Teaching Map-All in One

teaching map teaching map teaching map teaching
map teaching map teaching map teaching map

map teaching mapTeaching
teaching Map map teaching map
(Secondary Education, all levels)
A collective work under the guidance of the inspector general of English,

Mr. A. Halim Boudjelal
[2008/2009]

teaching map teaching map
Contents
Acknowledgement …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………P. 03
Things to take care of……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………P. 04
Some guidelines……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...P 05-10
First Year (P. 11)
 Unit 1…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..P.12
 Unit 2…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 3…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 4…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 5…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
Second Year (P. 24)
 Unit 1…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 2…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 3………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
 Unit 4………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
 Unit 5………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
 Unit 6………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
 Unit 7…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 8…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
Third Year (P. 47)
 Unit 1…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 2………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
 Unit 3…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 4…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 5…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
 Unit 6…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
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Acknowledgement
I am extremely thankful for the efforts made by the colleagues to achieve

this tremendous work.
Nonetheless, every teacher is required to pay special attention to:
The target project must be mentioned at the very beginning of each file.
The activities have to be judiciously selected so as to target the project
(not sticking to the book content slavishly).
Therefore, every teacher is required to consider this work as a

supplementary tool and in no way as the only source/ reference to
implement the scheduled programme.
PS/- All the teachers are invited to bring about their comments and
remarks aiming at improving this first attempt.
Mr. A.E.Halim Boudjelal.
I.E.F. Anglais.
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Teaching Map
Unit: ……………………
Project: ………………….
Task Phase Act. P. Prod. Aim Homew Portfoli Obs.

N° Lge ork o
 Task: The project aspects we expect the PP come out with.

 Phase: The step under study & competency tackled (cf. book)
 Act. P. N°: Mention the page and the act. You are to deal with.
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 Pord. Lge./ Exp./ structure: List the prod. Lge. / expressions relevant to the
project & the PP would need both to learn & reinvest to produce.
 Aim: State the aim you target in terms of reusability and measurability.
 Homework: Mention the homework you give to foster PPS’ learning & correct
manipulation.
 Portfolio: Assignments you give as an application/ reflection /reinvestment of
what you teach and foster in relation to the target project.
 Obs.: Mention all the observations you consider liable to readjust your
investment.
Mr. A.E.Halim Boudjelal.

I.E.F. Anglais.
Things you take care of when designing a project
A Six A’s of Designing Projects
1. Authenticity:
a. The project emanates from a problem or question that has meaning to the learner.
b. This problem or question must be tackled by adults at work or in the community.
c. The learners create or produce something that has personal or social value, beyond the school setting.
2. Academic Rigour:
a. The project leads the learners to acquire and apply knowledge central to one or more discipline or content area.
b. It challenges the learner to use methods of inquiry central to one or more discipline(e.g. to think like a scientist)
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c. The learners develop higher order thinking skills and habits of mind(searching for evidence, taking different perspectives and
the like)
3. Applied learning:
a. The learners solve a semi-structured problem (designing a product, improving a system, organizing an event) that is grounded
in the context of life and work beyond the school walls.
b. The project leads the learner to acquire and use competencies expected in high performance work organizations (such as team
work, appropriate use of technology, problem solving, communications)
c. The work requires the learners to develop organizational and self-management skills.
4. Active Exploration:
a. The learners spent significant amount of time doing field-based work.
b. The project requires the students to engage in real investigation, using a variety of methods, media and sources.
c. The learners are expected to communicate what they are learning through presentations.
5. Adult Connections:
a. The learners have opportunities to meet and observe adults with relevant expertise and experience.
b. The work of the adults becomes more visible to the learners
c. Adults from outside the classroom help the learners develop a sense of the real world standards or this type of work.
6. Assessment Practices:
a. The learners have opportunities to review examplars of similar work products.
b. There are clear milestones or products at the completion of each distinct phase of the work, culminating in an exhibition,
portfolio, or presentation.
c. The learners receive timely feedback on their work in progress and engage in periodic, structured, self-assessment using clear
project criteria that they have helped to set.
========
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Planning
By Callum Robertson, BBC English
(With adaptation by Mr. Allouane)
---------------------------
Planning is one of those essential skills of the competent teacher. This document looks at some general lesson planning questions:
 What should go into an English language lesson?

 What is a lesson plan?
 Why is planning important?
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 Do you need to plan if you have a course book?
 What are the principles of planning?
What should go into an English language lesson?

Every lesson and class is different. The content depends on what the teacher wants to achieve in the lesson. However it is possible to
make some generalisations. Students who are interested in, involved in and enjoy what they are studying tend to make better progress and
learn faster.
When thinking about an English lesson it is useful therefore to keep the following three elements in mind - Engage - Study - Activate
Engage
This means getting the students interested in the class. Engaging students is important for the learning process.
Study
Every lesson usually needs to have some kind of language focus. The study element of a lesson could be a focus on any aspect of the
language, such as grammar or vocabulary and pronunciation. A study stage could also cover revision and extension of previously taught
material.
Activate
Telling students about the language is not really enough to help them learn it. For students to develop their use of English they need to
have a chance to produce it. In an activate stage the students are given tasks which require them to use not only the language they are
studying that day, but also other language that they have learnt.
What is a lesson plan?

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A lesson plan is a framework for a lesson. If you imagine a lesson is like a journey, then the lesson plan is the map. It shows you where you
start, where you finish and the route to take to get there.
Essentially the lesson plan sets out what the teacher hopes to achieve over the course of the lesson and how he or she hopes to achieve
it. Usually they are in written form but they don't have to be. New or inexperienced teachers may want to or be required to produce very
detailed plans - showing clearly what is happening at any particular time in the lesson. However in a realistic teaching environment it is
perhaps impractical to consider this detail in planning on a daily basis. As teachers gain experience and confidence planning is just as
important but teachers develop the ability to plan more quickly and very experienced teachers may be able to go into class with just a
short list of notes or even with the plan in their heads.
Whatever the level of experience, it is important that all teachers take time to think through their lessons before they enter the
classroom.
Why is planning important?

One of the most important reasons to plan is that the teacher needs to identify his or her aims for the lesson. Teachers need to know
what it is they want their students to be able to do at the end of the lesson that they couldn't do before. Here are some more reasons
planning is important:-
 gives the teacher the opportunity to predict possible problems and therefore consider solutions
 makes sure that lesson is balanced and appropriate for class
 gives teacher confidence
 planning is generally good practice and a sign of professionalism
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Do you need to plan if you have a course book?
Many teachers will find themselves having to use a course book. There are advantages and disadvantages to having a course book - but
although they do provide a ready made structure for teaching material, it is very unlikely the material was written for the teachers'
particular students. Each class is different and teachers need to be able to adapt material from whatever source so that is suitable for
their students. A course book can certainly help planning, but it cannot replace the teacher's own ideas for what he or she wants to
achieve in a class.
What are the principles of planning?
Aims - considering realistic goals for the lesson, not too easy but not too difficult. You may find the following checklist useful:
 What do the students know already?

 What do the students need to know?
 What did you do with the students in the previous class?
 How well do the class work together?
 How motivated are the students?
← Variety - an important way of getting and keeping the students engaged and interested.
← Flexibility - expect the unexpected! Things don't always go to plan in most lessons. Experienced teachers have the ability to cope
when things go wrong. It's useful when planning to build in some extra and alternative tasks and exercises. Also teachers need to be aware
of what is happening in the classroom. Students may raise an interesting point and discussions could provide unexpected opportunities for
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language work and practice. In these cases it can be appropriate to branch away from the plan.
Effective lesson planning is the basis of effective teaching. A plan is a guide for the teacher as to where to go and how to get there.
However - don't let the plan dominate - be flexible in your planning so that when the opportunities arise you can go with the flow.
========
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1 st
Year
Secondary School : Zoubir Ibn El Aouam El Aouinet School Year :2008/2009

Level : 1AS Teaching Map
Unit : 5 Back to Nature
Project : Making a Consumer Guide
Task Phase Act .P. & N° Productive Aim Home work Portfolio Obs.
Page 12
Lge./ Exp.
1 Listening and Act 1,2,3 and 4 Conditional Making Select the notes Writing an
(from boxes A&B)
Analysing the speaking P.129 type one prediction that fit to task1 and
SOS message
product from Your turn p. 131 (predicting) target the project
the ecological Using if + (each group chooses
according to his
point of view present project) Formulate
.........future the instruction
within a context
2 Developing Act 1,2 p.138 Conditional Persuading & In our daily life we Selecting
use many products.
Selecting Skills Act 3 p.138 Type 0, 1 & 2 informing From the list below
products
products Imperative Describing &?? (listed provided by
teacher) and say
which ones are
harmful to the
environment
Gathering Developing Act 7 p.139 Adjectives with Using You are a member of To persuade the
a « green consumer to select
information skills suffixes –al, Adjectives Peace » organization. the product the
about the ---ic, ---cal Write the product which can
various brands advantages of the not be harm to the
product you choose environment
of the products
Unit : 5 Back to Nature

Glossary (lexis) Level : 1AS
Words Word Class Definition Synonyms Antonyms
(gr)
To pollute Verb To make something dirty To dirty To clean
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Emission Noun The production or release of something The release The absorption
e.g. : light , heat, gas ..
To destroy Verb To damage something so badly that it To damage To build

no longer exists
Ill Adj Not in full physical or mental health sick Healthy
Urban Adj Relating to or living in a city or town Rural
Rural adj Suggesting the country-side urban
Secondary School : Morsott

Level : 1AS
Page 14
Unit : 4 EUREKA
Glossary (lexis)
(gr)
Invention N Made or design sth that did exist before
Learn about sth for the first time
Discovery N
Object designed to do a particular job.
Device N A piece of equipment Machine
Physical work
Labour N
To state definitely and clearly
Formulate V
Related to communication by electric
Wireless Adj waves without connecting wires eg Having no wire
radio
Buyer , client
Customer N consumer Seller
Amount of space occupied,

Size N measurement of a thing
Secondary School : Morsott School Year :2008/2009

Level : 1AS Teaching Map
Page 15
Unit : 4 EUREKA
Project : Making an invention profile
Lge./ Exp.
1 Listening & Anticipate act Past Simple Narrating Your device has An invention
Writing about Speaking 1,2 p. 98 Link words not always been profile
the evolution, Listen & check However , but as it is
of the Reading & Act2,3 p 99 nowadays. How
invention Writing Read & check Expressing did evolve
Act 1,2 p 103 Concession (table p 99/111)
Write bit right
Act 1 , 2 p 105
2 Developing Act 1, 2,3 P 106 -What is the -Describing an Your device is Writing a
Making a Skills Act 1, 2 P 108 height? width.. object # from your presentation of
presentation of - far superior -Making friends’. In the product
the # models Stop and Act 1, 2 p 110 More comparison what ways?
of the Consider practical... - Concession
invention -though,
although
3 Listening & Your turn : - have you got Questioning Who invented the Writing the
selected product? biography of the
Writing the speaking Act 1, 2 p 101 an idea who/ Expressing When and where was inventor of the
biographies of when/ where Opinion the inventor born? product
the # inventors - I think /guess Give as many inf as
you can about him
Secondary School : Matrouh Laid School Year :2008/2009

Teaching
Page 16 Map
Level : 1AS
Unit : 3 OUR FDINDINGS SHOW
Project : Conducting a Survey
Lge./ Exp.
1 Reading and Anticipate Reporting Guessing & To conduct a Making a
interpreting a
Designing the writing Act 1, 2 p 82 Questioning survey you need graph
graph
questionnaire Read and check to prepare a
How to introduce
the notion of questionnaire.
reported speech Look at the
(reported model on P74/85
questions)
& prepare yours.
2 Reading & Discover the Lg. Reporting questions How to conduct a Complete the Interview
Act 1,2,3 p 84 Survey following interview
Conducting an Writing Reporting
Act 1,2,3,4p88/89 (provided by
interview statements
Stop & Consider How to act a teacher)
Developing Reporting verbs
Act 1 p 95 dialogue through Act p 80/ 92 93
Imperatives &
Skills Act 1,2 p90 negative form giving advice Reporting
Act 1,2 p91 (reported speech) statements
3 Developing Act 1,2,3,4p 86 Use adverbs of Use adverbs of p73/ 85 Survey
Stop & Consider manner when You need to transform
Collecting data skills manner your results into a
results
act p 84 act p98 necessary
& interpreting report (§) refer to the
Interpret figures
results report on p 71 /83 &
or graphs using
write a report on P
adv of manner 73/85
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Secondary School : Matrouh Laid
Level : 1AS
Unit : 3 Our Findings Show
Glossary (lexis)
(gr)
Interview N Formal meeting at which someone is asked Conversation
questions in order to get answers
Report V To tell people about sth that has happened Tell
Data N Information Information

Inform of facts or statistics
Collecting N Gathering a particular type of things Gathering
Informants N Someone who gives another person a piece of

information
Survey N General view or study Examination & measuring of a

condition
Questionnaire N List of questions to be answered to get
information
Graph N Diagram showing the relationship of two Lines, bars

changing quantities
Statistics N Information shown as numbers
teenagers N Persons in their teens Persons aged from 13 to 19
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Level : 1 A.S Saad Secondory School. Ouenza
Unit: 02/ Once Upon a Time TEACHING MAP
Project: Writing a book Review project announcement:……………...
Task Phase Act.p.& N° Productive Aim Homework Portfolio Ob
Lge./ Exp. s
1 Listening Anticipate: act 1,2,3 - past time C1= Interaction: Say it in writing p39. Book summary
select & p36. - Adjectives Guessing responding Alice Collier has read a ( after
your book speaking -listen and check: act, ( favourable un to a tale book and written its checking)
1,2,3,4,5 ( focus on act favourable) C2: production: review. Do the same
5). P 37. - Verbs expressing expressing literary with a short story or
- your turn: p39. differences in terms of preferences. film of your choice.
books keen on, fond of. C3: interpretation
guessing
2 Reading Anticipate, act 182p 40 - prepositions: with in. C1:Interaction ( After Act 2 p 41)
& Read & check: act1 82 p - describing likes/ guessing & Now draw another table
review
writing 41. dislikes and physical Responding to the and fill it with inf about
-portrayal
consolidation Act182 p 54 appearance in the past jacket blurb. the hero of the book or
- & (what old he live/ look C2: productions PP will film you have selected,
biography Extension like? be able to read & then change it into a §
Writing dates (years, day Write a shot to get a portrayal of
…) prepositions: biography. your hero
In, on … C3: Interpretation 2/ Now you need to write the
biography of the author of
Interpreting the
your book look at the model
jacket blurb.
on P 54 and write it.
task phase Act.p.& N° Productive lge./ exp. Aim homework Portfolio Obs
3- Get pps Refer to Acts 3 & 9
Act1 82 p 489 (oral) Adjectives to describe Write a bout setting
Description Developing pp 48 /49 &
Act 3 p 48 (writhen) setting & of the selected book
of the Skills describe the
Act 9 p 49. Weather - book appreciation
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Setting (book to p 39) setting(place and
time) of the story
you have read.
Level : 1A.S Saad Secondory School. Ouenza

Unit: 02/ Once Upon a Time
Teachers: Allalge Amel
GLOSSARY (Lexis) Hafis Samira
word Word Definition Synonyms Antonyms
class
(gr.)
Aggressive Adj Having angry feeling Harsh Sym pathetic
attractive adj Feature or quality that make she interesting Fascinating charming Boring
Author N Person who creates or writes sth wrier /
Biography N Talking about some ones life A person's life stony /
Blurb N Short description of the content of the book. Short summary /
boring adj Not important or interesting annoying Fascinating
Character N Person in a novel or a play Actor /
Depressing adj Make someone feel sad saddening Joyful
Dramatic adj She that does not seem sincere Exaggerating
Exciting adj Causing pleasant feeling fascinating saddening
Fairy tale N Story about magic, fairies Untrue story, lie Real story
Hero N The most important character in a story or a novel actor villain
Narrative adj Description of events Telling a story /
Narrator / N Person who tells story / /
Once upon a time Expression used to start a fairy tale / /
Play N Story written to be performed /
playwright N Person who writes plays
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Level : 1As Beghagha Salah School Ouenza School year:2008/2009
Unit 1:Getting Through
Project: Making a Job Application Booklet
The Teaching Map
Task phase Act.p.&n Productive lge./Exp Aim Homework portfolio obs
1/inquiring for Listening and Acts.1,2,3,4p04 Recognizing voc You have Choosing
job Speaking Your turn Instructing: need items related to finished the
offers :Acts .p 07 to/have to the scope of your studies adequate
-selecting Purpose: in order to /so internet and you‘re advert.
adverts. as to - Familiarize the looking for a
2-Reading and Acts.1,2p 08 Describing :present learners with the job in the
writing 1,2,3 p 09 simple adverts. involve newspapers
Introducing oneself them to look for or on the
3-Consolidation and Acts.1 p 24 Expressing obligation: job adverts net, select
extension must/have to/ need to C1/c2 “help-
Focus on the wanted” ads
Acts.1,2,3,4 p 11 formal layout and that will Writing an
1-Developing skills the content of the help you. application
Page 21
2/Writing an Act.1 p 24 as a application letter letter
application letter 2-Consolidation and reminder -Polite requests: Reinvesting what with a C.V.
/ extension Acts.2,3,4,5 p25 Would you… have been learnt. When you
And a C.V. Expressions for apply for a
salutation C1/c2/c3 job you have
Describing to enclose
your CV.
Acts.1,2,3,4 p 12 Dealing with a (resume)
1-Devoloping skills Tactics summary phone conversation Replace inf
3/Phone call p 13 C1/c2/c3 about Joy -Writing a
conversation and 2-Consolidation and Acts.1,2 p26 by inf about phone
the interview extension yourself conversati
Act.06p 25 on
Phone lge. and tactics -Now. You -Writing
have the the
suitable ad interview
and your CV.
Refer to
Joy’s letter
and write
your
application.
-You are
accepted
for the job
advertised. ,
Imagine a
phone
conversatio
Page 22
n to get
your
appointment
2-you get an
appointment
with the
employer
,imagine the
interview
that you'll
have
Level : 1AS
Unit : 1 Getting Through
Glossary (lexis)
Words Word Definition Synonyms Antonyms
Class
(gr)
To apply for V To ask for To inquire
Opportunity N Chance Chance/occasion
Company N Corporation / business Group / firm
To seek V To try to find To look for
Vacancy N Being vacant Available job
Appointment N An arrangement to meet Rendezvous
Curriculum vitae (CV) N Details of education and work experience
Available Adj Ready to be used / not occupied Vacant Unavailable
Check V To make sure Confirm / verify/ensure
To connect V To link To join disconnect
To deal V To hand out
Delighted Adj Very pleased Happy / overjoyed Informal
To enclose V To put an object inside sth
Enquiry N Question
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Process N A course of actions or a procedure (series of Procedure
stages)
Formal Adj Used in accordance with rules
Fee n A payment made to a professional person or
a public body in exchange for device or Payment
service
2 nd
Year
Page 24
2nd Year Unit 1 Signs Of The Time TEACHING MAP LYCEE Technicum Larbi Tbessi
Project: Making a Life Style Profile Contributed by
Tasks Phases Act. Productive lge Aims Homework Portfolio. o
P&n°: b
s
Page 25
Task 1 1/Think it over Page 15 Pronunciation of Introduce the You met a tourist in your
Introduction to the 2/words to say vowels and diphthongs topic: life styles town. He/she asked you
project work about people s habits that
are practiced nowadays…-
present-
Task 2 3/Discovering lge. Pages *Semimodals *To use the semi 2- You met a tourist in your 1-Life styles in the
Life style in the past *before you read 16,17,18 "used to" in the modal' used to'. town. He / she asked you past..
and present in terms of *as you read negative& *Make PP about how people used to live a- clothes .
clothes, food and *after reading Interrogative Observe,analyse in past.. b- food.
entertainment. *Practice Forms as well And draw the Answer his/her questions c-entertainment.
*write it right As"going to" rules for using using the related voc items to
The semi modal : A descriptive paragraph
Act 1 *Pronunciation of final *PP edit the wrong fashion..food..drinks..customs. about how people used
Page19 "s" use of tenses .traditions..etc..-past- to live in past..
*Re-invest the 2- life style in present
grammar forms time.
in producing a Comparison and contrast
policy system
Guidelines.
Part I of the project

Life styles in the past Life styles in the present:
Notes: a/What do they wear today?(modern, European, imported clothes)
a/What did they use to wear in the past?(traditional clothes) b/What do they eat these days?(ready made, fast food)
b/What did they use to eat in those days?(home made food, natural food) c/Where do they go to amuse themselves?(clubs, cybercafé….)
c/Where did they use to go to entertain themselves?(café, visit relatives…) d/How do they usually spend their nights?(watch cable TV, surfing on the web, using
d/How did they use to spend their nights?(no TV, narrate stories) computers)
e/How was life in the past?(hard, most people poor) e/What is life like?
Tasks Phases Act. P&n°: Productive lge Aims Homework Portfolio.

Task 3: *Say it loud and Act. 1&2 -English/French phonetics Students re-invest 'going 3- Life keeps changing 3- Future life
Life styles in the clear Pages 19/20 -Intonation related to to' at a fast pace.. style..
Page 26
future (clothes, food listing -Students should be aware How do you imagine life How do you
and entertainment *Working with Page 21 -Homophones/homonyms of the difference between styles in future? imagine
words -Use of modals may/might E/F phonetics -Prepare a checklist of people's life
*Developing in expressing degrees of -Students use a monolingual predictions. style in
skills certainty dictionary future?
-Listening and Activities -Expressing certainty and -Students will know the A paragraph
speaking 1,2,3 page 22 doubt importance of pauses in describing the
-Your turn -introduce may be / speech. possible
Activity 1 Perhaps -To interract with students changes
Page 23 -illustrate may/will/might About the possible reinforced
Act.1p23 -the use of techniques to advances in the field of with
*Write it up Activities avoid repetition such as Medicine. arguments
*Reading and 1,2,3,4,5 synonyms / -writing definitiond using and
writing 1 Pages24/25 Opposites. relative pron. justifications.
Activities -the use of defining and -illustrate the use of NB/ A
*Write it out 6,7 page26 non-defining relative defining/non-defining Claus. collection of
clauses -agree/disagree + Justify pictures
-paragraph developing by -present continuous and representing
comparison and contrast 'going to' to express the the past.
-Talking about the near future. present and
future using 'going to' or future life
present continuous. styles..
Glossary(Lexis) Unit 1 Signs of the Time
Word Word Class Definition Synonyms Antonyms
Page 27
(gr)
Fashion n Popular style of clothes / or hair style….. etc Fashionable. Med fashioned
tradition n Customs or beliefs ……………. Fashion /at the vogue
Passed down low one generation to the next traditional Modern
ago now
Modern adj Of recent times
Food n Things that people or animals eat
Ago Adv before
Today n
Entertainment n Particular way in which …..is done ..film music
Used to…people
2nd Year Unit 2: Make Peace! TEACHING MAP LYCEE FARES TAHAR.B.E.A
Page 28
Project: Writing a statement of achievements about Nobel Peace Prize winners
Task Phase Activity Productive Language Aim HOMEWORK PORTFOLIO
Think it over Words to Use of verb 'represents' To match pictures with
1- You are a
say names of organizations
journalist.. you are
Before you read Page 38 - Use of Wh-questions/answers To interact and try to
asked to conduct an
- Giving opinion elicit from PP the
interview with the
- Justifying interpretation of a
Nobel Peace Prize
picture
winner -2008.
1- As you read 2 Page 39 - What / which used as subject To start handling modals
Using WH words and
A short in questions / answers
answer them
biography about reading passage.
A Checklist of the Nobel
about: - a After reading Page 39 - can (ability or permission) To learn how to express
Prize winners over the
Peace prize -could possibility, ability and
last 10 years
winner – an -managed to permission using modals.
+
international -to be able to
Pictures and illustrations
organization (present, past and future) To refer PP to grammar
study p197
Practice 1 Page 40 - Modals (can –be able to- present- To practice the use of
2- Your
past- future –affirmative- negative…) 'can' / 'could' and their
correspondence copy-
irregular forms in a
book contains a set of
completion act.
regulations which are
2 Page 40 -ability/-possibility/-permission To identify the different
meant to keep peace
-suggesting/-requests functions given by 'can'
in your school.
'could'
Translate the most
3 Page 41 -Irregular form of 'can' To illustrate the idea of
important ones that
-was/were able to achievement inherent to
express: ability-
the use of 'was/were
possibility-prohibition
able to' Two or Three short
in context. biographies about
Write it right Page 41 -focus on interrogative form of To write a poem Nobel Prize winners
'can'. denouncing prejudices. and their achievements
Page 29
Say it loud and 1 Page 42 - use of could/- may To make PP aware of
2- clear 2 Page 42 - would you mind intonation patterns in
A list of -I wonder if you could asking questions.
potential -polite requests and replies.
candidates / (position of 'please') 3- A new dictionary
orgs for Working with 1 Page 43 -Definitions using which/what -To recognize acronyms edition appeared in
Nobel Peace words -Loc. of headword in nominal group and abbreviations your town. You are
prize + -To match abbreviation asked to add a
statements with full form and checklist of National
of meaning. associations
achievements -To find more using /organizations and
illustrations, logos, their full definitions
pictures…
2 Page 43 -Use of postpositions with verbs To use a dictionary and
-Identify. of word meaning they need write entries related to
peace and war.
Listening and 1 Page 44 - I guess To guess situation from a A list of potential

speaking - may be picture. candidates for the
- perhaps Nobel Peace Prize
2 -wh-questions / answers in a dialogue To listen to a dialogue winners in Algeria and
and check predictions abroad for the next
made in 1. year.
3 - Reporting a speech in their own To allow the PP to
words identify actors, situation,
topic of discussion and
3- provide a summary.
Your turn 1 Page 45 - should To use language for
Make a - shoudn't have criticizing or apologizing
speech and for wrong actions.
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read in best 2 Page 46 - have to To get PP acquainted
oratorical - must be with expressions of
style / To - can't be deduction / obligation
select and write parallel
nominee to sentences.
represent
Write it up 1 Page 46 - have to / to discuss and write a list 4- New pupils in your Two or three short
class
- should / shouldn't of school rules school need to know biographies and
- don't have to expressing obligation / about their Rights as statements about their
- must / mustn't prohibition / absence of well as duties. achievements
- don't need to obligation Write a
2 Page 46 - imperative (instructing verbs) To write an a chart/checklist of
following given model. rights and duties for
them
3 Page 47 The same as in 1 p46 To distinguish between
duties and rights to
establish a class charter.
-4- Reading and 1 Page 48 To get PP involved in a
Campaign writing discussion about a
for a picture given.
UNICEF 2 Page 48 - verbs : hoped, wished, expected his To scan for a more
high –ranking children to … detailed comprehension.
post - use of oratorical style A written justification
- Make and 3 Page 49 -To develop PP's for the nominees – in
deliver a dictionary skills. what way can their
5-You are a leader of
speech - To identify and select winning of the Nobel
a peace organization.
the right meaning of a Prize contribute to a
Prepare and write a
word in its context. further advancement in
speech to defend
Write it out Page 50 - informing peace in the world.
your organization
- convincing
- stimulating an audience To write and deliver a
- use of oratorical style speech in defense of the
- repetition of key words, phrases… rights of the child / pupil
/ student.
Page 31
Glossary (Lexis) 2nd Year Unit 2: Make Peace!
Word Word Class Definition Synonyms Antony

(gr) ms
n. Freedom from war.. a calm and quiet state, free War..viole
Peace
from disturbances or noise nce..
Peaceful adj Non-violent…passive…diplomatic ..serene calm Violent
.agressive
Soldiers somebody who serves in a military organization…..a
member of an army, of a rank below commissioned
officer
Horrors n. a very strong feeling of fear, shock, or disgust Intense dislike Like.
Warfare n. the act or fact of engaging in a war
W.W.I World War I or II…
Resolve v. Make decision.. transitive and intransitive verb to transitive verb to find a
come to a firm decision about something, or cause solution to a problem
somebody to do this
Vote v. the act of making a choice or of stating a preference
to determine the outcome of something
Security n. the state or feeling of being safe and protected
Military action
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Blue helmets n. a member of a United Nations-controlled military
unit
Hot spots n. Military. an area where fighting or trouble is likely
to break out
Agencies/organizations
Cooperate v. to deal successfully with a difficult problem or
situation
Fight v. Clash..struggle..battle..conte
st.. combat.
Racism n. Discrimination…prejudice…intolerance.. prejudice
or animosity against people who belong to other
races…"I am a Muslim and ... my religion makes
me against all forms of racism." Malcolm X Speech,
Celebrate v. ……………………… Commemorate…
rejoice….have fun….make
merry
To combat v. fighting between two people or groups, especially
between armies
Freedom n. a state in which somebody is able to act and live as
he or she chooses, without being subject to any
undue restraints or restrictions
Leader n. ………………………………………………… Head
.manager..organizer..princip
al
.chief..boss..guide..director
Page 33
2nd Year Unit 3:Waste not. Want not TEACHING MAP LYCEE ……………………………………………
Project: MAKING a CONSERVATION PLAN Contributed by …………………..
Task Phase Activity Productive Lge/ Aim Homework Portfolio
Exp.
1. A fact sheet with 1°/Pre/While/Post Reading The Passive -How well 1- You are a member 1. Algeria has taken a lot of
the main conservation Text 1 Present/Past do the of an ecological measures:
measures that have The Amazon Forest Act.2 p.61 Simple& learners / association. Prepare a a. Soil :
already been taken by p.60 Present Perfect students list of measures and -A green dam was built to stop
the Algerian gov. more with modals master the recommendations to desertification.
specifically by your use of the preserve your - A lot of trees have been
village or town passive environment at the planted by volunteers in my
Practice Act.1 p.62 local level. village/town to provide oxygen
Act.2 p.62 and protect soil from deviation.
Act.4 p.62
b. Forest:
- Notices and slogans have been
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put in forests to make people
aware of the importance of
trees such as :
2°/ Write it right Act.p.63 *"A tree is life".
The Exxon Valdez The Future -To re-use *"A tree means oxygen. So,
catastrophe Passive the preserve it".
Press Release structure *"Incineration is forbidden".
will be +
p.p of the
verb
3°/Your turn correctly
Listening & Speaking Act.1 P.67 The Passive with
modals
Task Phase Activity Productive Lge/ Exp. Aim Homework Portfolio
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2. Diagrams with 4°/ Write it up Act.1 p.68 The present passive - To talk and 2- Imagine you are a 2. –Many reservoirs and dams
presentation on how the write about member of a national have been built to keep rain
public amenities and the association that water.
waste disposal systems environment militates to preserve -Many salty water have been
work in your village or -To write a nature and made drinkable.
town guided § using environment.. -Water must not be polluted.
the passive Prepare a list of -people should be economic and
recommendations to thrifty while using water.
be sent to the -People should be made aware
Text 2 members of the of the importance of water:
An other kind of Act.1 p.69 Parliament in our *"Water is life".
pollution Act.2 p.69 country *"Water is vital"
p. 69 Act.3 p.70 *"Water must be managed
Act.4 p.70 carefully".
Act.5 p.70 *"Water is needed in everything
(cooking, bathing, irrigation,
transportation, manufacturing…)
-Factories should not throw
their rubbish or waste in rivers
and seas.
-Mineral resources must be
preserved and water should not
be overused.
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Task Phase Activity Productive Lge/ Exp. Aim Homework Portfolio
3. A country code or a 5°/ Write it out Act.1 p.71 The passive - To re-use the 3. a. School:
town code Act.2 p.71 passive and practice -Don't throw papers on the
it ground.
-Don't write on the walls.
-Don't break windows, chairs
- To reorder ss and tables.
4. A map of an ideal into a coherent § -Keep your school clean
future village or town
with symbols and a b. Home/Building
small presentation / -Don't throw rubbish in front
short description. of your building.
-Use dustbins to throw
rubbish.
c. Village / Town
. -Keep your town tidy.
-Don't build factories near
buildings.
-Don't throw litter in streets.
-Don't walk on the grass.
d. Forests
- Don't lit fire.
-Don't cut trees.
-Don't throw rubbish in
forests.
-Plant trees, flowers.
-Green is beautiful.
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2nd Year Unit 4 Budding Scientist TEACHING MAP LYCEE ……………………………………………
Project: Writing * Reports on scientific experiments Contributed by …………………..
* An ABC of Dreams..
Exp.
1/A report on a 1/ Pre/While/post Act 2 page 81 If conditional To raise PPs 1- You have certainly A fact sheet including a
scientific experiment reading ; type zero/type awareness about carried out description of an experiment.
using Text page 80 one. the science of experiments in your
Geometry. Act 1.page 82 The Geometry. school laboratory-
If Conditionals comparative Physics-Biology-
Act 02page 82 adjectives Chemistry-..
Practice Your Teacher asked
Act 1page 80 you to report the
experiment to
Act page 83 another group of
learners.
2/ Write it right. Conjunctions.  To link two 2- During the A fact sheet including a
-Water properties. If/when/as. sentences experiment you have presentation with a diagram
Act page 87 together. certainly met
 To make PP problems and
3/ Your Turn. Act page 89 aware of the difficulties..
A fact sheet list of
Listening and speaking several Report them and
difficulties and problems
Act 1 page 89 properties suggest a list of
 Making recommendations to
If Conditionals Suggestions avoid them in future.
Text 2: Act 2.page 89 Type I.
Mobile electrons.
Page 38
2/ Details o f the Page 89 Act 3.page 89 3- Because you have
experiment using met various
charts and diagrams difficulties while
doing your
experiments….Collect
them and write a
letter to your
teacher asking for
help and guidance
Act 4 page 89 Vocabulary  Raise PP A fact letter asking for
4/ Write it up. related to awareness advice
Act 1.page 88. electricity. about the
If Conditionals. movement of
Act 2. page 88 electrons
- writing a  Asking for advice.
letter/reply  Suggesting a
solution
Page 39
Unit : 05 News and Tales .
Project : Writing a collection of Stories..
Task Phase Act p Ner Product lge/Exp Aim H.W Portfolio Obs
Selecting - Reading Act 1 p 100 Past perfect/past simple Using past tense List types of story Choose one
Stories types Act 2 p 100 With time/after, before in narrating (disaster, love…) story type
Act 3 p 100 Past cont.
Haw to tell a story Writing Act p 103 - use of the conjunctions Writing a short Completing a story Write a short
(how to build a Act 1 p102 - adverbs story - story summary story P 108
story) Act 1 107 -use simple past with suddenly Act 3p 106
Act 2 p 105 - characters
- compound words
- use of similes metaphors.
How to write a Speaking (orally) -I was born .. on/in To encourage -Write your Each group
personal And Act: using notes to -I am 2nd year student pps to write own personal member
Biography writing write a short -I live in Their own biography prepares his/
biography -I studied… Biographies. biography
Or (written)
Act :
Table completion
Writing a blurb Listening and Act 1 p 106 How to choose title book To pps to make a Giving titles Making book
speaking cover / attractive voc / words in cover for their cover
bold drawings/colours… stories
Page 40
TEACHING MAP 2nd Year Unit 6 No Man is an Island : LYCEE ……………………………
Project: Making a Survey Contributed by …………………..
Exp.
Page 41
How to conduct a Discovering language. Act.1P.120. -reporting results -To skim and scan
survey. -Act.2P121 -Reported Speech through the text for 1- You are a member
-a short questionnaire. -Grammar (present perfect, information. of a security
Desk.p121 past simple, and -To have an idea about organization
future) the transformation ..Prepare and
-reporting rules from direct to distribute a
statements , reported speech. questionnaire to
-a short interview. questions and check the
Practice: quotes. readiness of local
Act.1P122. -Use of reporting inhabitants to -Making an interview
-data collection -Act.2P123 verbs. face a disaster.
questions and results. -To practice the use 2- You have
Write It Right: of reporting verbs and obtained a rich - a short questionnaire
P. 123 -Silent letters transformation of data concerning and a graph
and Primary statements , questions the situation
stress. and quotes. ..analyze and
-To collect data in a present them to
Say it Loud and Clear: - reporting chart and how to your local
orders, requests… interpret it. authorities.
-a report with a graph. -Act 1/2 3- Last week
P.124 Ghardaia
Working with words. - you'd better… witnessed a
natural
disaster ..What Reporting results.
Act.1P.125 could be the
Listening and Speaking: measures to avoid
such a disaster.
4-
Page 42
- To know how to
- a set of safety Your Turn: pronounce words with
instructions silent letters and the
phonetic transcription A list of precaution
of some words. measures
-can I ask…/ do -To practice the use
Act1/2P126 you think… of reporting verbs and
- a reminder of how -if I were you…/ transformation of
people abroad deal with you should…etc orders and requests.
such disasters. -use of linking
Write it up: Act.1 P127 words expressing -to know how to give
cause: because advice.
,for ,as… - to practice the use
punctuation of expressions of
giving and asking for
advice.
Act1/2 P128
Reading and Writing: -reporting verbs - to write a set of
instructions to
Write it out: mitigate an
earthquake.
-To know how to
Act1/2P130 punctuate reported
Act3/4P130 and direct speech.
- To report quotes and
express opinions.
Act1/2
P130/131
2nd Year Unit 7 Science Or Fiction TEACHING MAP LYCEE : Mekhaznia.Ouenza
Page 43
Project: Writing Miscellanies
Exp.
Conditional type 3. -Raising 1-a- If computers had not been - A set of statements with
1- 1-Pre-while-post Act 1-2 p139 Past tense awareness invented…………………….. ‘if’ patterns
Underlining the reading text1 p139 P 140 Modals about the b- If car wheels had been
importance of the Compound words. advantages of square…………………….
achievements using “if” the c- If vaccines had not been
conditional type 3 . 2-Practice -write it Expressions of achievement. discovered……………..
right Act1-2-3 p141 clarification/ d- If mobiles had not been
P 142 Act 1 p144 Exemplification -Expressing invented……….
2- Expressing regret advice/ Complete these conditional
about the misuse of an regret/ blame sentences using Type 3..showing
invention or discovery. 3-listeningand speaking Act 1-2 the importance of inventions for
p146 3-4 p146 human life. -A dialogue about the
-Asking for 2- Mobiles cars Internet.. are misuse of an invention
and giving useful inventions which have
3- advice advantages as well as
Writing a short text of Act 1-2-3-4 //clarification drawbacks .Select two inventions
commentary 4-Reading and Writing P 149-150. and write a report about
text 2 -Criticising/ drawbacks.. A piece of commentary
P 149-150 Commentary agreeing/ 3-You are certainly influenced by about the invention or the
verbs/ disagreeing/ someone s life inventor-scientist discovery.
4- expressions expressing discoverer- write a short
Writing a biography Act p151 opinions. biographical account on his /her
life. - A biography.
5-Write it out p 151 -Establishing
the
chronology /
- Past tense … sequence of
sequencers events
happened in
someone’s
life.
Page 44
UNIT / 07 – SCIENCE OR FICTION Glossary (lexis)
Word Word class (Gr.) Definition = synonyms ≠ Antonyms
Page 45
Fiction Noun Writing that describes unreal Imagination Reality
people ,events …etc .
Make or design something that didn’t
INVENT exist before. Create
VERB Copy / imitate
Finding out or learning about for the

DISCOVERY first time . Finding out
NOUN //
LOOK FOR Be in search for

Search for / long for
Compound verb //
Curiosity Eagerness or interest to learn about
something . //
Noun
GENIUS //
A person with great intelligence or
NOUN OR abilities Very clever
PERSPIRATION ADJECTIVE
Stupid
Devoting huge efforts to achieve
MISUSE NOUN something. - sweat
IMPROVE Laziness/passivity
VERB Use something wrongly to harm
WELL-KNOWN VERB Make something better ameliorate To benefit
Make worse
adjective Known by almost all the people famous
unknown
Page 46
2nd Year Unit 8 Business Is Business TEACHING MAP LYCEE . Nait Belgacem Bir El Ater
Project: Writing a business Portfolio
Task Phase Activity Productive Aim Homework Portfolio

lge/Exp
1.Letters&messages 1/Pre/While/Post Act 2 p161 1- You are a The portfolio should

On different Reading businessman/w include the different
business situations Text 1 oman ..write a types of letters given
Eg:an order form , Aset of business business letter as a homework
Aletter of enquiry , letters:A. B.C.D A- a letter of
A letter of PP:160-161 Inquiry.
complaint. Practice Act 1 p162 Link -To use link
Act 2 p words: words to write B- a complaint.
162 To-in business letters
2.Letters on social order to C- A
situations related to 2/Write it right So that congratulations
business *A letter of To raise pps .
eg:invitations, enquiry Act 1 p163 attention about
thank you notes, .. *A letter of Act 2 p163 following a
reply layout to write
3.Other business business letters
documents eg:An
anual report for the
achievement of a Answering
firm (include graphs) 3/Your turn Act 1 p yes/no.wh
Listening & 167 Yes/no questions giving
speaking Act 2 p questions further
168 Wh information
questions
Page 47
Task Phase Act p& N Prod. Aim Homework Portfolio
Lge/Exp.
4/ Write it up Act1p168 -The present To use the Writing annual report Annual report for a
Act2p168 perfect& present perfect for the achievement company + graphs
present simple& of a firm (include
continuous continuous in graphs)
annual report
Writing a report
about an employees
5/Write it out Writing a

Act2p172 confidential
Act3p173 Link words: so report
that, in order
to+ modals
Page 48
2nd Year Unit 8 Business Is Business GLOSSARY LYCEE . Nait Belgacem Bir El Ater
Project: Writing a business Portfolio
Word Word Class (gr) Definition Synonyms Antonyms
Page 49
- dispatch verb -To send sth/sb off to a destination or for special purpose. Transmit Business .trade
-List of goods sold or surprises provided with the price (s) investment
-invoice noun charged.
-Request to make or supply goods.
- order noun -Put sth in an envelope ,letter ,parcel... .
- enclose verb -A letter stating that sth has been received .
acknowledgment verb -Send (goods ,etc)for delivery .
- consign verb -Amount of business done by a company within a certain Hand over sb/sth to
- turnover noun period of time . sb/sth
-To say that one is dissatisfied unhappy .
- complain verb -(note) send with a consignment of goods giving details
- consignment noun about the goods.
-Person who manages the affairs of other people in
- business agent Compound business
noun -Using money to buy shares, property in order to earn
-investment noun interest or bring profit.
-Things done successfully especially with skill and effort .
-achievements noun -Person controlling a business.
-to come together gains
-manager noun
-merger verb -A process of being taken or transported from one place to
another combine
-transit verb
Page 50
3 rd
Year
Page 51
Level: 3rd AS School year: 2008/2009
Teaching
Teaching Map
Map
UNIT 1: Exploring the Past N.B.:No reformulation of assignments was carried out.
Page 52
Task (T.S.) Phase Act. P. & N° Productive Lge/ Exp Aim Assignment Obs.
Listen & -Let’s hear it: -Asking & answering 1. Making PP able to prepare Think, pair, share:
Consider Act1,2,3 p16/17 QQ using ago a talk about the changes Jotting down ideas to
-Around the text: -Using had to, used that occurred in modern complete a network tree
Gram. Expl. I: act1 pp17/18 to, was able to+ s. civilizations
Preparing a Voc. Expl.: act1,2,3 pp18/19 past of be 2. To raise PP’s awareness
short talk about -using dependent about changes that took
changes that prepositions: verb+ place in our modern civ
took part in our prep 3. To reinvest in speaking &
modern writing the thematic lge
civilization elements acquired
throughout the previous
activities by fore grading
a particular function, here
comparing
Read & Gram. Expl II: -Expressing To make PP reinvest in
consider Act 1,2,3 p25 concession writing thematic lge
Writing an
-Expressing time elements acquired
expository essay
relations with throughout the sequence
about the
conjunctions: before, Activities to write an
challenges faced
when, etc expository essay
by our modern
civ
Voc. Expl: - Forming words
Act 1,2,3,4 pp 26/27 with: dis, de ic, ment
Reading & As you read: -Using reference 1. Making PP use the skills of A short summary of the
writing Act 1,2,3 pp38/ act 5 p39 words skimming & scanning acquired text on pp 37/38
- Using past tenses throughout the reading
Summarizing
activities
2. Section to summarize the
text on pp 37/38
Group work (Lycée Malek Ben Nabi, Tebessa)
Words to know... (Glossary) Unit 1
Page 53
Words Definition = Synonyms ≠ Antonyms translation
 Ancient (adj)  to belong to times that… Very old Recent, updated
 
A  
 
 
B  Bloom (v)  Flourish , prosper
 Collapse (v)  Fall down
 
C
 
 
D  Decay (v)  To lose power, vigour, influence …
 Decline (v)  A gradual and continuous loss of strength, power,..
 
E Emerge (v)  To develop , become noticeable and prominent Disappear , decline
 Expand (v)  To become greater in size, number or importance To restrict, limit
 
 Flourish (v)  To be successful, active or widespread
F
 
M  Mature (adj)  Fully grown or developed in mind or body.
V  Vanish (v)  To disappear completely and suddenly.
Group work (Lycée Malek Ben Nabi, Tebessa)
Page 54
Teaching
Teaching Map
Map
UNIT 2 : Business Ethics
Listen & -Act.1P.46 (adapted) - the present simple - To enable each If you were elected head of
Consider Select a profession from - The conditional with: providing PP to choose a the state, you would need to
the list then say which of (ed) that, as long as, but only if.. job. deliver a public statement to
the practices below are - It’s about time.. - To check PP’s announce your anti-corruption
To write a short
ethical and ≠. - It’s high time.. understanding. programme. Use the following
public statement
-Act.2 P.46 - I wish… (ethics in notes:
about an anti-
- Had better/ should / - ought to business) -appoint honest civil servants
corruption
- Modals - Pass stringent laws.
programme
- Voc. Explorer P. 50 + act.1 2, &3 Take the example done in the
p. 50/51 classroom for a model
- Pronunciation: stress in words
ending in “ics”
Read & - Getting Started P.53 - So +adj+that/ such +N. phrase -To raise PPs’ You have listened to an
consider - Taking a closer look P.54 +that awareness about interview with the rep. of
- Gr. Exp. P55 / act.1 p.55 - Expressing result social, “The Right to Know”
- Act.3 P.55 - The present continuous in the economic...on association, write a similar
To write an
- Gr. Exp. 2 P.56 passive clients and interview with a rep. of the
opinion article
- Memo P.56 Stress shift P.57 (verb /noun professions profession you have chosen.
- Voc. Exp. : Act. 1,2, 3 & /adj) To enrich PPs’
4 P.57 voc
To write a Listening -Before listening (P.61) - Eliciting opinions People may have different
speech in favour and -As you listen (P. 62) - Giving one’s opinion opinions about business
of ethics in speaking - After listening (P.63) - Reporting what others ethics.
business think Try to get acquainted to your
- Agreeing /disagreeing partner viewpoint. Make sure
to use the appropriate lge.
Page 55
-Say it in writing P.64 Forms to ask him his opinion.
Reading -Before reading P.65 Grammatical and lexical cohesion To raise PPS’ Aiming at writing a policy The
and - As you read P.66 (see Coping Box P.68) awareness about statement of the fund you assignment is
Writing - After reading P.66 cohesion and are responsible for, have a given in
Writing a policy
Act. 3P.68 coherence look at the notes on page 69. preparation
statement
- Writing development Select the most appropriate for the
P. 69 ones. “writing
development”
Group work (Lycée Saâdi Seddik, Tebessa)
Page 56
Words to know... (Glossary) (unit 2)
Words definition = Synonyms ≠ Antonyms translation
 Abuse  To take advantage of one’s power, position, etc unfairly or excessively. The misuse
A
 Auditor (n.)  A person who officially examines the accounts of a company,
 Bankruptcy ’  The state of People or organizations that do not have enough money to pay insolvency
their debts. (BUSINESS)
 Backhander  It is an amount of money that is illegally paid to someone in a position of Bribe, kickback,
authority in order to encourage them to do something. sweetener
 Bottleneck (id)  Anything that slows down production in a manufacturing process
B
 Brand  A type of product manufactured by a particular company; A trade mark
 Bribe  It is a sum of money or something valuable that one person offers or gives Kickback, backhander,
to another in order to persuade him or her to do something. sweetener
 Bribery  The giving or taking of the sum of money, services, etc in return for
dishonest help.
 Capital flight  The illegal sending of money out of a country
C  Corruption  Dishonest or wicked behaviour Sleaze
 Counterfeit  To copy coins, writing, etc in order to deceive. Fake genuine
 Deception  The act of making people believe something that is not true, usually in order Trickery, treachery Honesty ,
D
to get some advantage for yourself. probity
 Embezzle  To take money and use it illegally for one’s own purpose.
 Encryption  Writing a document in a special code, so that only certain people can read it. Decryption
E
 Eradicate  To eradicate something means to get rid of it completely. Eliminate, obliterate
 Ethics  These are moral beliefs and rules about right and wrong.
 Fake  That has been made to look valuable or genuine, generally to deceive. Phoney, false authentic
 False accounting  Incorrect detailed reports of money
 Fault line  An area of a system or a process that seems weak and likely to cause
problems or failure
F
 Firewall  A computer system or a program that automatically prevents unauthorized
person from gaining access to a computer while connected to a network
 Forge  To copy or make a banknote, a document, etc look genuine to deceive people Falsify, copy
G  Genuine  Things that are exactly what they appear to be, and aren’t false or an real , authentic fake , False,
Page 57
imitation bogus
counterfeit
 Hacker  Someone who tries to break into computer systems, especially to get secret
H
information
(sequel of unit 2)
I  Integrity(n) To have integrity is to be honest and firm in one’s moral principles. Honesty, virtue
K  Kick Back(n) A sum of money paid to someone illegally in return of a favour bribe
 Lobbying(n)  Trying to persuade someone such as a member of government or council to
L
change a particular law for one’s favour.
 Militating (n)  Preventing sb from doing sth; making sth less possible or likely
M  Money  The crime of processing stolen money through a legitimate business or
laundering(comp.n) sending it abroad to a foreign bank, to hide its illegal origin
 Nepotism(n)  Unfair use of power in order to get jobs or other benefits for a friend or a Favouritism,
N
relative preferential treatment
 Piracy  The illegal copying of things such as video tapes or computer programs
P
 Probity  A high standard of correct moral behaviour
 Sentence  The punishment that a person receives after being found guilty of a crime.
 Shareholder  A person who owns shares in a company.
 Sleaze  Describes the activities that you consider immoral, dishonest or respectable.
 Smuggling 
 Stake  To stake one’s money or reputation on the result of sth. is to risk them on it.
S
 Stakeholder  To take into or out a place things or persons illegally and secretly.
 Stringent  Stringent laws, rules, or conditions are very severe or are strictly controlled.
 Sweetener  It is something you give someone in order to persuade him to accept an offer bribe
or business deal.
 Trick  A trick is an action that is intended to deceive someone.
T
 Tough  Strict and firm policies or actions. Rough, severe Tender & sore
V  Violate  To break a law, agreement or a promise. Break, desecrate
 Whistle blowing  is the act of telling the authorities or the public that the organization you
W
are working for is doing something immoral or illegal.
Group work (Lycée Saâdi Seddik, Tebessa)
Page 58
Teaching
Teaching Map
Map
UNIT 3 : Education
Listen & -Act.1/2p76 - Conditional - To bridge the Each of you has
Consider Gr.Exp.1,2,3,4/Acts.p77,78, - Warnings(unless) gap between the wishes related to
Reciting a wish 79,80 - Expressing wish previous and the studying, express
poem - Rhyming present unit some of them in
coherent sentences
Read & - Taking a closer look - Expressing quantity To re-invest the You have recently The target
consider p.83/84 - Comparatives of short, so far acquired lge moved out to a new situation has been
- Act. 1,2 P.84 long adj forms acquired in school. How do you adapted to suit the
- Act. 1, 2,3 P. 85 - Expressing similarity and this phase find it in contrast to learning situations.
Writing a letter
- Act. 1,2, P. 86 difference - To raise pps’ the school you used
describing,
- Act. 1 p87 - Describing a process, awareness about to go to? In your
comparing and
- Voc. Exp. : act. 1, 2 &3 p. using the simple present ed. Systems in the description, rely on
contrasting two
88 - Pronunciation: stress world your senses. Jot down
schools
- Pronunciation: Act. 1,2 shift in clusters what you
P.88 -final “s” can feel, see, hear
and smell. (act. 2
P.89)
Listening - Before listening p93 - -To raise PPs’ Now it is your turn to
& - As you listen p94: awareness about take the act.1 p94
Speaking and
Speaking act.1,2,3,4 issues related to for a model to write a
writing about Page 59
- After listening: education, the commentary about a
one’s ideal
act.1,2p100/01 choice of careers, famous person of
school
dedication to your choice.
science
Page 60
Writing an Reading & -Before Readingp97/98 Link words -To reinvest the Everyone feels
expository Writing -As you read act.1,2,3 discourse stressed when exams
article p98/99 connectors approach. On page 102,
-After reading: act.1,2 acquired in this there is spider map,
p100/01 phase. make a selection of
- To enable pps to causes and effects.
write an
expository article
Page 61
Words to know..(glossary) (unit 3)
Words definition = Synonyms ≠ Antonyms
A
required to do sth competence, power
 Acquire (v.) -To gain a skill, a habit, etc by one’s own ability. Obtain, procure, secure, get, gain,
appropriate Group work (Lycée Fatma-Zohra, Tebessa)
 Advanced(adj) -Involving or capable of a more difficult level
of work
 Aptitude(n.) -Natural ability or skill at doing sth Ability, gift, talent, knack, faculty
B
 Bachelor(n) -A person who holds a first university degree
C
 Charge (n.) - A price asked for goods or services Price, cost
 College (n.) - An institution for higher education or
professional training
 Comprehensive - (Brit) A large secondary school at which
(school)(n) children of all abilities are taught
 Compulsory -That must be done; required by the rules Necessary, required, obligatory Optional, voluntary, free
(education)(adj)
Level : Curriculum(n)
3AS Teaching
Teaching Map
- (pl curricula) The subjects included in a Map Syllabus
School Year :2008/2009
course of study or taught at a particular
Unit 4: Safety First school, college, etc
Productive Lge./
E
Task (T.S.) Phase Act .P. & N° Aim Assignment Obs.
Of or in the early stages of a course of study Exp.Basic, primary, fundamental
 Elementary(adj)
To write a short § Listen and consider Getting started P. Modals to express Raise PP’s awareness The local radio is making a
on the types of food 107 (Oral) certainty , about the # types survey about food and
F
and the change in -An amount ofLet’s
moneyhear
paidit for
P.108 probability , Pay, payment,
professional of food + advertising
remuneration safely. The journalist asks
 Fees(n)
life style : Act 1+2 P.108 possibility
advice, services or to join club, do examination - Organic food you about the subject. Give
- Shopping Habnits Grammar exp I -Conventional food your opinion using may, may
-eating habits Modals
A set of ideas or beliefs that form the basis of : May , GMFs not, might, can could
I
-leisure &Entertain.. an economical or political theory or that might,
heldwill, can, (negatives)
 Ideology(n)
Grammar
by a group of people exp II could # uses of gerunds
p.109
On/upon sb necessary as a part of sb’s duty PP learn how to form
Act 1+2 P.110 Gerunds nouns by adding Illiterate, unread, unlettered,
 Incumbent(adj)
Voc Exp P.110 suffixes to verbs ignorant
Act 1+2 P.110
A school for very young children Suffixes : er, tion,
K
ing, men
 Kindergarten(n)
t to form nouns
L A relative position, stage, standard or degree

 Level(n) of authority Page 62
Able to read and write
 Literate Educated, informed, intelligent
-A holder of a second university degree

 Master(n)
colleges
A short Expository An award of money

Read & Consider to sb
Getting to help pay for
Started Usetheir
of the present To learn how to - The doctor has visited you
Article on food
S education (Oral) simple write / expose in the classroom to make the
Safety
 Scholarship(n) -Taking a closer look facts, suppositions, PPs aware about what would
The ability to Act
do sth
1+2well
P. 113 predictions happen if they ate decaying
 Skill(n) Gram Exp 1+2 P.115 If Clauses : Ability, talent, aptitude
Distinguish between food. Reformulate what he
Supposition main clauses and had said using conditional
Hypothesis, result , subordinate clauses sentences.
prediction
Gram Exp II P.116 Quantifiers with Be able to express - You visited a patient at the
Act 1 P.116 counts and uncounts quantity with counts hospital. You saw a notice on
Gram Exp III & uncounts the wall about health
Act 1+2 P.117/118 Link wortds warnings. Retell your
Voc Exp P.118 expressing cause and Express cause classmates about them using
Act 1 + 2P.118 effect effect relationship quantifiers( little, much,
Adjs with « y » -To form adjs by many, etc.)
adding «y » to somle
nouns
Productive Lge./
Task (T.S.) Phase Act .P. & N° Aim Assignment Obs.
Exp.
To write an Advert Reading & Writing Bnefore reading Expressing Raise PP awareness You are a seller who
(oral) P. 118 Concession on the effects of promotes a new cook top. An
As you read Though, although, advertising on # impressed woman asked you
Act 1 P.129 admittedly cultures & societies about the product. Give her
-Be able to argue by details by answering her
making and questions.
expressing
concession
To complete a letter Writing development Act P. 130 Verb + preposition
of complaint
Group work (Lycée Djebel El-Djorf, Tebessa)
Page 63
Word Definition = Synonyms ≠ Antonyms Translation
Safety Freed out from danger ......................................... Unsafety / danger
Consumer Person who buys or uses goods Buyer, user, client
Consumption
Harmful Sth that causes damage or harm Harmless / safe
To advertise To make sth known to people by

Advertising means of notices, newpapers, Tv
Advertisement etc..
Product Sth manufatured by a firm for goods

Production/ productivity/ sale/ consumption
producer
Protect Keep safe from harm or danger
Page 64
Complain Say that someone is disatisfied
Commerce Buying and selling of goods

Commercial
commercialized
Group work (Lycée Djebel El-Djorf, Tebessa)

UNIT 5: Astronomy & the Solar System Teaching
Teaching Map
Map
Page 65
Listen & -Used for /used to 4. Describing the You are in the year 2050. You
Consider function of objects are on the moon, write a draft
-Using expressions of
5. To ask and answer expository presentation of it
- Act.1 P. 136 measurements questions about using the notes in the fact file
Writing a
measurements. below.
expository - Act.2 P. 137
6. Oral production:
article
- Act.1&2 P. 138 describing an object
7. To write an
- Act.1 P. 141
expository
presentation
Read & - Act 2 P.142 -comparatives: 1. using the comparatives - Think, pair & share (P. 149)
consider - Act.1 P. 145 long/short adj. and of superiority and Suppose a comet collided with
- Gr. Exp. I adv. equality the earth, what would happen?
Writing an (Act. 2P.145) - Comparing & 2. Expressing contrast - Choose one of the assignments
argumentati - Gr. Exp . II contrasting 3. Making PPs use P. 151
ve essay (Act .1, 2. &3 P. 146) -Making supposition suppositions and - Many celebrities contributed
- Gr. Exp. III: (act. P. 146) -Expressing condition hypotheses. in astronomy. Make a short ID
- Forming nouns from verbs: card about one from the list
e.g. Believe (v), belief (n), provided.
beliefs (pl)
Reading & -Act. 1,2,3p 156 -Predicting the -To be able to predict Some people think that the
writing -Act. 1,2, p 158 context of a text -PPs make inferences budget devoted to space
Writing a
-Act. 1,2, p 159 -Making inferences from a text exploration is waste. Use either
draft
-Writing development: -Distinguishing deduction or concession to write
newspaper
(act.p160) between different -Make pps able to write a draft article from the
article
types of reasoning in an argumentative essay information given.
argumentative texts
Pronunciation & Act.1,2,3 p148 Final “s” Making pps aware of the
Spelling pronunciation of the
final “s”
Group work (Lycée Hardi Mohammed, Tebessa)
Page 66
 astronomy(n)  A science that concerns space, stars, etc
A  Astronomer(n)  A scientist specialized in astronomy
 astronaut(n)  A Specialist who travels to space
B  Believe/belief(v)/(n)  Think/thought
 Comet(n)  A kind of a speedy star
 Constellation(n)  A group of stars
C
 Compare(v)  To state similarities and differences
 Contrast(v)  Opposing
 Distance(n)  How far it is
D
 Diameter(n)  Measure from side to side
 Emit(v)  Release in the air
E
 Equipment(n)  Tools needed for a job or expedition uniform
 Galaxy(n)  A group of planets
G
Gravity(n)  Force that attracts bodies to the centre of the earth
 Martian(adj)  From the planet Mars
M
 Moon(n)  Planet lit at night
O  Orbit(v)/(n)  To turn, to revolve; revolution
P  Planet(n)  A star belonging to a galaxy
R  Rotate(v)  Revolve, revolution
 Size(n)  How big or small sth is
 Surface(n)  Outside or outward appearance of sth
 Signals(pl n)  Signs or gestures
S  Satellite(n)  Artificial body revolving around a planet
 Speed(n)  How fast sth is
 Space(n)  Universe beyond earth’s atmosphere
 Solar system(comp n)  A group of planets orbiting the Sun
 Telescope(n)  A tool needed to observe what is far
T
 Transmit(n)  To send or pass on
U  UFO’s (abbr)  Unidentified Flying Objects
W  Weight/weigh(n)/(v)  Measure
Group work (Lycée Hardi Mohammed, Tebessa)
Page 67
Level: 3rd AS Teaching
Teaching Map
Map School year: 2008/2009
UNIT 6: Feelings & Emotions
Page 68
Task (T. S.) Phase Act. P. & N° Productive Lge/ Exp Aim Assignment Obs.
Listen & -Getting started p166 - the present simple - To define comedy -A close friend of you is
Consider -Act. 1/2 p167 - Adjectives and humour lost during his last
-Gram. Expl 1:act p168 -Articles - Talking about exams. He wrote you a
-Gram. Expl2 p168 -Expressing obligation, virtues of humour letter of complaint. You
advice, necessity, absence -To write a letter send him a reply to give
Writing a letter
of obligation giving advice him advice.
to give advice
-Voc. Expl p 169: act 1,2,3 p -Deriving adj from nouns -act 4 p 170
169 -turning adj into verbs
Act 5 170p
Act. 1-4 p 171 -Pronunciation: Silent”h”/
- Think, pair, share p172 the cluster of “ngth”
Read & - Getting started p173 -Expressing likes & dislikes Raising awareness Algerian men and women
Writing a consider - Taking a closer look p174 -modals about American, react differently toward
newspaper - Act 1, 2 p174 -reciprocal pronouns British & Algerian grief and love. Write a
article - /Gr. Exp. 1 P. 175 -forming adj, adv,nouns attitudes and newspaper article
describing - Voc. Exp. P178 feelings towards exposing these
feelings and - Pronunciation: Act. P.179 different reactions.
emotions - Pronunciation: Final “ed” situations
expected from
Algerian men & - Think, pair & share p.180 To write a
women in newspaper article
different to reinvest the
situations structures learnt in
this phase
Reading& - Before reading p188 -Demonstrating You are impressed by a Reported speech
Writing - As you read p189 - Reported speech: critical thinking fantastic film. Write a is integrated in
Write a review - After reading p190 - punctuation &judgment review article about it. this phase.
article - Activities on reported - changes in pronouns & -to write a review
speech based on the reading adverbs of a film/ book
passage Changes in tenses
Group work (Lycée Houari Boumediene + Technicum Abou Oubeida, Tebessa)
Words to know... (Glossary) Unit 6
Page 69
 Agony(n)  Extreme physical or mental pain
 Assertive(adj.)  Expressing opinions or desires strongly and with confidence so that submissive
people take notice
 Chauvinist(n)  A person who has an aggressive and unreasonable belief that their own
A
country is the best
 Comedy(n)  A play or a movie intended to be funny, usually with happy end humour Tragedy
 Cursing  Saying rude things about sb or sth

D  Denial(n)  A statement that says sth is not true or doesn’t exist
 Embarrassed(adj)  Shy, awkward or ashamed, especially in a social situation

 Enthusiast(n)  A person who is very interested in sth and spends a lot of time doing it
E  Esteem(n)  Great respect and admiration; a good opinion of sb
 Extrovert(n)  A lively and confident person who enjoys being with other people introvert
F  Fulfilling(adj)  Causing sb to feel satisfied and useful

 Grace(n)  A quality of behavior that is polite and pleasant and deserves respect
G
 Grief(n)  A feeling of great sadness
O Optimism(n)  A feeling that good things will happen and that sth will be successful Pessimism
P  Phlegmatic(adj)  Not easily made angry or upset calm
R  Reliant  Needing sb or sth to survive or be successful dependent independent
 Solemn(adj)  Performed in a sincere and serious way
S
 Subduing  Calming or controlling your feelings defeat
U  Unicorn  An animal like a white horse with a long straight horn on its forehead
W  Wail(n)  A long loud high cry, especially expressing pain or sadness
Group work (Lycée Houari Boumediene + Technicum Abou Oubeida, Tebessa)
Page 70
Unit 1 (I) Unit 4 (VI)
Unit 2 (II)
Unit 3 (III)
Unit 5 (V)
Page 71
Tamer Kaddour Secondary School. El Taref - I - School Year :2008/2009
Level : 1AS
Unit : 01 Getting Through
Project: Making A Job Application Booklet Teaching Map
Task Activities N. P Productive lge Aim Home work C C C Portfolio obs

Phase 123
Collecting Listening 1-(p.4) HW: You are looking for a job and ×
and 3-4 ( p.4 ) to send and you have found some job adverts in × Tasks 1.2
Adverts
speaking 1- ( p.5 ) -Giving receive an e- the newspaper/ on the adapted
internet….Bring some of them to the
Anticipate 4- ( p.20 ) A-B-C-D-E instructions: mail the task/
class and select the most ×
1- ( adapted) Listen to the advert sequencers: first, project
appropriate for you.
Listen and and circle the letter of the correct then……finally. ×
check answer -Expressing to respond to Some job
purpose: to, in job adverts
2-( adapted) Listen to the job adverts
Stop and advert again and fill in the table. order to…..
×
consider The applicant The applicant -Expressing
must(be) has to obligation and
- - necessity
- - Modals: has/ have
- - to/ must( be) ,
need to……
3- Use the information in tasks 1
and 2 above to write a short
paragraph to show what an ×
Page 72
applicant must do and how s/he has
to do to get the job advertised for
1- ( p. 6 )
2- ( p.6 )
HW: You want to apply for the job of
Initial -Polite requests To recognise × × pps have
‘camp leader’. .Phone the camp’ s
phone call Listening ( formal/ informal and use the dealt wit
director / secretary to enquire A formal
and 1- ( p.12 ) Intonation right tone in about the vacancy of the job. ( Use the job a
phone call
speaking 3- ( p.12 ) polite the tactics summary p. 25 ) for camp
Say it clear 4- ( p.12 ) May I…….?/ Could requests × Secretary / leader
Tactics summary ( p.13 ) I……? / Can I………, × × candidate previousl
Developing please? To make a
skills Phone expressions: formal phone
Hold on…./ … call
speaking….
×
Resume Write it out 2- ( p.24 ) - Present simple To write a cv HW: Transform your personal CV × A resume Act1 can
3- ( p. 25 ) tense into a paragraph ( a prose ).Then set as a
×
Consolidati 1- ( adapted ) Fill in a resume with - Expressing likes: read it to the class. HW
( CV )
on and your personal information ( Use Like/prefer/love/
extension Joy’s resume as a model ) + stem+ ing
Enjoy+ infinitive
-Prepositions of
place: in- on –at
×
To identify
Letter of
Page 73
application Developing 1- ( adapted ) Items A- E are parts -lay out of a the layout of HW: Now that you have prepared a
skills of a formal letter. Put each letter formal letter a formal CV for the job of camp leader, you A letter of
inside the appropriate box. -Expressing likes / letter have to write a letter of application application
to show you are suitable for this
A-Sender’s address dislikes To write a
position. ( Use the camp’s address
B-Closing salutation + name -Polite requests: correct
provided in the job advert and
C-Receiver’s address Would you……..? letter of respect the lay out )
D-Date application in
E- Opening salutation terms of
form and
content
………………………………………………
…………………………………………………
……………………………………………….
………………………………………………………..
………………………………………………………..
…………………………………………….
………………………………………………..
1- ( p.16 )
4- ( p.16 ) ×
×
×
Page 74
4- ( p.25 ) ×
5- ( p.25 )
×
8- ( p.23 ) A- B
×
Job
interview Consolidati 1- ( adapted ): Use the information
on and in the table to write all possible -Asking and To answer HW 1: Write answers for the
×
extension sentences with: from…..to / for / answering questions questions you have asked / found in
until / in / at / questions( Aux- act2 A job
Stop and Karim Hours Date Wh ) in the To give interview
consider Starting 8 a .m 1999 present, past, personal HW 2: You had an interview with the Candidate /
work future information camp’s director, MR Amara Mounir. manager
Do/ did/ have All your classmates would like to
Finishing 4pm 2007
have details. Write the interview and
work you………?
read it for the class.
When? Why , how
×
2- ( adapted ): Think of all long, how often,
possible questions the director of since when…..?
the camp will ask you / the To conduct a
applicant. Then write them in the -Polite requests: job interview
appropriate column of the Could/ would
following table: you…….., please?
Field Possible QQs
-Education - - Conjunction:
-Languages - neither……..nor
- Work - -Prepositions:
experience - from…….to / at /
in……..
←
P
Page 75
- II -
School: School year: 2008- 2009
Level: 1AS
Teaching Map
Unit: 02 Once Upon A Time
Project: Writing A Book Review
Task Phase Activities N. P Productive Aim Home work C C C Portfolio Remarks

language 1 2 3
Driving qq: To introduce the HW1: Your school library is full HW1
Selecting Class What type of books do you generally read/ topic of the of books in English, French or dealt with
like reading? project Arabic. Select one book then
the book discussion in pairs
present it to the class.( title +
-to talk about author )
- Present simple literary works ×
1- ( p.36 ) tense
Sequence 1 4- ( p.37 ) HW2: You filled in a table with
List and information about a book you ×
5- ( p.37 ) - Expressing likes /
read. Now you need to
speaking Act ( adapted ) Fill in the table with dislikes /
transform the information into a
× /
Anticipate information about a book/ a story you read preferences
I prefer-I like- I short paragraph.
Title Author Hero / ×
heroine don’t like……
- - -
-
Page 76
1- ( p. 40 ) - Past simple tense To ask and HW1: Your partner is asking × The biography
Writing the Sequence 2 1- ( p. 54 ) -Time markers: at first, answer qqs in you about Charlie Chaplin Use of the selected HW1 dealt
later, before, next, ×
biography Reading and 2- ( p. 54 ) the past the information ( act 3 p.55 ) to author with in
…….
write a dialogue about this
×
writing pairs
Sequence 4 -WH qqs: when, who,
To write a famous artist
Consolidation where…… biography HW2: your classmates want to
and extension know more about the author of
Write it out one of the books you’ve already
read. Write the author’s
biography then read out to the
class
Present and past

Summary of Sequence 1 Your turn ( act p.39 ) simple –past to express HW1: You have read an extract A summary of
the book List and speak Say it in writing ( act p.39 ) continuous tenses literary from Alice’s Adventures × the selected
-Past continuous with : preferences ( p.48 ). Use the extract as a × book/ story
while- when- as
Say it clear model to write your personal
-Expressing likes /
3- ( p.38 ) dislikes / -to write a short story. ×
preferences…… book review
Stop and -Adjectives: -to write/

consider 1- ( p.50 ) fond of/ I’m keen narrate short
Sequence 3 2- ( p. 50 ) on…/ personally I stories
Developing 3- ( p. 51 ) don’t like….. -to sum up a ×
skills 4- ( p.52 ) story
-Expressing reason: ×
3- ( p.47 ) because…
6- ( p.47 ) -Relative pronouns:
who, which, whom ×
×
-Stress in three- ×
syllable words
×
Page 77
portrayal Sequence 2 2- ( p.41 ) -past simple ×
of the Reading and 3- ( p.41 ) -Asking about HW1: Okonkwo and his father ×
characters writing 1- ( p. 42 ) people’s character - to describe Unoka are quite different in ×
and setting Discover the traits people’s their character traits. Use the
language What did he like? character traits information in the table you
Sequence 3 3- ( p.48 ) What was he like? filled ( act 2 p. 41 ) to write a
Developing Act( p.43 ) What did he like/ - to interpret coherent paragraph and to show ×
skills dislike?...... literary portraits this difference. ×
-Describing: s/he
was average tall / he -to give a
had a thin portrayal of HW 2: Your classmates would
moustache……/ he characters like to know more about the
was generous….. characters of the story you have
-Time markers: ago, written in the previous
last…, when I / he homework. Give a portrayal of
was…… the characters mainly the hero /
-Expressing point of heroine.
views: I personally
think/ I think / in my
opinion…..
Appreciatio- Sequence 4
n of the -to express point
Consolidation 1- p.58 -Expressing reason: of views about HW1: The majority of books /
story and extension 2- p.58 because / since / stories contain a moral / teach a ×
literary works
3- p. 58 as….. lesson to the reader. Choose one × ×
- to give the story ( in English, French or in ×
moral of a story Arabic ) give its title and moral.
Page 78
- III -
Tamer Kadour Secondary School. EL Taref School year: 2008- 2009
Level: 1AS
Unit: 03 Our Findings Show
Teaching Map
Project: Conducting a Survey
Task Phase Activities N. P Productive Aim Home Obs
language work C C C Portfolio
123
Driving QQs Choose one topic among
- How is it possible to To introduce the three suggested ones Each group
Choosing a topic
get/ obtain information the topic of then decide who your presents its
Introduction
about a particular the project informants are ( age, topic orally
population concerning ( conducting a category, sex…)
different topics/ survey )
issues?
( a survey )
Listening and 4 ( p.66) HW: dealt
-Expressing likes/ To differentiate
×
Designing the speaking 5 ( p.66) HW: You want to know a
with in
questionnaire 1 ( p.67) adapted preferences/ between types
about your classmates’
× questionnaire
pairs / in
Listen and dislikes…… of newspaper/
Listen to the interview × groups
check -Expressing point media leisure time activities.
then circle the letter of
of view/ opinion +
the correct answer Draw the form (p.73)
-Expressing To design a
2- Listen to the reason questionnaire then use it to conduct × questionnaire
interview then fill in a survey about 10/ 15 The
results
the table - a questionnaire - to fill in a selection/
pupils from your class.
A B form questionnaire adaptation
Quality Tabloids - WH – Aux QQS of any
papers activity
Page 79
- - should lead
- - to the
3- ( adapted ) What × production
type of newspapers do of a
you like / often read? coherent
Write a paragraph paragraph
giving reasons for your
choice.( Use information
from task 1 and 2
Developing skill
above)
1- ( p.74 )
2- ( p.74 )
- Asking for and To ask and HW1: You have submitted ×

Conducting the Reading and 1- ( p.72 ) giving information answer questions a questionnaire about × Dealt with in
interview writing 2- ( adapted ) What’s your…… ? (WH- Aux QQS) leisure activities to 10/ 15 pairs
Here are the answers Do you/ what do for a survey of your classmates. interview
given during an you…….? Prepare an interview with Reporter/
Discover the - Direct speech
interview about ( choose one of these informants. Informant
lge - Quotation marks
Then read it out to the
any topic ) Find / write
-Polite requests
the questions class ( open and close the
May I…/? Could
I.....? interview correctly
. .
HW1: Your questionnaire
Reading and -to identify and results about your × HW1 pair /
writing 1- ( p.70 ) a, b, c,d,f -Graphic displays use types of classmates’ leisure time Results of the group work
Collecting data Anticipate graphic displays need to be more survey
- Comparative- for a survey
And interpreting Read and check illustrative. Represent +
superlative forms ×
these results in a graphic Graph(s)
results The most/ the -to interpret
1- ( p.71 ) display of your choice then Including
Developing least- more/ less… questionnaire ×
results describe the graph. statistics
skills
Page 80
3- ( p.75 ) Use the given -Adverbs of
forms to interpret the manner -to describe HW2: Use the plan (p.87 )
Consolidation graph
sports questionnaire to study the given graph.
and extension - to give
p.73
statistics
( a pie chart / a bar ×
Work it out graph / a bar line ) HW2:
3-( p.87 ) A – B- C optional
HW1: Your classmates
want to know more about
your survey (some
classmates’ leisure time
activities) Report some of ×
your questions and your
×
Writing the informants’ answers
report Stop and
HW2: Your classmates and A report
consider Reported speech
1- ( p.80 ) teacher would like to know
s/he asked if / To report
Reading and 2- (p.81 ) the results of the survey
whether- when- questions and
writing
what- where…….. answers
about leisure time × ×
activities. Write a report
s/he said- told ×
to make these results
Discover the him/ her…….
known to everybody. ( use ×
language 2- ( p.72 )
- making
the plan p. 73 ) ×
suggestions /
Write it right
recommendation
Work it out Activities a, b , c
s / advice……
4- ( p.87 ) D
People / we
5- 5 P.87 ) should/ ought
to….
Page 81
- VI -

Level: 1AS
Teaching Map
Unit: 04 EUREKA !
Project: Making An Invention Profile
Task Phase Activities N. P Productive lge Aim Home work C C C Portfolio Obs
1 2 3
Page 82
Listening and Anticipate -Past simple -To interpret HW1: Today, many ×
Writing speaking 1-2 p. 98 -Describing an pictures inventions are at our
about the Listen and check 2-4 p.99 object disposal. Choose one. ×
evolution of Read and check -to respond to a
an invention Reading and 1-2-3 p.102 -Lexis related to presentation of
×
writing telecommunication an invention ×
HW2Your device(invention ) ×
Anticipate - Link words: -to take notes Has not always been as it is × An invention
1- 2- 3 p.103 however, but, -to sequence profile
Read and nowadays. Write a
although, even sentences
check 1- 2- 3- 4 – p.104 though….. paragraph showing how it ×
-to narrate / to evolved. ×
Discover the 1- 2 – 3 – p.105 express ×
language concession ×
-to write about ×
Write it right an evolution of
an invention
×
-Describing an
object HW1: The model of your
Developing What is the height / -to describe an
Making a 1- 2 – 3 - p. 106 device is different from
skills width….? object
presentation 1- 2- p. 108 Expressing ( shape – form..) that of your friends. In
of the concession: though / what ways? What is it made × ×
Stop and 1- 2 – p.110
different consider although…. -to express of? What is it composed ×
6- p. 116
models of -Relative pronouns: concession of? Its dimensions and how × A presentation
the which / whom…
does it work? × of the product
invention
×
×
- to ask
Writing the Listening and -Have you got an questions about
Your turn idea what / when / famous people
biography speaking 1- 2 – p. 101 where……? HW1: Your classmates and
of the
inventors - to talk about teacher want to know about
Say it in writing ( p.101 ) -I think / I guess… famous people an invention you prefer.
Write the biography of one ×
-to write a ×
biography of the inventors involved in
such achievement ×
Page 83
Two
biographies
Page 84
- V -
Level: 1AS
Teaching Map
Unit: 05 Back To Nature
Project: Making A Consumer Guide
Task Phase Activities N. P Productive lge Aim Home work C C C Portfolio Obs
1 2 3
Sequence 1 1 ( p.140) - Conditional type 1 - to express feelings/ HW1: Everyday people use /
2 (p.140) opinions about different products that are / HW1
Listening and 3 (p.140) - Imperative pollution pupils
directly or indirectly /
speaking exchange
- Expressing opinion : Ithink , in -to express harmful to the their list of
Listen and 1 ( p.141) my opinion...... supposition about environment.Make a list of / products
Selecting check 2 ( p.141) ecological problems someof these products and / Aselected list
products 4 (p.141) reaqd them out to the / of harmful
It’s your turn Act p.143 pair work -to write SOS products
class. /
messages about
Say it in 1 ( p.143 ) pollution HW2: You have made a list
writing of some products which /
affect the environment and
contribute to
pollution.Refer to each
product in your list and
prepare / write
appropriate SOS messages
then read them to the
class.
Sequence 2 1( p.144) -to write about the HW1: Your teacher would
Gathering 2( p.144) -Expressing cause and effect causes and effects of like to know more about the /
information Reading and pollution real causes of each type of / Labels/ leaflets
about the writing -Link words: as a result, Of the selected
pollution.Usethe
Page 85
products consequently / as, because...... -to write adverts information in the table / products
Read and 2(p.145) below to write a coherent
check -Conditional type 0,type1,
paragraph /
Type 2
Discover the 1(p.146) /
language 2(p.146) -Quantifiers: all , most , some, Types of Causes /
3(p.146) few....... pollution /
4(p.147) /
Air Factory/
Stop and Act p.147 pollution vehicle / Pupils may
consider 1(p.153) emission / use their
2(p.153) Water Sewage/ own
1(p.154) pollution oil spills / product
2(p.154) /
1(p.155) Earth Toxic
2(p.155) pollution waste /
HW2:You are a member of HW2 can

Developing 1(p.150)
a ‘Green Peace’ / be dealt
skills 2(p.151) /
Organization.Use the with in
information in the pairs
box(p.151) to write an
advert about the use of the
cloth bag below
HW1: What would /

wouldn’t you do if you were
-Making suggestions:How -to take sides in a a friend of the Earth? Fill
Suggesting about...?Why don’t you/we....?/ debate Solutions
solutions we could..... in the table below with your +
Sequence 3
-Expressing prohibition/ -to suggest solutions own suggestions A letter of
Developing
skills 1(p.148) obligation complaint Act
3(p.148) Mustn’t- ought to- should- -to write a letter of /
I would I wouldn’t 3(p.160)
4(p.148) must... complaint /
Sequence 4 - - Can be set
Page 86
-Expressing agreement and - - / as a HW
Consolidation disagreement: I agree- I - -
and extention disagree- you’re right.....
Work it out 1(p.158) -Sequencers: first; then;....... - -
2(p.159) finally - - /
4(p.159) /
5(p.159) /
HW2: Every pupil is supposed /
Work it out to present his/her suggestions to
2(p.160)
/
solve the problem of household /
3(p.160) and industrial wastes. Use your
← suggestions in the table you
T filled to write a paragraph then
read it out to the class.
←
←
T
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I am extremely thankful for the efforts made by the colleagues to achieve

Nonetheless, every teacher is required to pay special attention to:

Therefore, every teacher is required to consider this work as a

Task Phase Act. P. Prod. Aim Homew Portfoli Obs.

 Task: The project aspects we expect the PP come out with.

Mr. A.E.Halim Boudjelal.

Things you take care of when designing a project

A Six A’s of Designing Projects

 What should go into an English language lesson?

What should go into an English language lesson?

What is a lesson plan?

Why is planning important?

What are the principles of planning?

 What do the students know already?

Secondary School : Zoubir Ibn El Aouam El Aouinet School Year :2008/2009

Unit : 5 Back to Nature

To destroy Verb To damage something so badly that it To damage To build

Ill Adj Not in full physical or mental health sick Healthy

Urban Adj Relating to or living in a city or town Rural

Rural adj Suggesting the country-side urban

Secondary School : Morsott

Amount of space occupied,

Secondary School : Morsott School Year :2008/2009

Secondary School : Matrouh Laid School Year :2008/2009

Data N Information Information

Collecting N Gathering a particular type of things Gathering

Informants N Someone who gives another person a piece of

Survey N General view or study Examination & measuring of a

Graph N Diagram showing the relationship of two Lines, bars

Statistics N Information shown as numbers

teenagers N Persons in their teens Persons aged from 13 to 19

Level : 1A.S Saad Secondory School. Ouenza

Part I of the project

Tasks Phases Act. P&n°: Productive lge Aims Homework Portfolio.

Glossary(Lexis) Unit 1 Signs of the Time

Word Word Class Definition Synonyms Antonyms

Listening and 1 Page 44 - I guess To guess situation from a A list of potential

Word Word Class Definition Synonyms Antony

Task Phase Activity Productive Lge/ Exp. Aim Homework Portfolio

2nd Year Unit 7 Science Or Fiction TEACHING MAP LYCEE : Mekhaznia.Ouenza

Finding out or learning about for the

LOOK FOR Be in search for

WELL-KNOWN VERB Make something better ameliorate To benefit

Task Phase Activity Productive Aim Homework Portfolio

1.Letters&messages 1/Pre/While/Post Act 2 p161 1- You are a The portfolio should

5/Write it out Writing a

Word Word Class (gr) Definition Synonyms Antonyms

Words to know... (Glossary) Unit 1

Group work (Lycée Saâdi Seddik, Tebessa)

Group work (Lycée Saâdi Seddik, Tebessa)

L A relative position, stage, standard or degree

-A holder of a second university degree

A short Expository An award of money

Group work (Lycée Djebel El-Djorf, Tebessa)

Harmful Sth that causes damage or harm Harmless / safe

To advertise To make sth known to people by

Product Sth manufatured by a firm for goods

Protect Keep safe from harm or danger

Commerce Buying and selling of goods