kupdf.net waste-not-want-not

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LESSON PLAN
School year: 2008-2009
Level: Second year
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
Classroom
strategies
Remarks
Task
assignment
* T asks Ls to open their books on page 72. and take a sheet of
paper to take notes.
*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
decide how to organize them for efficient presentation.
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).
Class interaction
listening and
note taking

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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.
Stages
Time
Teacher‟s and learners activities
Classroom strategies
Remarks
First stage
Preview
Second stage
Think it over
Third stage
Words to say
Fourth stage
Pre-reading
Fifth stage
While
reading
Sixth stage
Post reading
After writing the date and the titles on the board, T asks Ls
to open their books on page 58 and to read the Preview.
Aim: make the Ls aware of what will they learn across this
unit.
Putting Things Together p 72.
* Ls do their work.
* T asks Ls to look at the stumps shown on page 59 and
express their ideas about them.
- Aim: introduce the theme of the unit.
*Ls give their answers.
*T says the given words and asks Ls to repeat them.
-Aim: pronouncing the consonant correctly.
*Ls listen then repeat.
Before you read: p60
*T asks Ls to look at the map shown on page 60 and answer
the given questions.
-possible answers:
1- The southern part.
2-It‟s famous for coffee production and Amazon river.
3-They are Tropic of Capricorn and the Equator.
4-it‟s fine.
-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
questions on task 03.
-
*Ls do their work.
* T reads the text loudly and explain the ambiguous words,
Then he asks one or two Ls to read it.
- 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:
a- more than a decade of global fossil fuel emissions of
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
answer the questions following them.
*Ls do their work.
*T asks Ls for the answers.
*Ls report their answers.
T and Ls interaction
Activate background
knowledge and
stimulate imagination
Listening and repeating.
Class discussion
Silent reading and
selectively attend
Self correcting
Class discussion
Reasoning

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- 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
School year: 2008-2009
Level: Second year
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
Classroom strategies
Remarks
Warming up
Classroom
correction
Task
assignment
Classroom
correction
Task
assignment
Teacher‟s
presentation
Ls‟ practice
Task
assignment
Classroom
correction
Teacher‟s
presentation
Class
discussion
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
passive by doing task 01 on page 62.
* Ls do their work then they report their answers:
(Was wrecked- was washed- was polluted- was
damaged- was ruined).
*T asks Ls to read the sentences in task 02 and to
conjugate the verbs between brackets into the
simple past passive or the simple past active.
*Ls do their work then report their answers.
* T checks the Ls‟ answers.
*T asks Ls to brainstorm the dialogue while
listening to T‟s reading of the dialogue:
* Ls listen.
A: what happened to the Exxon Valdez?
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 do their work.
- Aim: Practise the pronunciation of was and were.
Task 04:
T explains the question.
*Ls do their work.
-Aim: practise the use of passive form.
Write it right:p63
*T asks Ls to look at the picture shown on page
63 and to say what it represents.
* Ls give their opinions.
-Aim: attract Ls attention to the subject of the
task.
-possible answers:
* T explains the meaning of „ press release‟: après
reminding
Reasoning
Listening attentively
Brainstorming
Pair work
Play out
Reasoning
Guess and discuss

5
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