UNIT PLAN: Budding Scientists

Level: 2nd year all streams

Theme: Science and experiments.
COURSE OBJECTIVE:
By the end of unit two, students should be able to write reports about scientific experiments.
Linguistically, the project language structures depend on the use of conditionals especially
conditional type "zero" to express conditions, give warnings issuing threats and make
promises and predictions.
Learning Objectives Decipllina S.R .Sed Activities Resources Integration Materials
ry
Competen
cies
Think it Over
To activate learners’ *** Words to say p 79 Vocabulary “ Getting
linguistic and cultural Interpretati Vocabulary related to Through ”
background on science concepts -Visuals
Pronunciation
**Interactio stress patterns in
n spoken English.
*Production
Discovering Language
Sts will be able to: Pre-reading. Grammar: “ Getting
Interpretati (page: 80) If –conditional type Through ”
Express condition. on As you read. ( page :
80)
zero.
If - conditional type
♣ Writing -Visuals

Make predictions *Interactio Post reading one (revision). an -Manual’s text p

. n “Grammar Desk”.
The comparative expositor 80
(page:81)
Give warnings.
Practice. (pages:82)
adjectives (revision). y
*Production
Write it right. paragraph
Make promises. (page:83) Vocabulary .
Say it loud and Formation of
 Make offers, issue clear. (page:84) adjectives with
threats. Working with words. suffixes.
(page:85) .
Pronunciation
-Diphthongs.
- Stress in words
ending in gy, ical
and ics.
- Intonation in
complex sentences.

Listening and Grammar Getting

Divelloping Skills * Speaking :tasks 1,2,3 Vocabulary ♣Writing a Through”
Interpretati p 86 Pronunciation letter
Make and reply to on Your Turn : tasks 1 *Manual script
asking for
suggestions. p87 p182
*Interactio advice.
Write it up: tasks
n ♣Writing a *Pictures
Agree and 1,2 p88
Reading and letter
disagree. giving
*Production Writing : tasks 1,2,3,4 *Grammar
p 89/90 (tip box p advice. Refrences:
90) ♣Writing a 11 p 201 202
Write it out : p 91 letter about
a
contingency
plan.

Project Outcome.
*Interactio Learners should exploit Web sites
Writing reports on n Putting Things the grammar and the
scientific experiments Together vocabulary notions
**Producti P92 .93 they have learnt.
on
 Assessment Tasks on grammar, “ Getting
To understand what *Productio Where do we go writing and Through”
learners know n from?: tasks 1&2 pronunciation.
/understand/do in English p ç’ Personal
Exploring aids
matters
further :text p 96

School: Mekkeoui L’aid /Bouchrahil.

Stream: 2nd Year Ph.L
Source: “Getting Through”
Unit Five: Budding Scientists
Project Outcome: to write reports about scientific experiments.
Ti Stage Ratio Inter Procedure Obs
m s nale actio erv
e n atio
Patt ns
ern
1 Warm
0 ing To T&Ls T tries to introduce the topic of the unit before she moves to project
m up intera presentation. She may ask Ls some questions to help them understand the
n ct theme of the unit.
ts about T asks Ls to open their books on page 93 and take a sheet of paper to take
the notes.
them *Ls respond.
e of T&Ls *T asks Ls to divide themselves into groups of four.
the *T explains the strategies to be followed to make the project:
Task proje -define the theme and determine the final outcome (to write reports about
assig ct scientific experiments.)
neme - structure the project by identifying information they need to obtain it.
nt -explain language skills they need and ask them to gather information needed
1 Ls to fulfill the project.
5 To - ask them to compile and analyze information they gathered and decide how
m discu to organize them for efficient presentation.
n ss The information they need to get:
ts about The report should be about 300 words and not longer than 400 .
the *-A s you carry out the experiments, make careful observations and
proje keep a record of the results.
ct *-Give the details of your work as far as possible in charts , diagrams
…...
*-The experiments can be carried outside or inside school ( school
2 laboratory) .Seek the help of your teachers if necessary.
0 *-Please don’t try to experiment with things that may cause you
m harm eg electricity, mixing chemicals together in haphazard way.
n *-It is preferable to choose experiments with water or air .Draw
ts To inspiration from pictures.
listen
and
Take
notes Pag
e4
 ❀ Personal Goals:
➺ During this lesson, what teacher competencies are you focusing on? They should be adapted from
the ATF to reflect the specifies of your situation.
-Two-way communication with the world.
- Meaningful activities /Tasks
❀ Lesson Focus:
➺ In this lesson I will teach the following aspects of language:
Function: expressing condition / Making predictions/Giving warnings/Making promises/Making
offers/Issuing threats/Making and replying to suggestions/Agreeing and disagreeing.
Grammar: - If conditional : type zero ,type one
Vocabulary: formation of adjectives with suffixes.
Pronunciation: -Diphtongs/Stress in words ending in gy, ical, ics / Intonation in complex sentences.
❀ Competencies: Which competencies in the AEF are you working toward or plan for the
learners to achieve today? They should be adapted from the AEF to
reflect the specifies of your lesson.

Can participate in a basic discussion and group decision making on familiar matters (answering
in detail, giving and seeking facts)
Can read and understand details sufficiently enough to make specific, short responses.
❀Objectives /Assessment:
➺ SWBAT: by the end of the lesson, students will be able to read and write reports about
experiments with conditional type zero and one.
❀ Required material and / or resources:
 Pictures
Manual’s script p 181.
Grammar references.

Page 5

School: Mekkeoui L’aid Secondary School

Streams : 2nd year all streams
Source: “Getting Through”
UNIT Two: Budding Scientists
Discovering language

Ti Sta Ratio Inter Procedure Observatio

m ges nale actio ns
e n
Patt
ern
1 War To
0 min familia T&Ls Students are asked to have a look at the pictures in order to interpret
m g rize what they can see on each of them.
n up pupils -Students look at the pictures carefully and express their ideas
with
ts concerning the content of the two pictures.
the
topic of
Thin Key: The two pictures illustrate Arab science during the Abbasids
unit
k it T&Ls period.
four, to
ove
introdu
r
ce the The teacher and pupils discuss the Abbasids Arab science either
pag
unit depending on students’ knowledge or on the extra reading passage
e 79
implicit on page 100 in the course book.
ly.
1 Ls At this stage
Wor
5 A list of words is provided on the right side of the page. The words are
ds To
m mostly science-related concepts.
n to familia -The teacher reads each word individually focusing on the stress and
ts say rize intonation. It is possible, in the meanwhile, that
pag pupils students repeat along with the teacher, and late encourages
e with individual readings with a discussion of the meaning.
79 specifi
c -The geometrical figure on page 80 represents different angles that
spoke students, belonging to a scientific stream, are supposed to recognize
2 n easily.
0 Bef Englis -The activity gives them a chance to recognize the names of different
m ore h angles in English, and to get some of the key words and vocabularies
n you sound used in the forthcoming activities of reading comprehension rubric.
ts rea s. Therefore, the teacher encourages them to exchange roles (question
d vs. answer) to make comparisons between the drawings and their
pag measures.
e Suggested answers to pre-reading stage:
80 To Students will come to the following conclusions by the end: Page6
familia •The "acute angle" has less than 90 degrees.
rize •The "reflex angle" has more than 180 degrees.
pupils •The "right angle" has exactly 90 degrees.
with •The "obtuse angle" has more than 90 degrees.
geome •The "straight angle" has 180 degrees.
try-
relate
d
vocab
ularies
.
Now Students read the text to check their previous answers in the
As "before you read" section.
You -Students read the text silently and compare their answers to the
Rea
questions of pre-reading stage with the correct notes given in the
d To get text.
the
Tas
k1
pupils The teacher asks students to read the whole text silently to answer
pag check the given questions:
e their 1-what is plane geometry?
80/8 respon 2-give a definition to length.
1 ses to 3-When do we have equal opposite angles?
 the 4-What is the advice that the teacher gives to learners?
Befor :Key
e you
read
activit
y. Yes, there is. A point in geography has no -1
As dimensions (length and thickness) whereas a dot has
You
.length, width and thickness
rea
d
To The stress is on have. (A straight line that we draw -2
make on paper with pencil have width and thickness)
studen
Tas The teacher advises his/her students to revise -3
ts able
k2
to look .today’s lesson
pag
for
e
specifi
81
c
notes
in the
text The teacher asks students to consider the sentences:
1-If you revise today’s lesson, you’ll get a good mark
Afte
2-If two lines cross, the opposite angles are always equal.
r To -Then she asks them about the results of every condition:
rea provid which result real and which may not happen.
ding e pps
Students report their answers: The first is a hypothesis
with
Gra the but the second is a reality/ general truth.
mm correc The teacher asks students to formulate rules for using If
ar t Conditional sentence to express a reality and making a
des metho hypothesis.
k dology
pag Reality: when/ if + present
of
e 81
answe simple, present simple.
ring
questi
ons. Hypothesis: if + present
simple, future simple.
 To
identify
the
conditi
onal The teacher asks Ls to express a general truth in
clause, sentences of their own using their prior knowledge of
recogni
ze the
math…
constru Key:
ction a- The result clause of sentence 1 is in the future simple.
and The result clause of sentence 2 is in the present simple.
buildin
g of b- The condition in sentence 2 is true at any time because
the it is a general truth.
conditi The condition in sentence 1 is of the domain of prediction.
onal The students may or may not get good marks.
c- When can replace if in sentences 2 and 4.
2- When two lines cross, the opposite angles are always
To equal.
discrim 4- When there are two points, the shortest distance
inate
betwee between them is called a straight line.
n the d- The order of the sentences is as follows: (2-4) (1-3)
usage
of the
two
differe
nt
Tas types
k1 of
pag conditi
e 82 onal: The teacher asks students to read the sentences carefully in order
Type to distinguish which ones can be used with "CONDITIONAL TYPE 0"
(0) and which ones can be used with "CONDITIONAL TYPE 1".
and -The students read the sentences and try to get their meaning in
type order to know which conditional type to use.
(I). -The teacher provides enough time.
-A collective correction is done.

Answers to activity one:

 a. We shall get wet if it rains.
b. If you boil water at 100 degrees centigrade, it evaporates.
c. If you throw water on fire, it will stop burning.
d. If you take an aspirin, you will feel better.
e. She will feel sick if she drinks from that polluted water.
T
o The teacher asks students to read the given sentences to conjugate
practise the verbs between brackets in the sentences.
the use - The teacher then asks students to mach these last to the
of the
appropriate function:
conditio
nal
*Answers of the first part of the activity:
clause
in
.context
T 1. If you buy two, you will get one free.
o 2. I will help you do the exercises if you want.
enable 3. If you do not stop making a noise, I will switch off the TV.
Tas pupils 4. He will understand if you just explain why you Came late.
k2 different 5. If you touch that wire, you will get an electric Shock.
pag iate 6. If this jacket is the correct size, it will fit me.
e 82 betwee
*Answers of the second part of the activity:
n the
two 1=F
types of 2=B
conditio 3=D
nal: 4=E
Type (1) 5=C
and (0) 6=A

The teacher encourages pupils to write other sentences of their own

to express (some) of the functions above.
Tas
-The teacher asks students to make predictions, offers, warning,
k3
pag
threats …using conditional sentences.
e 82 -Students do the task either as homework or pair work in the
classroom.
-The students will write similar sentences identifying their functions.
1
To ) -A collective correction is done.
give Some samples of sentences expressing the same functions:
 pupils 1. If you work hard, I will reward you.
addition
al
2. I will lend a hand if you ask me.
chances 3. If you do not stop smoking, you will get a cancer.
to 4. He will forgive you if you just tell the truth.
practise 5. If you touch that wire, you will get an electric shock.
the
conditio 6. If these jeans fit me, it will buy them.
.nal 1 = promise
To 2 = offer
make 3 = threat
pupils 4 = advice
aware 5 = warning
of the 6 = prediction
diverse
function
sa
-The teacher asks students to play a chain game speaking about
conditio
nal
their plan if they pass their exam using conditional sentences.
sentenc -This is a game. So the teacher lets the students express freely their
e may own ideas as long as the conditional is used appropriately.
have - This activity will be done by each group separately before doing it as
a class.

Tas To
k5 practic
pag e the A sample of dialogue:
e 83 use of
conditi If you pass your exam, we’ll go to Brazil.
onal G1: What will we do if we go to Brazil?
senten G1: If we go to Brazil we’ll visit Maracana Stadium.
ces for …………………………………………………………..
differe
nt
functio - In preparation and as warming up for the following task, the
ns teacher makes pupils aware of the different degrees of certainty that
the modals 'can', 'may', and 'will' express.
-Once students have got the different degrees of certainty that the
modals express,the teacher sets students to do the activity in pairs.
 Answers to activity five:

a- If you fall down, you may break your arm.

b- That boiler can explode if you put too much pressure on
To get it.
pupils c- He may hurt himself if he mixes chemical products
expres
s freely
carelessly.
their d- They can fail their mathematics and physics exams if
own they don’t learn the theorems.
ideas
as long
as the
Other possible sentences: Predictions
conditi
onal is a- If you drive too fast, you may have an accident.
used b- If you spend too much money you can run out of it soon.
approp
riately c- If you overuse your old car, it may break down one day.
d- If you don’t pay your taxes on time, you can have a fine.

01) To
differe
ntiate
betwee
n
conditi
onal
senten
Writ
ces
e it
with
righ
'may'
t
and
Pag
'can'.
e 83
02) To
recogni
ze the
 differe
nce in
the
degree
of
The teacher brainstorms the topic with students. The topic is
certain familiar to them. So they can add other interesting ideas about water
ty of properties.
conditi -In as much as the topic is the changes occurring on water, the topic
onal is expected to be familiar to pupils. This makes the upcoming task
senten easier. However, the teacher explains what exactly the task is, and
ces then tells pupils to write a descriptive essay using the notes given
using and fuse them depending on conditionals with the three modals they
'may' have learnt.
and -Students will use conjunctions: "if/when/as".
'can'.
-The task can be assigned as homework or done in pairs.
03) To
reinfor -A collective correction is held.
ce the Key:
use of
'may'
and
'can' in
a given
langua
ge
context
.

Tas
k1
pag
e 48

01) To
practis
e the
use of
conditi
onal
with
'may', Teacher may start with a brief revision about intonation in
'can' spoken English then she explains the instructions of the
and
'will'.
task.
02) To Ls are going to listen to the teacher performing the dialogue
write a then mark the intonation at the end of the underlined
descrip sentences.
tive
essay
Tas Answers to activity one:
using
k3 This is a dialogue between a car owner and a mechanic.
given
pag Car owner: What I should do if the engine fails to start?
notes.
e 84
03) To
improv Mechanic: Check if there is fuel in the tank.
e
pupils' Car owner: And if there is fuel in the tank?
writing Mechanic: Then you should check if the battery is all right.
skills.

NOW Ls are invited to Listen to the teacher reading the words in the
table. Then mark the primary stress with a prime (').The secondary
stress is already marked.
Task
4 Answers to activity three:
page A) Words Pronunci B) Words Pronunci
84
 ation ation
-Psychology /saI'k l d I/ -Solution / s 'lu n/
-Democracy / dI'm kr - / telI'vI n/
sI/ Televisio
n
-Philosophy / fI'l s fI/ -Realistic / rI 'lIstIk/
Task - / rI sp ns -Static / 'st tIk/
1 Responsibility 'bIl tI/
page
85 - / tekn 'l d - / e r 'n
Technological Ikl/ Aeronaut tIks/
ics
01) NB
To . Stress on penultimate syllable (second from
make the end)
the
learne Words ending in ‘ic’, ‘tion’, and ‘sion
r . Stress on ante-penultimate syllable (third
aware from the end)
of the
music Words ending in ‘cy’, ‘ty’, ‘phy’; ‘gy’
ality of
spoke
n
Englis
h.
02)
To
learn
the
intona
tion in
LRS are going to make a chart of adjectives using the suffixes in the
the
box. Illustrate the use of the adjectives in sentences of their own.
interro
gative
form. This activity can be assigned as homework. It is to be done in
03) pairs or in small groups. Later, the homework will be checked in class
To and the final product can be a classroom wall sheet. The teacher can
learn add another activity to consolidate further the use of the suffixes.
the
use of
"shoul
d" for
giving
advice
.

To
discri
minat
e
betwe
en
primar
y and
secon
dary
stress
in
words.
To
learn
the
stress
patter
n in
words
ending
with
specifi
c
suffixe
s: gy,
cy,
phy,
ity,
cal,
tion,
sion,
ic and
ics.

01)
To
learn
some
suffixe
s their
meani
ngs
and
use.
02)
To
create
new
and
differe
nt
adjecti
ves
using
specifi
c
nouns
and
suffixe
 s

Developing Skills
nd
2 Year level/all Streams

❀ Personal Goals:
 ➺During this lesson, what teacher competencies are you focusing on? They should be adapted from the
ATF to reflect the specifies of your situation.
Two-way communication with the world.

Meaningful activities /Tasks.

❀ Lesson Focus:

➺ In this lesson I will teach the following aspects of language :

Function: - Making and replying to suggestions /Listening to a talk / Talking about dilemmas. /Giving a
short presentation.

Grammar: - The comparative (revision) /giving advice

Vocabulary: - vocabulary related to science(scientific experiments)/

❀ Competencies:

Can participate in a basic discussion and group decision making predictions

Can listen and understand main points and the important details of Medium-length conversations
with two or three people.

❀Objectives /Assessment:

➺ SWBAT: by the end of the lesson, students will be able to write a letter seeking /giving advice
writing a letter about a contingency plan.

❀ Required material and / or resources: Manual script p 180./ Manual’s picture p 44.

School: Mekkeoui L’aid Secondary School

Streams : 2nd year all streams
Source: “Getting Through”
 UNIT Two: Budding Scientists
Developing Skills / 1)Listening and speaking
Ti Stage Ratio Inter Procedure Observ
m s nale actio ations
e n
Patt
ern
1 Warm
0 ing To T&Ls T greets her learners and inquires about their daily school life.
m up familia Now Ls are going to
n rize Skim through the advertisement and answer the following questions.
ts learne
rs with
the
form T&Ls
and
Task langua
2 ge
page items
86 of
1 advert Ls
Answers to activity one:
5 iseme
a. The advertisement addresses high school graduates.
m nts
b. "Open Day" means the day during which the university allows high
n
school graduates who are interested in university studies to visit the
ts To
introd university.
uce T&Ls
the Ls Ls listen again to their teacher reading the dialogue and answer
listeni the questions of the following activity.
Task ng
2 3 passa Answers to activity three:
0 page ge to a. The speakers are Maya and Jamel.
m 86 the Ls b. Jamel first suggested visiting the university.
n pupil. c. Jamel started making his suggestion by saying, "I feel like going to".
ts d. Jamel wants to visit the faculty of medicine.
To e. Maya wants to visit the faculty of civil engineering because she is not
interested in visiting the faculty of medicine.
 Train The listening text is a dialogue between two high school graduates;
pupils Jamel and his friend Maya. They are speaking
to look on the eve of the University Opening Day.
for
specifi
c
details T&Ls
(the The tip box on top of page 87 illustrates the giving
Tip correc
box t
and/ asking for advice. The class should go through it
p87 answe before moving to the following rubrics in order to a
rs) further consolidation for the use of some language
while Ls
listeni
exponents such as ; how about…., why don't you/we
ng to …?
a read
Task passa Write it up. (Page: 88).
1 ge.
Page
88 Similarly, before starting the first activity of this rubric,
pupils should read the tip box notes on page 88.The
To
learn note is about the reaction of most English people to
how problems. Among the solutions they recommend is to
letters write a letter to an "agony aunt" for help and advice.
of
seekin The note also clarifies how the letter is constituted.
g Consequently, pupils will get a hand to begin their own
advice 'supposed' letters to the agony aunt.
are
writte
n
regard
ing Ls
both;
Task the
2 form
page and
88 conten
ts.

Ls Imagine you are in a dilemma; write a letter to an

02) agony aunt to ask for advice. Use the notes given in
To
use the tip box.
the
conditi This is a suggested letter to an agony aunt
onal
for
expres
sing
predic
tions.
Ls

Dear Dr. Wells,

I’m writing to you to seek advice. My name is Omar
and I’m a secondary School student. I can’t make up
my mind about a personal problem.
I’ll sit for the baccalaureate exam soon. I’ll certainly
succeed, but my parents are old and are in need of
financial help. I would really like to help them.
However, if I do so, I will have to give up my dream of
becoming a doctor. In short I am in a dilemma. On the
 Ls one hand, if I decide to help, I will have to renounce to
my registration at the university. On the other hand, if
I don’t, I’ll feel guilty of not helping my family. I have
no one to turn to. What should/can I do?
Sincerely,
To Signature
know
how to
write
respon
ses to
a
letter
of
compl
aint
expres
sing T&Ls Now, imagine you are an agony aunt. Read your
sympa
thy. partner's letter and reply by suggesting a solution to
his/her problem. Keep to the following plan:
Task
1
• Expression of sympathy.
page • Analysis of your partner's problem.
89 T&Ls
• Recommendations / suggestions.

To T&Ls
Make
written
Task sugge
2 stions
page and
89 recom T&Ls
menda
tions
using
specifi The drawings on top of page 89 represent two scientific
c experiments. The students may recognize what they are about
langua without necessarily reading the text.
ge Ls Ls are going to read the first part of the text and check
items.
their answers to question 1 in the exercise above. Then
discuss the questions

T&Ls Answers to activity two:

Task a. Yes, it does. Because it shows the two balloons moving
4pag
e 89
away from one another.
To b. Yes, I have used my knowledge of physics. Most of the
make times using background knowledge helps understanding text
pupils from the very beginning.
aware c. Answers may vary from a pupil to another. Either; yes, I can
of the or No, I can't. But surely the author does answer the question
import
ance T&Ls
in text.
of • To give pupils a chance to autocorrect themselves and
using correct their probable false answers, activity three on 90 asks
illustra them to resume reading and compare their answers with the
tions, text. The text here illustrates the result of the experiment:
drawin T&Ls Unlike charges attraction, the balloons are attracted to the
gs and
backgr
rod. They are negatively charged whereas the rod is positively
ound charged as figure 2 shows
knowl
Task edge Ls are going to read the last paragraph of the text and
1pag to Ls write captions for figures 3 and 4 to illustrate the
e 91 unders explanations.
tandin
ga Answers to activity four:
text ♣ Writing the captions of "figures 03 and 04".
before
• Figure 03: A negatively charged balloon adheres to an
readin
g it. uncharged wall.
• Figure 04: A positively charged balloon also adheres to
such a wall

By the end of this rubric, pupils have a look at the tip box that
01) highlights the strategies that help understanding texts very
Report
well.
ing
experi
ments'
summ
aries.
02) Teacher invites Ls to read the notes and do the following
Drawi
activity.
ng
conclu • A friend of yours has written to you a letter because s/he is
sions anxious to know what you'll do if you pass or fail the
and baccalaureate exam. Reply to him/her by revealing to him/her
main your contingency plan just to relieve him/her of his/her
ideas anxiety.
of long
readin
g Using the letter form given on page 91, pupils try to fill
texts. the form with the right notes. Their predictions must
be both positive and negative including the results
expected each time. They are also encouraged to
exchange drafts to check one another's mistakes. The
final product is later evaluated by the whole class and
To
the best one will be written on the chalkboard.
Write
a
 letter
of
predic
tion
'contin
gency
plans"
using
the
condi
tional
type
(I).

Final Remark:
- If time is available for the following rubrics, the teacher chooses some activities to deal with
the support texts. Otherwise, it is time for concluding the unit with projects' discussion and
evaluations in addition to remedial works.
- Pupils are strongly recommended to evaluate their learning outcomes depending on the
"self-assessment" sheet on page 94.

Mrs Om Hanaa