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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.

Foreign Languages:

1) Unit One: Signs of the time :( Diversity)

2) Unit Two: Make Peace (Peace and conflict resolution)

3) Unit Three: Waste not want not (World resources and sustainable development)

4) Unit Four: Budding Scientist (Science and experiments)

5) Unit Five: Science or fiction (fiction or reality)

6) Unit Six: No man is an island (Disasters and solidarity)

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Theme Learning Targeted SARSed Activities RESOURCES Integration & Time
Unit Topic objectives Competency Communicative tasks/activities Assessment
1 (oral/written)
Diagnostic assessment ( exit profile – entry profile)
Project outcomes: Making a profile including a list of things and thoughts which teenagers used to do and 1- Assessment
think that they no longer do and have, and predictions for the future . should occur at
SWBA To: -read a text to study some language - used to...

Interacting
regular intervals
-Identify and define the points and use them. -Going to + stem during the sequence
concept of diversity. - talk about pre-arranged plans or planning to + stem
and at the end of
- Explore, compare intentions intend to + Stem
cultural differences -write a policy statement Homophones/ the sequence in
Time

among people and their - Talk about medicine dvpt/weather Homonyms/final “s” addition to

Interpreting
lifestyles throughout predictions to brainstorm the topic. Stress shift from noun to designated exam
time - Write a short dialogue predicting what adj periods.
the

-Compare people‟s 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
Lifestyles

as they are. - Write a paragraph about their town and might/ might well, may... of teaching, learners
of

possible changes in peoples‟ lifestyles in -Relative pronouns,

Producing

-Explore the different must be trained on

contributions of people the future defining vs non-defining
Signs

how to mobilize their

in the world in many
fields.
-Define the concept of
twin towns.
-Enrich lexical memory
with words related to
the topic.
- 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 people‟s clothing (Refer to the program) group work.
style evolution.
- write an email

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Unit Theme/ Learning objectives T. SARSed Activities RESOURCES Integration & Time
2 Topics C Assessment
Project outcomes: write a statement of achievements about Nobel Peace Prize winners
SWBA To: - interact about conflicts, peace , -acronyms and abbreviations

Interactive
-Define the word conflict and list solutions , using pictures, video... - ability and possibility using 1-Assessment
types of conflicts (family, classroom, - express ability and “can”
community, and world). possibility(using“can”) should occur at
- verb idiom “be able to” in
-Discuss and identify the sources of - Use idiom “be able to” as different tenses regular intervals
conflict. substitute to “can” (future, present during the
- could/managed to”
-figure on ways for conflicts perfect, etc...)

Interpretive
Interpretive

-Use “managed to” to express the - Intonation in polite requests sequence and at
Peace and Conflict Resolution

resolutions
-discover and use lexis related to notion of “achievement / and QQ the end of the
peace and conflict fulfilment” -primary stress in connected sequence in
-discover and discuss the role of - identify the different functions of speech addition to
intern. Org. (UNO) in settling these the modal “can” and its substitutes - Criticize/ apologize
designated exam
Make Peace

issues (act 2 p is all right) -Should (not) have + PP(v)

-Recognize bias and prejudice -write a Productive
- write a poem for a UNESCO - obligation: Must / have to / periods. 18 h
poem denouncing prejudice competition to denounce prejudice. had to + stem
apologise for and criticize wrong - oral interaction about daily 2-After 3/4 weeks
- deduction: Must be / have
actions conflicts and their context (to bring of teaching,
(or their negatives. ) + adj /
- Express obligation, prohibition, about conflicts at school, between learners must be
noun ...
absence of obligation and deduction classmates,..) trained on how to
-Express appreciation The activities p 44 are quite all -prohibition, abs of
mobilize their
-set a list of school regulations right, so they can be kept obligation: mustn‟t, don‟t
resources and
-Analyse what a charter is; focusing *Teacher may choose a video to have to... reinvest them in a
on form and context/ analyse style clarify the theme (wrong -lexis related to peace,
problem-solving
- distinguish between duties and rights actions.) rights/duties...
-talk about abuse of human rights situation, through
- lexis related to human rights
pair work or group
: slavery – injustice - abuse –
work
rights – blacks...
- Homonyms...
2

(Refer to the program)

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Unit Theme Integration &
Learning objectives T.C SARSed Activities RESOURCES
3 /Topics Assessment Time
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 don‟t 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 You‟d better… It would help natural resources are
Poverty and World Resources

And its relation with the preservation of natural if… distributed in the world
environmental issues resources Present perfect; Present and past (water, fish, minerals,
- identify natural -Write a press release simple wood, plants, etc.)
Waste not, Want not

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-
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)
18h
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 -Final‟s „as /s/ (helps/meets)
energy - class debate -Final ‟ed‟ as /id/ (added),
-Discuss the issue of - use advert / commercial /d/(studied/wanted), /t/ helped,
equality and sharing -newspaper / magazine worked;
wealth (solidarity towards article (Refer to the program)
deprived people).
- Enrich their lexical
memory with new words
related to the topic of the
unit.

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Unit Theme T Integration &
Learning objectives SARSed Activities RESOURCES
4 /Topics C Assessment
Time
Project outcome: Make and present/report on a scientific experiment / Write a report about the positive impact of technology on human
beings.
SWBA TO: -Read a text to study the language. - If conditional (type 0/1) 1- Assessment should

Interacting
-Discuss issues related to human -Write a paragraph to describe the - Comparative form of occur at regular
discoveries. physical properties of water as a adjectives (revision) intervals during the
-Identify and discuss how natural resource. - Other functions of
sequence and at the
advancements in technology -Listen and analyse the structure conditional type 1
have changed the world and/ or take notes to write a ( threat, advice, promise, end of the sequence in
positively. summary prediction, offer) - addition to designated

Interpreting
Technology and Innovation

-Examine how technology is -write letter to ask for advice Forming adjectives using exam periods.
Budding Scientists

used for the welfare of human -Write a reply making suffixes (ial, ful, ical, ic,
beings/ Explain the impact of suggestions. able, ous, ible) 2-After 3/4 weeks of
technology. -Read about scientific - Diphtongs teaching, learners must
-Explain famous individual experiments and analyse/study the -Stress in words ending be trained on how to
contributions impact on people‟s life/ with: -gy, -ical, -ics, -tion, mobilize their resources 12 h
-Read and respond to an development/ Explain famous -ic. and reinvest them in a
problem-solving
Producing

expository text about an individual contributions. - Intonation in complex

experiment -Write a reply revealing sentences with if. situation, through pair
- make suggestions contingency plan. work or group work.
- write a letter seeking and Additional activities: (Refer to the program)
giving advice -Match ideas with paragraphs
-True /false -Word reference
-Find synonyms and antonyms/
match words with their synonyms
-Table completion
-Gap filling
-MCQ

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Unit Theme/ Integration &
Learning objectives T. C SARSed Activities RESOURCES Time
5 Topics Assessment
Project outcomes : Writing Miscellanies /Writing a repertory of inventions and discoveries.
 If conditional types 2&3 1- Assessment
S SWBA To: Past form of may/can is

Interacting Interpreting producing

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
Technology and the Arts

-list and discuss the topics of participle

C -Note taking sequence in
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 15 h
R - Give advice / write about an  Emphatic stress(do/did) 2-After 3/4 weeks
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.

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Theme
Unit SARSed Activities Integration &
/ Learning objectives T. C RESOURCES
6 Assessment Time
Topics
Project outcomes: conducting a survey 1- Assessment should
SWBA To: Additional activities to: -Reporting statements occur at regular
D

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

Interpreting
occur.
E - Ask for and give advice on -True/false -Topical lexis
No 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 -listening to a radio interview. teaching, learners must
- Write a report -Final /ed/
- conduct an interview and -manage through a conversation. pronunciation be trained on how to 18 h
&
Producing
report its results -take turns in an interview. mobilize their resources
-Write a report using a pie -interpret a pie chart. (Refer to the and reinvest them in a
chart. -write a public announcement. problem-solving
S - Write a public program)
A -write an opinion article. situation, through pair
announcement on earthquake work or group work.
F safety measures/ a natural
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