Level: Secondary Education : Year Two (SE2)

Streams : Foreign Languages

Time devoted: LE : 5 hours

GLOBAL COMPETENCE
At the end of SE2, the learner must produce written messages / texts of descriptive, narrative,
argumentative and prescriptive types of about 15 lines, using written or oral support.

1- Diversity
2- Peace and Conflict Resolution
3- Poverty and World Resources
4-Technology and Innovation
 5- Science or Fiction
6- Disasters and Safety
Theme Learning Targeted SARSed Activities RESOURCES Integration & Time
Unit Topic objectives Competency Communicative tasks/activities Assessment
1 (oral/written)
Time

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... regular intervals
the

Interacting
-Identify and define the points and use them. -Going to + stem
Lifestyles

during the sequence

concept of diversity. - talk about pre-arranged plans or planning to + stem
and at the end of
of

- Explore, compare intentions intend to + Stem

cultural differences -write a policy statement Homophones/ the sequence in
among people and their - Talk about medicine dvpt/weather Homonyms/final s addition to
Signs

Interpreting
lifestyles throughout predictions to brainstorm the topic. Stress shift from noun to designated exam
time - Write a short dialogue predicting what adj periods.
-Compare peoples might happen in different fields/ Make a -formation of adj
values and accept them short commentary on the radio talk - degree of certainty: 2-After 3/4 weeks 18 h
as they are. - Write a paragraph about their town and might/ might well, may... of teaching, learners
-Explore the different possible changes in peoples lifestyles in -Relative pronouns,
Producing

contributions of people
in the world in many
fields.
-Define the concept of
twin towns.
-Enrich lexical memory
with words related to
the topic.
must be trained on
the future defining vs non-defining
how to mobilize their
- Interact with pupils about the difference relative clauses.
in food habits between the past and now - Comparatives and resources and reinvest
- Identify techniques of avoiding superlatives them in a problem-
repetition (Synonyms /antonyms /relative -Link words comparing / solving situation,
pronouns ) contrasting through pair work or
- compare and contrast peoples clothing (Refer to the program) group work.
style evolution.
- write an email
Unit Theme/ Learning objectives T. C SARSed Activities RESOURCES Integration & Time
2 Topics Assessment
Project outcomes : write a statement of achievements about Nobel Peace Prize winners 1-Assessment
Peace and Conflict Resolution

SWBA To: - interact about conflicts, peace , -acronyms and abbreviations should occur at

Productive
Interactive
-Define the word conflict and list solutions , using pictures, video... - ability and possibility using regular intervals
types of conflicts (family, classroom, - express ability and can
community, and world). possibility(usingcan) during the
- verb idiom be able to in
-Discuss and identify the sources of - Use idiom be able to as sequence and at
Make Peace

different tenses
conflict. substitute to can (future, present the end of the
- could/managed to 18 h
-figure on ways for conflicts perfect, etc...) sequence in

Interpretive
resolutions -Use managed to to express the - Intonation in polite requests
-discover and use lexis related to notion of achievement / and QQ addition to
peace and conflict fulfilment -primary stress in connected designated exam
-discover and discuss the role of - identify the different functions of speech periods.
intern. Org. (UNO) in settling these the modal can and its substitutes - Criticize/ apologize
issues (act 2 p is all right) -Should (not) have + PP(v) 2-After 3/4 weeks
-Recognize bias and prejudice -write a - write a poem for a UNESCO - obligation: Must / have to / of teaching,
poem denouncing prejudice competition to denounce prejudice. had to + stem learners must be

Unit Theme Integration & Time

Learning objectives T.C SARSed Activities RESOURCES
3 /Topics Assessment
Po

Project outcome: Writing a charter against poverty Making a poster with alternative energies
 SWBA To: Demonstrate -Explain the concept of -Passive voice Modals: Make a poster with

Interacting
awareness and sustainable development.
understanding of the issue -Recognize the greatest
of sustainable conservation challenges
development -Discuss the reasons of
-Explain the concept of poverty in the world and
could/must/should/ ought to/in
order to/so as to/ so that..
-Sequencers: first, then.
Why dont you? if I were
you
alternative energy
sources, using slogans in
favour of sustainable
development.
- Make a survey on how

Interpreting
sustainable development list reasons and ways for Youd better It would help natural resources are
verty and World Resources

And its relation with the preservation of if distributed in the world

environmental issues natural resources Present perfect; Present and (water, fish, minerals,
Waste not, Want not

- identify natural -Write a press release past simple wood, plants, etc.)
resources in your country -Write the presentation of -Passive voice Modals - Make a map of
and in the world solar home could/must/should/ ought to/ in endangered species

Producing
- explore ways natural -Analyse the impact of order to/so as to/ so that... - Design a survival/ life- 18h
resources are shared in technological -Suggesting: Could/ May/might kit (when all natural
your country and in the development on people -Form nouns (poor/poverty) resources are used up)
world -Write a paragraph using hungry/scarce /homeless - Write a charter against
-Discuss and suggest a the four types of -The (before collective nouns poverty
fair way of sharing non- sentences studied in the (the poor)
renewable sources of reading passage -Finals as /s/ (helps/meets)
energy - class debate -Final ed as /id/ (added), /d/
-Discuss the issue of - use advert / commercial (studied/wanted), /t/ helped,
equality and sharing -newspaper / magazine worked;
wealth (solidarity towards article (Refer to the program)
deprived people).
- Enrich their lexical

Unit Theme / T Integration & Time

Learning objectives SARSed Activities RESOURCES
4 Topics C Assessment
Bud

Project outcome: Make and present/report on a scientific experiment / Write a report about the positive impact of technology on human
beings.
 SWBA TO:
-Discuss issues related to human
discoveries.
-Identify and discuss how
advancements in technology
have changed the world
positively.
Technology and Innovation
-Examine how technology is
used for the welfare of human
beings/ Explain the impact of
ding Scientists
technology.
-Explain famous individual
contributions
-Read and respond to an
expository text about an
experiment
- make suggestions
- write a letter seeking and
giving advice
Unit Theme/
Learning objectives
5 Topics
Project outcomes : Writing Miscellanies /Writing a repertory of inventions and discoveries.
-Read a text to study the
Interacting
language.
-Write a paragraph to describe the
physical properties of water as a
natural resource.
-Listen and analyse the structure
and/ or take notes to write a
Interpreting
summary
-write letter to ask for advice
-Write a reply making
suggestions.
-Read about scientific
experiments and analyse/study the
impact on peoples life/
development/ Explain famous
Producing individual contributions.
-Write a reply revealing
contingency plan.
Additional activities:
-Match ideas with paragraphs
-True /false -Word reference
-Find synonyms and antonyms/
match words with their synonyms
-Table completion
-Gap filling
T. C SARSed Activities
- If conditional (type 0/1)
- Comparative form of
adjectives (revision)
- Other functions of
conditional type 1
( threat, advice, promise,
prediction, offer) -
Forming adjectives using
suffixes (ial, ful, ical, ic,
able, ous, ible)
- Diphtongs
-Stress in words ending
with: -gy, -ical, -ics, -tion,
-ic.
- Intonation in complex
sentences with if.
(Refer to the program)
RESOURCES
1- Assessment should
occur at regular
intervals during the
sequence and at the
end of the sequence in
addition to designated
exam periods.
2-After 3/4 weeks of
teaching, learners must
be trained on how to
mobilize their resources 12 h
and reinvest them in a
problem-solving
situation, through pair
work or group work.
Integration &
Time
Assessment
1- Assessment
 S SWBA To: Past form of may/can is If conditional types 2&3

Interacting Interpreting
should occur at
C -explain the concept of science omitted Present perfect
regular intervals
I fiction Past perfect
during the
E - describe book covers/ watch - Review the past simple If only sequence and at
N videos related to fiction and past perfect tense Adverbs: well+ past the end of the
-list and discuss the topics of participle sequence in
C -Note taking
Technology and the Arts

sci-fi. Well-informed addition to

E - read a newspaper article Compound words designated exam
about science fiction and Phrasal & prepositional periods.
O identify the basis of sci-fi. Instead of personal lament words
R - Give advice / write about an Emphatic stress(do/did) 15 h
2-After 3/4 weeks

producing
express regrets/ wishes environmental issue. Rising & falling intonation of teaching,
F -Write a newspaper article with unfinished statement learners must be
I speculating trained on how to
-Ask for and give explanations (Refer to the program) mobilize their
C
in a conversation and speculate resources and
T -Write a commentary.
I reinvest them in a
-Write and recite a poem problem-solving
O Write an autobiography /Tell situation, through
N about people who contributed pair work or group
to the welfare of humanity work.

Theme
Unit SARSed Activities Integration &
/ Learning objectives T. C RESOURCES
6 Assessment Time
Topics
N

Project outcomes: conducting a survey 1- Assessment should 18 h

 D SWBA To: Additional activities to: -Reporting statements occur at regular

Interacting
-Explain the importance of 1-Discovering language(mcq/ matching / questions / orders intervals during the
I safety rules and conduct /cohesive markers/T-F) (past tenses) sequence and at the
S (especially in case of natural 2-listening and speaking: (table filling). -Had better-ought to- end of the sequence
A disasters.
3-reading and writing: should-if I were you... in addition to
S -List types of natural
disasters and where they
-choosing gist -Link words designated exam
T occur. -reordering ideas expressing cause periods.

Interpreting
E - Ask for and give advice on -True/false -Topical lexis
o Man is an Island

R information on the right -find synonyms

behaviour during a disaster - fill in the blanks -silent letters 2-After 3/4 weeks of
S
- Write a report -listening to a radio interview. -Final /ed/ teaching, learners must
- conduct an interview and -manage through a conversation. pronunciation be trained on how to
& report its results

Producing
-take turns in an interview. mobilize their resources
-Write a report using a pie -interpret a pie chart. (Refer to the
chart.
and reinvest them in a
S -write a public announcement. program) problem-solving
- Write a public
A -write an opinion article. situation, through pair
announcement on earthquake
F safety measures/ a natural work or group work.
E disaster.
- Enrich their lexical memory
T with new words related to the
Y topic of the unit.
-Write an opinion article

- 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 20 hours. 15hours for teaching/learning and 5 hours are to be exploited in
Remedial activities and Project monitoring and presentation