Lesson Plan

Level: 2nd year all streams. Teacher:

Unit One: Make Peace. Theme: Peace and Conflict Resolution
Rubric: Getting Started & Project Announcement. Time Allowance: 1 hour.
Competency: Interacting and interpreting... Materials: Whiteboard, and worksheets.

Objective: by the end of this lesson, my pupils will be able to: identify and define the concept of
peace, to have a general overview about the unit, and to introduce the project, and learn some new lexis
related to the theme.
Interaction Procedures/Correction Aims Time
steps
* The teacher greets his /her Ls and welcomes them. To make Ls 03
Warm * The teacher interacts with his/her learners asking them the following questions: speak Mn
up  When does Algeria celebrate its independence day? English
 How many martyrs did Algeria lose during French colonialism era?
 Was it easy for Algeria to regain its independence?

 T invites Ls to unscramble the letters to get the scrambled word

define in the box:
Activity 01: Check the images below and then do the following. To attract the
Key answers: learners’
A/ Match them with its correspondence words (a-d) from the box: attention.

10
a. The Olive Branch. Mn
To Activate
Ls’ prior
Pre-Task

b. The ’’V’’ Hand Sign.

knowledge.
c. The Dove.

d. The Peace Sign

To introduce
lexis related
B/ The images above illustrate universal symbols. Check them again and circle to the theme
the correct answer below : and unit to
Ls.
* Peace and * War and conflicts.
freedom.

Activity 02: Look at the pictures (1-6) below, then answer these questions:
To check
 Who are the people in the pictures? Could you recognize any of them?
their prior
 Which fields did they occupy? knowledge.
 What were their main achievements?

10
To provide Ls Mn
with varied
necessary
Key answers: vocabulary
related to the
1. Che Guevara. 2. Nelson Mandela. 3. Mother Tereza. 4. Dalai Lama. topic.
5. Mahatma Gandi 6. Yasser Arafat.
  The people in the pictures are : famous figures who have made significant
contributions to the promotion of peace and the resolution of conflicts
worldwide.
 The fields they occupied are: Conflict Resolution, Diplomacy, Nonviolence, Civil
Rights, and Human Rights and Advocacy.
Activity 03: Classify the following items in the table below: To classify the
vocabulary
During Task

Key answers: items related

Tranquility – Calm – Battle – Friendship – Invasion – Violence – Racism – Aggression – to the theme.
Ceasefire – Nonviolence – Unity – Humanitarian – Bomb – Horror.
War Peace 05
Battle – Invasion – Violence – Tranquility – Calm – Friendship – Mn
Racism – Aggression – Bomb – Ceasefire – Nonviolence – Unity –
Horror. Humanitarian

Activity 04: Complete the following table using the given suffixes.
Key answers:
Verb Noun adjective
Eliciting from
To achieve Achievement Achieved /
learners to fill
Achievable in the chart 15
To segregate Segregation Segregated using the Mn
To enslave Enslavement / Enslaver Enslaved suffixes to
To organize Organization Organized form
meaningful
To free Freedom Free and correct
To save Safety Safe lexis.

To tolerate Tolerance Tolerant

To preserve Preservation Preserved / Preservable

Project Assignment
Making a statement of achievements about famous Nobel
Peace Prize laureates.
In groups of 4, prepare a written and an oral presentation about a To launch
famous figure (personality) who won 'Nobel Peace Prize'. the project
of the unit.
Your ‘’Statement of Achievement’’ should include these main elements :
Post Task

 A brief introduction that captures the significance of the

Nobel Peace Prize.
 Clearly state the name and pictures of the laureate
and the year in which they were awarded the Nobel 15
Peace Prize. Mn
 Highlight the specific achievements that, their work in
promoting peace, resolving conflicts, advancing human rights, or addressing
social justice issues.
 Include notable quotations or excerpts from speeches made by the laureate
that encapsulate their vision, values, or commitment to peace.
To discuss the
- The teacher splits the learners into groups of 4 to 5 members. project
- The teacher names the groups: hope, respect, victory, sunrise, dream…
- S/he gives instructions about the project.
 Lesson Plan 01
Level: 2nd year all streams. Teacher:
Unit One: Make Peace. Rubric: Reading.
Sequence One: Discovering Language. Time Allowance: 1 hour.
Competency: Interacting, interpreting and producing. Materials: Whiteboard, and worksheets.

Objective: by the end of this lesson, my pupils will be able to: develop the reading skill, to recognize
the different symbols and pictures of the United Nations Organization, and learn some new lexical
points related to the theme, and learn some new lexis related to the theme.
Interaction Procedures/Correction Aims Time
steps
* The teacher greets his /her Ls and welcomes them.
* The teacher interacts with his/her learners by reviewing the previous lesson of the
unit introduction. To make Ls 03
Warm speak Mn
 What is meant by ‘Noble Peace Prize’?
up English
 Do you know any famous figure who was award?
 Which Algerian personality do you think deserves to be award?

 The teacher distributes worksheets for pupils and asks them to do the
following.
Activity 01: Check the pictures and answer the following questions. To arouse Ls’
 What are the soldiers (picture 1) called? interest to
Before you read

what they are

 What does the logo (picture 2) represent? going to learn
 Would you like to be one of them? Why or why not? about.
Possible answers: 10
Mn
→ The soldiers (picture 1) called peacekeepers, often
referred to as "blue helmets,"
To prepare
→ The logo (picture 2) represents the United Nations the Ls’ for the
Organization(UN) next stage.
→ Yes, I do. Because living in peace is a necessity.
→ No, I do not. Because being a soldier is a very hard and
dangerous job.

Activity 02: Read the text and answer the following questions.
To skim the
Key answers: text for
1. Why was the United Nations (UN) established after World War II? general
information
→ The UN was established to succeed the League of Nations and to uphold
As you read

international peace and security.

15
2. What was the League of Nations incapable of doing? Mn
→ The League of Nations could resolve some global conflicts but proved ineffective
in preventing the rise of totalitarian regimes in Germany, Italy, and Japan.
To skim the
3. Are peacekeepers referred to as "blue helmets"? Why? text for
→ Yes, peacekeepers often referred to as "blue helmets". general
information
Because they are mandated to remain impartial and can employ force solely for
temporary self-defense purposes. They play a vital role in peacekeeping efforts,
although they cannot preemptively prevent conflicts.
 Activity 03: What or who do the underlined words refer to in the text?
To scan the 10
Key answers:
text for specific Mn
 It (1§) = the League of Nations. information
 They (2§) = Peacekeepers / blue helmets.
 They (3§) = The UN agencies (the FAO, WHO, UNICEF, and others).

Activity 04: Summarize the text in no more than 7 lines.

Key answers:
The United Nations (UN), established in 1945 after World War II, succeeded the
League of Nations. Unlike its predecessor, the UN aimed to maintain international To produce a
coherent
peace and security. It includes nations like the USA, UK, and China. The UN Security summary of 15
Council can impose sanctions or authorize force in certain situations. "Blue helmets" the reading Mn
passage.
After Reading

serve as peacekeepers but can only use force in self-defense. The UN also comprises
specialized agencies like FAO, WHO, and UNICEF, which work together to combat
diseases and poverty, successfully preventing the spread of deadly diseases and
famine.
 Lesson Plan 02

Level: 2nd year all streams. Teacher:

Unit One: Make Peace. Rubric: Grammar Desk.
Sequence One: Discover the Language. Time Allowance: 01 hour.
Competency: Interacting, interpreting, and producing. Materials: Whiteboard and Schoolbook.

Objectives: by the end of this lesson, my learners will be able to: use the modal can in the past, present
and future to express its different functions, and learn some new lexis related to the theme.

Interaction Procedures/Correction Aims Time

/ steps

- T reviews in brief the previous lesson about the blue helmets, UNO and
its subsidiary organizations. 10
mn
- T writes some examples on the whiteboard. Then, he asks 3/5 ls to To activate ls
read them: prior
knowledge.
1. Any member state can refer its disputes to the United Nations.
2. The League of Nations was able to resolve some conflicts.
Presenta 3. It could not oppose the rise of totalitarianism.
tion 4. The League of Nations couldn't impose sanctions.
5. So far, they have been able to stop killer diseases.

Questions:
a- What does the auxiliary ‘can’ in sentence 1 express?
-Do you know its other functions? If yes, give examples.
To discover
Key answers: new language 15
1-The auxiliary ‘can’ in sentence 1expresses ability. components mn
introduced in
-The other functions are:
5 sentences.
►Inability e.g. I cannot/ can’t speak Chinese.
►Request e.g. Can you help me?
►Possibility e.g. Tomorrow can be hot.
b- ‘Can’ has two past forms. What are they? Which form can be replaced
by ‘managed to’?
-The two past forms of ‘can’ are ‘could’ &‘was / were able to’.
-‘Managed to’ can be replaced by ‘was / were able to’.
C-‘Has been able to’, in sentence 5is the present perfect form of ‘can’.
- What is the future form of ‘can’?
-The future form of ‘can’ is ‘will be able to’.

Practice Reminder: 15
Modals ‘can’and ‘could’ and verb idiom ‘be able to’ mn
▲Forms of‘can’&‘could’
1-Positive statement:
I/ You/ He/ She/ We/ They/ It + can/ could + stem...
2-Negative Statement:
I/You/He/She/ We/ They/It+ cannot/can't or could not/couldn't…
3-Interrogative Statement:
can / could + I/ you/ he/ she/ We/ they/ it + stem…?

To get ls to
 draw the rule.
Activity 01: Fill in the blanks with ‘can’, ‘can't’, ‘could’, ‘couldn't’, ‘will
be able to’, ‘was/ were able to’, or ‘have/has been able to’.

Key answers:
a. The League of Nations couldn’t impose economic sanctions on 10
warlike nations. mn
b. Germany will be able to join the Security Council soon because it is
the third economic power in the world.
c. The UN General Assembly can only make recommendations to the
Security Council. It can't make decisions.
d. The United Nations Organization has not been able to create a
permanent military force yet.
e. Dag Hammarskjold, who served as Secretary General of the UN from
1953 to 1961, was able to organize peacekeeping task forces.
To express
Use f. UN peacekeeping troops, called 'blue helmets', can use force only for
ability and
temporary self-defense purposes. They can maintain peace, but they inability in
can't prevent war. context.
g. The United Nations Educational, Scientific and Cultural Organization
(UNESCO) were able to launch its Peace Program only after the end of
the Cold War.
Activity 02: Match the statements with their functions:

Key answers:
Statement Function To identify the
different
1. Can you hear what he's saying? b. ability function of the
g. offer modals
2. We could build a culture of peace by being more can/can’t/cou
tolerant. c. possibility ld
3. Contrary to what some people think, women can
be tall and strong. e. request.
4."I've hurt her feelings. What shall I do? » "Well,
you could apologize to her." d. suggestion
5. I wonder if you could come here and talk it over. To check ls
f. remote understanding
6. At the age of 17, you can take your driving possibility .
license with your parents' consent, but you can't
vote.
a. warning
7. Don't lean out of this window; you could fall
down.
8. Can I help you ? h. permission
 Lesson Plan 03

Level: 2nd year all streams. Teacher:

Unit One: Make Peace. Rubric: Your Turn & Working with words
Sequence One: Discovering Language Time Allowance: 1 hour.
Competency: interacting, interpreting, and producing Materials: Whiteboard and Schoolbook.

Objectives: by the end of this lesson, my learners will be able to: write a poem to express various kinds of
prejudices of real life situations, and those inherited as social beliefs, and make a chart of abbreviations.

Interaction Procedures/Correction Aims Time

steps

- The teacher greets his learners and welcomes them.

- The teacher brainstorms ideas with pupils about the various kinds of
Pre- To set Lrs 10
prejudices and ask them to give examples of real life situations, and those
in context mn
Writing inherited as social beliefs.

Write it Right
Then, the teacher sets the learners in groups and asks them to
write a poem to enter a UNESCO poetry competition against
prejudice. And asks them to complete the blanks denouncing
prejudices. To
Key answers: practice
the use
Suggested poem: of the
modal 35
Down with Prejudices
can in a mn
During *Do you think a woman can be tall and strong? context.
Writing
*Do you think she can be a president and run a country?
*Do you think she can work and educate her children?

*Do you think a man can be small and pretty?

*Do you think he can work and have a normal life?
*Do you think the elderly people can be active?
*Do you think they can be useful to society?

*Do you think young people can be young and wise?

*Do you think they can be the change of the world they want to see?
* If you do, then you deserve to be called an unusual human being.
 Working with Words

Task 01: Make a chart of abbreviations:

ABC American ABC is one of the four most important TV

Broadcasting channels in the United States of America.
Company
To enrich
A-BOMB Atomic bomb A bomb which derives its destructive power from
the release of nuclear energy. pupils'
Post The first atomic bomb to be used was dropped on lexical
Writing Hiroshima, Japan on 6 August 1945 by the USA. memories
with
AID Agency for International Development some 15
BBC British Broadcasting Corporation abbreviat
Mn
CIA Central Intelligence Agency ions
CNN Cable News Network
FBI Federal Bureau of Investigation
Federation Internationale de Football Association
FIFA
(International Federation Football Association)

GB Great Britain Great Britain comprises ...

MBC Middle East Broadcasting Company
NATO North Atlantic Treaty Organisation
NBA National Basketball Association
OPEC Organisation of Petroleum Exporting Countries
Ph.D Doctor of Philosophy
PTA Parent-Teacher Association
UK United Kingdom
WBA World Boxing
Passenger Association
Transport Authority

Passenger Transport Authority

 Lesson Plan 04

Level: 2nd year all streams. Teacher:

Unit One: Make Peace. Rubric: Say it Loud and Clear p. 42
Sequence One: Discovering Language Time Allowance: 1 hour.
Competency: interacting, interpreting, and producing Materials: Whiteboard and Schoolbook.

Objectives: by the end of this lesson, my learners will be able to: distinguish between the intonations of
interrogative statement and responding to them, and expressing appreciation.

Interactio Procedures/Correction Aims Time

n steps
- T greets his Ls and welcomes them.
- T interacts with them to set a suitable and positive atmosphere for
learning. To activate 05
Ls prior Mn
- The teacher asks the pupils some questions to pave the way to the
knowledge.
Warm up lesson:
*How to ask someone in a polite way?
*Formal and informal requests?
*What does intonation mean?

- The teacher invites them to open their books on p.42 and follow with him:
Activity 01: Listen and mark the intonation at the end of the
underlined sentences with an arrow ( or ). To practice
 An interview with Mohamed El-Baradai, the Head of the International the use of
Agency for Atomic Energy (IAAE) intonation
In all types 15
Presentat Key answers:
of sentences Mn
ion
- Could you spare a few minutes, please?
- How do you feel about it?
- Would you mind saying in what sense?
- Not at all.
- May I ask another question?
- I wonder if you could tell me something about the chances for the next decade.
- Would you give us some examples, please? To draw
the rule/
Practice Drawing the remark
remark for
marking 10
the Mn
Remark :
intonations

 Intonation goes up/raising (↗) at the end of requests, tag and

yes/no question,
 Intonation goes down/ falling (↘) in statements and Wh questions.
 Requests will become ‘polite orders ‘ in case you make them with a
down/ falling (↘) tone.
 Activity 02: Use the clues below to make correct request statements,
and their replies. Pay attention to the intonation:

Key answers:

1. Please, will you help me? Okay

Can you lend me a hand?

2. I wonder if you would teach me English, please. Of course.

If you could teach me English, please?
To check
pps 15
3. Could you give me a lift? Yes, of course. comprehen Mn
Can you give me a lift? No, I can’t. sion.
Use
4. Do you mind helping me? Not at all
Would you mind lending me a hand?

Expressing Gratitude and Appreciation

Activity 03: To whom you express your gratitude using the following
expression of appreciation:
To make 10
1-I am grateful to……………………………………………… pupils Mn
2-I appreciate what……………………………………….. express
3- You are a blessing……………………………………….. their
appreciati
4- I can’t thank you enough………………………………………
on

Key answers:
1-I am grateful to the UNICEF because of their positive and human
attitudes towards poor and innocent children.
2- I appreciate what the UNO is doing in order to maintain peace all over the
world.
3- Blue helmets! You are a blessing.
4- I can’t thank the WHO (World Health Organization) enough due to
its promotion to health and serving sick people all over the world.
 Lesson Plan 05

Level: 2nd year all streams. Teacher:

Unit One: Make Peace. Rubric: Listening and Speaking
Sequence Two: Developing Skills Time Allowance: 1 hour.
Competency: interacting, interpreting and producing Materials: Whiteboard and Schoolbook.

Objectives: by the end of this lesson, my learners will be able to: check predictions about the listening
passage, summarize it, and learn some new lexis related to the theme.

Interaction Procedures/Correction Aims Time

steps
Tasks the learners some questions: To encourage
1. Do you show anger? pupil’s free
2. How do you react when you are angry? oral 05
Warm-up 3. To whom do you express your feeling? Ls different answers. communicati mn
on

T asks ls to open their books on page 43.

1.What does the picture represent?

To interpret a
picture

Pre–
listening Ls expected answers:
The picture shows two friends one of them is weeping.
-I guess she is in trouble.
-Maybe she has heard bad news.
-Perhaps, she has lost one of her family members.

Activity 01 p.43: Answer the following questions:

15
A. Who do you think, are these two persons in the picture? mn
B. Are they in a cafeteria/restaurant?
C. So where do you guess are they, then?
D. How do you know?
E. Do they look happy? Why?
To guess and
Keys answers: stimulate
expectation
a- I guess they are two girls/pupils/young pupils, etc. about the
b- No, they are not. picture.
c- I think they are at school/in class/at home doing their exercises, etc.
d- Because they are wearing school uniforms/they have school
blouses/ school clothes/ they have pens and books/ copybooks, etc.
e- No, one of them doesn't perhaps she had a bad mark/She found the
exercise so difficult/ she couldn't know the answer/ was not able to
solve the equation, etc. Or simply; yes, they are very happy.
 Activity 02 p.43:
Listen to your teacher and check your answers to activity one. To check and
confirm
Activity 03 p.43: predictions
Listen again and answer the following questions.
1. Who are the speakers?
2. Where are they?
While- 3. What is the problem? 25
listening 4. Is the problem solved? mn

Keys answers: To listen for

a specific
-They are classmates/ colleagues. purpose
-They are in a classroom.
-Leila is upset/disturbed, bothered because Maya told her that she was
stupid /made fun of her in front of all their classmates.
-Yes, it is. – Maya apologized and said that’s he was sorry.

Activity 04: Summarize the dialogue in your own words.

A sample summary of the dialogue: To learn how 15

to make a mn
Post- summary and
listening Leila is a little girl who is calm and shy. At school, she was bullied
by her classmate Maya as she made fun of her in front of their to get a short
classmates. Leila was sad and upset. After, Maya realized her wrong version of the
action and apologized to Leila. Thus, the problem was solved. listening
passage.
 Lesson Plan 06
Level: 2nd year all streams. Teacher:
Unit One: Make Peace. Rubric: Your Turn p.45
Sequence Two: Developing Skills Time Allowance: 1 hour.
Competency: interacting and interpreting. Materials: Whiteboard and Schoolbook.

Objectives: by the end of this lesson, my learners will be able to:

* To use “should have” and “shouldn’t have” to express apologize or critics,
* To use the modals “must”, “have to” to express obligation and deduction.

Interaction Procedures/Correction Aims Time

steps
To
* The teacher sets the learners in pairs.
Warm -The teacher asks them to take turns to criticize or apologize for the wrong brainstor
up actions. m pupils’ 10
ideas mn
Pps: different examples
using.

Activity 01 p45:
Take turns to criticize or apologize for the wrong actions (A-D)
using should/ shouldn’t have.
Make any necessary changes.

Example:
Your You: Karim read my letter/my diary. To express
Turn Your partner: He shouldn't have read it. It's personal. apologize
or critics
Key answers: in a
20
context.
A. You: You lent my books to Farida without my permission. Mn
Your partner: Sorry, I shouldn't have lent it. I am wrong.
B. You: The teacher shouted at me for no obvious reason.
Your partner: He shouldn't have shouted at you. It's upsetting /
disturbing.
C. You: She borrowed my bag without letting me know.
Your partner: He should have asked for permission. It's impolite.
D. You: I'm angry with you. You said I was overweight.
Your partner: He shouldn't have said it. It'supsetting / disturbing.

Remark:

* ‘Should’ is a modal verb used to express a moral obligation or

duty.
* Should have is used to express: apologize
* Shouldn’t have is used to express: Critic.
 The teacher asks pupils to open their books on page 46.
* Write D. (Deduction) or O (Obligation) next to the sentences which
contain the modals in bold type. Act out similar dialogues.

Key answers:
A. You: You've arrived late again.
Your partner: Sorry, the bus broke down and I had to come on foot.
(Obligation)
B. You: She hasn't said a kind word to us since this morning.
Your partner: She must be angry with us. (Deduction)
C. You: Don't panic! You can't be late for the exam. It doesn't start till
10:15. (Deduction)
Your partner: Right, then. I'll take my time. 20
Mn
To make
Extra activity: Match each fact with the correct deduction.
the pupil
differentia
Key answers:
te between
Fact Deduction deductions
and
1- Her name is Lemant. a- He could be Mark Branner. obligation
2- He is only thirteen. b- She must be married
3- Her eyes are red. c- He can’t be married
4. She wears a wedding ring. d- They can’t be at home
5. His house is completely dark. e- She must be older than twenty
6. She has got grey hair. f- She must be a French
7. His initials are MB. g- She might be tired

1 2 3 4 5 6 7
f c g b d e a

* At this stage pupils give their own examples using obligation and
deduction.
 Lesson Plan 07
Level: 2nd year all streams. Teacher:
Unit One: Make Peace. Rubric: Write it up.
Sequence Two: Developing Skills Time Allowance: 1 hour.
Competency: interacting, interpreting and producing Materials: Whiteboard and Schoolbook.

Objectives: by the end of this lesson, my learners will be able to: express Obligation, Prohibition, and no
Obligation using have to, must, should, must not, do not have to, and do not need to.

Tasks Procedures/correction Aims Time

Interaction
T sets the pupils into groups work. Discuss and write a list of school To create new
rules using the clues in the box and the auxiliaries in the table below and different
Write it up it and the; modals of obligation, prohibition and absence of obligation adjectives 05
provided in the table. Then compare your answers. using specific mn
nouns and
Activity 01 p.46: suffixes.

Key answers:
1. We have to tolerate differences at school.
2. Pupils have to respect one another in class and outside. To list some
Activity 01 3. We ought to keep cool and should not be hot-tempered. school
p46: 4. Everybody must not impose himself/herself on others. regulations
using and
5. We do not need to always agree with one another. Differences are have to must
10
always possible and sometimes necessary. to express mn
6. We should settle disputes peacefully. obligation and
7. We don't have to/mustn't be violent. deduction.
8. We should accept the opinions of others.
9. We must learn to listen to one another.
10. We should not/ must not insult others or make fun of them for
no reason.
11. We shouldn't shout at each/one another.
Activity 02 p.46: Create your own acrostic: PEACE
P = Peace on Earth is needed. To design 10
E = Enjoy the world and keep it safe. their own mn
acrostic in
Activity 02 A = Act with self-control and self-confidence. relation to the
p46: unit theme.
C = Co-operate together to spread positivity.
E = End crimes and conflicts around the world.

Activity 03 p.47:
Distinguish between the duties and rights in the box. Then complete
the class charter below. Discuss and add other items to the charter.
10
Express opinions / work hard / respect opinion of others / meet
mn
together to express views / free education / tolerate differences /
good working conditions / health care / respect the rights of others /
Activity 03
p47: promote a culture of peace / information / co-operate to solve
problems....
Keys answers:
Duties/ Responsibilities: Rights:

-Work hard - Express opinions

- Respect the opinions of - Meet together to express
others. views
-Tolerate differences. - Free education To distinguish
between
- Respect the rights of others - Good working conditions. rights and
duties related
- Promote a culture of peace - Health care. to classroom
- Co-operate to solve - Information and school.

problems.
 …….….. ………….. SECONDARY SCHOOL –
SCIENTIFIC STREAMS, YEAR 2 - STUDENT GOVERNING BODY

CLASS CHARTER
We, the undersigned, after class discussion and referendum, have agreed on the
following:

Article One: Rights

a. Children have the right to free education

b. Children have the right to health care
c. The school authorities must provide children good working conditions
d. The Parents, teachers and children must be free to express opinions
e. The Parent-Teacher Association must meet together to express views

Article Two: Duties and Responsibilities

a. We have the duty to work hard

b. We must respect opinion of others
c. We should tolerate differences
d. We have to promote a culture of peace / co-operate to solve problems

The present charter shall come into force and vigor as soon as it is deposited
with the headmaster.

Date: Signatures
………, … ….
 Lesson Plan 08
Level: 2nd year all streams. Teacher:
Unit One: Make Peace. Rubric: Write it up.
Sequence Two: Developing Skills Time Allowance: 1 hour.
Competency: interacting, interpreting and producing Materials: Whiteboard and Schoolbook.

Objectives: by the end of this lesson, my learners will be able to: discover the meaning of the listening and
reading passage about racism, get specific information about that period, and learn some new lexical
points related to the theme.

Interaction/ Procedures/Correction Aims Time

steps

* The teacher reviews in brief the previous lesson about

Expressing Obligation and Deduction. To recognize
Warm up both the main
The teacher sticks the two pictures below on the whiteboard. topic and the 10
Then, he asks ls to describe them: lge exponents mn
used in unit02.

To interpret a
picture

Pre -
reading

To get ls to 25
Ls answer differently depending on their cultural backgrounds:
develop their mn
Slave- giving a speech- Martin Luther King- calling for freedom- anticipation.
fighting against Slavery…

Activity 01: Read the text carefully. Then, Choose the right choice
that corresponds to the right answer:
Key answers:
A. Today, Black Americans are able to:

A-do many activities that were forbidden in the past.⊠ To improve

B-travel to Africa easily. their reading
C-treat white people badly. skills by
B. For which reason did the journalist reproduce this part of searching for
During
specific details
reading Martin’s speech?
about slavery
A- Celebrate the American independent day. and Martin
B- Celebrate Martin Luther King Day. ⊠ King Luther
C- Celebrate the peace day. biography and
contributions.
Activity 02: Read the text again and answer the following
questions:
Key answers:
a. Who is Martin Luther King ?
1. Martin Luther King Jr. was an Afro-American clergyman / a
black activist / a Civil Rights Figure who advocated social change
through non-violent means
 b. What were his hopes and wishes? Start your answer like this:
2. He hoped/ wished his children to be free from racial
discrimination and prejudice.
To enrich ls
Activity 03: Read the text again and find in the text words that vocabulary
are synonyms and opposites to the following: through
opposites and
Key answers: synonyms
related to the
a) To fight (§1) = to combat. b) Countryside (§3) =village. theme.
c) Love (§1) =/= hatred. d) Yesterday (§2) =/= today.

Activity 04: Fill in the gaps using the following words:

slaves - colony - refers - foundations – individuals - began-
production.

Key answers: To check ls

Slavery refers to a condition in which slavesare owned by understanding
After by providing a 15
reading others. Slavery in America beganwhen the first African individuals similar filling mn
were brought to the North American colony of Jamestown in Virginia gap passage.

to help in the production of tobacco. African-American slaves helpled

build the economic foundations of the new nation.
 Lesson Plan 09
Level: 2nd year all streams. Teacher:
Unit One: Make Peace. Rubric: Grammar Desk
Sequence Two: Developing Skills Time Allowance: 1 hour.
Competency: interacting, interpreting and producing Materials: Whiteboard and Schoolbook.

Objectives: by the end of this lesson, my learners will be able to: use the conjunctions (Although, though,
and however) to express Concession and Contrast, and learn some new lexis.

Interaction Procedures/Correcti Aim Time

steps on s
To activate ls 05
Warm up The teacher reviews in brief the previous lesson about reading and prior mn
writing rubric “Martin Luther King Jr “.. knowledge.

* The teacher invites Ls to study the following examples, then answer

the questions:
a- The league of Nations had no power of its own; however, it was able
to resolve some conflicts. To present 10
the new
b- Although the UNO was created in 1945 to prevent wars, the world mn
Presentati target
witnessed many conflicts since then. language
on
c- Though there were so many racial practices in America, Martin Luther aspects.
King was wise enough to tackle them.
Questions:
1- What does however express in sentence ?
2- What do although & though in sentence a & b express ?
3- What do though, although and however do ?
To analyze the
Key answers: form and the
“ However “ expresses Contrast and it can be replaced by “ but “. meaning.
“ Although and Though “ express concession.
“ Although and Though “ are used to link between clauses. 10
“However “ rather marks discourse between sentences. Mn

Reminder:
1. To express contrast, we use:
- S + V + O; however, S + V + O To deduce the
- However = But ( in the middle of the sentence). rule.
2. To express concession, we use:
-Though / Although / Even though+ S + V + O, S + V + O
 Activity 01: Match sentences in column A with ones in column B
then join them to form a correct sentence.

Column A Column B

1. The security council voted 3- Some countries keep

against the invasion of Iraq. developing nuclear weapons. 10
Practice 2. UNICEF works to defend 1- It had been invaded by Mn
children’s rights. America in 2020.
3. The international community 2- A number of children still
has definetly said ‘no’ to weapons suffer from rights abuse. To practise
of mass destruction. the target
language
aspects.
Key answers:

1- Iraq had been invaded by America in 2020, although the security

council voted against that.
2- Though the UNICEF works to defend children’s rights, a number of
children still suffer from rights abuse.
3- Although the international community has definetly said ‘no’ to mass
destruction weapons, some countries keep developing nuclear
weapons. 10
Mn

Activity 02: Rewrite the sentences in task01 above using “ however “

Key answers:
1. The security council voted against the invasion of Iraq; however, It
had been invaded by America in 2020.
Use 2. The UNICEF works to defend children’s rights; however, a number of To reinvest the
Learners’
children still suffer from rights abuse. understanding.
3. The international community has definetly said ‘no’ to mass
destruction weapons; however, some countries keep developing nuclear 10
weapons. mn

Activity 03: Write 04 meaningful sentences of your own expressing

contrast / concession:

1- ………………………………….………..
2- ………………………………….………..
3- ………………………………….………..
4- ………………………………….………..
 Lesson Plan 10
Level: 2nd year all streams. Teacher:
Unit One: Make Peace. Rubric: Write it out
Sequence Two: Developing Skills Time Allowance: 01 hour.
Competency: interacting, interpreting and producing Materials: Whiteboard and Schoolbook.

Objectives: by the end of this lesson, my learners will be able to: identify the characteristics of an oratorical
style, to write a public address, and to learn some new lexis related to the theme.

Tasks Procedures/correction Aims Time

Interaction
05
The teacher interacts with through reviewing the speech of Martin Mn
Warm up To set LS in
Luther King and its characteristics in brief.
context

Activity 01:
Identifying the characteristics of the SPEECH:
1- Choose the correct answer:
The main aim of The speech is:
Key answers: To identify the
PART One a. To inform the audience. (to tell people about important subject) characteristic 10
⊠ s of an
Mn
oratorical
b. To entertain the audience. (to make people enjoy themselves) style
2- Answer the following questions:
Key answers:
a. The Speech of martin Luther King contains repeated phrases, give
examples from the text?
“I have a dream” and “Free at last!”
b. Why does the writer use repetition in the speech?

Key answers:
- to attract attention, to convince the audience.

Read the TIP BOX and check your answers to questions (1/2)

TIP BOX
The main purpose of a speech is to inform the
audience. Speeches are generally made in an
oratorical style which includes repetition of key
words, phrases and sentences to attract 10
attention, convince and impress the audience Mn
 * Write your own speech in which you address both parents and
children/pupils in order to help each other to create a safe and happy
Part Two world for children, by imitating Martin Luther King’s speech making the
best use of the auxiliaries you have learn t in this unit.

Key answers:

Introduction:
Ladies and gentlemen, I believe that “It’s never too old to set
another goal or to dream a new dream.” I am only 16 however I 25
feel responsible to help children at my age to get over their fears Mn
To write a
and struggles…. public address

Body:
It can be
considere I have a dream that all children of my age will be able to learn
d as: in a safe and happy world.
PROJECT
OF THE A dream that is full of hopes and wishes.
UNIT I hope that all the world say no to drugs! Say no to smoking!
Say no to bully!
I wish my voice can touch your hearts and make you dream with
me to put our hands together and create the happy world all
children deserve to live in.
Conclusion:
Thank you all for your attention. God Bless you all!