Steps of the lesson:
Timing
Steps
Input / Output
Aims
15mn Act One
(p.62) The teacher reads the report to his/her pupils and asks themto put the verbs between brackets into the simple past passive.
Key answers:
The Exxon Valdez was wreck ed just off the coast of Alaska in 1986.It was carrying a huge cargo of oil. The oil spilled out, and it was wash ed onto the beach by the wind. The water was pollut ed. The beach was damag ed. The fishing industry was ruin ed. Hotels and restaurants were clos ed.
The pupils should be able to practise the transformation from simple past active to simple past passive making the necessary changes.
15mn Act Two
(p.62) The teacher asks his/ her pupils to turn the verbs between brackets into the simple past passive when necessary. Then s/he have to simulate the dialogue for them to note how was and were are pronounced.
Key answers:
Speaker A: What happened to the Exxon Valdez?
Speaker B: It was (/wəz/) wrecked off the coast of California and the oil spilled out.
Speaker A: The oil was (/wəz/) washed out onto the beach? Speaker B: Yes, it was (/wɒz/).It was (/wəz/) spread out by the winds.
Speaker A: Was (/wəz/) the fish poisoned?
Speaker B: Yes, they were (/wɜː/). They suffocated for lack of oxygen.
The pupils should be able to focus on the pronunciation of the auxiliary was/were in the passive. 10mn Act Three (p.62)
Pair work: the teacher asks the pupils to act out the dialogue
with the books closed and they should pay attention to the pronunciation of the auxiliaries.
The pupils should be able to practise the pronunciation of auxiliary “to be” (weak/strong form) in past simple passive.
20mn Act
Four (p.62)
The teacher asks the pupils to transform the verbs from the active to the passive form using “by”. They can make any necessary changes.
Key answers:
a. Fumes from automobile exhaust pipes cause air pollution. Air pollution is caused by fumes from automobile exhaust pipes.
b. Water pollution will deplete many water zones of their oxygen soon.
Many water zones will be depleted of their oxygen by pollution soon.
c. The Algerian government will ban cigarette smoking next year.
The pupils should be able to practise the transformation from active to passive.
Cigarette smoking will be banned by the Algerian government next year.
d. The Post and Telecommunication Ministry has already issued a lot of environmental stamps.
A lot of environmental stamps have already been issued by the Post and Telecommunication Ministry.
e. We haven’t imposed drastic limits on gas emissions and noise yet.
No drastic limits have been imposed on gas emissions yet. Remarks:
Abd-El Azize Sharif Secondary School School Year: 2014/2015
Unit II: Waste Not, Want Not Teacher: Miss. KHOUNI L.
Theme: Poverty & World’s Resources Level: 2
ndyear SE
Part 1: Discovering Language Class: ES/ TM
I/ Grammar in context (pp. 60-63) Source: Getting Through
Aims: the pupils should be able to complete a press report using the passive voice.
Steps of the lesson:
Timing
Steps
Input / Output
Aims
1h Write it
right (p.63)
Right after the Exxon Valdez catastrophe, the owner of the shipping company made a press release to apologise for the damage and to promise reparation. The students are asked to re-write the press release using the secretary’s notes below and the future passive. They can add sentences of their own.
Key answers:
Press release
We make our sincere apologies for the damage caused by the wreck of the Exxon Valdez yesterday. We promise that oil will be recuperated with special machines and the spoilt beaches will be cleaned. Marine life will be restored; birds will be washed out. We also 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. ...
The pupils should be able to write a press report reinvesting the linguistic and
grammatical tools which they have studied.
Abd-El Azize Sharif Secondary School School Year: 2014/2015
Unit II: Waste Not, Want Not Teacher: Miss. KHOUNI L.
Theme: Poverty & World’s Resources Level: 2
ndyear SE
Part 1: Discovering Language Class: ES/ TM
II/ Say it loud & clear (p. 64) Source: Getting Through
The Aim: by the end of this sequence, learners should be able to:
-mark intonation (listing);
-mark problem consonants and vowels.
-distinguish strong and weak forms of auxiliary was and were in the passive. -mark final ‘s’ as: /s/, /z/ (helps/meets)
-mark final ‘ed’ as: /Id/ (added), /d/ (studied/wanted), /t/ (helped, worked) -pronounce abbreviations /acronyms correctly (UNESCO/UNICEF/OPEC/IMF) St=street, Ave=avenue, VA=state of Virginia (USA) -Peer-practice of sound contrast vs spelling between 2 words, phrases, or sentences
Steps of the lesson:
Timing
Steps
Input / Output
Aims
25mn Act One
(p.64) The pupils read the text silently as they listen to the teacher and continue marking the intonation on the words in bold with appropriate arrows ( or )
Key answers:
There are five types of alternative energies ( ): solar ( ), wind ( ), biomass ( ), and hydroelectric ( ). 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 ( ).
List intonation: We use a falling intonation when we end the listing and a rising intonation when we are still in the process of doing so.
The pupils should be able to aware of the list intonation.
20mn Act Two
(p.64) Class work. pupils will consider the consonant and vowel sounds in the boxes and answer the following questions.
Key answers:
1/The sounds of the coloured boxes don’t exist in Arabic.
p t k f s θ ʃ tʃ b d g v z ð ʒ dʒ h l r w m n ŋ j ə iː uː ʊ ɪ ɜː ɔː ɒ e æ ɑː ʌ
Task: Try to pronounce the following words correctly: p pen, copy, happen ə about, common, standard, teacher tʃ church, match, nature ɜː nurse, stir, learn, refer, girl g get, giggle,
bag
ɔː thought, law, north, war v view, heavy,
move ɒ lot, odd, wash, hot, not ʒ pleasure,
vision æ trap, bad, black,back,
The pupils should be able to try to single out the sounds which pose pronunciation problems.
ŋ ring, anger, thanks, sung
ʌ strut, mud, love, blood
15mn Act Three
(p.64) As the underlined letters in the words below are mispronounced, the teacher have to ask the pupils to correct The mistakes in the transcriptions.
Key answers: words Wrong transcriptions Correct transcriptions Letter Beautiful Burned Were Saved Bird Polluted Washed / liːtə / / buːtɪfʊl / / bərnəd / / weər / / seɪvəd / / bɪrd / / pɒljuːtəd / / wɒtʃəd / / letə / / bjuːtɪfʊl / / bɜːnd / / wɜː/ / seɪvd / / bɜːd / / pəluːtɪd / / wɒʃt /
The pupils should be able to try to remedy the problems that the
pronunciation of some sounds poses.