Time Steps Interraction Input/Output Aims

pattern and procedure

VAKT
20 Brainstorming T-Ss -The teacher reads the title of the unit and -Introducing the
minutes The unit Ss-Ss brainstorms students ideas on world and natural theme of the unit
theme Ss-T and make PP
resources .
aware about world
A-V resources, and
Water how their lack
oceans
seas impacts our lives
Mineral
Air
and lead to such
Gold
problems as
poverty.
Natural
resources
forests energy

-to get the students

FoodPlants Animals
interact about the
stamps.

Think it Over: (p 59)

20 Think it over T-Ss
minutes Page 59 Ss-Ss -The teacher interacts with students on the stamps on
Ss-T page 59 and brainstorms
b rainstorms their ideas through asking
the following questions:
A-V
*Instruction of the activity:

*What does each of the pictures represent/show?

*What are they used for?
*What pictures can you see on the stamps?
*do you like the stamps design?why?
-Students look at the stamps carefully and answer the
questions.

*The Correction of the activity:

-They represent stamps.
-They are used to send letters by sticking them on the
envelopes.
-We can see pictures of animals and plants (nature)
-Yes,we like the stamps 'design.Becaus
'design.Because
e it contains
pictures of animals
animals and nature which are colorful
colorful and
we like natural pictures.
15 -to emphasize the
minutes Words to say T-Ss pronunciation of
Words to Say: (p 59)
Ss-T consonants through
words related to
Page 59 -The teacher reads the words and asks students to
A-V the topic of the
repeat them after him . unit.
-Students listen carefully and repeat the words.

-to have pupils

interact about the
Before You Read: (p 60) map using their
T-Ss
Before you background
20 Ss-Ss
read -The teacher interacts with students on the map asking knowledge.
minutes Ss-T
them to look at it carefully.
Page 60 -The teacher asks students to read the name of countries
A-V
inside the map.
-The teacher interacts with students through the questions of
the activity.
*Instruction of the activity:
Look at the map and answer the following questions:

1) Which part of the American continent does the map

represent?
2) What is Brazil famous for?
3) What are the two imaginary lines shown in the map?
4) What is the weather like in the areas/ countries which
are near these imaginary lines?

*The Correction of the activity:

1- The map represents Southern America.
2- The area in green stands for the Amazon
Forest.
3- It is situated between Brazil, Peru,
Ecuador and Bolivia.
4- The line in question is that of the equator.

5- The equatorial climate is hot and humid.

- Read for general
30 T-Ss As you read: (p 60 - 61) understanding and
As You read -The teacher Guides PP in checking answers and
minutes Ss-Ss allow PPs to check
Ss-T raising discussion about
about the cardinal points, poles, their answers.
Page 60/61
coordinate system, equator, climate, etc.
A-V
Activity 1 page
60 -The teacher asks students to read the text silently in
order to check their answers in the previous task.
-Students read the text and check their answers.
30 Activity 2 page T-Ss - The teacher tells students to read the text -Scan the text
minutes 61 Ss-T silently and answer questions about its content and to answer
encourages them to use full sentences. specific
A-V
-Students read the text and give answers to questions and
reading comprehension questions. get a better
understanding
Instructions of the activity: of the text.

Read the text on the previous page again and

answer these questions:
A-How much carbon is stored in the trees of the
Amazon forest?
B-Why has the Amazon basin ecosystem historically
been protected from threats?
C-Why is the preservation of the Amazon forest
considered as one of the greatest challenges?
challenges?

Answers of the activity:

A-There is more than a decade of global fossil fuel

emissions of carbon dioxide stored in the Amazon
Forest trees.
B-The Amazon basin ecosystem has been protected
from threats because of its isolation.
C-It
C- It is one of the world’s greatest conservation
challenges because it is no longer isolated.

T-Ss
After reading: (p 61)
Grammar Desk :( p 61) -enable students
40 After reading: Ss-Ss
Grammar reference N°10 - p199-200 to recognise and
minutes (p 61) Ss-T
- The Teacher asks the questions in the grammar desk to convert the
Grammar make students distinguish between the two types of active and
Desk :( p 61) A-V sentences. passive voices.
-For more explanation,
explanation,the
the teacher refers students
Grammar -Students Build
reference N°10
to pages 199,200 and explains the difference
- p199-200 between the active(subject
active(subject of the verb is the knowledge of
agent of the action) and passive(subject of the the form of
verb is the object of the action). Then, the The active and
teacher draws a table to show the steps and passive voices
changes needed when converting active into passive and how to make
and vice versa. transformations.
Key:
1- a- Timber companies do.
b- The Brazilian government did
These sentences are in the passive voice
 because the subjects of the verbs are not
really the doers/agents of the actions i.e.,
the focus is on the actions rather than on
on the
performers/ doers (of the actions).
2-a- Timber companies fell 18.000km2 of
forest trees
b-The Brazilian government built new
roads throughout the 1960’s and 1970s.
1970s.
3- The sentences that give attention to the
action itself are the sentences from the
reading text;
The students’ sentences are in the active.
They put emphasis on the doers/performers
of the actions.
4- The writer has inverted the structure by
foregrounding the action (putting it first in
the sentence structure) and putting the real
performers/doers of the action at the end of
the sentence.
5- a-C(present simple passive);
b-D(past simple passive);
c-B(present perfect passive);
d-A(future simple passive)
6- No, it is not always necessary to use by in
passive sentences. We use by when we want
to draw attention to the doer of the action.

Active & Passive Voice

Voice is a grammatical category. It expresses whether the subject of the
verb is the agent of the action (the active voice) or whether the subject of
the verb is the object of the action (the passive voice).
chemical industries p
In the sentence "A lot of chemical po
ollu
llutte the rivers", the verb
(pollute) is in the active.
If you turn it round and say "The rivers are p po
ollu
llutted by a lot of chemical
industries" the verb (are polluted) is in the passive.
How to change the active voice to the passive one:
The plant released oxygen
Subject Verb Object

The oxygen was released by the plant.

Subject Verb Object

Use of Passive:
- Passive voice is used when the focus is on the action. It is not important
or not known, however, who or what is performing the action.
- Sometimes a statement in passive is more polite than active voice
Form of Passive:
Subject (the Object in active) + finite form of to be + Past Participle (3rd
column of irregular verbs) + Object (the Subject in active).
When rewriting active sentences in passive voice, note the following:
the object of the active sentence becomes the subject of the passive
sentence

the
the finite
subjectform of active
of the the verb is changed
sentence ( to bethe
(to
becomes + past participle)
object of the passive
sentence (or is dropped)
Examples:
Simple Present: Rita writes a letter.
- A letter is written by Rita.

Simple Past: Rita wrote a letter.

- A letter was written by Rita.

Present Perfect: Rita has written a letter.

- A letter has been written by Rita.

Future simple: Rita will write a letter.

- A letter will be written by Rita.

Modals: Rita can write a letter.

- A letter can be written by Rita.

Present Progressive (Continuous): Rita is writing a letter.

- A letter is being written by Rita.

Past Progressive (Continuous): Rita was writing a letter.

- A letter was being written by Rita.

Past Perfect: Rita had written a letter.

- A letter had been written by Rita.

Future perfect: Rita will have written a letter.

- A letter will have been written by Rita.

Conditional simple: Rita would write a letter.

- A letter would be written by Rita.

Conditional perfect: Rita would have written a letter.

-A letter would have been written by Rita.
Interrogative form:

[Wh] Auxiliar Subject Verb Agent

y
When was the Kyoto signed ?
Protocol
Who has arrested by the
been police??
police
How is oxygen produced?

Wher will the be held?

e conference on
global
warming
What should be done to protec
protectt
must the environment?
can
could
Was the treaty on signed by all
Has countries?
gas been
bee n
Is
by all the
emissions signed
Will parties?
partie s?
the treaty on protec t
protect
ed by the
oil shipping be held governmen
the t?
Amazo
n in
rainfore Algeria?
st
the next
conference

Pronouns:

I Me It It
You You We Us

He His You You

She Her They Them

 II) Say it Loud and Clear : ( p64)
Language Outcomes: by the end of this sequence, pupils should be able
to:
-intonation (listing);
-problem consonants and vowels.
-strong and weak forms of auxiliary was and were in the passive.
-final’s’as: /s/ (helps/meets)
-final’ed’as: /Id/ (added), /d/ (studied/wanted), /t/ (helped,
worked)
-pronounce abbreviations /acronyms correctly
(UNESCO/UNICEF/OPEC/IMF)
St=street, Ave=avenue, VA=state of Virginia (USA)

-peer-practice of sound contrast vs spelling

spell ing between 2 words,
phrases, or sentences.

Time Step
Steps Ipnte
nt
ateterran&
pa ctii oVnA K T
ct I nput/
nput/Output
proc
proceeOutput
dure Ai ms
20 Say it T-Ss - The T refreshes PP's memories of intonation by asking -To enable
minutes loud Ss-Ss questions and providing clarification. Then, PPs are invited PP to use
and Ss-T to listen to the T reading the text and mark intonation with rising and
clear
arrows. The T reads twice then PPs provide answers. The falling
exercise is corrected on board and a rule is inferred from intonation in
Activity A-V
1 page it. We use falling
falling intonation
intonation when we end listing.
listing. We use
use lists.
64 rising intonation when we are in the process of listing.

Key:

there are five types of alternative energies: solar,

wind, biomass, and hydroelectric energies. All
of them can be produced in our country because we have
the following natural resources. the wind, the
sun, the mountains …

However, solar energy is by far the most viable it is

cheaper, safer and less polluting. SONELGAZ
has already built power plants in Biskra, Djelfa,
Hassi Rmel and other localities in the South of
Algeria. 
20 Say it T-Ss -The teacher asks PPs to highlight the difficult sounds to -Help PPs
minutes loud Ss-Ss be explained and practised. overcome
and Ss-T -Much attention is given to the pronunciation of "r" ,"n" , difficulty in
clear
"d" and vowel sounds. Phonetic transcription of words is the
used in the process. pronunciation
Activity A-V
2 page Key: The sounds of the coloured boxes don’t exist of
64 in Arabic. problematic
consonants
p t k f s θ ʃ tʃ and vowels.
b d g v z ð ʒ ʒ
h l r w m n ŋ j
ə iː uː ʊ
ɪ ɜː ɔː ɒ
e æ ɑː ʌ

Task: Try to pronounce

pronounce the following
following words correctly:
correctly:

p pen, copy, ə about, common,

happen standard, teacher
church, match, nurse, stir, learn,
tʃ nature ɜː refer, girl
g get, giggle, bag ɔː thought, law,
north, war
v view, heavy, ɒ lot, odd, wash,
move hot, not
ʒ pleasure, vision æ trap, bad, black,
back,
ŋ ring, anger, ʌ strut, mud, love,
thanks, sung blood

20 Say it T-Ss -to try to

minutes loud Ss-Ss - The Teacher asks PPs to correct mispronunciation of the remedy the
and Ss-T letters in bold. problems
clear
-PPs are allowed some time to do the activity and take the that the
major responsibility in deciding on the right pronunciation pronunciation
A-V
Activity when they correct on board through discussion among of some
3 page themselves on the right choices. sounds
64 -The Teacher
Teacher guides PPs by modelling pronunciation and poses.
supplying further examples to illustrate. - Transcribe
-PPs pay attention to the weak form of 'were' and silent 'r' words
phonetically.
Key:
 words Wrong Correct
transcriptions transcriptions
Letter / liːtə / / letə /
eautiful / uːtɪfʊl / / juːtɪfʊl /
urned / bərnəd / / bɜːn /
Were / weər / / wɜː/
Saved / seɪvəd / / seɪvd /
ird / bɪrd / / bɜː /
Polluted / pɒljuːtəd / / pəluːtɪd /
Washed / wɒtʃəd / / wɒʃt /

- Making use of the same exercise, the T points out to the Pronunciation
three different pronunciations of final –ed. Then, an of final "ed".
exercise is designed to classify different words according
to pronunciation of –ed.
-PPs build a rule from the examples given.

III) Working with Words: by the end of this sequence, pupils should
should be
able to:
-strategies of checking a monolingual dictionary;
-study a dictionary entry.
-form nouns:
nouns: (poor/poverty) hungry/scarce /homeless
/homeless
-The (before collective nouns): the poor , …
-work with a monolingual dictionary
-study a dictionary entry.
Time Steps Interaction Input/Output Aims
pattern&VAKT procedure
20 Working T-Ss - The T gives
gives PP dictionaries and asks them
them to check
check for -to get pupils
minutes with Ss-Ss the meaning of the three words. PP take turns in dealing aware of the
words with the words, then some PP are asked to write the strategies
Ss-T
dictionary definitions they found. followed to
Activity -Ls do their work then report their answers. use a
1 page A-V monolingual
Key:
65 dictionary.
Consrve: / v / (v[T]) prevent sth. From being
changed, lost or destroyed.
Consrve: / s v / (n[C,U]) (fml) jam, with quite
large pieces of fruit.
 Sewage: / uː / (n[U]) waste matter from homes,
factories...etc carried away by sewers.
Deplete: / liːt / (v[T]) reduce greatly in amount :
our foo
ood
d suppli
suppliees are
ar e bad
badly
ly ~d
~d

-The teacher asks Ls to mention briefly the steps they

they
Activity T-Ss
followed in performing the previous task.
20 2 page
minutes 65
Ss-Ss -Ls explain their strategies.
Ss-T -The teacher explains the correct strategies for checking
difficult vocabulary:
Key:
A-V T he strat
strate
egi es for che
checki
cki ng di ff
ffii cult vo
voca
cab
bulary
are as follows:
-First, the students will resort to a dictionary only once s/he
can’t guess the meaning of the difficult words from context.
For this, s/he needs to identify the category of the words, see
whether there are any synonyms, antonyms, or paraphrases of
these difficult words.
-Once s/he is sure that she can’t do otherwise than checking a
dictionary for understanding the meaning of the difficult words
that she has singed out from the text, she will open the
dictionary at the page where the word is listed. In doing so,
s/he will pay attention to the alphabetical order.
-After that, the teacher draws attention to the importance
of dictionaries for checking difficult vocabulary when
guessing the meaning from context is hard. When a word
is looked up in a dictionary, synonyms, antonyms and the
way words are used in sentences should also be checked.

T-Ss -The yeacher asks Ls to read the given dictionary entry -Make PP
Activity
Ss-Ss
and to put the keys in the right boxes: familiar with
30 3 page keys of a
minutes 65 Ss-T
Key: dictionary
A: / weɪst/ pronunciation entry.
A-V B: ~land compound/complex word
C: (fi
fig)
g) figurative language
D: (eg) example
E: (vt) transitive verb
F: (sth) something
G: (sb) somebody
H: (prov) proverb
I: [U] uncountable noun
J: definition
K: [U
[US]
S] American English
L: Colloq colloquial English
M: adjective
N: adverb Part
Part of s ee
eech
ch
 D eve
velo
lop
pi ng Ski
Ski lls
I) Listening and Speaking:
Language Outcomes: by the end of this sequence, pupils should
should be able
to:
-listen to a lecture;
-manage through a long conversation using discourse
markers;
-talk about the environment;
-make a presentation of a product;
-pronounce ‘must’, ‘should’, ‘can’ in the passive;
passive;

T i me Step
Steps I nte
nterr action I nput
nput//Output Aim
Ai ms
pa
p attern and
and proc
proce edure
VAKT
20 Your T-Ss - The Teacher reads the sentences again for PP to -transform
minutes Turn: Ss-Ss choose the right transcription. They are asked to sentences
Ss-T pronounce the sentences following the transcription into the
offered. passive and
P 67 A-V
pronounce
Key:
assimilated
a. Animals in danger of extinction mustn’t be hunted. modals.
b. Recyclable objects shouldn’t be thrown away.
c. Desertification should be stopped.
d. Pollution can be divided into four types.
e. Alternative energies may be grouped in five
categories: wind, solar, biomass and hydro-electric .
f. Human resources must be protected.

20 Tip T-Ss -The Teacher refers PPs to Tip box and signals the -Enable PPs
minutes box Ss-T importance of logical markers in helping us organise our ideas to organise
p 67 and making other people follow and understand us easily. ideas using
A-V key discourse
*Discourse markers are transition
transition words and expressions
expressions markers.
used to organise ideas Logically and connect them together.
*Discourse
to follow ourmarkers make it easy for listeners and readers
line of thought.
 Examples:
- To begin, to start with, at first, at the outset, ... are used
to introduce a topic.
- First(ly)/ second(ly)/ third(ly), next, then, after this/after
that, subsequently, finally/lastly... are used to express
sequence.
- Furthermore
Furthermore,, in addition/additionally, moreover, besides, etc .
are used to express addition.
- In conclusion, in brief, in sum,... are used to conclude a
topic.

40 Write T-Ss -Teacher interacts with the students using the picture. -Write a
minutes it up Ss-Ss -The teacher helps the students to identify the different parts of the presentation
Ss-T solar home. using the
-Besides,the teacher explains the difficult vocabulary items.
p 68 present
A-V -The Teacher introduces the theme of the activity and passive and
asks PPs to form sentences and use discourse markers the
to do a presentation. discourse
-The Teacher moves around to check progress and markers.
provide help.

II) Reading and Writing:

Language Outcomes: by the end of this sequence, pupils should

should be able
to:

-read a map/ newspaper article;

-guess the meaning of words through context;
-analyse paragraph organization;
-write a press release;
-make an oral presentation.

time steps Interaction Input/Output Aims

pattern&VAKT
pattern& VAKT procedure
procedure
15 Reading T-Ss -to elicit the
-The teacher asks students to look at the pictures students’
minutes and Ss-Ss responses to
writing shown on page 69 and to choose the best choice. the pictures
-Students look at the pictures carefully,once the without
Activity A-V
1 p 69 teacher reads each question they provide
pr ovide an checking
their
 answer to it.
Interpretations
Key: at this stage.
[b assaulted by noise)
1- The ear in picture A is [b noise)]]
[ c a hearing
2- The ear in picture B is wearing [c
aid)]]
aid)
3- The topic of the magazine article will be about
[c noise pollution)
pollution)]]

-to have pupils

-The teacher asks students to read the text read an article so
40 Activity T-Ss silently and check their answers. as to check their
minutes 2 p 69 Ss-T -The teacher checks the given answers and responses to
makes the correction. questions in
A-V -In case the answers are correct, they are act1.
kept as they are.In case there is a wrong
answer it will be corrected according to the
reading passage.

T-Ss -The teacher asks students to read the text -to have pupils
again and answer the given questions: guess the
15 Activity Ss-Ss
Read the article on page 69 again .1 meaning of
minutes 3 p 70 Ss-T words through a
and find the following :
context.
Key:
A-V
*easily made angry= irritability (noun)
*is confirmed= is borne out (verb)
*related to the brain= mental (adjective)

15 Activity T-Ss -The teacher asks students to read the four -to have pupils
minutes 4 p 70 Ss-T provided titles to choose the best one for the choose the best
title to check
text.
their general
A-V -Students read the titles and provide the best
understanding of
one justifying their choice. a text.
Key:
The best title is: Another Kind of Pollution.
Noise pollution has not been recognized as
such until recently.
30 Activity T-Ss -The teacher gets the students to read the
-To focus on the
minutes 5 p 70 Ss-Ss tip box and explains the types of sentences
types of
Ss-T and their functions in building paragraphs. sentences which
-Then asks them to provide example of each enable students
A-V type from the previous text: to write a well

Key: organized
paragraph.
a- A sentence which focuses on the general
idea (topic sentence):
e.g., For a long time, noise has been known
to cause sleeplessness and irritability, and
now other studies are linking it to a wide
range of mental and physical disturbances.
b- A sentence which gives details to
support/ develop the general idea
(supporting sentence):
e.g., In Los Angeles, researchers have found
that people living near the airport have…
have…
c- A sentence which provides a smooth
transition from one idea to another
(transitional sentence):
e.g., In the opinion of many hearing
specialists, time is running out.
d- A sentence which supports the new idea
(supporting sentence):
e.g., The number of mental diseases will be
multiplied by two or three…
three…
e- A sentence which logically concludes the
ideas discussed in the paragraph:
(concluding sentence)
e.g., This health alert against……
against……

The teacher asks students to write the verbs -to make pupils
25 Write it T-Ss between brackets into the correct form of practise more
minutes out Ss-Ss the passive: the passive
Ss-T Key: voice.
Activity
1 p 71 A-V a. Throughout the world, deserts are
 created because pastures near arid lands
heavily are grazed and trampled.
b. Around towns, adjacent forest belts are
denuded by people in their search for
firewood.
c. More productive plants are introduced
into semi-arid lands. As a result, indigenous
i ndigenous
plants necessary for the maintenance of the
soil are nudged out.
d. Many people think that desertification is
caused only by a change in climate, but the
truth is that deserts are provoked by human
actions.
e. Because of intensive production of cash
crops like cotton and groundnuts, soil
nutrients are dissipated and the topsoil is
eroded by wind and water.
f. A long time ago, history was made in the
deserts.
g. Today, about 140 million people are
threatened by the spread of the desert
caused through the interaction of climatic
fluctuations and man’s abuse of his
environment.
h. Desertification must be stopped now;
otherwise deserts will be transformed into a
curse for man soon.
i. These civilizations were built in deserts
because people knew how to live in
harmony with nature.
J. At least two great civilizations were
established there.

-The teacher explains that the previous -To be able to re-

20 Activity T-Ss sentences are not in the right order and order sentences,
minutes 2 p 71 Ss-Ss ask them to re-order them into a coherent and make
coherent
Part A Ss-T newspaper article about desertification.
A-V paragraph.
 Key:
(1- f) – (2- J) – (3-i) – (4- g) – (5- d) – (6-a)
– (7-c) – (8 – e) – (9 – b) – (10 – h)

Task 2 part B:
25 Activity T-Ss Topic sentence→ a long time ago…..in -to know more
minutes 2 p 71 Ss-Ss deserts. about types of
sentences in well
Part B Ss-T Supporting sentences:
written
1→ at least, two……..there
paragraph.
A-V 2→ these civilizations……….with nature.
nature.
Transitional sentence:
Today, about…….environment.
about…….environment.
Supporting sentences for the new idea:
1→many people ……actions
2→throughout the world……..trampled.
world……..trampled.
3→more productive……….the soil are
nudged out.
4→because of intensive………water.
intensive………water.
5→around twns…………fire wood.
wood.
Conclusion:
Desertification must be stopped
now………man soon
The article:
A long time ago, history was made in the
deserts. At least two great civilizations
were established there. These civilizations
were built in deserts because people
knew how to live in harmony with nature.
Today, about 140 million people are
threatened by the spread of the desert
caused through the interaction of climatic
fluctuations and man’s abuse of his
environment. Many people think that
desertification is caused only by a change
in climate, but the truth is that deserts are
provoked by human actions. Throughout
the world, deserts are created because
pastures near arid lands heavily are
grazed and trampled. More productive
plants are introduced into semi-arid lands.
As a result, indigenous plants necessary
for the maintenance of the soil are
nudged out. Because of intensive
production of cash crops like cotton and
groundnuts, soil nutrients are dissipated
and the topsoil is eroded by wind and
water. Around towns, adjacent forest
belts are denuded by people in their
search for firewood. Desertification must
be stopped now, otherwise deserts will be
transformed into a curse for man soon.

Where do go from here?

Exploring Matters Further: (Given as a

homework for assessme
assessment)
nt)