2As files'.doc

HABA Abdelmadjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year Lph1,2/ FL}

The aim of the lesson: the students should be able to: use the semi-model used to, going to, will-future.

Steps of the lesson:

Timing

Steps

Input / Output

Aims

10mn Before

you read (p.16)

The teacher encourages his/ her pupils to elicit an interpretation of the image in their textbooks.

Students' answers may differ depending on their cultural backgrounds.

Suggested answers to pre-reading stage:

Primary sector: production (agriculture). Pics.1,4 Secondary sector: transformation (industry). Pics.2,5 Tertiary sector: services. Pics.3,6

The pupils should be able to recognize the different sectors of economy. 20mn As you read (pp.16-17) Act. One: (p.16)

The teacher asks the pupils to read and check some of their answers to the questions of the previous task.

Key answers:

-The pictures with a green background show the primary sector

of economy

-The picture with a red background show the secondary sector

of economy

-The pictures with a yellow background show the tertiary

sector of economy.

Act. Two: (p.17)

The teacher asks the pupils to read the text again and answer the given questions.

Key answers:

a- Uncle Hassan used to work in the primary sector of economy. b- Every morning he used to get up early to milk the cows before coming back to the kitchen for breakfast.

c- He usually wakes up at 6 in the morning.

d- This is an inference question. The sector of economy which attracts the greatest number of workers today is the tertiary sector. The inference can be made from §3.

e- Uncle Hassan is going to retire if his boss refuses to transfer him to a commercial service i.e., the tertiary sector of economy

The pupils should be able to use their read & check skills.

The pupils should be able to introduce through the written medium the semi-modal used to in the interrogative and negative forms as well as the going to form for expressing future intentions. 25mn After reading (p.17) GRAMMAR DESK

The teacher asks the pupils to read sentences (1- 5) and answer the questions (a-c):

Key answers:

a- Sentence 1 expresses a habit in the past.

Sentence 3 expresses a habit in the present.

b- To express a habit in the past the author uses the semi-modal used to. He uses the present simple tense and a frequency adverb (usually) to express a habitual action in the present. c- What did uncle Hassen use to be?

Did he use to go shopping in the town very often?

d- Sentence 5 expresses future intention. The author uses the

“going to” form.

The pupils should be able to observe, analyse and draw the rules for using the semi-modal

used to by contrasting

its uses with the present

simple tense, and the going to form.

HABA Abdelmadjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year Lph1,2/FL}

*Practice (pp.18-19)

The aim of the lesson: the students should be able to: practice the use of “used to” & “going to”

Steps of the lesson:

Timing

Steps

Input / Output

Aims

15mn Act. One

(p.18) The teacher asks the pupils to complete the sentences using the positive, negative & interrogative forms of the semi-model “used to”.

Key answers:

a- Samira doesn’t like reading now, but she used to read a lot. b- I know that Nassima is living in a small village now, but where did she use to live?

c- Now, there are four libraries in our town, but there used to be

only one.

d- When I was a child I didn’t use to wear a burnous, but now I

wear one.

e- I know that she doesn’t work in a bank now, but did she use to

work in one before?

The pupils should be able to consolidate the use of the semi-modal used to (in contrast with the present simple tense).

5mn Act. Two

(p.18)

The teacher asks the pupils to listen to him/her reads the completed sentences of the previous activity and note how the letter /d/ of “used to” is pronounced.

Key answers:

“Used to” is pronounced / juːztə/ just like “had to” (/hætə/)

 We call this assimilation.

The pupils should be able to be aware of the pronunciation of the letter “d” in the semi-modal used to as /t/ because of the phonological phenomenon known as assimilation 15mn Act. Three (p.18)

The teacher asks the pupils to put the verbs in brackets into the correct tense to express a habit in the past or a habit in the present.

Key answers:

a-In ancient times, most people used to worship stones. b-We used to go for long walks in the country when my father was alive.

c-We sometimes go hiking in the mountains.

d-I used to go to school by bicycle, but I don’t do it any longer. e-In England, most people often go to the theatre at weekends.

The pupils should be able to recognize the correct tense of verbs.

15mn Act.

Four (p.18)

The teacher asks the pupils to use “used to/ didn’t use to/never used to” or the present simple with the verbs between brackets.

Key answers:

All the members of my family have changed their lifestyles of late. My grandfather used to drink coffee. Now he drinks milk. My father didn’t use to jog. Now he runs more than three kilometres every afternoon. My mother used to cook food for every meal because she could not eat leftovers and processed food. Now, she often sends me to buy pizzas whenever she feels she can’t prepare dinner. My brothers used to go to bed early. These days, they stay up late with the other members of the family

The pupils should be able to express a habit either in past or in present.

watching films on TV. They didn’t use to play video games. Now they are addicted to them. Even I haven’t escaped the change. I used to read books...

10mn Act.

Five (p.19)

The teacher asks the pupils to complete the sentences using “going to”

Key answers:

a. You’ve put too much pressure in the balloon. Mind, it is going to explode/ blow up.

b. The referee has put the whistle in his mouth. He is going to end the match.

c. Mouloud has lost his balance. He is going to fall down. d. Zohra has switched the TV off. She is going to bed/sleep/revise his lessons.

e. Karim has just entered the post office. He is going to send a letter/buy a stamp.

The pupils should be able to consolidate the use of “going to” to express future intentions.

HABA Abdelmadjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year Lph1,2/FL}

*Write it right (p.19)

The aim of the lesson: the students should be able to: practice the use of “used to” & “going to”

Steps of the lesson:

Timing

Steps

Input / Output

Aims

20mn Act. One

(p.19) The teacher asks the pupils to correct the mistakes in the given paragraph, using the semi-modal “used to”.

Key answers:

I was born in the Kasbah of Algiers in 1949. My father was a stevedore: he used to work in the docks, loading and unloading ships. He used to go to work early in the morning and to come back home late in the evening without getting any wages. At the time, stevedores used to pay French foremen on the docks to get a day’s work, but my dad never paid. So he didn’t use to get work every day. Mum used to cry but poor old dad never used to say a word. I remember, money was always the problem.

My sister Zohra and I didn’t have toys. So we used to go down the steep and narrow alleys of the Kasbah to spend the day in the French quarter near the harbour. All day long, we used to look at the toys displayed in shop windows and envy the children of the French colonists playing in the park….

The pupils should be able to edit the text using the semi-modal used to as appropriate

40mn Act. Two (p.19)

Each pupil try to imagine that he or she is on an election campaign. Advertise your programme by writing a policy statement. Use ‘going to’ and the given clues:

Key answers:

Fellow Citizens,

If I am elected to office, I’m going to improve the standards of life in our town. First, I’m going to raise the salaries by 20 per cent and reduce food prices. For our children, I’m going to create parks and green spaces in every district. I’m going to build a youth club for our youngsters to practise their hobbies, too.

Moreover, I’m going to take a lot of measures to protect the environment and the health of our citizens. So, I’m going to impose higher taxes on cigarettes and citizens whose surroundings are not clean.

Finally, I’m going to improve our health system. I’m going to build two thousand flats, and provide as many jobs as possible for the jobless. Since our town is in need for a hospital, I’m going to build one as soon as possible.

Vote for a better future!

The pupils should be able to re-invest the going to form to produce/write a policy statement.

HABA Abdelmadjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year Lph1,2/FL}

The aim of the lesson: the students should be able to: learn about the pronunciation of final /s/, English & French phonetics, comma pauses, homophones & homonyms.

Steps of the lesson:

Timing

Steps

Input / Output

Aims

10mn Act. One (p.20)

The teacher asks the pupils to pick out the words in bold from paragraph 2&3 on the p.16 and classify them according to the pronunciation of the final /s/.

Key answers:

/

/

/

/

/

/

works –

wakes –

knocks- gets

– puts- keeps

Lives- goes – buys –

litres –his- overalls

– does – stays-

always- cans-

loaves-

finishes –

boxes-services –

refuses.

The pupils should be able to revise the pronunciation of the “s” verb inflection.

10mn Act. Two (p.20)

The teacher asks the pupils to put each of the given transcriptions in the correct box.

Key answers:

Spelling English French

Table Oranges Police Television /te blɪ / /ɒ ɪr nd zʒɪ / /pə li sˈ ː / /tel v ənɪˈ ɪʒ / /tabl/ /ɔ ᾶ ʒr n / /p l sɔ ɪ / /telev zɪ ʒᴐ/

The pupils should be able to be aware of the major differences between English and French phonics.

10mn Act.

Three (p.20)

The teacher asks the pupils to add appropriate punctuation marks and capital letters in each sentence to get two coherent sentences but differ in meaning.

Key answers:

a. Ahmed was born in Oran. On April 20 1990 he went to live in

Algiers.

b. Ahmed was born in Oran on April 20 1990. He went to live in

Algiers.

The pupils should be able to be aware of the importance of pauses in speech.

15mn Act.

Four (p.20)

The teacher asks the pupils to correct the misspelling in bold type by replacing them by their homophones.

Key answers:

* A homophone is a word pronounced like another but different in meaning, spelling or origin.

When I (not eye) was young, I used to (not too) go to (not

two) the seaside (not see). At the time, there (not their) were

no (not know) restaurants serving holidaymakers on the beach. So (not sew) I used to take bread (not bred) with me. All the boys (not buoys) of my age used to meet at (not meat

ate) 7 at (not ate) the bus station, bags full (not fool) of food.

Some (not sum) of them were poor. We used to buy (not by) tickets to them so that they could come with us. ...

The pupils should be able to be aware of what homophones are.

15mn Act.

Five (p.20)

The teacher asks the pupils to find the various definitions of the word can in the given tongue twister.

* A homonym is a homograph or homophone that is the same

The pupils should be able to be aware of what homonyms are.

in form and sound as another but different in meaning. A canner exceedingly canny,

One morning remarked to his granny, ‘A canner can can

Anything that he can

But a canner can’t can a can, can he.’

Meanings:

1- A canner: someone who cans 2- Canny: careful, cautious. 3- Can: model( be able to)

4- Can: (verb) the action or process of conserving things in the can

5- Can: (noun) a tin-plate canister, often cylindrical, for preserved food such as fruit, meat or fish.

HABA Abdelmadjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year Lph1,2/FL}

The aim of the lesson: the students should be able to: learn about the vocabulary related to food, clothes…, and suffixes –ism, -ic, -ical, -less, -ist, -ary, -dom …

Steps of the lesson:

Timing

Steps

Input / Output

Aims

25mn Act. One (p.21)

The teacher asks the pupils to add the given suffixes to the words between brackets.

Key answers:

1- nostalgic 2- conventional 3- traditional 4- pessimists 5- hopeless 6- revolutionary 7- optimistic 8- social 9-racism 10- racial 11- racist 12- optimist 13- logical 14- practical

The pupils should be able to infer the category of the words put between brackets and to use appropriate suffixes to form the words that correspond to each of the

categories. 25mn Act. Two

(p.21)

The teacher asks the pupils to find the missing examples to fill in the blanks in the table.

Key answers: Suffixes for forming nouns meaning Example (+ transcription) -ance / -ence -ee -er /-or /-ess /-ist -ar, -ian ry-ery -dom -hood -ity -ment -ness -ship Verb+ance / adjective+ance Verb+ence / adjective+ence Person affected by an action or person acting Agent (one who does an action)

Job

Sb or sth that carries an action

Place where an action is carried out

Art of or practice of State, quality, character Condition, state, rank Status, rank, condition of life

Adjective+ity

Result or means of an action

Quality, state, character State of being, status, office appearance / tolerance /clearance/ emergence/coexistence/ adolescence trainee / / employee / / bakery / surgery/ discovery / slavery/ Wisdom Childhood / adulthood Eternity / futurity Entertainment / agreement Up-to-dateness apprenticeship

The pupils should be able to develop their dictionary and vocabulary skills.

HABA Abdel-Madjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 2: Developing skills Class: 2

_{year Lph1,2/FL}

Sequence one (p.22): Listening and speaking

The aim of the lesson: the pupils should be able to: listen for specific information, predict and express

Steps of the lesson:

Timing Steps

Input / Output

Aims

10mn Act.

One (p.22)

The teacher asks the pupils to predict what may happen in the field of medicine. They use “will” if they’re sure and “may be / perhaps” if they are not totally sure about their predictions:

Key answers:

Maybe scientists will invent a cure for palsy.

Perhaps scientists will succeed in their research to find a vaccine against kidney disease…

Perhaps scientists will find a vaccine to protect people from malaria.

The pupils should to express prediction in the future.

20mn Act.

Two (p.22)

The teacher asks the pupils to listen to your teacher and write the sentences which contain the modals in the graph:

Key answers:

100 will/won’t → - Well, there will be changes in the next decade for

sure.

- We’ll eat more genetically modified foods(GMFs).

- Children will be able to study at home; - Homemakers will do less housework. - They will do all their shopping by computer - They won’t go to school every weekday.

will probably/ probably won’t → Robots will probably be

available for sale;

may well → - New diseases may well infect u

may/may not → - We may invent a cure for killer diseases like

cancer, but many diseases may infect us.

might well → - Pandemics might well reappear in another form. might/could → - We might reduce hunger in the world.

0

The pupils should be able to illustrate the use of will, may and might in expressing degrees of certainty.

20mn Act.

Three (p.22)

The teacher asks the pupils to listen again and answer the given questions :

Key answers:

a- They are talking about the changes that might happen in the next decade.

b- Dr Jones is the least optimistic because he does not simply mention the positive changes. He also mentions the negative effects of the expected changes.

c- The summary can take several forms (in reality). For example, it can be a short report in a newspaper. The students should use their own words in the report. And the report should be concise and to the point.

What life will be like in the future?

Scientists predict many changes in our way of life in the next decade. According to some of them, there will be enough food for everybody in the world because of the availability of GMFs. Teleschooling will make it possible for children to study at home.

The pupils should be able to listen for specific information, and write a

HABA Abdel-Madjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 2: Developing skills Class: 2

_{year Lph1,2/FL}

Sequence one (p.23): Listening and speaking

The aim of the lesson: the pupils should be able to: express certainty and doubt and express prediction.

Steps of the lesson:

Timing Steps

Input / Output

Aims

30mn Your

turn (p.23)

Pair work.

The teacher asks the pupils to make predictions about

Each pupil’s partner will express certainty or doubts about what the other says:

Key answers:

You: I’m sure that scientists will invent a vaccine against tooth decay in 20 years.

Your partner: Personally, I have doubts about that. That might or might not happen.

You: I’m almost certain that we’ll travel to space some day. Your partner: It seems to me that this won’t happen tomorrow. You: I’m quite sure that Man will live up to 130 years.

Your partner: It’s unlikely that this might happen.

You: I have the firm conviction that children will study at home to work through the use of computer.

Your partner: I have no doubt about this.

The pupils should be able to make

predictions about the future by expressing certainty/doubt

30mn Write

it up (p.23)

Pair work.The teacher asks the pupils to write a short dialogue predicting what might happen in the future in different fields. Then they act out the dialogue in front of the class:

Key answers:

sample dialogue

You: Will all people accept to eat GMFs in the future?

Your partner: I don’t know/I have no idea. They may possibly eat them, but on the other hand, they may well refuse to do so.

You: How sure are you about children who will stay and study at home through the use of computers?

Your partner: I have the firm conviction that they will appreciate that.

You: Will robot house maids be available for use in the near future? Your partner: I’ve no doubt that people will afford buying them to help homemakers in housework.

You: Will scientists invent a cure for killer diseases like cancer and AIDS?

Your partner: Personally, I have the firm belief that it’s

improbable in the near future although I hope that might happen as soon as possible.

The pupils should be able to reinvest what they have seen in this sequence to write a short dialogue.

HABA Abdel-Madjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 2: Developing skills Class: 2

_{year Lph1,2/FL}

Sequence two (pp.24-27): Reading & writing I

The aim of the lesson: the pupils should be able to:

Steps of the lesson:

Timing Steps

Input / Output

Aims

10mn Act.

One (p.24)

The teacher asks the pupils to identify the different groups of food in the pyramid using the words in the box:

Key answers:

The pupils should be able to read for a specific information.

10mn Act

Two (p.24)

The teacher asks the pupils to discuss which food group did their grandparents use to eat most and which ones do they eat most today.

Key answers:

The pupils give different answers. Suggested answers:

Our grandparents used to eat natural foods like fruits and vegetables and traditional meals as well. However, nowadays people eat fast food, diaries and fats. They said that there is no time to cook traditional food because they are working.

The pupils should be able to give their opinions and justify them.

15mn Act.

Three (p.24)

The teacher asks the pupils to read the text and its continuation on the next page and say whether s/he agree or disagree with what the author says about our eating habits.

Key answers:

Start like that:

I agree /disagree with the author when he/she says that…………  I agree with the author’s opinion when he said that people

now live modern life, so they eat fast food and diaries. But our grandparents used to eat traditional and natural meals.

The pupils should be able to express agreeing and disagreeing about specific idea. 15mn Act. Four (p.25)

The teacher asks the pupils to read the given tips and find examples from the text to complete the blanks in the tip box.

Key answers:

a-Synonyms: - eating habits = eating patterns

- contrary to = by contrast - enjoy his meal = eat his meal

The pupils should be able to be aware of the different techniques/strat egies for avoiding repetition. Fats Wafers pastry - fats chocolate sweets - oils Dairy Cheese, milk , Yogurt Meats Chicken - Fish Beef – Eggs Mutton - poultry Vegetables Lettuce - Carrots Potatoes - Raddish Fruits Bananas - Apples Grapes - Peach Apricots Bread Bread - cereal Rice – Pasta - Doughnuts

- the whole house hold = all the members of the family - changed = transformed

b-Antonyms: - chosen =/= imposed

- traditional =/= modern - declined =/= increased

c-Pronouns instead of a noun or noun phrase: E.g., that (consumption)

it (this change) it (life)

they (people) they (most people)

d- A verb instead of a noun: eat --- eating

e- A noun instead of a verb: this change ---- changed

20mn Act.

Five (p.25)

The teacher asks the pupils to write 4 definitions using the information in the box.

Key answers:

- A restaurant is a place where people dine out.

- A waiter is a person who serves clients in a restaurant.

- Beef is the meat/flesh which/that comes from an ox, a bull , or a cow. - Ramadan is the month when Muslims fast.

- A widow is a woman whose husband is dead. - This is the man whom I met yesterday.

The pupils should be able to learn how to write definitions using relative pronouns and their corresponding categories.

20mn Act.

Six (p.26)

The teacher asks the pupils to insert phrases a-c in the form non-defining relative clauses in the sentences 1-3 to make them more informative and pay attention to punctuation.

Key answers:

A- London, which is the Capital of the United Kingdom, has eight million inhabitants.

B- The Earl of Sandwich, who invented the first snack called sandwich, was an admiral of the English Fleet.

C- Hamburg, which gave its name to the most popular fast food in the world, is a German town.

The pupils should be able to use of non-defining relative clauses

20mn Act.

Seven (p.26)

The teacher asks the pupils to insert essential information in the form of defining relative clauses into the places indicated to make sentences a-c both meaningful and truthful:

Key answers:

a- Food which contains chemicals is dangerous for health. b-A person who serves meals at the restaurant is called a waiter. C-Summer is the season when most people take their holidays.

The pupils should be able to recognize the importance of defining relative clauses in

HABA Abdel-Madjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 2: Developing skills Class: 2

_{year Lph1,2/FL}

Sequence two (pp.24-27): Reading & writing I

*Write it out(pp.26-27)

The aim of the lesson: the pupils should be able to:

Steps of the lesson:

Timing Steps

Input / Output

Aims

30mn Act

one (p.26)

Group work. The teacher asks the pupils to write five or six advertisement slogans for a car of their choice using the information in the table.

Key answers:

Mercedes-Benz car brand Slogans: Unlike any other.

     Mercedes-Benz. The Future of the Automobile.      Engineered to move the human spirit.

Honda Cars

Slogans: The Power of Dreams.      It must be love.

     Honda. First man, then machine.      Technology you can enjoy. Acura cars (the Honda Motor's brand)

Ad slogans: The True Definition of Luxury. Yours.      Acura. Precision Crafted Performance. FIAT Cars

Advertising slogan: Driven by passion. FIAT. Alfa Romeo car brand

Slogans: Alfa Romeo. Beauty is not enough.      Power for your control.

Subaru Cars

Taglines: Subaru. Think. Feel. Drive.      Driven By What's Inside.      When You Get It, You Get It.      The Beauty of All-Wheel Drive. Ford Vehicles

Advertising slogans: Ford. Feel the difference.           Ford. Bold moves. (USA)

          Built for life in Canada. (Canada)           Built for the road ahead.

          Ford. Designed for living. Engineered to last.           Have you driven a Ford lately?

The pupils should be able to use the comparatives by putting forward slogans. 30mn Act two (p.27)

The teacher asks the pupils to complete the blanks in the short newspaper article below. They can get help from the questions in italics.

Key answers:

What do people wear?

Climate, tradition, and history affect the way people dress . For example, in Northern European countries, t he climate is cold.

Consequently, people wear warm clothes. By contrast, in

Northern Africa, the climate is hot As a result, they wear light clothes

The pupils should be able to be aware of paragraph development by comparison and contrast through a completion activity.

Differences in tradition also influence the types of clothes people wear. For instance, in Muslim countries, people wear traditional clothes when going to parties , in contrast to America where people put on suits and ties during ceremonial occasions .

Contrary to what people think, history is no less important

when it comes to clothes. In olden days, young people in Algeria were used to wear djellabas whereas today they wear trousers and shirts. In olden days, they were used to wear sheshias, but nowadays, they wear sports caps

The most important factor that determines dressing styles today is fashion. So in most of the world people like wearing jeans and sports shoes. However, there are still some countries which keep to their traditional clothing in spite of globalisation.

HABA Abdel-Madjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 2: Developing skills Class: 2

_{year Lph1,2/FL}

Sequence two (pp.28-29): Reading & writing II

The aim of the lesson: the pupils should be able to:

Steps of the lesson:

Timing Steps

Input / Output

Aims

10mn Act

one (p.28)

The teacher asks the pupils to look at the picture and answer the questions.

Key answers:

a-The key of a city represents hospitality and welcome. It is offered to the most distinguished and trustworthy people.

b- The circles stand for twinned towns.

c- The answer is in the logo. It’s written in Arabic.

d- Towns belonging to different countries twin in order to collaborate with each other in many fields and promote mutual understanding.

The pupils should be able to interpret the logo of the United Towns Organization.

5mn Act

two (p.28)

The teacher asks the pupils to read the passage and check if their

answer to question (d) above was right: The pupils should beable to go through the whole text to check their answers to question d in activity one

15mn Act

three (p.29)

The teacher asks the pupils to read the passage again and answer the questions.

Key answers:

a- Twin towns are towns which have agreed to collaborate with each

other.

b- They are arriving on Sunday afternoon on Sunday, March 15. c- The Mayor of Algiers is giving the opening speech.

d- The programme includes the visit of the Martyr’s Monument, the

Roman Ruins, the Royal Mauretanian Mausoleum and the Kasbah.

The pupils should be able to read a passage to look for specific information.

20mn Act

four (p.29)

The teacher asks the pupils to correct the form of the verbs in bold and justify their answers.

Key answers:

a. The Bulgarian students are staying at the Safir Hotel. b. Are they visiting Zeralda next week?

c. I hope you will enjoy your visit. d. I will get you an aspirin.

e. I’ve a camera. I’m going to take pictures of the Royal Mauretanian Mausoleum.

The pupils should be able to consolidate the use of the future simple / present continuous to talk about the future.

HABA Abdel-Madjid Secondary School School Year: 2015/2016

Unit I: Signs of the time Teacher: Miss. KHOUNI Leila.

Theme: Diversity Level: 2

_{year SE}

Part 2: Developing skills Class: 2

_{year Lph1,2/FL}

Sequence two (pp.28-29): Reading & writing II

*Write it out(p.29)

The aim of the lesson: the pupils should be able to:

Steps of the lesson:

Timing Steps

Input / Output

Aims

1h Act

one (p.29)

The teacher asks the pupils to imagine that each one of them is a Bulgarian student visiting Algeria . They send an e-mail to a pen friend to tell him/her about plans for the next months. They have to use the information in the box .

Key answers:

Start like this: Dear…………

I am staying with an Algerian host family for the next two months. Tomorrow, we are planning to visit Blida and Mount Chrea. Next week, we are intending to go down to Sahara and visit El-Oued, and since it has a magical power of attraction, we are going to stay there for two weeks.

On 27th _{of November, we are visiting El-Kala for fishing and}

enjoying the sun set. On the 3rd _{of December, I’m flying Back to}

Korea.

Your lovely friend Sara

The pupils should be able to reinvest what they have learnt to write e-mails to talk about predictions

Streams: 2

_{year classes (Management & Economy) Source: Getting Through}

Unit

I: Make Peace: Peace & Conflict Resolution

PROJECT: Writing a statement of achievements

(Nobel Peace Prize: the winners and the winning.)

The unit project planning.

I) - Aspects of the project: (suggested sub-themes). A) – Nobel Peace Prize (a shortened historical background).

° What is it?

° Who initiated it and for which reasons?

° On which bases is it made equitable and merited? ° Who gives it? And who receives it?

B) – Famous personalities who won the prize in the past.

° A short list of some Nobel Prize winners on the local, national or international level. C) – The group personality's short biography.

° Introducing the personality chosen by the group.

° The biography of the personality that includes the full names, nationality, date/place of birth if known and the famous work(s).

D) – The field of the personality's interest (specialty) and the masterpiece leading to winning the prize.

° In which field was the personality is mostly interested? (Eg, medicines, literature, theatre, science, astronomy, etc).

° What is / are the work (s) that led him/ her to winning the prize? (Eg; books, films, inventions, discoveries, researches, etc).

E) – Group nominees for the prize in the future (in Algeria or elsewhere). ° Who do you think merits Nobel Peace Prize?

° Why do you think does he/she deserve it? Justify.

° How can this/these works (s) contribute and encourage more advancement of peace, knowledge, humane works, important and safe inventions, etc?

II) – Main tools and language points to be re-invested in the project. 1)Possible tools.

- Pictures, drawings and photos of personalities and their works.

- Tape recorded speeches of those people about their past/ present works, and their ambitions for winning the prize.

2)Language points.

- Use of modals especially to express possibility/impossibility and obligation/ absence of obligation. Eg; can/could/can't/couldn't, will/won't be able to, etc.

- Expressions of obligation / absence of obligation and prohibition. Eg; must/mustn't, have to/does not have to/ need to, should have/must have, may/might, etc.

- Use of abbreviations denoting to titles, organizations, agencies, fields of interest, etc.

- Use of interrogative form.

- Tenses: simple past, simple present, present perfect, future simple and the conditional perfect.

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015

Unit I: Make Peace Teacher: Miss. KHOUNI L.

Theme: Peace & Conflict Resolution Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year ES4}

The aim of the lesson: the students should be able to: get an idea about the use of the modal “can” and its irregular forms.

Steps of the lesson:

Timing

Steps

Input / Output

Aims

15mn Before you read (p.38)

The teacher encourages his/ her pupils to elicit an interpretation of the image (on the right side of the page).Students' answers may differ depending on their cultural backgrounds.

Suggested answers to pre-reading stage: 1. They are called "the blue helmets" or the "UN" peacekeeping troops.

2. They are working for the United Nations Organization. 3. They are from Algeria.

4. The buildings are destroyed because of the war that might be there.

5. The soldiers' chief duty is to bring peace back to this area.

6. Yes, I do. / Of course I do. Because living in peace is a necessity. Or; No, I don't like to be one of them. Because it is a very hard job, etc.

The pupils should be able to identify the UN Blue Helmets volunteers and their job.

The pupils should be able to imaginate the general idea of the following reading passage.

25mn As you

read (p.38)

The teacher asks the pupils to start reading the text silently and individually being given the adequate time.

Act. Two (p39):

The teacher asks the pupils to read the text and answer the given questions.

Answers to activity two:

a) The horrors of the modern warfare made Man think of the preservation of human life.

b) The League of Nations was not able to / incapable to stop fascism because it had no power of its own. c) The UN Security Council is the body that can settle disputes.

d) One of the many possible titles is: The U.N's organizations and duties.

The pupils should be able to look for specific details about the UN/LN and their agencies and organizations.

The pupils should be able to make pupils aware of the correct form of answering questions. (i.e, the form and contents.)

20mn After

reading (Grammar

desk) (p.39)

The pupils go through the activities in the grammar desk step by step with the guidance of the teacher to answer all the questions.

Answers to activities in the grammar desk: a. "Can" expresses possibility. It can express other functions such as ability and permission.

Eg, - Can you go out, sir? Expresses permission. - We can do this exam. It's easy. Expresses ability. b. The two past forms of can are "could" and "was/were able to".

We can replace was/were able to by managed to. c. The future form of "can" is "will be able to".

The pupils should be able to discover new language components introduced by the 05th

sentences.

-The pupils should be able to learn how to express possibility using various modals in the past/present simple tenses and the present perfect.

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015

Unit I: Make Peace Teacher: Miss. KHOUNI L.

Theme: Peace & Conflict Resolution Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year ES4}

*Practice (pp. 40-41)

The aim of the lesson: the students should be able to practice the use of the modal “can” and its irregular forms.

Steps of the lesson:

Timing

Steps

Input / Output

Aims

20mn Act. One (p.40)

The teacher asks the pupils to practise the use of the modals

can/could and their irregular forms by doing a completion activity.

Key answers:

a. The League of Nations cannot impose economic sanctions on warlike nations.

b. Germany will be able to join the Security Council soon because it is the third economic power in the world.

c. The UN General Assembly can only make recommendations to the Security Council. It cannot make decisions.

d. The United Nations Organization has not been able to create a permanent military force yet.

e. Dag Hammarskjold, who served as Secretary General of the UN from

1953 to 1961, was able to organize peacekeeping task forces. f. UN peacekeeping troops, called ‘blue helmets’, can use force only for temporary self-defence purposes. They can maintain peace, but they cannot prevent war.

g. The United Nations Educational, Scientific and Cultural

Organization(UNESCO) was able to launch its Peace Programme only after the end of the Cold War.

The pupils should be able to get an idea about the use of the modal can and its irregular forms.

20mn Act. Two (p.40)

The teacher asks the pupils to read each sentence and match it with the appropriate function expressed by the modal can.

Key answers: 1-a. ability 2-b. possibility 3-c. possibility 4-d. suggestion 5-e. request 6-f. permission 7-g. warning 8-h. offer

The pupils should be able to

identify the different

functions that can be expressed by the modals can and could.

20mn Act. Three (p.41)

The teacher asks the pupils to complete the answers of your partner (s)using: “was / were able to”. An example is given.

Example:

You: Did you convince them?

Your partner :Yes. It was difficult. But we were able to do it in the end. .

Key answers:

You: Did they settle the dispute?

Your partner: Yes, it took them a lot of time of negotiation, but they were able to reach an agreement at the last minute of the

discussion.

You: The exercise was difficult, wasn’t it?

Your partner: Yes, we were able to solve it thanks to the collaboration of everybody.

The pupils should be able to

illustrate the idea of achievement inherent to the use of the

irregular form of can was

You: My car broke down in a forest road.

Your partner: Were you able to repair it and drive back home? Remark (s):

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015

Unit I: Make Peace Teacher: Miss. KHOUNI L.

Theme: Peace & Conflict Resolution Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year ES4}

*Write it up (p. 41)

The aim of the lesson: the students should be able to use their knowledge about some racist beliefs in their social life.

Steps of the lesson:

Timing

Steps

Input / Output

Aims

Write it up

(p. 41) The teacher guides the pupils to the complete form of the poem about prejudices and asks them to pick out the various kinds of prejudices and give examples of real life situations, and those inherited as social beliefs.

Key answers: Gender Prejudice

 Gender stereotype refers to the attitude that all members of a particular gender -- all women, all girls, all men, all boys -- are a certain type of person. From this stereotype emerges sexism -- the belief that members of one gender are inferior to another. For example, the attitude that girls don't

understand math and science as well as boys do is based on a long-held stereotype about basic female intelligence. When schools then choose to make math and science programs available for boys but not girls, they are acting on these prejudices and discriminating against girls by limiting their right to equal education opportunities.

Racial/Ethnic Minority Prejudice

 When the owner of a large hotel chain chooses not to employ those of a certain race or ethnicity because he believes they are in some way inferior to another, he is discriminating based upon a specific kind of prejudice called racism. He has not taken the time to get to know individuals in this minority group, and is "pre-judging" them as inferior based on generalizations and stereotypes.

Immigrants, Refugees and Gypsy Populations  Often linked with racial prejudice, attitudes toward

immigrants, refugees and nomadic populations can also constitute prejudice and can form the basis of legislation that discriminates against these groups. The underlying belief is that these people "are not from here," and are thus viewed as "the other" and inferior. This particular kind of attitude -- the fear of foreigners -- is called xenophobia. For example, at the turn of the 20th century in the U.S., there were deeply held prejudices against the most recent immigrant group to arrive to our shores. But this xenophobic attitude toward new immigrant groups still exists today, toward immigrants from Latin America. In

The pupils should be able to get an idea about the common kinds of prejudices.

Europe, the Roma remain one of the most persecuted minority groups.

Age Prejudice

 When townships and states pass laws limiting the rights of children to participate in legislation that might affect them, they are acting on an age prejudice -- or ageism. In this case, the belief is that those below a certain age cannot understand or contribute meaningfully to lawmaking dialogues. Conversely, when an elder-care facility refuses to install Internet technology because of the belief that older people don't have the energy or ability to learn web navigation, they are acting upon ageism.

Sexual Orientation Prejudice

 Prejudging someone because of their sexual orientation is called homophobia, and it's often based on the stereotype that all gay men or lesbians are a certain way and thus inferior. Also commonly lumped in this category are people's attitudes towards transgender or transsexual individuals, even though these are genders and not sexual orientations. Individuals who exist somewhere along the gender continuum but who defy being classified as either male or female are often the victims of prejudice.

Class Prejudice

 Classism is the belief or attitude that those of a certain economic class are inferior to another class. In some government structures, classism is employed by the ruling class as a basis to limit the rights of the lower class. For instance, by not extending funding to repair and renovate old schools or build new ones in low-income communities, the ruling class is sending the message that lower-class individuals are not entitled to quality education

opportunities.

Disability Prejudice

 Ableism refers to the belief that those with physical or mental disabilities or handicaps are inferior to able-bodied people. Discrimination against the disabled is born of this belief and involves limiting the rights of disabled

individuals to basic things that able-bodied people take for granted, such as adequate housing, health care, employment and education.

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015

Unit I: Make Peace Teacher: Miss. KHOUNI L.

Theme: Peace & Conflict Resolution Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year ES4}

II/ Say it loud and clear (p.42)

The aim of the lesson: the students should be able to identify the intonation pattern.

Steps of the lesson:

Timing

Steps

Input / Output

Aims

Act. One (p. 42)

The teacher asks the pupils to put the intonation at the end of the underlined sentences.

Key answers:

Intonation at the end of the underlined sentences: - Journalist: ….Could you spare a few minutes please?

- Med El-Baradai: Certainly.

- Journalist: ……….. How do you feel about it? - Med El-Baradai: It's great. That's another victory of peace against war.

- Journalist: Would you mind saying in which sense please?

- Med El-Baradai: Not at all. I mean … of mass destruction.

- Journalist: May I ask you another question? - Med El Baradai : Sure.

-Journalist: I wonder if you could tell me something about the chances of peace for the next decade please. -Med El Baradai: Yes.

……….worthy was to make. -Journalist: Will you please give us some examples? -Med El Baradai: Well, for example, we have to wage war against global warming ………

-The pupils should be able to be aware about the musicality of spoken English.

-The pupils should be able distinguish the intonation of interrogative statements especially in

requests, permissions and responding to them.

-The pupils should be able to get an idea about making polite requests.

Act. Two (p.42)

The teacher asks the pupils to use the clues below to make correct request statements, and their replies.

Note:

The pupils do this activity in pairs or in small groups. The work is done orally.

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015

Unit I: Make Peace Teacher: Miss. KHOUNI L.

Theme: Peace & Conflict Resolution Level: 2

_{year SE}

Part 1: Discovering Language Class: 2

_{year ES4}

III/ Working with words (p. 43)

The aim of the lesson: the students should be able to identify the abbreviation chart of some international

Steps of the lesson:

50mn Act. One (p.43)

The teacher asks the pupils to make an abbreviation chart. An example is given. Add other abbreviations.

Remarks:

A. This work is done out of class; in the library, internet room, etc, where students work freely in groups to find the

abbreviations/ acronyms.

B. Pupils are encouraged to illustrate every abbreviation/ acronym with stickers, pictures, print-outs or even hand-drawn images to illustrate their interpretations. They are also

encouraged to search for additional acronyms/ abbreviations. C. The work is to be corrected collectively in class before the end of the unit; some notes may be useful to the preparation of parts of the unit's project.

Key answers:

Abbreviation /

Acronym

Full form Description

UNWRA United Nations Relief Works Agency

The UNWRA is the U.N organization which brings relief to people in need.

ABC American

Broadcasting Company

ABC is one of the four most important TV channels in the United States of America.

A-BOMB Atomic bomb A bomb which derives its destructive power from the rapid release of energy by fission of heavy atomic nuclei. The first

atomic bomb to be used was dropped on

Hiroshima , Japan on 6 August 1945 by the USA.

AID Agency for

International Development BBC British Broadcasting Corporation CIA Central Intelligence Agency CNN Cable News Network FBI Federal Bureau of Investigation

1)The pupils should be able to enrich their lexical memories with some abbreviations and their

use when referring to "UN" organizations and agencies, titles and ranks, scientific terms, international influential institutions, countries, TV and/or radio networks, etc.

FIFA Federation International de Football Association (International Association Football Association)

GB Great Britain Great Britain comprises ... MBC Middle East Broadcasting Company NATO North Atlantic Treaty Organisation NBA National Basketball Association OPEC Organisation of Petroleum Exporting Countries Ph.D Doctor of Philosophy PTA Parent-teacher Association / Passenger Transport Authority UK United Kingdom

WBA World Boxing

Association

Act. Two (p.43) (homework)

Teacher asks the pupils to try to brainstorm the major concepts that can be related to peace and war in the classroom by making a word map. Then assign the words as dictionary entries to be completed at home in the way suggested in the textbook. Then the teacher will check the students’ work in the classroom. Here are some words related to peace and war : violence, treaty, consensus, discussion, dialogue, non-violence ...

Abd-Elazize El-Sharif Secondary School School Year: 2014/2015

Unit I: Make Peace Teacher: Miss. KHOUNI L.

Theme: Peace & Conflict Resolution Level: 2

_{year SE}

Part 2: Developing Skills Class: 2

_{year ES4}

Sequence 1: Listening & Speaking (p.44)

Steps of the lesson:

Timing

Steps

Input / Output

Aims

15mn Act One

(p.44)

The teacher guides the pupils to observe the picture on page 44, and they will answer his questions orally. The teacher recommends them to the use of the structures: -I guess her/them …...

-Maybe she/they ……. -Perhaps they/she …, before their answers.

The suggested (teacher's) questions to activity one: A. Who do you think, are these two persons in the picture?

B. Are they in a cafeteria/ restaurant? C. So where do you guess are they, then? D. How do you know?

E. Do they look happy? Why?

Expected (Pupils') answers to activity one:

A. I guess they are two girls/pupils/young pupils, etc. B. No, they are not.

C. I think they are at school/ in class/at home doing their exercises, etc.

D. Because they are wearing school uniforms/ they have school blouses/ school clothes/ they have pens and books/copy books, etc.

E. No. One of them doesn't perhaps she had a bad mark/She found the exercise so difficult/ she couldn't know the answer/ was not able to solve the equation, etc. Or simply; yes, they are very happy!

Note: Pupils' responses may not be the same nor

correct.

1)The pupils should be able to get encouraged for free oral communication in English.

2)The pupils should be able to have train on the use of the structures of inference

Act. Two (p.44)

The teacher asks the pupils to listen to him/her reading the script and check their answers to activity one.

The pupils should be able to use their listening capacities.

Act. Three (p.44)

The pupils listen again to the dialogue and answer the following questions.

Key Answers:

a- The speakers are two girlfriends / classmates. b- They are in the classroom.

c- The problem is that Leila is angry/sad/upset.

d- Yes, it is solved at the end after Maya apologized to Leila.

e- Leila feels so sad and angry with her friend Maya. Leila is sad because Maya made her classmates laugh about her .She told her that she was stupid. Finally, Maya apologized to Leila and the problem was solved.

The pupils should be able to answer question through listening.

Act. Four

Act. Five (p.44)

The pupils listen and mark the stressed words among the ones in bold type.

Key Answers:

Leila: Ok. You made fun of me.

Maya: No, I didn't. (The stress falls on 'did') Leila: Yes you did. ………….. (The stress falls on 'did')

Maya: When?

Leila: yesterday, in front of all my classmates. Maya: Did I? …………. (The stress falls on 'I') Leila: But you did. (The stress falls on 'did')

The pupils should be able to mark stress in short questions & answers.

Act. Six

(p.45) Pair work.The pupils read the tip box note that will help them improve their techniques to summaries of long heard or read piece of information. So they can act out the snippet in exercise four.

Abd-El Azize Sharif Secondary School School Year: 2014/2015

Unit I: Make Peace Teacher: Miss. KHOUNI L.

Theme: Peace & Conflict Resolution Level: 2

_{year SE}

Part 2: Developing Skills Class: 2

_{year ES4}

Sequence 1: Listening & Speaking (pp.44-47)

*Your turn (pp.45-46)

Steps of the lesson:

Timing Steps

Input / Output

Aims

25mn Act one

(p.45) The teacher asks the pupils to take turns to criticize or apologize for the wrong actions (a – d) using should / shouldn't have. They can make any necessary changes.

Example:

You: Karim read my letter / my diary.

Your partner: He shouldn't have read it. It's personal.

Key Answers:

- The teacher should note that not all pupils' answers should be the same. The pairs or the small groups may have different responses to each of the situations. The best answers however, will be written on the board.

You: You lent my books to Farida without my permission.

Your partner: Sorry, I shouldn't have done so .I should have asked you first.

You: The teacher shouted at me for no obvious reason. Your partner: he shouldn't have done that for any reason. You: She borrowed my bag without letting me know. Your partner: She shouldn't have taken it without your

permission. Otherwise you could say she has stolen it.

You: I'm angry with you. You said I was overweight.

Your partner: I am so sorry. I didn't mean to make fun of you. I shouldn't have said that.

The pupils should be able to express apologies using should have in context and to criticize using shouldn't have + verb within

context.

20mn Act two (p.46)

The teacher asks the pupils to write D. "Deduction", or O. "Obligation" next to the sentences which contain the modals in bold type, then act out similar dialogues.

Key Answers:

You: You have arrived late again.

Your partner: Sorry, the bus broke down and I had to come on foot. O

You: She hasn't said a kind word to us since the morning. Your partner: She must be angry with us. D

You: Don't panic! You can't be late for the exam. It doesn't start till10:15. D

Your partner: Right, then. I shall take my time.

The pupils should be able to differentiate between deductions and obligation, learn the functions of the structure: "had to, must be, cannot be" and allow the learner to practise the two forms of speaking orally in a guided environment to ensure his/her mastery of the form.

Abd-El Azize Sharif Secondary School School Year: 2014/2015

Unit I: Make Peace Teacher: Miss. KHOUNI L.

Theme: Peace & Conflict Resolution Level: 2

_{year SE}

Part 2: Developing Skills Class: 2

_{year ES4}

Sequence 1: Listening & Speaking (pp.44-47)

*Write it up (pp.46-47)

Steps of the lesson:

Timing

Steps

Input / Output

Aims

20mn Act one

(p.46) The teacher asks the pupils to use the notes below, write a list of school "Do (s)" and "Do not (s)". They can use a dictionary, if necessary, to find the meaning of the new words.

Key Answers:

- We have to tolerate differences at school.

- Pupils have to respect one another in class and outside. - We have to keep cool and should not be hot-tempered. - Everybody must not impose himself/herself on others. - We do not need to always agree with one another. Differences are always possible and sometimes necessary. - We should settle disputes peacefully.

- We don't have to/mustn't be violent. - We should accept the opinions of others. - We must learn to listen to one another.

- We should not/ must not insult others or make fun of them for no reason. We shouldn't shout at each/one another. - Pupils must not cheat in the exam.

The pupils should be able to be enriched their lexical memory by learning new words and to practise the use of the various structures; have/has/do not have to, must/mustn't,

should/shouldn't, ought to, etc to express obligation and/or absence of obligation and prohibition.

20mn Act two (p.46)

The teacher asks the pupils to write their own acrostics for the given words.

Possible acrostics

P: Pay more attention to others.

E: Engage in non-violent campaigns/actions. A: Act peacefully.

C: Collect signatures to end war and violence in the world. E: Express disagreement for conflicts.

D: Do actions according to the law of your country. E: Engage in campaigns for the freedom of speech. M- Make protest against anti- social measures. O: Organise yourselves in committees to fight against injustice

C: Collect funds for the election of your candidate. R: Respect the rights of others.

A: Act against poverty. C: Care about the homeless.

Y: Yell out your solidarity with people in need of justice.

The pupils should be able to test their

knowledge and get new vocabulary items.

20mn Act three (p.47)

The teacher asks the pupils to distinguish between the duties and rights in the box. Then they have to complete the class charter below, discuss and add other items to the charter. The activity depends on the list of rights and duties

provided on the box on page 47. Students, however, can add to it additional rights and/or responsibilities of their own.

Key Answers:

A)Rights and responsibilities.

Rights Duties - Express opinions. - Meet together to express views. - Free education. - Good working conditions. - Health care. - Information. - Work hard.

- Respect the opinion of others.

- Tolerate differences.

- Respect the rights of others. - Promote a culture of peace. - Cooperate to solve problems.

B)The class charter:

The class charter can be presented in the form of a wall sheet. The teacher refer the students to

the text on page 56 ( Exploring matters further).

Suggested answers: Article One: Rights

a- Children have the right to get free education.

b- Children have the right to meet together to express views. c- The school authorities must offer good working

conditions.

d- The school authorities mustn’t discriminate among children.

e- The parent-Teacher Association has the right to express opinion about the educational policy.

Article Two: Duties and Responsibilities

a- We have the duty to respect the opinions of others b- We must work hard.

c- We shall tolerate differences.

d- We mustn’t be the cause of school disorder.

The pupils should be able to recognize what a charter is; focusing the form and contents, to distinguish between the rights and responsibility in context and to practise more the use of modals expressing obligation, prohibition, necessity, etc.

Abd-El Azize Sharif Secondary School School Year: 2014/2015

Unit I: Make Peace Teacher: Miss. KHOUNI L.

Theme: Peace & Conflict Resolution Level: 2

_{year SE}

Part 2: Developing Skills Class: 2

_{year ES4}

Sequence 2: Reading and Writing (pp.48-49)

Steps of the lesson:

Timing

Steps

Input / Output

Aims

20mn Act. One

(p.48) The teacher interacts with the pupils by asking questions about the picture. S/He can add other questions to the checklist.

The implicit points of the pictures should be further discussed by the teacher to clarify the racial issue in the American history and culture.

Key Answers:

a- The picture talks about slave trade that was in the past. Illustration.

b- The boat seems to be in Africa. I think it is going to America.

c- Indeed those dates are very important and famous in the American history because of the events that happened during them;

i- George Washington was the first American president.

ii- July 04th, 1783 was America's Independent day. iii- Abraham Lincoln was another US president. iv- 1861- 1865 was the era of American Civil War. v- Martin Luther King Jr. a black Afro-American priest. He was one of the leaders of Civil Right movement in America.

vi- August 1963 represents the date of the march of about 200,000 people on Washington DC to demand racial equality.

The pupils should be able to interpret and analyse pictures and get a specific ideas.

20mn Act. Two

(p.48) Due to the familiarity of the personality - about which the questions are- to pupils, the latter may answer the questions depending on their own knowledge.

Key Answers:

a. Martin Luther King Jr. was one of the black American leaders of the Civil Rights Movement in America in the 1960s.

b. He hoped/wished/expected his children to be free from racial discrimination and prejudice.

c. Martin Luther King Jr.'s address in the article is in an oratorical style. The clear characteristics of this style are repetition of words, phrases and ideas. He use this style in order to stimulate his audience to

The pupils should be able to be acquainted with the concept of Civil Right Movement and its leadership in the American history.

They should be able, too, to be trained on reading and note taking.