504226788.

doc

 The unit's contents :

I)-Discovering language.
A) Grammar:
 Reported speech with the present perfect and the past simple.
 Present perfect (revision).
 The imperative.
 Had better.
 Link words: for, since ….
 Simple past (revision).
 How long?
B) Pronunciation:
 Intonation in yes/no and WH questions.
 Silent letters: k, n, p....
 Pronunciation of the suffix ed.
C) Vocabulary:
 Vocabulary-related to disasters and human solidarity.
 Reporting verbs.

II)-Developing skills.
A) Functions:
 Asking for and giving advice.
 Asking for and giving information.
 Reporting.
 Quoting someone.
 Making claims.
 Expressing interest and surprise.
 Disagreeing politely.

1
B) Skills:
 Reading a report.
 Managing through a conversation.
 Writing a news story.
 Writing a report.
 Writing a questionnaire.
 Conducting an interview.

2
 504226788.doc

Second years

 The Project outlines. (pages:118)

outcomeProject

Making a survey.
For extra information see page 132.

 Think it over. (page:119)

 Words to say. (page:119)

3
 504226788.doc

Second Years

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unittwo,
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shouldbe
beable
able
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muchare arepeople
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and
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thesimple
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past.

 Note: Due to specific conditions, mainly related to time shortage,

the project is omitted from this unit and the following ones. The project
organization plan is therefore not introduced. However, a highlight of the
selected activities leading to its construction is provided in the table below.

4
5
 504226788.doc

III) -Table of selected activities.

Rubrics Activities' Competences

Pages Interacting Interpreting Producing
number orally O&W msgs O & W msgs
-Before you read.   
Discovering language
-As you read. 
-Grammar desk.   
-Activity one. 
Practice -Activity two.  
-Activity three. 
Write it right -Activity one. 
- Activity one.  
Say it loud and clear - Activity three.  
- Activity four. 
Working with words - Activity one. 
- Activity one. 
Listening and speaking - Activity two.  
- Activity three.  
Write it up - Activity one.  
6
 - Activity two. 
- Activity one. 
- Activity two.  
Reading and writing
- Activity three.  
- Activity four.  
Write it out - Activity one. 

7
 504226788.doc

 Preview. (Page: 119).

At this stage, the teacher makes students aware of the unit's topic and its
project in addition to the principal objectives of the unit. It is also likely to
provide pupils with the general outlines for building the unit's project and a
discussion about any necessary changes or recommendations.
 Think it over. (Page: 119).
Students are encouraged to observe, analyze and diagnose the
map and the picture on this page. Their reactions to the latter will so
much help them obtain a clearer image about what 'unit six' is all
about, i.e. the interaction about the pictures will serve as an entry into
the topic of the unit.
 Aims:
1) To familiarize pupils with the topic of unit six.
2) To introduce the unit implicitly.
3) To recognize the general notes that the project work would include.
 Words to say. (Page 119).
A list of words is provided on the right side of the page. The focus of
this activity is on the pronunciation of the "ed" inflection. Students,
therefore, should repeat the words in the checklist. All the words are
related to the topic of the unit. The teacher reads each word individually
focusing on the stress and intonation with a discussion of the meaning.
 Aims:
1) To familiarize students with specific spoken English sounds.
2) To make pupils aware of stress patterns in spoken English.

8
 504226788.doc

Part One.

Second years

DISCOVERING LANGUAGE
 Pre-reading. (page:120)
 Post reading “Grammar Desk”. (page:121)
 Practice. (pages:122/123)
 Write it right. (page:123)
 Say it loud and clear. (page:124)
 Working with words. (page:125)

9
 Discovering language. (Page: 120).
 Before you read.
Students take a look at the drawings on the left side of page 120 and
then provide answers to the questions.
 The task: Look at the symbols and discuss the questions below.
 Aims:
1) To identify the humane societies that provides help for victims in
hard times; The Red Cross and the Red Crescent and their symbols.
 Suggested answers to pre-reading stage:
Students' answers may not be exact. Answers may also vary depending
on pupils' imaginations, cultural backgrounds and even intelligence.
Therefore the teacher has to put both their imaginations and notes on track
before carrying out to the next stage.
a. The first symbol represents a crescent (used by Muslim agencies); the
second is a cross (used by other religious groups). Because of that
difference, the third symbol – a diamond- is introduced. (The
International Federation of the Red Cross and Red Crescent societies is
still discussing whether to adopt the diamond as an alternative common
symbol). For additional notes about this point students are told to read the
text in the textbook on page 135.
b. They represent the different organizations which bring relief to people
in need.
c. No, they aren't. People who work for these organizations are volunteers.
d. They operate in situations in which people are in need of help like
those who face natural disasters such as earthquakes, floods, etc.
f. They fulfill the following duties:
* fund raising.
* collecting food aids.
* helping with medical care.
* providing assistance in emergency situations.
 As you read. (page: 120/121)
 Activity one: Read the text and answers the following questions.
Pupils read the text individually or in pairs and answer the questions on
page 121
 Aims of activity one:
1) To train students on reading and look for specific details.

10
  Answers to activity one:
a. The report is about Youth charity
b. The author writes about the findings/results in the second paragraph
(§02). The reporter writes/ gives the interpretation in the third
paragraph (§03).
c. The reporter uses the word “interestingly” in the second paragraph
to show his surprise at the unexpected results of the survey.
d. No, it doesn’t. The data gathered by Youth 2010 show that young
People are more thoughtful than they were thought to be by their
parents.
 After reading. (The grammar desk, p121).
With the guidance of the teacher pupils do all the activities in the
computer screen-shaped square on page 121.
 Aims:
1) To introduce the reported speech in the present perfect and simple
past tenses.
2) To recognize how questions are reported and which verbs are used
to report and/or respond to them.
 Answers to "the grammar desk":
a. The verbs used in the reporter’s questionnaire are the present
perfect and the past simple tenses.
b. The verb used to report the questions is "had". It is the past perfect past
tense.
c. Yes, there are differences between the tenses in the reporter's questioner
and the way they are reported in the description of the results because
the reporter repeats indirectly what was said by the informants.
d. The verbs that are used to report the informants' answers are: said
(to say) and told (to tell).

For additional notes about the new language points, students will
For additional notes about the new language points, students will
reminded to see the grammar reference in their books on pages:
reminded to see the grammar reference in their books on pages:
2005 – 206.
2005 – 206.

11
  Practice. (Pages : 122/ 123).
 Activity one: Put the verbs between brackets into the correct tense.
 Aims of activity one:
1) To practise the reported speech in context.
2) To allow pupils practise the use of reporting verbs of questions and
answers.
3) Using the past simple and the past perfect tenses throughout the
practice.
 Answers to activity one:
This activity is done in pairs or small groups. Depending on the example
given students can build their own questions and their answer freely.
Here is the reported interview

Question: What did the interviewer ask him?

Answer: He asked him where he had grown up.
Question: And what did he answer?
Answer: He said that he had grown up in Seattle, Washington.
Question: What did the interviewer ask him?
Answer: He asked him where he had discovered his interest in
Software.
Question: And what did he say?
Answer: He answered that he had discovered his interest in Software at the
private Lakeside School.
Question: What did the interviewer ask him?
Answer: He asked him when he had begun computer programming.
Question: And what did he answer?
Answer: He answered that he had begun computer programming at the age
of 13.
Question: What did the interviewer ask him?
Answer: He asked him when he had entered Harvard University.
Question: And what did he answer?
Answer: He said that he had entered Harvard University in 1973.
Question: What did the interviewer ask him?
Answer: He asked him if had developed the first computer there.
Question: And what did he answer?
Answer: He answered that he had developed it there.
Question: What did the interviewer ask him?
Answer: He asked him how long he had been Head of Microsoft.
Question: And what did he answer?
12
Answer: He said that he had been Head of Microsoft for more than 20
years.
Question: What did the interviewer ask him?
Answer: He asked him why he had set up the Bill Gates Foundation.
Question: And what did he answer?
Answer: He answered he had always been thoughtful about others.
That's why he had done it.
Question: What did the interviewer ask him?
Answer: He asked him how much money he had donated that year.
Question: And what did he answer?
Answer: He said that he had donated $3.2 million.
Question: What did the interviewer ask him?
Answer: He asked him which charities he had supported so far.
Question: And what did he answer?
Answer: He answered he had supported organizations working in the field
of health and learning.
Question: What did the interviewer ask him?
Answer: He asked him if his wife had helped him.
Question: And what did he answer?
Answer: He said that she had helped him.

 Activity two: Turn the quotes into reported speech using the verbs
given to you.
 Aims of activity two:
1) To give pupils additional chances to practise the reported speech in
incorporating situations.
 Answers to activity two:
a.1 Albert Einstein doubts whether present-day Americans have become
any happier since their grandparents settled in the country.
a.2 Albert Einstein doubted whether present-day Americans had
become any happier since their grandparents settled in the country.
b.1 John Donne writes that no man is an island.
b.2 John Donne wrote that no man was/is an island.
c.1 Bertrand Russell says that three passions have governed his life: the
longing for love, the search for knowledge, and an unbearable pity for
the suffering of mankind.

13
c.2 Bertrand Russell said that three passions had governed his life:
the longing for love, the search for knowledge, and an unbearable
pity for the suffering of mankind.
 Write it right. (Page:123)
 The task: Use the notes in the pie chart and the layout to write a
report about why Americans elected "Bill gates" Man of the Year for 2005.
 Aims:
1) To write a composition using reporting speech strategies, so far
acquired, depending on specific information in another incorporating
situation.
2) To use some reporting verbs correctly in their accurate context.
 Answers to activity one:
Students use the layout on page 123 as a guide, and the text on page 120 as
a modal to start their written products. Later, the teacher chooses one essay
which will be corrected collectively and written on the board.

504226788.doc

14
 Say it loud and clear. (Page: 124)
 Activity one: Listen to your teacher reading the poem and the
dialogue below and cross out the letters which are not pronounced. An
example is given.
 Aims of activity one:
1) To make the learner aware of the musicality of spoken English.
2) To recognize some silent letters (h,gh,k,r,n after an m) in some of
the common English words.
 Answers to activity one:
Part one: The silent letters are;
I keep six honest serving men.
They taught me all I know.
Their names are What and Why and When,
And How and Where and Who.
Part Two: Here are the silent letters in the dialogue;
You: I beg your pardon. What did you say?
Your partner: I said, “One autumn day a column of condemned
prisoners solemnly marched along singing hymns”.
You: I beg your pardon. What did you say?
Your partner: He said, “The knights knocked the knave on his
knuckles with a knotted knob. He knew when he knelt on his knees; he
had a knife in his knitted knickers.”
 Remark:
To the end of avoiding possible confusion, pupils should be told
about the exceptional case that makes the letter "r" silent many time – the
case of the English variety of the language (RP) that the "r" is heard only
when it is initial, after a "w" letter or between two vowels, e.g. in
remove/write or moreover- unlike in the American variety of English
(the GM) where the letter "r" is pronounced anyhow. The teacher may
need to give additional examples that make pupils further understand.
 Activity two: Find the spelling form of the transcribed words.
 Aims of activity two:
1) To recognize other silent letters in spoken English.
2) To introduce some stress pattern situations implicitly.

15
  Answers to activity two:
Pronunciation spelling Pronunciation spelling
/'lIsn/ Listen /'raItI / Writing.
/ rI'p :t / Report. /'wenzdI / Wednesday.
/ f 'mI:n / Famine. / st :v/ Starve.
/ d kt'/ Doctor /k t/ Cut.
/ k b d'/ Cupboard / kju:t / Cute.
 Working with words. (Page: 125).
 Activity one: Homework.
 The task: Check the meaning of the verbs in the box in your
dictionary. Then report each of the quotes using some of them.
 Aims of activity one:
1) To recognize the meanings of some common verbs used in reporting
statements and questions
2) To discriminate between the meanings of verbs in order to use every
one in its accurate context.
3) To enrich the pupil's lexical memory by obtaining new verbs.
 Note: Pupils will decide which type of dictionaries they prefer to use,
i.e. an Arabic-English / English-English dictionary. Working in pairs or
small groups certainly increases co-operation and competition. Having
the first step done by pupils, they resume the activity to do the rest of the
task.
 Answers to activity one:
The verbs that pupils are likely to choose are:
admit, pray or beg, apologise, order, suggest, advise, blame, agree.
The verbs are used as follows;
a. The thief admitted that he had stolen the bag.
b. The mother prayed/begged the doctor to save her son.
c. She apologized for being late.
d. She ordered him to go there.
e. He suggested going out for a walk.
f. She advised her girlfriend to consult a doctor.
g. She blamed him/her for breaking the vase.
h. Leila agreed that the flowers were really beautiful.
Inasmuch as that there are some necessary changes occurring on some
sentences, the teacher highlights these changes to pupils to avoid any

16
possible confusion. Later, the latter encourages pupils to form new modals
of their own using the verbs that were not included in task one.
504226788.doc

 Part two.

Second years

Developing skills
 Listening and speaking. ( page: 126)
 Your turn. ( page: 127)
 Write it up. ( page: 128)
 Reading and writing. ( pages: 129/130)
 Write it out. ( page: 130/131)

17
  Listening and speaking. (page:126)
 Activity one: Read the earthquake safety measures (a-d) and rank
them according to their order of importance from (1 to 4).
 Aims of activity one:
1) To familiarize learners with the safety measures necessary during
natural disaster 'earthquakes'.
2) To increase the learner's awareness about the steps of precautions
when an earthquake happens, and their order according to the
degree of importance.
 Answers to activity one:
Students' answers may not be very accurate. However, after the
correction, they must be ordered as follows.
Degree of The most The The less The least
importance important necessary importance important
Measures b c d a
Before resuming to activity three, the teacher reads the listening script-
which is an interview with a seismic expert- while pupils listen and check
their 'guessed' answers to the previous task.

Thelistening
The listeningscript,
script,aadialogue
dialoguewith
withMr.
Mr.Clancy,
Clancy,who
whoisisaaseismic
seismicexpert,
expert,
isisincluded
includedininthe
thetext
textbook
book"Getting
"GettingThrough",
Through",page
page184.
184.

 Activity two: There is a mistake in every sentence below. Listen to

your teacher again and correct them.
 Aims of activity two:
1) To improve pupils' listening capacities by looking for specific
information while listening to a script.
2) To find the missing or incorrect notes in the sentences given.
3) Introducing the structures: ''had better/ had better not+ infinitive
without to" for giving advice.
 Answers to activity two:
The mistake in question is the addition of 'to' to the verb after the
structures 'had better' and 'had better not'.
The correction:
a. If you're inside a building during an earthquake, you'd better stand in a
doorway.
b. You'd better not try to take the stairs and lifts.
18
 c. You'd better stand away from buildings.

 The tip box on top of page 127 illustrates the giving and/ asking for
advice. The class should go through it before moving to the following
rubrics in order to a further consolidation for the use of some language
exponents such as; make sure.../you'd better…, we should …can I ask
for your advice …? Etc.
 Your turn. (Page: 127).
 Activity one: Pair work.
 The task: Ask for and give advice about what to do before, during
and after an earthquake using the verb idiom had/'d better/'d better not.
 Aims of activity one:
1) To learn how letters to ask for an advice using; what should I do
when ….
2) To learn how to give/make an advice using; you had better or you
had better not …
 Answers to activity one:
- Pupils work in pairs and exchange role play. To encourage the learners'
creativity, the teacher chooses the best product that will be corrected
collectively on the board.
 This is a suggested output.

Before an earthquake

You: What should I do before an earthquake?

You: What should I do before an earthquake?
Your partner: You’d better have an earthquake survival kit at hand.
Your partner: You’d better have an earthquake survival kit at hand.
Other suggestions:
Other suggestions:
-You’d better know how to turn off gas, water and electricity.
-You’d better know how to turn off gas, water and electricity.
-You’d better plan emergency procedures.
-You’d better plan emergency procedures.
-You’d better make plans to keep your family together.
-You’d better make plans to keep your family together.
-You’d better know emergency telephone numbers (doctor,
-You’d better know emergency telephone numbers (doctor,
hospital…).
hospital…).
You: What shouldn’t I do before an earthquake?
You: What shouldn’t I do before an earthquake?
Your partner: You’d better not anchor objects like bookcases and kitchen
Your partner: You’d better not anchor objects like bookcases and kitchen
units to walls.
units to walls.
Other suggestions:
Other suggestions:
You’d better not place objects over beds.
You’d better not place objects over beds.
19
 After an earthquake

You: What should I do after an earthquake?

You: What should I do after an earthquake?
Your partner: You’d better check for injuries.
Your partner: You’d better check for injuries.
Other suggestions:
Other suggestions:
-You’d better provide first aid.
-You’d better provide first aid.
-You’d better check for building damage and potential
-You’d better check for building damage and potential
problems during aftershocks.
problems during aftershocks.
-You’d better clean up dangerous spills.
-You’d better clean up dangerous spills.
-You’d better wear shoes.
-You’d better wear shoes.
-You’d better turn on the radio and listen for instructions
-You’d better turn on the radio and listen for instructions
from public safety agencies.
from public safety agencies.
-You’d better use telephone for emergency only.
-You’d better use telephone for emergency only.

 Your turn.
Before moving to the task, pupils should go through the tip box on page
128. The tip box introduces using conjunctions expressing the reason
(cause) to the end of taking a piece of advice seriously.
 The task: Write a short announcement advertising the precaution that
people should take before, during and after an earthquake.
- Being motivated and encouraged, students work in pairs or in small
groups. The best announcement will be written on the board and corrected
by the class.
 The aims:
1) Writing an announcement giving advice about the precautions in
times of natural disasters such an earthquake.
2) To exploit the writing capacities acquired by learners about
making/giving advice and link words.

It is not necessary that students' essays include the same information.

But the similarity of the form is very essential. In doing so, pupils may rely
on the model given in page 128 including the introduction.
20
 Here is an announcement sample.

ANNOUNCEMENT
ANNOUNCEMENT
Dearcitizen,
Dear citizen,
Ourtown
Our townisissituated
situatedininananearthquake
earthquakezone.
zone.We Wecan’t
can’tdodoanything
anything
totostop
stopearthquakes,
earthquakes,butbutweweshould
shouldseeseetotoititthat
thatsafety
safetymeasures
measuresare are
takenininorder
taken ordertotolimit
limitthe
theloss
lossofofhuman
humanlifelifeand
andmaterial
materialdamage.
damage.
Beforean
Before anearthquake,
earthquake,we’dwe’dbetter
betternotnotplace
placeobjects
objectsover
overbed
bed
becausethey
because theymay
mayfall
fallover
overfamily
familymembers
membersand andinjure
injurethem.
them.......
Duringthe
During theearthquake,
earthquake,we’dwe’dbetter
betternot
notpanic
panicand andrun
runaway
awayininallall
directions,for
directions, forwe
wecancanbebeinjured
injuredororkilled.
killed.We’d
We’dbetter
betterstand
standininaa
doorwayororcrouch
doorway crouchunder
underaadesk
deskororaatable,
table,stay
staywell
wellaway
awayfrom
from
windowsororglass
windows glassdividers,
dividers,for
forour
oursafety.
safety.
Afteran
After anearthquake,
earthquake,we’dwe’dbetter
betterprovide
providefirstfirstaid
aidbecause
becausefamily
family
membersand
members andneighbours
neighboursmay maybe beinjured.
injured.

504226788.doc

21
 Reading and writing. (Page: 129).
 Activity one: Look at the picture and guess to whom the women are
taking food and why they are doing it.
The image on top of page 129 has been taken after the earthquake that
shook Bourmedes in 2003. Students’ interpretations may vary depending
on each one’s background culture.
 Activity two: Read the newspaper report and check your answers to
the questions above. There are some punctuation mistakes in the first
paragraph, ignore them.
 Aim of activity one and two:
1) To make pupils aware of the importance of using illustrations,
drawings and background knowledge to understanding a text before
reading it.
2) To develop pupils’ critical capacities by judging their own guesses
and brainstorming through reading a text and identifying the correct
answers.
 Answers to activity two:
The women are taking food to their neighbours because the latter have
lost their homes.
 Activity three: Punctuate the first paragraph of the article on the
previous page to separate the reporter’s thought from that of his informer.
 Aim of activity three:
1) To learn, identify and practice the punctuation used in reporting
and/or quoting speeches, statements, commands and questions.
 Answers to activity three:
Great calamities can show the best in man. For instance, while I was
covering, for my newspaper, the earthquake in Boumerdes I met a group of
women carrying plates of couscous. “Where are they going all together
like that?” I asked Rafik, my Algerian friend and translator. “They are
taking food to their neighbours who have lost their homes,” he replied.
After a few minutes, he added, “People have always helped each other
over here. But this earthquake has considerably increased that sense of
neighborliness”.

22
 Write it out. (Page: 130).
 Activity one: Report the opinions below using the following verbs
and expression:
 Think/ assert/ believe/ state/ claim/ maintain/ are of the opinion
that.
 Aim of activity one:
1) Using diverse reporting verbs to report opinions about a specific
domain.
 Suggested answers:
Pupils will provide lots of different answers. Here is an example.
Some people think that we can reduce poverty in Africa by giving
more food aid. Some others believe that food aid is not the solution to
starvation and malnutrition in Africa.

504226788.doc

Teacher:
Teacher:Mr.Ahmed
Mr.AhmedGUEBBOUH
GUEBBOUH

23