readymade lesson plans based on second year bac syllabus-libre

8/20/2019 Readymade Lesson Plans Based on Second Year Bac Syllabus-libre

1/791 READYMADE LESSON PLANS BASED ON SECOND YEAR BAC SYLLABUS- Abdesalam ZOUITA

Level:Topic:Lesson and standards:Estimated time:Materials:Source:Setting Arrangement:

Second year baccalaureateFormal, informal, and non-formal EducationConnection- cultural50 minutesStudent‘s books, visual aids, chalkboard Post cards, GATEWAY 2Pair work, cooperative learning, discussion

Unit 1

Lesson 1

Competencies: by the end of the lesson, students should be able toUse their background and the pictures, to talk about education in general, and the threeforms that are treated in the unitLearn related vocabulary through visual aidExchange opinions, views and information and relate the content to their own context

Tasks Steps / activities Timing Observations

To break the ice andcreate fruitful learning

opportunities

Opening The lesson

Post card: Poster related to education Proverbs or sayings

We cannot hold a torch to light another's path withoutbrightening our own. Ben Sweetland

You can lead a man up to the university, but you cannotmake him think. Finley Peter Dunne

Remember that our nation's first great leaders were also ourfirst great scholars. John F. Kennedy

Education is a progressive discovery of our own ignorance.Will Durant

5 mn

The Socratic

method of

teaching can be

used to trigger

more information

Matching letters andnumbers

Categorizing

Which situation is it

Quest for resources

A. Definitions

FE NFE IE

c b a

B. Visuals

Formation

education

b- Secondary education

i- University Studies

Non-Formal

education

c- Evening classes

d- Literacy classes

g- Vocational training workshop

Informaleducation

F- Television

h- At restaurant

e- Newspapers

a- Theater

C. Situations

FE NFE IEb a c

D. Sources

Informaleducation

Television, Internet, journals, magazines,Dictionaries, Encyclopedia, Documents, ,

Radio, Rumor, Gossiping , Storytellingcatching phrases, Jokes, Proverbs, Sayings

Formaleducation

training institutions leading to

recognised diplomas and qualifications ,University, college, primary school,secondary school, high school, Institutionsof higher education

Non-formal

education

evening classes, extra-hours, kindergarten,

Koran school, home-schooling , museums,youth organisations, trades unions andpolitical parties

community-based organizations,Libraries, workshops, lectures

h

5 mn

10 mn

10 mn

15 mn

Follow up Students will write one paragraph essay about theirchoice of education beyond all regulations

5 mnIf there is moretime, students willwrite two-lineintroduction

:




Second year baccalaureateFormal, informal, and non-formal EducationCollocations : language development 50 minutesStudent‘s books, visual aids, chalkboard Post cards, GATEWAY 2Pair work, cooperative learning, discussion

Unit 1

Lesson 2

Competencies: by the end of the lesson, students should be able toLearn collocationDiscover the importance of word order in collocationPractice collocation related to education



opportunities

Opening The lesson

Greetings to introduce formal/informal To greet a friend/ teacher/ headmaster 5 mn

The Socratic method

of teaching can be

used to trigger more

information

Collocate the appropriatewords together

Student match the letterswith the numbers to find

the collocation

Use the given words to fillin the blanks.

A. Definitions

Educational

Background

System

goals

School

Subject

Uniform

Year

Private

Lessons

School

Institution

Equal

OpportunityRights

Status

B. Matching

Column A Column B1. Higher2. University3. Free4. Learning5. Gender6. Mixed7. Cultural8. Adult9. Rural

10. basic

c. degree/ i. educationc. degree/ a. graduationd. access /b. classes

j. needsh. discriminationb. classese. background

f. illiteracyg. poverty

i. education/ j needs

1 2 3 4 5 6 7 8 9 10c/i c/a d/b j h b e f g i/j

C. Filling Blanks

1. The problem of adult illiteracy can be solvedthrough organizing non-formal evening classes.

2. University graduates are finding it difficult to finda job.

3. When girls and boys study in the same class,gender discrimination gradually disappears.

4. With free access to the school library, any

students can borrow reference books.5. Every individual has the right to a basic education to act as an active member of society.

10 mn

10 mn

15 mn

Follow up

Review the vocabulary introduced in themeeting hour

Making sentences as examples.10 mn




Second year baccalaureateFormal, informal, and non-formal Educationforms of education – cultural interpretive50 minutesStudent‘s books, visual aids, chalkboard Post cards,GATEWAY 2Pair work, cooperative learning, discussion

Unit 1

Lesson 3

Competencies: by the end of the lesson, students should be able toCheck and share informationListen for specific informationTalks about form of educationUse contextual clues to get the meaning of new words

Tasks Steps / Activities Timing Observations


opportunities

Opening The lessonProverbs related to educationEducation is a progressive discovery of our own ignorance

Will Durant 5 mn

The Socratic

method of teaching

can be used to

trigger more

information

Possible answer would bewritten for further checking

up while listening.

Listen to complete the chart

Explaining the words

Comparing the chart inactivity “A” with activity

“E”

A. Relationship:

Non-Formal

Schools/ teachers/ Environmentattendee

Scheduled , material and settingEducational objectivescurriculum

B. Listening to Part of a radioC. Checking answers:

Non-formal

a. It is a systematic out of school activityb. Serves voluntary learners of all agesc. Involves part time studyd. Flexible criteria for admissione. Fighting Literacy is its main objectivef. Basic education + life and work skills

D. Explanation6. Non-formal education is a second chance: for

students who cannot perform well or continuetheir studies in the classroom. It serves special

needs.7. Substitute Program: for learners who receives

no prior education. It is acting or serving in

place of... 8. Complementary program: It is an extension

programs for youth who completed primary

school. It is serving as a completing firsteducation.

E. Formal education

formal

It is a systematic school activity Serves specific learners of specific ages

There is no part time study Strict criteria for admission Basic education + particular life and workskills

10 mn

10 mn

10 mn

10 mn

Follow up Review the vocabulary introduced in the meetinghour

Making sentences as examples.5 mn




Second year baccalaureateFormal, informal, and non-formal EducationRequest – Communication: interpersonal50 minutesStudent‘s books, visual aids, chalkboard Post cards, GATEWAY 2Pair work, cooperative learning, questioning

Unit 1

Lesson 4

Competencies: by the end of the lesson, students should be able toMake requestsRespond to requests


To break the ice andcreate fruitful

learning

opportunities

Opening The lessonMultiple choice: to request means:1. To endeavor to obtain (something) by expressing one's needs

or desires.2. To bring an appeal to the attention of.

3. To meet a need or requirement.

Synonyms: Appeal, apply, beg, beseech, bespeak, call for,demand, desire, entreat, hit, hit up for, hold out, hustle*, inquire,petition, pray, promote, put in for, requisition, seek, solicit,sponge*, sue, supplicate, touchAntonyms: answer, reply

5 mn

Students match the

letters with thenumbers.

Students sort out theexpressions from the

mini-dialogue

Coming up withdifferent expressions

Role play

A. Mini-dialogues:

2 3

a b c

B. Chart filling:

Making request Responding- Would you …. - Would you mind…? - Can you…

- Sure

- Certainly not… - Yes, please… - That’ll be fine

C. Other expressions:

Making request

- Would you mind awfully- Would you mind terribly- It would be of help (to me) if you could- It would suit me if (nicely) if you could- We would like to

- We wish to

- Can I ask you, please- We are counting on you to- I insist on …being- Could you...

- Could you possibly… - Would you be so kind as to- I would appreciate if you would please- I would / would be grateful if you would- We request that you- we should be obliged if you could

D. Role play1. A: You: I would like to enquire about my sister‘s school result.

B: Monitor: Sure, just a minute.2. A: You: Could you send someone to take some dirty linen to the

laundry?B: Certainly, I would do.3. A: You: I would suite me nicely, if you could lend me some

money to repair my motorcycle?B: I am terribly sorry; I do not have some on me.

4. A: You: Could I borrow your newspaper for a while?B: That‘ll be fine.

10 mn

5 mn

15 mn

10 mn

Follow up Students will produce their own situations and respond to them Making sample to be copied on lesson copybook 5 mn




Second year baccalaureateFormal, informal, and non-formal EducationReading: tools for learning - interpretive50 minutesStudent‘s books, visual aids, chalkboard Post cards, GATEWAY 2Pair work, cooperative learning, discussion, questioning

Unit 1

Lesson 5

Competencies: by the end of the lesson, students should be able toPredict content of the text/ survey itIdentify and transform information into a diagram formRead for specific informationRecall and review information

Relate information to th²eir own experience

Tasks Steps / activities Timing Observations Opening The lesson

To break the ice and createfruitful learning

opportunities

Give a man a fish, and you feed him for a day. Teach a manto fish, and you feed him for a lifetime (Chinese proverb)

It takes a whole village to raise a child (African proverb) Learning acquired in youth is an inscription on stone

(Indian proverb)

Learning in the childhood is as graving on a stone.

carve, chisel, incise, letter, enchase

10 mn

Students answer question A

Students come up withtitles

Charts & paragraphs

A. 1- How do illiterate learn and pass theirknowledge?

o Through oral transmission of culture, knowledgeo Daily practiceso Painting and cravingo Memorizationo Observationso Traditions and customso ―Necessity is the mother of creation‖o Imitating their ancestors and the elder.

2- Modern tools for learning?o Interneto Writing,o Mass media: Radio, T.V, journals, magazines,

internet, posterso Online, websites, blogging, PBwiki… o Mobiles, blue tooth

B. Possible titles:

C. Checking them reading the txt What is the history of learning tools? How successful was man at learning? Why should Man maintain learning? What are the tools used to learn? Differences and similarities of old and modern

learning tools How can we develop learning tools? What are these learning tools?

D. Matching the charts and paragraphs:

Charts A B C

Paragraphs 4learningtraining

types

1remembering,Expecting,

observingothers

2observe,think

write,oral

E. Comprehension questions:1. They learn through experience, observation, and

listening- memorization.2. Invention of writing, life expectancy (leisure), literacy,

life expectancy, supportive technology, capacity andprosperity towards learning through life.

3. Planned, managed and evaluated by individualhim-or herself.

15 mn

15 mn

5 mn

5 mn



Unit 1 LESSON 5Part 2


Recalling themain ideas ofthe text

Making a piechart

F. Main ideas of the text

Learning through experience, memorization, andObservations

Oral transmission of knowledge based on listening andremembering

Writing indicated a big change in learning

Life expectancy provides more time for learning Literacy has been a great empowering in learning Technology and prosperity to learn impact Different categories of learning including formal, non-

formal and informal.

G. Making a Pie Chart

A pie chart (or a circle graph) is a circular chart divided into

sectors, illustrating relative magnitudes or frequencies or

percents.

Reading 10

watching TV 30

Using the internet 60

Reading

watching TV

Using the internet

15mn

15mn

Follow up Write a comment about the coming saying:

“Learning in the childhood is as graving on a stone”

If there ismore time,

start in class



Students’ Possible questions for reading

How has human learning evolved through history?

What are some useful ways of exploring good learning styles?

Are there other ways that can be discovered in our present time?

What are the main reasons behind the development of human learning?

What are the features of human learning?

What are the advanced places of human beings learning?

What are of the resources of human learning progress?

What are the skills of human learning in the 21st century?

What is human learning?

What are the responsible institutions of human knowledge?

Main ideas of each paragraph:

Interest of man to learn Through observation & experience

Language improvement codification and next generation can

learn more

Listening + rememberingoral transmission of knowledge /contemporary culture : change

Writing creationinsights and experience no matter what is the

distance or generationBeside the information life expectancy, leisure time live longer/

learn more : thinking & learning : literacy makes a difference

similar intellectual ability, but healthy live longer free time , plus

technology

More inclination to learn incidentally, unplanned / intentional and

deliberate: formal+ informal : observation/ interaction ; individual/group; writing/ reading

"Leading kids to learning treasures, gives the teacher untold pleasures."




Second year baccalaureateFormal, informal, and non-formal EducationGerund and infinitive- Language development50 minutesStudent‘s books, visual aids, chalkboard Post cards, GATEWAY 2Pair work, cooperative learning, discussion, questioning

Unit 1

Lesson 6

Competencies: by the end of the lesson, students should be able toTo infer the source of the textUse correctly the gerund and the infinitive

Tasks Steps / Activities Timing Observations Opening The lesson


learning

opportunities

What is the difference between these each pair of sentences?

1- Remember to switch off the lights (Future)Do you remember switching off the lights?(Past)

2- Go on to read. (start the action)Go on reading.(Continue the action)

3- I stopped to smoke. (interrupt)

I stopped smoking.(terminate)4- I started to read. / I started reading. (same

meaning)

10 mn

Students Expectation

Students read to fillin the chart

Students add more

verbs from the list

Which one to use?

Considering thesummary

Follow up activity

A. it is a diaryB. Infinitive or gerund?

Verbs before gerund (verb + -ing) 5

Verbs before infinitive 2

imagine help stopped spent enjoyed

decided began

C. More infinitive or gerund?

love hate avoid suggest finish dislike miss detest

love hate manage promise afford pretend agree

D. Contextualizing

1- The boy began crying/ to cry when his motherleft him at the kindergarten.

2- Would you mind waiting for a few minutes? 3- Have you finished using the computer?4- We expect hearing from him soon.5- Tom has given up smoking.

E. Using the correct form

1. John‘s car has begun to make/ making a terrible noise.2. Paul pretended not to see/ seeing her boyfriend and

crossed the street to avoid meeting him.3. Most people in Morocco prefer spending/ to spend

Ramadan in their homes.

4. I do not feel like playing/ to play football today. I‘mgoing to phone my friends to apologize for not being able to come.

5. I couldn‘t help laughing when I saw Brian wearing thatfunny hat.

10 mn

10 mn

10 mn

10 mn

Students draw a chart for each group: Gerund, infinitive orboth (lesson part)



Level:Topic:Lesson and standards:Estimated Time:Material:Source:Seating Arrangement:

Second year BaccalaureateFormal, informal, and non-formal EducationWriting: Linking words- Presentational50 minutesStudents‘ book, Post cards, visual aids, chalkboard Gateway 2Pair work, cooperative learning, questioning

Unit 1

Lesson 7

Competencies: By the end of the lesson, students should be able toUse correctly a set of linking words to achieve cohesion and coherence in writing aparagraph

Tasks Steps / Activities Timing Observations Opening The lesson


opportunities

What is the differencea. And & in additionb. Yet & however

Coordinating conjunctions : and, but, or, yet, for, nor, so

10 mn

Students match the lettersand the numbers

Students add morelinking words to the chart

Provide suitableconnectors

Supplying a checking list

Follow up activity

A. MatchingB. More linking words

.Objectives Linking

wordsMore linking words

4 purposea

in order toto… so as to…

so that…

in case in order that

3 contrast b

…but… While… on the otherhand…whereas…

Alternativelyinsteadthen againotherwise

1 addition c

both…and… …too/ as well in addition...not only…butalso…

moreoverwhat is morefurthermoreLikewiseMoreover

5 concession d

althoughYet...However… Though

RegardlessNotwithstandingNonethelessAfter all

2 causeand effect e

…because… Consequently… Due to… Thanks to…

thereforefor that reasonhencethusas a resultaccordingly

C. Appropriate missing word:

a- And 1b- But 2c- not only 5d- but also 10e- although 7

f- However 9g- In addition 3h- As well 4i- Because 6 j- because of 8

D. Writing a paragraph:

Providing a checking list

10 mn

10 mn

10 mn

10 mn

Students write a paragraph about one means oflearning (reading, listening, TV, internet, journal…) while using appropriate linking words.




Second year baccalaureateCultural issues and valuesCommunication- interpersonal50 minutesStudent‘s books, visual aids, chalkboard Post cards, GATEWAY 2Pair work, cooperative learning, discussion

Unit 2

Lesson 1

Competencies: by the end of the lesson, students should be able toFamiliarize with what ―culture‖ means Learn related vocabularyTalk about culture and values


To break the ice and createfruitful learning opportunities

Opening The lesson

Post card: Poster related education Proverbs or sayings “Practice your father’s craft to succeed in life”

5 mn

The Socratic

method of teaching

can be used to

trigger more

information

Students match thedefinition with thesuitable picture

Beyond the culturalaspects

The importance of thestated criteria andreaction

Make a list related toappropriateness or

inappropriateness

A. Definitions

1 2 3 4 5 6 7 8 9

d a g c f b i h e

Taking about each picture for further discussion1- Spicy food, categories, sweet, meat, fruit,

readymade, time of eating…single /shareddish…

2- Weather, geographical site, religion… 3- Religion, customs, tradition, children/ adult,

male/female, young/ old… 4- Gestures, speech, (history of shaking hands)5- Single child, single mother, parents from the

same sex, lesbianism, homosexuals,6- Law: using horns, respecting laws despite

being stupid, queuing, punctuality, presidentcan go to jail

7- Marriage, new-born, receiving guests,8- Taboos, sacred/ blasphemous9- Religion differences.

B. Behavioral situations1- Very common2- Common3- Not strange but not common4- Strange5- Very strange

C. Culturally inappropriateaspects:

Eating together with parents in law. Dating Married person have mutual friend of opposite sex

Women smoking publicly Indecent clothes should not be worn Not respecting your parents Using corruption to achieve goals Lying to or about people

D. Culturally appropriate aspects:

Visiting your family the moment you like Fast days other than Ramadan Eat more meal or drinks as you like Be wealthy

5 mn

10 mn

10 mn

15 mn

Follow up Students will write one paragraph essayone the inappropriate aspects of theircommunity or culture.

5 mnMore time: writetwo-line intro.




Second year baccalaureateCulture Issues and ValuesCompound adjectives- language development50 minutesStudent‘s books, visual aids, chalkboard Post cards, GATEWAY 2Pair work, cooperative learning, discussion, questioning

Unit 2

Lesson 2

Competencies: by the end of the lesson, students should be able toTalk about the three types of educationLearn related vocabularyUse their background knowledge


To break the ice and createfruitful learning opportunities

Opening The lesson Much the following words What are they?

Sun DriedTime ConsumingQuick DyingSlow Moving

5 mn

The Socraticmethod of

teaching can be

used to trigger

more information

Students match the lettersand numbers

Beyond the cultural aspects

The importance of thestated criteria

A. ColumnCompound adjectives

Kind-heartedBrightly litOld-fashionedDeeply rootedGood-looking

Labor-savingLeft-handedShort sightedWell-knownEasy-going

More Compound adjectives:

well dressed stress induced

record breaking hand made

comfort loving soft spoken

voice operated gray haired

quick thinking fair skinned

wealthy looking time consuming

B. Using the above list to fill in gaps:

1- In our culture, some of the customs and traditions aredeep rooted.

2- My brother finds it very difficult to read the news.He‘s short-sighted.

3- Mr. Brown still has that old fashioned car. I don‘tthink he will ever get rid of it.

4- Labor saving machines are necessary for workingwomen.

5- To concentrate on your homework, you should usuallystudy in brightly lit places.

C. Words from selection:6- We stayed in five-star hotel.7- My father has just bought a brand-new car.8- Salwa has just got a part-time job; she works three

hours a days on Mondays, Wednesdays, and Fridays.9- It was a very badly-written article. I noticed several

punctuation mistakes and lots of spelling mistakes.10- Our neighbors are very well-paid. They can afford to

go to expensive restaurants.11- Mary has got a small shop where she sells second-

hand clothes and machines.12- I was astonished when the man at the next table

gave the waiter a ten-dollar note as a trip.

5mn

10 mn

10 mn

15 mn

Follow up Students will write one paragraph essay about theirchoice of education beyond all regulations 5 mn

more time, writetwo-lineintroduction



Competencies: by the end of the lesson, students should be able to Predict the topicListen to specific informationDiscuss content

Tasks Steps / Activities Timing Observations To break the iceand create fruitfullearningopportunities

Opening The lessonOpening the lessonProverbs related to stereotypes 4 mn

Brain storming

Good/ Bad

Pre-listening

Sentencescompletion

Post- listening

A. Discussion:1- Can give an exaggerated or wrong image about different

cultures.- Arab are terrorist- Thieves, and witchcraft, scenery, diabolism: KALAATE SRAGHNA- Humor (Marrakech)- Arab Saudi: richness and propagation- Casablanca‘s people: thief‘s-

A convention, formulaic, and oversimplified conception,opinion or …

Categorize, convention, mold, and pattern, standard,typecast, catalogue, define, dub, conventionalize,institutionalize, normalize, regulate, pigeonhole,standardize, systemize, and take to be…

2- Good/ wrong culture ―a child is naturally born as aw white page, only their parents can makehim/ her Jewish, Christian or a Muslim‖.

Part 1

B. b- Specific informationC. Checking the answers

1- Stereotypes2- Cultural conflicts3- Cultural and mass media4- Cultural and youth5- The number of existing cultures

6- Culture and the race

D. 1- Race refers to skin color but culture is about humandevelopment.

2- After a long conflict between the French culture and the British onein Canada, they co-exist and complement each other for the benefitsof Canada.

Part 2E. 1- True, because also, there is not much time to deeply understand

how people from different culture behave.2. False, they reduce the difficulties of understanding people who aredifferent from us.3- False, the differences do not mean you are wrong or not important.

10 mn

10 mn

8 mn

8 mn

Follow up F. How does culture diversity empowers or weakens a country?-enrich languageSeveral suggestionsContinuous learning process


Second year baccalaureateCultural issues and valuesListening and speaking: cultural- interpretive 50 minutesStudent‘s books, visual aids, chalkboard Post cards, GATEWAY 2Pair work, cooperative learning, discussion

Unit 2

Lesson 3


13/79




Second year baccalaureateCultural Issues and Values Reading: Globalization- Interpretive50 minutesStudent‘s books, visual aids, chalkboard Post cards, GATEWAY 2Pair work, cooperative learning

Unit 2

Lesson 5

Competencies: by the end of the lesson, students should be able to Predict the main ideas of the text/ Read for the main ideaRead for specific informationShowing understanding of ideas in the textDiscuss idea from the text and express personal opinions

Tasks Steps / Activities Time Observations

To break the iceand create fruitfullearningopportunities

Globalization:

Globalize: universalize/ secularize/ Homogenize make world-wide in scope or application. to extend to other or all parts of the globe make worldwide

5 mn

Discussion

Making sure

Understandingideas

A. ―Globalization as a threat to our culture‖What are some of the benefits and shortcomings ofobservable fact? (See attached sheet)*******************************

B. Answer: Culture and globalization in Japan.Why the other answers are not correct?

C. True/False statements:1. True, It tends to make people richer economically and

gentler psychologically, people may be able to acceptcultural differences more easily.

2. False, it is not current. It went back to the post WorldWar I era about 80 years ago.

3. False, It seems to better equipped with for globalization,but also more independent-minded and bias-free.

D. Open questions:

1. To practice more actively in international movement and

organizations and contribute to the creation of a betterglobal standard, which would be more consistent with ourculture.

2. The views often expressed in mass media are annihilatingthe local values. There is a discrepancy between reality andwhat do they say.

3. Yes, they are. They complement each other and the virtualword does not necessary substitute human relationship.

4. The key to prosperity is to go back to our culture roots topreserve and promote our culture traits while adapting tothe global standard.

30 mn

10 mn

10 mn

15 mn

Follow up

E. Sharing views:

American standardKonoe‘s view Misguided

culturally harmfulYashino‘s view Adaptation

adjustment to a better standard preserving Japan‘s own culture

Your personal view:

I strongly share the view of ……. Because…………………………………………

20 mn



Globalization

Some Advantages

Increased free trade between nations Increased liquidity of capital allowing investors in developed nations to invest in

developing nations Corporations have greater flexibility to operate across borders Global mass media ties the world together

Increased flow of communications allows vital information to be shared betweenindividuals and corporations around the world

Greater ease and speed of transportation for goods and people Reduction of cultural barriers increases the global village effect Spread of democratic ideals to developed nations Greater interdependence of nation-states Reduction of likelihood of war between developed nations Increases in environmental protection in developed nations

Some Disadvantages

Increased flow of skilled and non-skilled jobs from developed to developing nations ascorporations seek out the cheapest labor

Increased likelihood of economic disruptions in one nation affecting all nations Corporate influence of nation-states far exceeds that of civil society organizations and

average individuals Threat that control of world media by a handful of corporations will limit cultural

expression Greater chance of reactions for globalization being violent in an attempt to preserve

cultural heritage Greater risk of diseases being transported unintentionally between nations Spread of a materialistic lifestyle and attitude that sees consumption as the path to

prosperity International bodies like the World Trade Organization infringe on national and individual

sovereignty Increase in the chances of civil war within developing countries and open war between

developing countries as they vie for resources Decreases in environmental integrity as polluting corporations take & advantage of weak

regulatory rules in developing countries



Competencies: by the end of the lesson, students should be able to Fully understand past perfectUse correctly the past perfect


To break the iceand create fruitfullearning opportunities

Opening The lessonDescribing the pictureSetting, characters/ weather/ CountryWhat sort of lesson is it?

10 mn

Getting ready

Completion

Matching

Summary use

Distinction

Past continuous

A. Discovering

Karim felt it was good enough to fully

B. Table completion

Understand what British people say.Simple past Past perfect

WentWereDidSaidWas served

DiscoveredHadserved

Had always thoughtHad redecoratedHad furnishedHad plannedHad invited

Had arrivedHad learnt/ learned

B. Matching:

1 2 3 4 5

e d b c a

1. The children had already done their homework when their motherarrived.

2. My wife didn‘t watch the film with me, because she had alreadyseen it.

3. It was my first flight. I had never traveled by plane before.4. When Tom arrived, the party had already begun.5. Jimmy had phoned his girl-friend at work before he left for his trip.

C. Contextualizing:

1- I went to bed as soon as I had finished my homework.2- Sam turned on the TV after he had washed the dishes.3- Marian had already fed the cat when she went to work.4- By the time we got to the cinema, the film had already started.5- We had played cards for several hours before we went to bed.

D. Contextualizing:1. By the time we went to cinema, the film had already started.2. We had prepared the meal before children came.3. Maria went to work after she had fed the baby.4. The employees had stopped smoking as soon as the saw the boss

coming into.5. I had stayed in the hospital until I recovered.

E. Past perfect continuous :i. Sarah was exhausted. She had been washing the dishes for more

than three hours.

ii. We had been walking foe several hours before we reached thesummit of the mountain.

iii. Mary decided to buy a new watch with the money her father hadgiven her for her birthday.

v. Sue had been watching her favorite TV program when the lightwent off.

v. The children had already gone to bed when their mother camefrom work.

5 mn

5 mn

5 mn

10 mn

10 mn

Follow up Write few examples to differentiate among simple past, pastcontinuous, and past perfect simple or continuous.


Second year baccalaureateCultural issues and valuesPast perfect: language development50 minutesStudent‘s books, visual aids, chalkboard Post cards,GATEWAY 2Pair work, cooperative learning, discussion

Unit 2

Lesson 6




Second year baccalaureateCultural Issues and valuesWriting and Learner training-Presentational50 minutesStudent‘s books, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 2

Lesson 7

Competencies: By the end of the lesson, students should be able to:o Use passive voice adequately

o Practice passive voice perfectlyo Students make their own examples.


Choose thecorrect answer

transitions

Jumbledparagraphs

Boost your skills

E-mail

Training;

A. The text about:c- Both a love marriage and a pre-arranged marriage.

They love each other and got along with each other and laterthey got their families involved.

10 mn

B. Find the transitions of each paragraph:a. Another fifteen minutes- before- and thenb. About a week- so- when- after- thenc. As soon as- then-d. Finally- while- then- and then- and then- thene.

A few minutes after- before- and then- but- because- but

5 mn

C. Reread and rearrange the paragraphs in the correct ord

1 2 3 4 5

b d a c e

10 mn

A.

D. Consolidate your transitional expressions 5 mn

E. Writing an e-mail:

Some professionals get scores of e-mails a day. Follow these tips in

order to give your recipients the information they need in order toact on your message sooner rather than later.

1. Write a meaningful subject line2. keep the message focused3. Avoid attachment4. identify yourself clearly5. be kind—don‘t flame 6. proofread7. don‘t assume privacy 8. distinguish between formal and informal situations9. respond Promptly10. Show respect and restraint

10 mn

10 mn

F. Training:Memorizing Use your knowledge of parts or roots of the new words

Using Put the words into sentences Organize the vocabulary you write down in your note-bookIn some way

Recycling Play audio-tapes repeatedly Write a story using the words you have learned Watch movies or read particular books or magazines onthe same topic




Second year baccalaureateGifts of YouthIntroducing the theme: culture50 minutesStudent‘s books, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 3

Lesson 1

Competencies: By the end of the lesson, students should be able to:o Discover and be aware of the different characteristics of younger ageo Talk about youtho Adopt the positive characteristics and try to get rid/correct the negative ones



opportunities

Opening The lessonA. Idiomatic expressions and culture

Kicked the bucket at the eleventh hour be broke all ears burn the midnight oil

10 mn

Students Find theappropriate meaningfrom the poem

Beyond thecultural aspects

The youthcharacteristics

B. Find lines in the poem which shows that the boy:

The boy’s intention Poem. Has a strong desire toexcel

I want to be a teamcaptain

. Is ready for the challenge I have to score. Is a bit worried about thefuture

I wonder if I‘ll be astar

. Is keen on becoming aleader

I want to be a teamcaptain

. Is proud of himself I am the captainIs determined to achieve

his goalI can do it

. Is realistic I am small/ I amscared

. Is being supported byothers

I hear that I will

Is aware of responsibility I understand I haveto score

10 mn

C. Common characteristics of teenagers

Common characteristics of teenagers

* From the poem:

o Wish to do extremely wello Defyingo Worrying about the futureo Becoming person in chargeo Proud of the selfo Strong-minded to achieve aimso Pragmatic/ practicalo Supported by otherso Conscious of responsibility

* Students’ suggestions:

Taking risks/ Adventurous/ Leaders/ Showing skillsKnowledgeable /Changers/ Rebellious/ revolutionaryTo better than their fathers and peers/ Explorers

15 mn

Follow up Writing a paragraph about three features of the ones eachstudent has.

15 mnIf there is moretime, studentswill write two-line introduction




Second year baccalaureateGifts of YouthIdiomatic Expressions- language development 50 minutesStudent‘s books, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 3

Lesson 2

Competencies: By the end of the lesson, students should be able to:o Use a set of idiomatic expressions correctlyo To be aware of the culture values of idiomatic expressionso Make use of their own culture idiomatic expressions


To break the iceand create fruitful

learning opportunities

More Idiomatic expressions from Arabic- under the weather - rain cats and dogs - read someone's mind - make up one's mind - make a mountain out of a molehill - live from hand to mouth- couch potato - call it a day - burn the midnight oil

10 mn

Multiple choice

Contextualizing

Blank filling

A. Find lines in the poem which shows that the boy:

idioms Meaning1. In the bag2. A dead loss3. With flying colors4. Does not let … through her fingers 5. Went cold turkey

c. Certain to pass the exama. Isn‘t successful b. Did it successfullya. Seizes all opportunitiesa. Suffering because of notsmoking

B. Explaining:

1. When someone is in the bag. You are certain to get it or achieve it.2. To be very bad at particular activity or subject.3. Complete success4. Someone slips through your fingers when you do not manage to achieve it/ get it.

5. Suffering for not stopping gradually

C. Find lines in the poem which shows that the boy:

1.Hicham Elgarouj won the race with flying colors. 2.Nadia‘s mother is always complaining because, according to her,her daughter shouldn‘t have let that marriage slip through herfingers.3.In order not to go cold turkey, you should give up taking thosesleeping drugs gradually.4.The coach of our national team disagreed with journalists whosaid that the coming match is in the bag.5. Bob, who is famous actor, is a dead loss in swimming.

D. Some American idiomatic expression

By the same tokenBy the bookSpeak for yourself

10 mn

10 mn

10 mn

5 mn

Follow up Students find idiomatic expression from their culture5 mn

If there is moretime, students wtranslate them




Second year baccalaureateGifts of YouthListening and speaking- Cultural- interpretive50 minutesStudent‘s books, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 3

Lesson 3

Competencies: By the end of the lesson, students should be able to:o Listening for the main ideao Listen to specific informationo Check understandingo Discuss ideas from personal experience


To break theice and createfruitful learningopportunities

Opening The lesson

A. A small paragraph to write:

What are the things you are good at and how you will achieve success inthe future?

Computer skills Fishing Mobiles talent Jailbreak codes Writing poetry or short stories Providing help for others Politics Mathematics, geography, French, English.

10 mn

Matching

True/false

Questions

Chart-filling

Gap-filling:

B. People and their gifts;

Names Areas of gifts

1. Sami Obaid b. Science and sport

2. Heather Muir d. Voluntary work

3. Keith Peiris c. Information technology

4. Maren Beeston d. music

C. People and their gifts:

1. False, because he says that ―don‘t think that intellectual pursuits

take up all my time‖ 2. False because his ―goal in life? Well, do something big for humanity‖

D. 1. Because she herself needed blood.2. Because it has collected 40% of the editable donors.

E. Chart filling:Questions Info.

1. Age at which Keith started his company2. Date of the foundation of the company3. Number of employees in the company1. Date of Keith’s business mission to China

11199952001

F. Gap-filling:I addressed this challenge by 1 founding Summer Slam rock music

school that 2 focused and guitar, piano drums and vocals. I successfully3 established and led a community of youth to budget, fundraise andcoordinate this project.

10 mn

10 mn

5 mn

10 mn

5 mn

Follow up Students will think how to achieve important things for theircommunity




Second year BaccalaureateGifts of YouthMaking and responding to complaints-interpersonal 50 minutesStudents‘ book, Post cards, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 3

Lesson 4

Competencies: by the end of the lesson, students should be able to Express and make complainRespond to complain

Tasks Steps / Activities Time Observatio

To break the ice andcreate fruitful learningopportunities

Opening The lessonYour neighbor is always making noise all the time. It is unbearable one during theday and night. What can you do?

Synonyms: Complain: accusation, annoyance, , charge, clamor, criticism, dissatisfaction, expostulation, fault-finding, grievance, gripe, grouse, grumble, kick, lament, moan, objection, plaint,protest, protestation, remonstrance, remonstration, representation, reproach, rumble*, squawk, stink, trouble, wail, whine Antonyms: applause, approval, commendation, contentedness,happiness, praise, recommendation, sanction

5 mn

Comprehensionquestion

Rely on the text to findexpressions

Adding up expressions:

A. What is ATM

Automated Teller Machine B. :

M a k i n g c o m p l a i n t s

o Sorry, I have a complaint*********************

o I just don‘t know how to say it, but… o I am afraid I have to make a serious complaint. o Oh, I‘ve got a bit of a problem here, you see…

*********************

o I am sorry to say this but...o I want to complain about...o I am afraid I have a complaint ...o I am angry about...o I have a complaint to make. ...o I'm afraid I've got a complaint about....

A c c e p t i n g a c o m p l a i n t

a. I am sorry about that.*********************b. Oh, I am sorry about that… c. I can‘t tell you how sorry I am. d. Oh, dear. I‘m really sorry.

*********************e. I'm so sorry, but this will never occur again.f. I'm sorry, I promise never to.................g. I'm really sorry, I'll do my almost/best not to...............h.I‘ll see to that right away ma‘am. i. I‘ll correct the situation immediately, sir.

j. I accept full responsibility for…

R e j e c t i n g a c o m p

l a i n t k. Well, I am afraid there is nothing we can do about it actually

l. Well, I am afraid there isn‘t much we can do about it.

********************* Well, I think that was not my fault That‘ none of my business Right, but you know I have no control over the situation That‘s none of your business Right, but you know, I have no control over it.

10mn

20mn

15mn

Follow up Students will add up other situations for further understanding

http://thesaurus.reference.com/browse/accusationhttp://thesaurus.reference.com/browse/accusationhttp://thesaurus.reference.com/browse/annoyancehttp://thesaurus.reference.com/browse/annoyancehttp://thesaurus.reference.com/browse/chargehttp://thesaurus.reference.com/browse/chargehttp://thesaurus.reference.com/browse/clamorhttp://thesaurus.reference.com/browse/clamorhttp://thesaurus.reference.com/browse/criticismhttp://thesaurus.reference.com/browse/criticismhttp://thesaurus.reference.com/browse/dissatisfactionhttp://thesaurus.reference.com/browse/dissatisfactionhttp://thesaurus.reference.com/browse/fault-findinghttp://thesaurus.reference.com/browse/fault-findinghttp://thesaurus.reference.com/browse/grievancehttp://thesaurus.reference.com/browse/grievancehttp://thesaurus.reference.com/browse/gripehttp://thesaurus.reference.com/browse/gripehttp://thesaurus.reference.com/browse/grousehttp://thesaurus.reference.com/browse/grousehttp://thesaurus.reference.com/browse/grumblehttp://thesaurus.reference.com/browse/grumblehttp://thesaurus.reference.com/browse/kickhttp://thesaurus.reference.com/browse/kickhttp://thesaurus.reference.com/browse/lamenthttp://thesaurus.reference.com/browse/lamenthttp://thesaurus.reference.com/browse/moanhttp://thesaurus.reference.com/browse/moanhttp://thesaurus.reference.com/browse/objectionhttp://thesaurus.reference.com/browse/objectionhttp://thesaurus.reference.com/browse/protesthttp://thesaurus.reference.com/browse/protesthttp://thesaurus.reference.com/browse/remonstrancehttp://thesaurus.reference.com/browse/remonstrancehttp://thesaurus.reference.com/browse/remonstrancehttp://thesaurus.reference.com/browse/representationhttp://thesaurus.reference.com/browse/representationhttp://thesaurus.reference.com/browse/representationhttp://thesaurus.reference.com/browse/reproachhttp://thesaurus.reference.com/browse/reproachhttp://thesaurus.reference.com/browse/rumblehttp://thesaurus.reference.com/browse/rumblehttp://thesaurus.reference.com/browse/squawkhttp://thesaurus.reference.com/browse/squawkhttp://thesaurus.reference.com/browse/squawkhttp://thesaurus.reference.com/browse/stinkhttp://thesaurus.reference.com/browse/stinkhttp://thesaurus.reference.com/browse/stinkhttp://thesaurus.reference.com/browse/troublehttp://thesaurus.reference.com/browse/troublehttp://thesaurus.reference.com/browse/troublehttp://thesaurus.reference.com/browse/wailhttp://thesaurus.reference.com/browse/wailhttp://thesaurus.reference.com/browse/wailhttp://thesaurus.reference.com/browse/whinehttp://thesaurus.reference.com/browse/whinehttp://thesaurus.reference.com/browse/whinehttp://thesaurus.reference.com/browse/applausehttp://thesaurus.reference.com/browse/applausehttp://thesaurus.reference.com/browse/approvalhttp://thesaurus.reference.com/browse/approvalhttp://thesaurus.reference.com/browse/commendationhttp://thesaurus.reference.com/browse/commendationhttp://thesaurus.reference.com/browse/happinesshttp://thesaurus.reference.com/browse/happinesshttp://thesaurus.reference.com/browse/praisehttp://thesaurus.reference.com/browse/praisehttp://thesaurus.reference.com/browse/praisehttp://thesaurus.reference.com/browse/recommendationhttp://thesaurus.reference.com/browse/recommendationhttp://thesaurus.reference.com/browse/recommendationhttp://thesaurus.reference.com/browse/sanctionhttp://thesaurus.reference.com/browse/sanctionhttp://thesaurus.reference.com/browse/sanctionhttp://thesaurus.reference.com/browse/sanctionhttp://thesaurus.reference.com/browse/recommendationhttp://thesaurus.reference.com/browse/praisehttp://thesaurus.reference.com/browse/happinesshttp://thesaurus.reference.com/browse/commendationhttp://thesaurus.reference.com/browse/approvalhttp://thesaurus.reference.com/browse/applausehttp://thesaurus.reference.com/browse/whinehttp://thesaurus.reference.com/browse/wailhttp://thesaurus.reference.com/browse/troublehttp://thesaurus.reference.com/browse/stinkhttp://thesaurus.reference.com/browse/squawkhttp://thesaurus.reference.com/browse/rumblehttp://thesaurus.reference.com/browse/reproachhttp://thesaurus.reference.com/browse/representationhttp://thesaurus.reference.com/browse/remonstrancehttp://thesaurus.reference.com/browse/protesthttp://thesaurus.reference.com/browse/objectionhttp://thesaurus.reference.com/browse/moanhttp://thesaurus.reference.com/browse/lamenthttp://thesaurus.reference.com/browse/kickhttp://thesaurus.reference.com/browse/grumblehttp://thesaurus.reference.com/browse/grousehttp://thesaurus.reference.com/browse/gripehttp://thesaurus.reference.com/browse/grievancehttp://thesaurus.reference.com/browse/fault-findinghttp://thesaurus.reference.com/browse/dissatisfactionhttp://thesaurus.reference.com/browse/criticismhttp://thesaurus.reference.com/browse/clamorhttp://thesaurus.reference.com/browse/chargehttp://thesaurus.reference.com/browse/annoyancehttp://thesaurus.reference.com/browse/accusation



Level:Topic:Lesson and standards:Estimated TimeMaterial:Source:Seating Arrangement:

Second year BaccalaureateGifts of YouthReading: political commitment- interpretive 90 minutesStudents‘ book, Post cards, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 3

Lesson 5

Competencies: by the end of the lesson, students should be able to Predict the main ideas of the textSurvey the textRead for specific informationLocate referents

Determine the author‘s attitude. Discuss idea from the text and express personal opinions



Politic; Diplomatic; Prudent/ far-sighted; Wise; Expedient; sensible; prudent; tactful;discreet# foolish/ reckless/ hasty 5 mn

Discussion

Making sure

Understanding ideas

A. Possible titles after reading the first sentence of each paragraph The youth and politics The world of diplomacy and the youth Are the young good at politics? How do young excel at politics?

*******************************

B. Questions that the text may answer: Are the youth fully engaged in politics? Are the youth motivated by political parties? Do young become good leaders? How do the old and modern generation affected by politics? What is the role of mass media to influence the young politically? What is the outcome of internet on the young generation How do the youth perceive equality? Will there be any changes in the future?

C. Checking the students’ foreseen questions

D. Best title: ―b‖ is the best answer because youth are not disengaged from politicallife. Also, the text is not about generation gap.

E. True/false statements

1. False, because they are participating in non-traditional ways. It isa challenge for international and local organizations to respond to

these changes… 2. True, they want to be heard and make a difference.3. False, the young people are more supportive

F. The writer’s attitude towards youth’s engagement in political lifeis “a” supportive.

- ―Neutral‖ shows they are careless

- ―Unsupportive‖ shows they are criticizing.

30 mn

10 mn

10 mn

15 mn

Follow up

Discussion

For politics:

To understand history and the relationships of all events Contribute to the changes taking place To have a say in society Be leaders of the future Government does not understand or satisfy the needs of citizens The syllabus is overloaded: regional/ national and continuous assessment Change tactics, decision/ to exercise leadership skills and knowledge through

assuming responsibility in NGO(s)

Against politics: It is all lies and hypocrisy/ double standards/ two-facedness It is a big issue beyond all means Old generation do not accept novice people It is almost seasonal participation/ tribal/ familial Politics is not for the poor Lack of training, skills, knowledge It is a big lie

20 mn



Level:Topic:Lesson and standards:Estimated TimeMaterial:Source:Seating Arrangement:

Second year BaccalaureateGifts of Youthphrasal verbs: Grammar- language development 50 minutesStudents‘ book, Post cards, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning, questioning

Unit 3

Lesson 6

Competencies: by the end of the lesson, students should be able toPredict the main idea of the textUse a set of phrasal verbs formed with the particles up and down correctly


Opening The lesson


learning

opportunities

A. What is the difference of the following verbs in its context:

- I switched the light to see clearly the small objects. - I switched off the light when I finished the task. - Please, switch on the light. It is getting dark.

Phrasal verb is of two parts:1. Root; base; Origin; Source; Foundation; Derivation2. Particle; constituent part

10 mn

Students Expectation

Students read to fillin the chart

Students add moreverbs from the list

Which one to use?

Considering thesummary

Follow up activity

B. Phrasal verbs in a context

Phrasal Verbs Meaning1.To stay out2.Hand in3.Log out4.Put out5.Ask in6.Lock out7.Let in8.take out

9.pass out10. pull out

a. Not to return homeb. To submit a paper, a documentc. To leaved. To extinguishe. To invite somebodyf. To leave someone outside a buildingg. To allow somebody access to a buildingh. To ask someone to go out with you so as to have funtogether

i. To lose consciousness j. To leave

C. Matching activity

Column A Column B1. We started out2. He let out

3. Watch out4. Have the police

5. The boys sneakedout of the house

b. our journey early in the morninge. a deep sigh of relief when the exam

results came out.c. a car is coming.d. found out who the criminal was?

a. when their mother refused to let themgo out

D. Contextualizing

1. The little kid let out a loud cry when he saw a monkey in the zoo.2. When we got to the hotel. We checked in and went up straight to

our room.3. When Rim finished her exam, she handed her paper in and went

out.4. Jack tried everything to remove that link spot from his shorts, but it

didn‘t come out.5. The boxer knocked his opponent out with a hard blow on the face.

10 mn

10 mn

10 mn

10 mn

Students will write some common used phrasal verbs:

Phrasal verbs MeaningsLook outTake outBreak in (conversation)Break outCarry outCome outGive outTry outHand outDrop in

Be watchful/beware Remove, extract

To interruptTo begin (s.th) evilperformbe revealed/ exposedbecome exhaustedtestdistributepay a short visit




Second year baccalaureateGifts of YouthWriting: Cause and effect- presentational 50 minutesStudent‘s books, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 3

Lesson 7

Competencies: By the end of the lesson, students should be able to:o Recognize elements that express cause and effect in a piece of writingo Produce cause and effect paragraphs


Opening The lesson


learning

opportunities

A. Assort the following words according to the headings:

Basis; Consequence; End product; Foundation; Grounds; Origin; Outcome; Reason; Result; Result;Root; Source; starting point; Upshot

Cause effectReason; Grounds; Source; Root;Origin; Basis; Foundation;

starting point

Result; Consequence; Outcome;Upshot; End product

h

5 mn

Studentsmatch thedefinition withthe suitablepicture

Beyond thecultural aspects

Theimportance ofthe statedcriteria andreaction

Make a listrelated toappropriateness orinappropriateness

B. Sentences of cause-effect:

cause effect1. Tom missed the bus.2. I worked very hard.3. Ali was seriously injured.4. They have been o tough.5. Ibtissam was the best student

in our classroom.

1. He had to walk home.2. I got a very good mark.3. He went to hospital.4. They are resting now5. She passed her exam withflying colors

C. TransitionsD. PrepositionsSentence

connectors Subordinators Prepositions Verbs Nouns

Thus Therefore Hence Consequently As a result As aconsequence For thisreason Accordingly

since because as

because of due to as a result of as aconsequence of owing to On account ofThanks to

leads to results in causes contributesto

results from arises from stems from

The cause of The reasonfor The effect of

a result of aconsequenceof

E. Distinguishing between cause and effect

Yes/No The correct sentencesNoNoYes

No

YesYes

1. Since the test was difficult, I didn‘t get a good mark. 2. Our plane was delayed because of the weather.3. Thanks to his hard work and perseverance, he managed to

graduate from university in a very short time.4. My friend loves music so much; as a result, I will get him an

IPod for his birthday.5. Since you are all tired now, we‗ll leave this for tomorrow. 6. This accident does not matter, as long as you pay for the

repair.

F. Joining sentences

1. -Since daily exercises strengthen the heart, many people who exercise daily havehealthy hearts.-Daily exercises strengthen the heart; consequently, many people who exercisedaily have healthy hearts.

2. Cakes and candy are high in sugar; for this reason/ that is why, they are bad forthe teeth.

3. -Because I got home late, I missed my TV favorite program.-I got home late. Therefore, I missed my TV favorite program.

4. Because of the country’s economic crisis, it has been very hard for poor familiesto pay their bills.

10 mn

10 mn

15 mn

10 mn

Follow up Students will write an article about why some students take up smoking andwhat effect this can have on their lives. 5 mn

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Second year baccalaureateGifts of YouthProject work- connections50 minutesStudent‘s books, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 3

Lesson 8

Competencies: By the end of the lesson, students should be able to:o Discover what SQ4R is and identify its comments

o Use effective reading technique s strategies to learn vocabulary

o Use what SQ4R techniques to reading a textis


DefiningOpening The lesson

What is SQ4R Survey- Question- Read- Recall- Review- ReflectSurvey- Question- Read- remember - evaluate - reproduce

There is more information on the joined doc.

5 mn

Matching

activity

Students willpractice themethod

A. Matching the instructions and the four components of SQ4R1. Recall2. Read3. Survey

4. Question5. Relate6. Review

Text page 53

- Survey: visuals, number of paragraphs, intro: summary

- Question: What are the rights of women?

Do women have their own rights?

Are they involved in their societies: economy, politics, and

social life?

What is role of education for girls? Do all girls receive enough education?

How to empower women in their societies?

What are these resources?

What responsibilities should women undertake?

What is the importance of educated women?

- Read: trying to answer the above question and be surethat they are in the text or not

- Recall: what is the message of the text? Taking note,

underline or highlight, key words

- Review: linking ideas to your own life

- Reflect: read your notes and quiz yourselfAnswer the questions in the text.

Follow up activities Students either will be given text to apply the method or they will come up withtheir own texts




Second year baccalaureateWomen and PowerCulture- practice products50 minutesStudent‘s books, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 4

Lesson 1

Competencies: By the end of the lesson, students should be able to:o Use their background knowledge to identify the women in the pictureso Find out what things are common among them and what things are differento Talk about what has made them famouso Exchange opinions and views as well as information about the theme of the unit\



learning

opportunities

Opening The lesson- Women are watches that keep bad time. (German)

- Women know a point more than the devil. (Italian)

- Women naturally deceive, weep and spin. (Italian)

- Women's tears are a fountain of craft. (Italian)

- Women, money, and wine have their balm and their harm. (Fre)

- Women, wind, and fortune, soon change. (Spanish )

5 mn

Discussion

Matching

Matching namesand information

Discussion

A. Finding famous Moroccan women

Moroccan women fameNawal Elmotaouakkil Minister of Youth and SportsAziza Banani Ambassador to UNESCOAmina Benkhadra Minister of Energy, Water and

EnvironmentZoulikha Nasiri Royal Advisor

2002-06 Secretary of State ofEducation and Youth

Latifa Akherbach Secretary of State of Foreign Affairsand Cooperation

Touriya Jabrane 2007- Minister of CultureLatifa Labida Secretary of State of Education in

charge of Primary Education

10 mn

B. Find lines in the poem which shows that the boy:

women LettersLeila AbouzeidMary RobinsonAngela Dorothea MarkelChandrika KumaratungaEllen Jobson-SirleafMeryem Chadid

cdebfa

C. Find lines in the poem which shows that the boy:

1 2 3 4 5 6

e d f b a c

D. Women participation in politics:

*Factors which have made women’s participation low:

- The participation is at its beginning- Women did not use to go to school in a great numbers- It was a shame to see a woman participating in the tribes‘issues

- She used to take care of children and cook for the males- There was less training to get them engaged in the arena ofpolitics

- The boys were treasured in the community

*Factors to have wider participation in higher positions:

- -Education is the most important factor owing to its advantages: health,use of resources

- Having active associations for better training- Allow the women to take significant choices in their life- Benefiting from the other countries‘ experiences - Making effective use of our Islamic culture as it gives great roles forwomen

10 mn

10 mn

10 mn

Follow up

Students will write one paragraph essay about the involvementof Moroccan women in politics. 5 mn

More time: writetwo-line intro.




Second year baccalaureateWomen and PowerPrefixes and suffixes: language development50 minutesStudent‘s books, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 4

Lesson 2

Competencies: By the end of the lesson, students should be able to:o Review what the words ‗suffixes‘ and ‗prefixes‘ mean. o Learn the meanings of different suffixes and prefixes.o Use a set of prefixes and suffixes correctly



learning

opportunities

Opening The lessonA. Consider the following word to recognize suffixes:

Fable

ArableAcceptableenjoyable

Incredible

WashableTerriblevaluable

10 mn

Matchingexercise

Write thesuitable prefix orsuffix

Theimportance ofthe statedcriteria andreaction

B. Some Prefixes and their meanings

Prefix Meaning Examples1. dis-

2. pre-3. contra4. anti-5. re-6. post-7. out-8. co-9. mis-

d

hc

aigf

be

Away/ not

Before timeOpposite

AgainstAgainAfter in timeMore than/ outdo another

Together or withWrong/ badly

disappear

prehistoric contradictantibiotic re-electpost- postwarout-outnumber

co-managemisunderstand

10 mn

C. Adding the right suffix or prefix

1. For investigation for sound evidence, the police replayed thecassette many times.

2. Officials know that such policy has predictable consequences.3. The fans of the visitor team outnumber the fans of our team.4. The situation is suitable to ask for an increase in your salary.

5. Some officials misuse their power.6. If we don‘t cooperate and join our effort, we won‘t succeed in

human development.7. Barbara came to the party with a lovely fashionable dress.8. We went to cinema but the film was horrible. We didn‘t like it.

D. More prefixes

"A ) With the meaning "not ) e.g. : un, in, im, il, ir, dis, re, over, and mis]

Prefixes : can be added to some words to give them a negative meaning

un : is the most common // unfriendly , unusual , unnecessary,unemployed, untidy or unkind

in : is often used before words with a Latin origin // invisible,informal or inadequateim : is used before some words beginning with M or P // impolite,impossible, immoral or impatientil : can be used before L // illegibleir : is only used before a few words beginning with R //irresponsibledis : is used before some adjectives // dishonest .. and a fewverbs (dislike or disagree)

10 mn

15 mn

Follow up Students will come with some verb from some nouns5 mn




Second year baccalaureateWomen and PowerListening and speaking cultural- interpretive50 minutesStudent‘s books, visual aids, chalkboard, laptopGATEWAY 2Pair work, cooperative learning

Unit 4

Lesson 3

Competencies: By the end of the lesson, students should be able to:o Listen to specific informationo Recall informationo Interpret ideas from the text

Tasks Steps / activities Time Observations

To break theice and createfruitful learningopportunities

A. “Global Summit of Women” To participate in a truly unique global gathering of women

influencers and opinion leaders from government and business To be inspired by women from across all continents and all areas

of leadership To learn from and to share with peers ways to improve business,

career, life … and the lives of others To expand global network To Promote Wider Economic Participation Women entrepreneurs exchange ideas, establish networking

alliances Focuses on fostering women's economic development by enabling

participants to engage in cross-border business and professionalrelationships

10 mn

Questions

True/false

Multiple choice

Questions

Gap-filling:

B. Questions1. She is director of global summit of women2. The Summit is about solutions to women‘s problems.

C. True/false statements:1. The first Global Summit of Women was held fourteen years ago.

True, see the date2. The Global Summit of Women insists on problems.

False, it is about solutions.3. Irene has been contributing to the summit for ten years.

False, it‗s been 14 years.

D. The first Arab Women’s Ministerial Roundtable was held inMorocco.

E. Questions:a. The Summit started biannually then becameannually.

b. The Summit organizers have started to contact womenthrough the internet because of the unreliable postoffices.

Whole Listening:F. Sentences completion:

1. The Global Summit of Women was created in order to helpwomen meet, share ideas, and discuss solutions forcurrent problems.

2. The best moments for Natividad were those when shewatched women dancing to the music of other countries.

3. Now, almost all registrations for the Summit come throughthe internet.

4. The last Summit brought almost 4700 Women to Moroccofrom 80 countries.

5 mn

10 mn

5 mn

10 mn

10 mn

Follow up Students will discuss some points raised in this listening:Reasons that will persuade the women to be engaged activelyin politics and how to empower their participations.




Second year BaccalaureateWomen and PowerApologizing- interpersonal50 minutesStudents‘ book, Post cards, visual aids, chalkboard GATEWAY 2Pair work, cooperative learning

Unit 4

Lesson 4

Competencies: by the end of the lesson, students should be able to Express and make apologiesRespond to apologies



Opening The lessonWhat is another word for apologize?admit guilt, ask forgiveness, ask pardon, , beg pardon, bow to, clear oneself,confess, cop a plea, excuse oneself, get down on knees, give satisfaction,make amends, make reparations, make up for, make up with, offercompensation, offer excuse, say one is sorry,

10 mn

Matching:

Practice

Rely on the text tofind expressions

Adding upexpressions:

A. Matching:A B

1. Why are you late? d. I‘m sorry, sir for this delay.

2. I don‘t accept being treatedthat way. I‘ll leave this job.

c. I deeply regret that.

3. You shouldn‘t have told ourneighbors.

b. Forgive me. I didn‘t mean it.

4. You tarnished my reputationon groundless evidence

a. Please, accept our sincereapology.

Activities B and C:

A p o l o

g i z i n g

f o r o n e ‘ s

a c t i o n

I deeply regret that.Forgive me … Please, accept my sincere apology for … I‘m terribly sorry… I sincerely apologize for…

*********************o Sorry I… o Excuse me for… o I‘m sorry I‘m really sorry about… o I‘m sorry to …but … o I admit that …

o Please excuse… o Please excuse me for… o Let me assure you that… o We wish to apologize for…

A p o l o g i z i n g f o r b e i n g

u n a b l e t o d o s o m e t h i n g

o I am sorry about that.*********************

o I‘m really sorry I can‘t… o Unfortunately, it‘s impossible for me to… o I ‗m terribly sorry but… o We regret that we are unable to … o I regret that I‘m unable to… o We regret to… o I‘m ashamed of being… o I should not have been …

R e s p o n d i n g t o

a p o l o g i e s

That‘s (quite) all right. Never mind. That‘s ok. Forget about it. It doesn‘t