time Teacher‟s and learners activities Warming up

Task assignment

*T asks Ls to look at the picture shown the right of the page then to read the title and guess the theme of the text. * Ls respond and discuss. -Aim: introduce the subject. *T asks Ls to read the text silently and to check their guesses. * Ls read and check. *T ask Ls to read again and answer the given questions * Ls do their work. * T asks Ls to listen while he reads the text aloud and correct their possible pronunciation mistakes. * Ls listen attentively. *T asks *Ls to report their answers and he makes the correction.

School year: 2008-2009 Level: Second year

Classroom strategies Guessing brainstorming Class interaction

Remarks

Reading silently Reading and writing Listening and Self-correcting

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