Unit plan: Budding Scientist Miss. N.

Course objective: by the end of the unit students should be able to write Reports on scientific experiments.
Sequence one

Learning objectives Disciplinary S A R Sed Activities Resources Integration Material

competences needed
*Students will be able to talk Interaction* Discovering language Grammar -Writing a short -Text book
and describe about scientific  Before you read p80  If condition: type0 description about
experiments using Interpretation**  As you read  If condition: type1 water properties. -Pictures
conditionals.  Task 1 p80
 Task 2 p81
 After reading Vocabulary
Grammar desk p1  Vocabulary related
Production*  Practice to science.
 Task 1&2,3 p82  Strategies for
 Group work p82 checking
 Task 5 P83 monolingual
Write it right p83 dictionary
Say it loud and clear Pronunciation
 Task 1 &3 p84  Intonation
 Pair work p84 (complex sentence)
Working with words p85  stress in words
ending in gy-ical-
ics.
 Learning objectives Disciplinary S A R Sed Activities Resources Integration Material
Sequence two competence Needed
*Students will be able to talk Interaction* Listening and Speaking Grammar Writing a letter -Text book
about dilemma and suggest  Task 1,2,3 &4 p86  Conditionals to a friend asking
solution. Interpretation* Your turn  Vocabulary for advice.
 Your turn p87  Vocabulary related
Production *  Tip box to the theme.
Write it up p88

*Students will be able to Interaction* Reading and Writing Grammar Writing a -Text book
Sequence three

predict a result “contingency  Task 1& 2 p89  Conditionals. type1 replaying letter
plan” using conditional type Interpretation*  Task 3,4& tip box Vocabulary to a friend by
1. p90  Vocabulary related revealing your -Pictures
Production* to theme plan including
Write it out the results
 Task 1& 2 p91 expected in each
case (positive
and negative)
Unit: Budding Scientist Teacher: Miss. Hanane

Lesson plan: Discovering Language Level: 2nd Year Scientific class

Tim Stages Rational/Skills Interaction Procedures Observatio

e Used pattern n

T/Sts -Go through the preview and make the students aware of the objectives to
Think it Sts will enter the be reached in this unit.
over new file smoothly Brainstorm the project work and let the students agree on the project the
will carry out.

-Interact with your students using pictures.

Words to The pictures are supposed to make the students aware of the topic of the
say unit.
-Ss will be able to
read the checklist
phonetically All the words in the checklist are related to science. Focus on stress when
you read them aloud. The rules for stress in words (more than 2 syllables)
have already been given in this book.
Discoverin
g language
- Ask questions about the picture (what does the picture represent?
-To revise the
-Before comparatives and -Sts interact and interpret the picture and answer the questions.
you read to make the Sts  Key:
familiar with
P 80
vocabulary related Y1: How many degrees has an acute angle got?
to geometry.
T/Sts P1: it has Less than 90% It is not
necessary
Y2: How many degrees has a right angle got? to check all
Task1 the answer
P2: it has got 90%.
at this stage
Y3: How many degrees has an obtuse angle got?
 P3: it has got more than 90%.
Y4: How many degrees has a straight angle got?
P4: it has got 180%.
Y5: How many degrees has a reflex angle got?

Sts/Sts
 Once this finished the teacher asks Sts to read the text silently and
As you check their answers.
read - Confirming Sts
answers to the
questions.

-Explain Sts task.

-Set them enough time to observe and read the questions.
Looking for -Ask them to read the text and answer the questions.
specific and -Provide them with much time to do the task.
Task2  Key:
accurate details in
the text.
1-Plane geometry is the study of points lines and figures occurring in
planes.

2-Yes there is a difference. A point has no dimensions (length and

thickness) whereas a dot has length, width and thickness.

3- The advice of the teacher :

*If you revise today’s lesson, you will get a good mark

Unit: Budding Scientist Teacher: Miss. Negro Hanane

Lesson plan: Discovering Language Level: 2nd Year Scientific class

Tim Stages Rational/Skills Interaction Procedures Observatio

e Used pattern n

Identifying and T/Sts - Ask Sts to read the sentences written on Grammar desk.
recognizing the -Set them enough time to read the sentences and answer the questions.
Grammar construction of -Elicit the rule from the Sts.
 Key:
desk conditional
1. If you revise today’s lesson, you’ll get a good mark.
sentences.
After 2. If two lines cross, the opposite angles are always equal.
(if Main c+ Sub
reading
c) 3. If you don’t revise your lessons, you may fail.
P:81
4. If there are two points, the shortest distantance between them is called a
straight line.

a) - Sentence 1, use of the future simple : Prediction

- Sentence 2, use of the present simple: General truth.

b) - The condition which is true at any time is the one in sentence 2 , because
it is a general truth .

c) - IF can be replaced by WHEN without changing the meaning in sentences

2 and4.

Stc 2: When two lines cross, the opposite angles are equal.

Stc 4 : When there are two points , the shortest distance between them is

Called a straight line.

d) - The order of the sentences according to the degree of certainty is :

 1 - Sentences 2 and 4 (Always true).

2 - Sentence 1 (Certainty).

3 - Sentence 3 ( Probability).

The rule: If present simple………..present simple (facts)

If present simple……future (prediction)

Practice: Making learners

practise the
Task1 conditional type1. Sts/Sts -Explain the task.
-Set them enough time to read & put the verbs into the correct form.
p:82 -Sts produce their answers.
 Key:
a-We will get wet if it rains.

b-If you boil water at 100 degrees, it will evaporate.

c-If you throw water on fire, it will stop burning.

d-If you take an asperin, you will feel better .

e-She will fall sick if she drinks from that polluted water.

Making Sts aware

of the different
functions of
Task2 conditional -Explain the task.
p:82 sentences may -Set them enough time to read & match the sentences 1-6 in column A with
have. their functions in column B.
Sts/Sts -Sts produce their answers.
 Key:
 A: Sentences B: Functions

1. If you buy two, you will get one free. F) Promise.

2. I will help you do the exercise if you want.
3. If you do not stop making noise, I will switch off the B) Offer.
TV.
4. He will understand if you just explain why you came D) Threat.
late.
5. If you touch that electric wire, you will get an electric E) Advice.
shock.
C) Warning.
6. If this jacket is the correct size, it will fit you.
A) Prediction.
Giving additional
chances to practice
Group the conditional. Sts/Sts - By the end of this activity, the teacher encourages Sts to write other
work p: sentences of their own. Then play a chain game using their sentences.
82
Key:
G1: If you pass your exam, we’ll go to Brazil.
G2: What will we do if we go to Brazil?
G1: If we go to Brazil? We’ll visit Maracana Stadium.
- In preparation and as warming up for the following task, the teacher makes
Sts aware of the different degrees of certainty that the modals 'can', 'may',
and 'will' express.

Recognizing the -Explain the task.

difference in the -Set them enough time to observe the sentences & write similar sentences
degree of certainty Sts/Sts using the modals 'can', ‘may’.
of conditional -Sts produce their answers.
Task5 sentences using  Key:
p:83 'may' and 'can'. a) If you fall down, you may break your arm.
b) That boiler can explode if you put too much pressure on it.
c) He may hurt himself if he has mixes chemical products carelessly.
 d) They can fail their mathematics and physics exams if they didn't learn
their theorems.
Later, Sts try to write similar examples of their own to make sure they can
distinguish conditionals using the three modals 'will', 'can' and 'may'. Some of
the best examples could be chosen and written on the chalkboard to encourage
creativity.

 For example:
a– You may have an accident if you drive too fast.

b- If you don't pay your taxes on time, you can have a fine.

c- You can ran out of money if you spend too much of it.

d- If you overuse your old car, it may break down one day.

-Explain the task.

Writing a - Ask them to use the note to write a short description about water properties.
descriptive essay Using if, when and as.
Write it using given notes. - Set them enough time to do the task.
right. -Sts produce their answers.
Sts/Sts

 A possible description:

Like air, water is found almost everywhere. It is familiar to us in

different forms, as drinking water, water vapor, ice and snow.
Water has some surprising qualities. For example, most liquids
freeze and become denser, but water becomes lighter. When you fill
a pan of water, with ice cubes, you note that unmelted particles
remain on the surface. The reason is that frozen water is lighter than
water in liquid form. When water expands, it becomes ice and it
exerts pressure. If you fill a glass bottle and put it in the freezer, the
bottle breaks. As the frozen water expands, it exerts pressure on the
 glass bottle.
Water molecules have a strong attraction to each other. The
force of attraction is called cohesion. If you moisten two pocket
mirrors and stick them together, you will not be able to pull them
apart. The water molecules on the surface of the pocket mirrors
attract each other. But it is not difficult at all to separate dry mirrors
because ...

Making the Sts

Say it aware of the
loud and T/Sts -Explain the task.
musicality of spoken
English, learning the -Read the sentences, ask Sts to listen and mark the intonation at the end of
clear p:84 each sentence in the dialogue. Use arrows. () or ()
intonation in the
interrogative form, -Sts produce their answers.
and learning the use  Key:
of "should" for Car owner: What should I do () if the engine fails to start? ()
giving advice. Mechanic: Check if there is fuel in the tank. ()
Car owner: And if there is fuel in the tank? ()
Mechanic: Then you should check () if the battery is all right. ()

Learning the use

of “should” for
Task2p:84 giving advice.
-Sts are asked to act out a dialogue and make similar dialogues about what
Sts/Sts
Pair work they should do if.

Key to the task:

Rachid: What should I do if I do not understand the lesson?

Kamel: Try to ask the help of your teacher.

Rachid: And if the time does not allow me to do so?

Kamel: Then you should pay more attention during the lesson.

Sts do the task.

 Learning the
stress pattern in
words ending with -Explain the task.
T/Sts
Task 3p : specific suffixes:
-Read the words in the table, ask Sts to listen and mark the primary stress with
84 gy, cy, phy, ity,
a prime.(‘)
cal, tion, sion, ic
-Sts produce their answers. Elicit the rule from Sts.
and ics.  Key:
A) Words Pronunciation B) Words Pronunciation

-Psychology /saI'k l d I/ -Solution / s 'lu n/

-Democracy / dI'm kr sI/ -Television / telI'vI n/

-Philosophy / fI'l s fI/ -Realistic / rI 'lIstIk/

-Responsibility / rI sp ns 'bIl tI/ -Static / 'st tIk/

-Technological / tekn 'l d Ikl/ -Aeronautics / e r 'n tIks/

A. The number of syllables in words in column 'A' in the previous activity

differs. They are between four syllables minimum and six syllables maximum.
If we take a closer look, we'll notice that the second syllables from the end are
always stressed. That is because they (the 02nd syllables from the end) include
the sounds: / logy, cy , ity, and cal/.

B. The number of syllables in words in column 'B' in the previous activity

differs. They are between two syllables minimum and four syllables
maximum. If we take a closer look, we'll notice that the second syllables

From the end are always stressed. That is because they (the 02nd syllables from
the end) include the sounds: / n, jn, Ic, and Ics/.
 -Explain the task. (Give it as a home work)

Learning some Sts/Sts - Ask Sts to make a chart of adjs using the suffixes in the box.
Working
suffixes their
with meanings and use. Key to the task:
words
Suffixes Adjectives
Task1 p85 able Comfortable.

ible Digestible.

al Natural/Historical
Creating new and
different adjectives y Dirty/Noisy.
using specific
nouns and suffixes. en Wooden/ golden.

ate Passionate.

ed Excited/skilled.

ful Painful/careful.

ial Essential/indusrtrial

ic Economic/artistic.

ive Attractive.

less Hopless/helpless.

lar Singular/popular.

like Bodylike/childlike
 ly Yearly/friendly.

ous Dangerous.

some Tiresome.

ss/ese Swiss/Chinese/

sh/an/ch British/Algerian/

Sts/Sts -Explain the task.

-Ask Sts to unmix the letters to find out the name of science then complete the
crossword puzzle.
Playing Crossword
puzzle to complete -Provide them with math time to do the task.
Task2 after unmixing the
p:85 given vocabulary Key to the task:
items.
a-Psychology/b-Mathematics/c-Zoology/d-Astronomy/

E-Biology/f-Ecology/g-Chemistry/ h-Physics.

-T can give additional games (crossword).

-Provide them with time to do the task.

Unit: Budding Scientist Teacher: Miss. Negro

Lesson plan: Listening and Speaking Level: 2nd Year Scientific class

Tim Stages Rational/Skills Interaction Procedures Observatio

e Used pattern n

T/Sts - Ask Sts questions about the picture (what does the picture represents?
Discoverin -Predicting what
g language does the - Ask them to skim through the advertisement and answer the questions?
advertisement -Sts interact and interpret the picture and answer the questions.
discuss about?  Key:

Task1 a- The advert addresses high school graduates.

P:86
b- “Open Day” is the day when the university is open for visit by high
school graduates who are interested to join the university.

-Allowing Sts self

Task2 p:86 evaluation about  Once this finished the teacher asks Sts to read the text silently and
Sts/Sts check their answers.
their guesses
about activity one.
Task2
Looking for -Explain Sts task.
specific and -Set them enough time to observe and read the questions.
T/Sts
details in the text. - Read the dialogue.
- Ask them to listen and answer the questions.
-Give a second reading if necessary.
 Key:
a. The speakers are Maya and Jamel.
b. Jamel first suggested visiting the university.
c. Jamel started making his suggestion by saying, "I feel like going to".
d. Jamel wants to visit the faculty of medicine.
 e. Maya wants to visit the faculty of civil engineering because she is not
interested in visiting the faculty of medicine.

Task3 Summarising thro Sts/Sts - Explain Sts task.

listening. ( orally)
-Ask them to sum up the dialogue.

-Provide them with match time to do the task.

 Key:
The listening text is a dialogue between two high school graduates; Jamel
and his friend Maya. They are speaking on the eve of the University Opening
Day. Jamel suggested visiting the University with Maya by bus. They plan to
visit faculty of medicine and the faculty of civil engineering.

Tip box -Explain Sts task.

Illustrates giving Sts/Sts
p:87 and / asking for -Ask them to read the tip box and fill the table.
advice .
-Set them enough time to do it.

 Key:

Making a Agreeing to a Turning down a

-I feel…what about -How about…Yes, -What about revising our
you? why not /Good lesson this afternoon.
idea/Sure.
-We’re late. Shall we go. -Sorry, I can’t ……….
 -Explain Sts task.

Your Sts/Sts -Make them to read the tip box and do the task.
Turn : p:87
Learning how -Ask them to write a letter to an agony aunt to ask for advice. Use the notes
letters of seeking given in the tip box.
advice are written
-Provide them with match time to do it.
regarding both;
the form and the -Check, turn around and help them.
Task1 contents to use the
conditional. -Write together the best one on the board.

 Key:

A letter for seeking advice

A suggested letter to an “agony aunt”:
Dear Dr Wells,
I’m writing to you to seek advice. My name is Omar and
I’m a secondary school student. I can’t make up my mind about a
personal problem.
I’ll sit for the baccalaureate exam soon. I’ll certainly
succeed, but my parents are old and are in need of financial help.
I would really like to help them. However, if I do so, I will have
to give up my dream of becoming a doctor. In short I am in a
dilemma. On the one hand, if I decide to help, I will have to
renounce to my registration at the university. On the other hand,
if I don’t, I’ll feel guilty of not helping my family. I have no one
to turn to. What should/can I do?
Sincerely,
“Miserable”
Task2 -Explain Sts task.
Knowing how to
write responses to -Ask them to write a replying letter by suggesting a solution to the problem.
a letter of
complaint Sts/Sts -Provide them with match time to do it.
expressing
sympathy and -Check, turn around and help them.
making written
-Ask Sts to read their production.
suggestions and
recommendations
using specific
Keep to the following plan:
language items.  Expression of sympathy.
 Analysis of your partner's problem.
 Recommendations / suggestions.

 Pupils can suggest different pieces of advice as an

answer to activity two. The class is going to agree on the
best ones out of which a letter is written on the
chalkboard collectively.
Unit: Budding Scientist Teacher: Miss. Hanane

Lesson plan: Reading and Writing Level: 2nd Year Scientific class

Tim Stages Rational/Skills Interaction Procedures Observatio

e Used pattern n

- Ask questions about the picture (what do the pictures represents?

Discovering Making Sts aware T/Sts
of the importance -Explain Sts task.
language
of using Sts/Sts -Set them enough time to observe and read the questions.
illustrations, and -Ask them to read the text and answer the questions.
background -Provide them with much time to do the task.
knowledge to  Key:
understanding a
text before reading
it and rising a. Yes, it does. Because it shows the two balloons moving away from one
Task1 another.
awareness about
P:89 movement of b. Yes, I have used my knowledge of physics. Most of the times using
electrons. background knowledge helps understanding text from the very
beginning.
c. The answer to the first part of the question may be yes or no depending
on the students’ background knowledge. As regards the second part
of the question, the answer is no.

Sts/Sts -Ask Sts to read the 3 paragraph of the text above and check the answer to
Task 2 question c in task 1.
- Provide them with match time to do the task.
-Sts read the text and check their answers.
 Key:

Fig.2: It illustrates the result of the experiment: unlike charges attract. The
 balloons are attracted to the rod. They are negatively charged whereas the
rod is positively charged.

-Ask Sts to read the last paragraph of the text and write captions for figures
Task 3p:90 3 and 4 to illustrate the explanations.
-Set them enough time to do the task.
Sts/Sts

Drawing
conclusions and
main ideas of long
 Answers to activity four:

reading texts.  Writing the captions of "figures 03 and 04".

 Figure 03: A negatively charged balloon adheres to an uncharged wall.
 Figure 04: A positively charged balloon also adheres to such a wall.

*By the end of this rubric, pupils have a look at the tip box that highlights
the strategies that help understanding texts very well.

-Brainstorms the topic with Sts.

Write it out Sts/Sts
- Write the ideas on the board and then let the students complete the letter
P:91 in their own way.

Writing a letter of -Provide them with match time to do the task.

prediction
'contingency plans" -Move around and help them.
using the -Ask them to exchange their draft with their partners for further error
conditional type checking.
(I).
*Pay attention to the layout of the letter.

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

Presentation of the project work

Project
work Writing a report on a scientific experiment.
By the end of this unit, the scientific stream learners should be able to
P:93
produce a report about a scientific experiment.( Group Three)