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GLOBAL COMPETENCE
At the end of SE2, the learner will be able to produce written messages / texts of descriptive,
narrative, argumentative and prescriptive types of about 15 lines, using written or oral support.
1- Diversity
2-Make Peace
3- Poverty and World Resources
4- Science or Fiction
5- Disasters and Safety
Theme Learning T. C SARSed Activities RESOURCES Integration & Time
Unit Topic objectives Communicative tasks/activities Assessment
1 (oral/written)
Diagnostic assessment ( exit profile – entry profile)
Project outcomes: Making a profile including a list of things and thoughts which teenagers used to do and 1- Assessment
think that they no longer do and have, and predictions for the future should occur at
SWBA To: -read a text to study some language - used to...
among people and their - Talk about weather Homonyms/final “s” sequence in
lifestyles throughout predictions/medicine dvpt to brainstorm Stress shift from noun to addition to
time the topic. adj designated exam
-Compare people’s - Write a short dialogue predicting what -formation of adj
the
periods.
values and accept them might happen in different fields/ Make a - degree of certainty: might/ 18 h
Lifestyles
as they are. short commentary on the radio talk might well, may... 2-After 3/4 weeks
of
-Explore the different - Write a paragraph about their town and -Relative pronouns, of teaching,
contributions of people possible changes in peoples’ lifestyles in defining vs non-defining
learners must be
Signs
Interactive
-Define the word conflict and list solutions , using pictures, video... - ability and possibility using 1- Assessment
types of conflicts (family, - express ability and “can” should occur at
classroom, community, world). possibility(using“can”) - verb idiom “be able to” in
-Discuss and identify the sources - Use idiom “be able to” as substitute regular intervals
different tenses
of conflict. to “can” (future, present perfect, etc...) during the
- could/managed to”
-figure on ways for conflicts -Use “managed to” to express the sequence and at
Interpretive
Interpretive
-Recognize bias and prejudice - - oral interaction about daily conflicts periods. 18 h
- obligation: Must / have to /
write a poem denouncing and their context (to bring about had to + stem
prejudice conflicts at school, between 2-After 3/4 weeks
- deduction:Must be / have (or of teaching,
apologise for and criticize wrong classmates,..) their negatives. ) + adj / noun
actions The activities p 44 are quite all right, learners must be
- prohibition, abs of trained on how to
- Express obligation, prohibition, so they can be kept
absence of obligation and *Teacher may choose a video to obligation: mustn’t, don’t mobilize their
deduction clarify the theme (wrong actions.) have to... resources and
-Express appreciation -lexis related to peace, reinvest them in a
-set a list of school regulations rights/duties... problem-solving
-Analyse what a charter is; - lexis related to human rights situation, through
focusing on form and context/ : slavery – injustice - abuse – pair work or group
analyse style rights – blacks... work.
- distinguish between duties and - Homonyms...
rights (Refer to the program)
2
Interacting
awareness and understanding sustainable development. could/must/should/ ought to/in alternative energy
of the issue of sustainable -Recognize the greatest order to/so as to/ so that.. sources, using slogans in
development conservation challenges -Sequencers: first, then…. favour of sustainable
-Explain the concept of -Discuss the reasons of Why don’t you? if I were you… development.
Poverty and World Resources
sustainable development
poverty in the world and You’d better… It would help - Make a survey on how
and its relation with
Interpreting
environmental issues list reasons and ways for if… natural resources are
the preservation of Present perfect; Present and past distributed in the world
Waste not, Want not
country and in the world -Analyse the impact of -Suggesting: Could/ May/might - Design a survival/ life-
-Discuss and suggest a fair technological -Form nouns (poor/poverty) kit (when all natural
way of sharing non- development on people hungry/scarce /homeless resources are used up)
renewable sources of energy -Write a paragraph using -‘The’ (before collective nouns - Write a charter against
-Discuss the issue of equality
the four types of (the poor) poverty
and sharing wealth
(solidarity towards deprived sentences studied in the -Final’s ‘as /s/ (helps/meets)
people). reading passage -Final ’ed’ as /id/ (added),
- Enrich their lexical memory - class debate /d/(studied/wanted), /t/ helped,
with new words related to the - use advert / commercial worked
topic of the unit. -newspaper / magazine (Refer to the program)
article
Unit Theme/ Learning Targeted Integration &
SARSed Activities RESOURCES Time
4 Topics objectives Competency Assessment
Project outcomes : Writing Miscellanies /Writing a repertory of inventions and discoveries.
S SWBA To: Past form of may/can is If conditional types 2&3
Interactive
-Explain the importance of 1-Discovering language(mcq/ / questions / orders intervals during the
I sequence and at the
safety rules and conduct matching /cohesive markers/T-F) (past tenses)
S end of the sequence
(especially in disasters). 2-listening and speaking:(table filling). -Had better-ought to-
A -List types of disasters and 3-reading and writing: should-if I were you… in addition to
S where they occur -choosing gist -Link words designated exam
T periods.
Interpretive Productive
- Ask for and give advice on -reordering ideas expressing cause
E information on the right -True/false -Topical lexis
R behaviour during a disaster -find synonyms
- Write a report -close passage. -silent letters 2-After 3/4 weeks of
S teaching, learners must
- Quote someone -listening to a radio interview. -Final /ed/
No Man is
an Island
.
- RESOURCE MATERIALS: Textbook (Getting Through), extra text, pictures.
I.S.B.N. 9947/06 n° Depot legal 245 2006
Note: If the teacher considers that some (or all) of the tasks suggested in the textbook do not suit a particular group of
students, they should feel free to resort to ‘Teacher-produced materials’ to cater for different learning styles.
The teaching Unit is to be covered within about 18 hours. 13hours for teaching/learning and 5 hours are to be exploited in
Remedial activities and Project monitoring and presentation