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Unit Plan

Unit 4: Safety First


Topic: Advertising, Consumers and Safety

Learner's Outcomes:
-Discussing issues related to the effects of advertising on people
-Raising awareness about safety and consumption
-Developing a sense of salesmanship
Intercultural Outcomes:
-Raising awareness about the effects of advertising on different cultures and societies
-Understanding the importance of integrating cultural features of a society into
advertising

It is flagrantly dishonest for an advertising agent to urge consumers to buy a


product which he would not allow his own wife to buy.
David Ogilvy quote
(Scottish born British military intelligence officer and later top advertising executive)

Unit Two: Safety First


Topic: Advertising, Consumers and Safety

Part One :
Sequence One: Listen and Consider:
Aim: to lead the students to listen intently to an aural message/text,
paying particular attention to features of language use described
in the Language outcome preview. It will also make the students
respond to the message orally or in writing i.e. understanding the
gist of the text or the details)
1.Language

Outcomes:
Expressing certainty
Expressing probability with likely that, probable
that
Expressing possibility and remote possibility with
may/ can, might/could
Using the gerund
Forming nouns with suffixes ment, -tion
Using verbs with dependent prepositions: supply
with, blame for..
Recognizing shift of syllable stress
Pronouncing might have, could have
Making a speech

Aim : a preview of the language objectives to be achieved by the end


of the sequence. Thus grammatical structures, vocabulary items,
idioms and features of pronunciation such as word and sentence
stress.

2. Getting Started:
Aim : The student will first look at the thematic picture , discuss
the topic with peers and answer the related comprehension
questions. This activity is meant to access and activate her/his
background knowledge of the topic and prepare her/him for the
next listening phase. In this unit the pps will:
-answer some questions related to the topic.
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3. Let's Hear it:


Aim : To help pps respond to an aural message orally or in writing
with accuracy and appropriateness paying particular attention
to features of language use described in the Language outcome
preview. .
In this unit the pps will:
- listen to an interview and do the related activities.
Around the text:
Aim : To exploit the same text for language work and focuses on its grammatical
and lexical content. Here the students are requested to look at language
with a magnifying glass, as it were, and to focus on specific features
of grammar, vocabulary, pronunciation and spelling.

Grammar Explorer I:

* Expressing certainty
E.g. GMF's will certainly disappear.
Expressing probability with likely that, probable that
E.g. It is probable that the Algerian government will impose an eco-tax on polluting
industries next year.
Expressing possibility and remote possibility with may/ can, might/could
E.g. They may or may not disappear.
n.b. The teacher has to refer the students to the grammar reference in SE2 pp.190-197
Grammar Explorer II:

* Using the gerund


E.g. More and more farmers are turning to organic farming.
n.b. The teacher has to refer the students to the grammar reference pp.221-222

4.Vocabulary Explorer:
Aim : To build the student's vocabulary.
In this unit the pps will deal with:
- forming nouns by adding appropriate suffixes: -ment, -tion, -er, -ing
- dependent prepositions: provide somebody with .
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5. Pronunciation and Spelling:


Aim: to increase the students understanding of the sound-spelling
relationships that characterise English and train their ears
to be more perceptive regarding the subtleties of English
pronunciation, stress and intonation.
In this unit the pps will:
- recognize shift of syllable stress
- pronounce might have, could have

Aim: an interaction with other students and their teacher, and each student
will produce a piece of writing: a dialogue, a short article, a description,
a narration, a poem, etc. This will be presented orally to the class.
In this unit the pps will:
- make a speech about the changes that are likely to happen in our life styles

Sequence Two: Read and Consider:


Aim: the development of the reading skill .

1. Language Outcomes:
Using the present simple to describe a present
state
Expressing hypotheses/ condition using if
conditional type 1
Expressing quantity with enough, too much
Expressing concession with though , although
Expressing cause and effect with because, as
Forming adjectives by adding the suffix y to
nouns
Recognising and practicing sentence stress
Writing an expository article
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Prescribing a set of rules


Aim : a preview of the language objectives to be achieved by the end
of the sequence. Thus grammatical structures, vocabulary items,
idioms and features of pronunciation such as word and sentence
stress.

2. Getting Started:
Aim: invites a brainstorming session during which the topic under focus
is debated; by the same token the students background knowledge is
activated when some aspects of language are previewed (vocabulary,
language structures, etc).Through this pre-reading activity, the students
will build schematic knowledge necessary to understand the text .
In this unit the pps will:
- discuss some questions on advertising

3. Taking a Closer Look :


Aim: reading a text silently and individually, and answering comprehension
questions.
In this unit the pps will read:
- a text entitled How is Your Energy Balance
Around the text:
Aim: To study the grammar of the text. the students will be
involved in awareness-raising activities related to tenses, prepositional
verbs, etc. They will also be given an opportunity to produce messages
in correct English i.e. to focus the learners attention on grammatical
correctness.

Grammar Explorer I:

*Revision: Using the present simple to describe a present state


E.g. It is important for people to eat as much food as they need.
n.b. The teacher has to refer the pps to the Grammar explorer in Se2 p 188
Grammar Explorer II:
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Expressing hypotheses/condition using if- conditional type1.


E.g. If they eat too much food ,they will put on too much weight.
n.b. The teacher has to refer the pps to the Grammar explorer in Se2 p 201-202

Grammar Explorer III:

* Expressing quantity with too much, too little, enough ..


E.g. It is important for people to eat as much food as they need.
n.b. The teacher has to refer the pps to the Grammar explorer pp. 216-217
Grammar Explorer IV:

* Expressing cause and effect with because, as


E.g. Advertising is important for new businesses because it informs consumers.
5. Vocabulary Explorer:
Aim: To build the pps' vocabulary and deals with word formation,
the practice of idiomatic formulae, etc
In this unit the pps will deal with:
- forming adjectives by adding the suffix y to nouns E.g. trick-tricky

5. Pronunciation and Spelling:


Aim: To draw the pps' attention to the discrepancies existing between the
pronunciation system and the spelling system in English while the
teacher reads the text.
In this unit the pps will deal with:
- recognising and practicing sentence stress

Aim: To focus on individual work, pair work and group work, and generates
interaction between group members.
In this unit the pps will:
- write an expository article
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Take a Break
Aim: It brings a lighter note to the activities carried out up to this point
by introducing light jokes, proverbs, songs, etc. An intercultural
dimension is added to this rubric, as a means to pointing to other
peoples experiences in their own milieus. This is a moment for
pps to relax before moving on to the next sequence.
In this Unit the pps Will:
- study some English proverbs

Research and Report


Aim: To encourage interaction/negotiation of meaning, and it is a good
preparation for the final major task, i.e. the project.
In this Unit the pps will:
-write a consumers report
- prescribe rules to be followed at home

Sequence Three: Listening and Speaking:


1. Skills And Strategies Outcomes:
Predicting the content of a text
Listening for general ideas
Listening for detail
Summarizing/Synthesizing information
Debating (arguing) by making concessions
Writing an argumentative speech
2. Before Listening:
Aim:To prepare the students for the understanding of an aural
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text through pre-listening activities, and thus allow her/him to


predict content through a set of questions. These activities prepare
for note taking as well.
In this unit the pps will:
- answer some questions based on an advertisement picture

3.As You Listen:


Aim: To request learners to listen for gist, for detail, and to check their
expectations/inferences in the previous rubric to confirm
or reject them.
In this unit the pps will :
- Predict the content of a conversation
- Listen for general ideas
- Listen for detail
- Summarize /synthesize information

4.After Listening:
Aim: To help students to give shape and significance to the texts. Thus, they can
construct a plan from notes and summarize the content. After listening
activities include other skills such as speaking, reading and writing can be
practised.
In this unit the pps will deal with:
- debating (arguing) by making concessions

5. Say it in Writing:
Aim: To allow learners to build confidence through the production of
material related to the listening content. This rubric prepares the
students for the next section Reading and writing, stage.
In this unit the pps will:
- write an argumentative speech stating their opinion about advertising

Sequence Four : Reading and Writing :


1. Skills and Strategies Outcomes:
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Skimming
Scanning
Persuading
Analyzing and synthesizing
Writing an advert
Writing a letter of complaint

2. Before Reading:
Aim: to introduce the text .

1.As you Read:


Aim: To focus on the students use of their skimming, scanning and persuading
skills to explore the reading text and answer the related questions.

2.After Reading :
Aim: writing an advert

.
3.Writing Development:
Aim: to express opinions, give reasons, present arguments: pps
will have now sufficient vocabulary and grammatical command as well
as the required skills and stragegies to do the writing tasks. Here, the
students will demonstrate their sense of organisation, cohesion and
coherence, and will draw on appropriate registers to communicate their
main message.
In this unit the pps will:
-write a letter of complaint

Project Outcome:
the project designing procedure runs in parallel with the
unfolding of the unit.It is the visible and
assessable manifestation of the students competencies, i.e.
the end result of their command of language and of the skills
and strategies they
have acquired throughout the unit.
Their Project in this Unit is:
Making a Survey on the Impact of advertising

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