Unit n° 03: Technology and Innovation School Year: 2021-2022

Pre- unit lesson Level & Stream: Second year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 recognize the theme of unit.
 explore and use vocabulary related to the theme of the unit.
 identify and discuss the impact of technology and science on people’s life.
Target Competencies: Interpretive- Interactive- Productive Procedure: EIF Framework (Encounter – Internalize- Fluency)
Materials: Whiteboard- Pictures- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes

To raise learners ‘interest in the lesson/ To introduce key

T-SS

worksheets and briefly announcing the objective of

vocabulary items related to the theme of the unit

the lesson which is introducing the theme of the Learners consider the pictures given and
Interpretive/ Interactive

unit. unjumble the letters given getting help from the

pictures to form coherent words then they share
The teacher, then, directs learners ‘attention to
their answers with their classmates and teacher to
the first task on the worksheet and asks learners to
Encounter

check their answers.

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unscramble the words given to form coherent

10 m
words getting help from the pictures provided.  The words are:
a → experiment

b → Thomas Edison
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c → microscope

d → scientist

e → astrolabe
 The teacher, then, directs learners’ attention to Students consider the words given and match

vocabulary items related to the

the second activity. The teacher explains the

learners ‘understanding of key

To reinforce and consolidate
them with their appropriate definitions then they

T-SS
instruction and sets learners to work.

Interpretive/ Interactive
interact with their teacher and classmates to
20 m theme of the unit Once the activity is corrected, the teacher
encourages learners to put the words in the check their answers.

Internalize
table in sentences of their own.
Matching words with their definitions.

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a→ 3 b→ 1 c→ 4 d→ 2
After that, the teacher directs learners’
Learners interact with their teacher formulating
attention to the next activity. The teacher sets
learners to complete the sentences with the list sentences using the words given.
of words given.
Filling the gaps
 Reinforce learners’ understanding of
Learners fill in the gaps with the appropriate
key vocabulary items related to the
word to get meaningful sentences then they
theme of the unit.
interact with their teacher and classmates to
check their answers.
a→ invented b→ science c→ revolutionary
d→ Newton e → technology- scientific
technology on human life
To discuss the impact of

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Productive

Learners work in pairs to discuss and jot down

Next, the teacher directs learners’ attention to some ideas about the impact of technology and
Fluency

20 m
the last activity on the worksheets. She sets science on human life then they share their ideas
them to discuss the impact of scientific and with their teacher and classmates for further
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technological advancement on people’s life. elaboration.

Once all done, the teacher interacts with Learners suggest a title for the unit.
learners and lets them guess the title of the unit.
Unit n° 03: Technology and Innovation School Year: 2021-2022
Sequence n° 01: Discovering Language Level & Stream: Second year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 read and respond to an expository text about an experiment.
 explore and use vocabulary related to science and experiments.
 write a short paragraph describing a scientific experiment.
Target Competencies: Interpretive- Interactive- Productive Procedure: PDP Framework (Pre – During – Post )
Materials: Whiteboard- Pictures- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role
background knowledge

The teacher greets learners. She shows a number Learners consider the pictures and name the
To activate learners’

of pictures which illustrate different sciences and sciences shown on them.

T-SS

asks learners to name the science[e.g: physics,

mathematics, astronomy, chemistry, biology ...etc]

The teacher interacts with learners asking them

Interpretive/ Interactive

about which science they prefer. The teacher, then, Learners interact with their teacher expressing
Pre-reading

distributes the worksheets and sets learners to test their preferences.

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12 m
their knowledge answering the three quiz Learners consider the sentences given and choose
To make guesses / to introduce

questions given. the right answer then they interact with their teacher
and classmates to check their answers.
the topic of reading

Next, the teacher directs learners’ attention to the

pictures given and asks them to write a description Learners consider the two pictures and say
for each one of them. what each one shows.
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 Picture 1: an egg atop of a bottle

The teacher, then, interacts with learners inviting
 Picture 2: an egg inside the bottle
them to make guesses in relation to the experiment
Learners interact with their teacher and
then sets them to read the text given to check their
classmates making guesses then they skim the
answers. text to check their answers.
 The teacher sets learners to read the text Students read the text and do the activities
entitled ”Egg in a Bottle Experiment” and do suggested.
the activities suggested. 1. Identifying the type of the text

T-SS

Interpretive/ Interactive
The text is expository.
25m
To read and respond to a text  Reading for gist. 2. Answering questions.
 Reading to get specific information a. The equipment needed is: an egg - a bottle -

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Reading
a piece of paper - a lighter.
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and it the egg starts to move up and
down.
c. Yes, it does.
3. Reference words
Its (1§)→ egg
Which (2§)→ air pressure
4. Final /s/ Pronunciation
Once during reading activities are discussed and
/s/: heats- drops
corrected, the teacher interacts with learners
/z/: molecules – expands
To write a paragraph explaining

asking them to think of a way to get the egg out

/iz/: pushes_ forces
Post- reading
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20m
of the bottle. She then sets learners to write a
Productive

5. Reordering sentences
short paragraph explaining the process using the
an experiment

a→ 2 b→ 1 c→ 4 d→ 3
notes given.

Learners interact with their teacher and

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classmates discussing possible ways to get the egg

out of the bottle. Then, they use the notes given to
write a short paragraph explaining the process
then read aloud their paragraphs.
Unit n° 03: Technology and Innovation School Year: 2021-2022
Sequence n° 01: Discovering Language Level & Stream: Second year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 recognize the form and use of conditional if types zero and one.
 identify the different uses of conditional if type one.
 write sentences using if conditional type 1.
Target Competencies: Interpretive- Interactive- Productive Procedure: PPP Framework ( Presentation –Practice – Production)
Materials: Whiteboard- Worksheets- A small ball

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes the Learners consider the sentences given and match
worksheets. each pair to formulate a meaningful sentence then
To introduce expressing

T- SS

they share their teacher and classmates.

condition with “if”

The teacher sets learners to match the sentences

given in the table (Task01) to get coherent 1. When you heat air, it expands.
2. If you keep working, you will achieve your
sentences.
Interpretive/ Interactive
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goals.
The teacher, then, sets learners to consider the 3. If you mix hydrogen and oxygen, it turns into
Presentation

water.
four sentences and tick the right answer.
20 m 4. You will succeed if you work hard.
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The teacher interacts with learners explaining the

Learners consider the four sentences from the
meaning and the use of “if” using other examples
previous task and choose the right answer. Then,
To help learners deduce

they interact with their teacher and classmates for

(if need be) helping students to differentiate
further discussion.
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between conditional if types zero and one and

rules

Learners deduce rules of form and use of the two

guiding them to deduce rules of form and use of the
types of condition (zero and one).
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two types of condition.

 Next, the teacher sets learners to do more Learners consider the sentences given and put
practice about expressing condition. the verbs between brackets into the appropriate

To practice and use conditional if types

zero and one in different situations
Task 01 tense. Then, they share their answers with their

Interpretive/ Interactive
T-SS
 Differentiate between conditional if teacher and classmates for further error checking.
types zero and one a. boils - turns
b. will learn- read

Practice
20 m
c. mix- get
d. don’t pass- won’t give up
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e. add- floats

Learners consider the sentences given and match

Task 02
each one with the function it expresses. Then, they
 Identify the different functions of interact with their teacher and classmates to
conditional if type One check their answers.
1→ warning 2→ promise 3→ offer
4 → prediction 5→ advice
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Once all done, the teacher directs learners’

Productive

Production

attention to the last activity on the worksheets. Learners take few minutes to prepare their
expressing condition
To write sentences

15 m She explains what students are supposed to do sentences then they interact with their teacher
through giving an example. She gives learners and classmates keeping the chain game going.
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few minutes to formulate their sentences. Later,

the teacher uses a small ball and sets learners to
take turns throwing the ball and giving a
sentence using if. ( A chain game)
Unit n° 03: Technology and Innovation School Year: 2021-2022
Sequence n° 01: Discovering Language Level & Stream: Second year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 explore and use vocabulary related to science and technology.
 form adjectives using suffixes (ical- al- ous- ic- able- ful).
Target Competencies: Interpretive- Interactive- Productive Procedure: PPP Framework ( Presentation –Practice – Production)
Materials: Whiteboard- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. Learners consider the letters given and unscramble

She starts with a scrabble game. The teacher them as fast as possible to get meaningful words.
writes on the board the following list of letters and
To activate learners ‘background

1. Mathematical
asks students to unscramble each set of letters to
2. Creative
get a meaningful word. 3. Useful
Interpretive/ Interactive
knowledge

T- SS

1. M A C A T H M A E T I L
2. V E I T A E R C Learners interact with their teacher identifying the
10 m
3. L F U S U E
Presentation

category of each of the previous words giving the

The teacher, then, interacts with learners asking words they are derived from.
them about the category of each word from the ones
 The three words are adjectives.
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above (noun, verb, adjective) and the original

words they are derived from.
 Roots: Mathematical → mathematics
creative→ create useful→ use
The teacher, then, asks learners about the suffixes
 Suffixes: “ ical – ive - ful”
used to form those words and elicits from them any
other suffixes they know which are used to form Learners interact with their teacher listing any
adjectives. The teacher, then, distributes the other suffixes, they know, used to form nouns and
worksheets and sets learners to do more practice adjectives.
about adjectives formation.
 The teacher directs learners’ attention to the first Learners consider the words given and add

To form new
adjectives
activity on the worksheet and sets them to work. appropriate suffixes to form adjectives then they

Interpretive/ Interactive
Task 01 share their answers with their teacher and

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 Adjectives formation using suffixes classmates for further discussion.
-ical: technological_ biological- hypothetical

Practice
-al: physical- experimental- developmental
25 m
-ic: algebraic – hypothetic- scientific
To use vocabulary in

-able: knowledgeable
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Next, the teacher sets learners to do the second -ous: famous- dangerous
context

activity. - ful: successful- harmful

Task 02 Learners read the sentences given and fill in the

 Filling the gaps blanks using the appropriate word from the
previous activity then they interact with their
teacher and classmates to check their answers.
a. scientific- technological b. dangerous
c. famous d. Knowledgeable e. successful
f. physical g. experimental
T-SS

Productive

Production
To produce sentences using

20 m Learners in pairs to find the adjectives in the word

At the end, the teacher directs learners’
search puzzle then they use them to write
attention to the word search puzzle given and
adjectives

sentences using their own ideas. Later, they share

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sets them to find as many adjectives as possible

their answers with their teacher and classmates
then use them in sentences of their own.
Unit n° 03: Technology and Innovation School Year: 2021-2022
Sequence n° 02: Developing Skills Level & Stream: Second year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 watch and respond to a movie.
 discuss and write about famous individual contributions to the field of science and technology.
Target Competencies: Interpretive- Interactive- Productive Procedure: PDP Framework ( Pre- During - Post)
Materials: Whiteboard- Worksheets- Video- Data show- Speakers

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes the Learners consider the pictures and match each one
worksheets. with the names of famous people given.

1→ Albert Einstein
She directs their attention to the pictures on the
2→ Nikola Tesla
worksheet. She asks students to match each picture
Interpretive/ Interactive
T- SS

3→ Isaac Newton
with the name of scientist or inventor it
To brainstorm the topic

corresponds to. 4→ Brothers Wright

Pre-viewing

Learners consider the sentences and complete

15m The teacher, then, interacts with learners asking
them with the names of scientists/ inventors from
them what they know about the
the previous task then they interact with their
scientists/inventors given and sets them to
teacher and classmates to check their answers. .
complete the sentences (Task 02).
a→ Albert Einstein b→ Isaac Newton
After that, the teacher interacts with learners
asking them to name any Muslim/ Arab scientists c→ brothers wright d→ Nikola Tesla
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and to list their contributions. Learners interact with their teacher and classmates
giving some examples of Arab/ Muslim
scientists/inventors and their contributions to the
modern world.
 The teacher sets learners to watch the first part Students watch the video and complete the
of the movie and choose the correct answer. sentences with the correct answer then they share

To watch and respond to a movie

their answers with their teacher and classmates.

Interpretive/ Interactive
T-SS
 Watching for gist. 1. Choosing the correct answer.

During- Viewing
1→ the library
2→ a research

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25 m After that, the teacher directs’ learners 3→ the dark ages

S-S attention to the next activity. The teacher sets 4→ Muslim

learners to watch the second part of the video

and fill in the table with the appropriate Learners watch the video and complete the

information. table given with the right information. Then, they

interact with their teacher and classmates to
 Watching for specific information.
check their answers.
2. Completing the table

Ibn Al-haythem → camera obscura

Abbas Ibn- Firnas → the first man to fly
Al-zahrawi → surgical tools
Meriem Al-astrulabi → Astrolabe
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Once all done, the teacher sets learners to write

Ismail Al-jazari → Elephant clock
individual contributions
To write about famous

Productive

Post- Viewing

a short presentation about the contributions of

20 m Muslim scientists to the modern world making

Learners make best use of their prior
use of their prior knowledge and the information
knowledge and the information they got from the
they got from the movie.
S-S

movie to write a short paragraph explaining the

contributions of famous Muslim scientists to the
field of science and technology.
Unit n° 03: Technology and Innovation School Year: 2021-2022
Sequence n° 02: Developing Skills Level & Stream: Second year scientific stream
Objective(s): Students will be able to: Allocated Time: 1hour
 read and respond to an advice column from a newspaper.
 recognize language structures used to give suggestions and advice.
 write a letter seeking and giving advice.
Target Competencies: Interpretive- Interactive- Productive Procedure: PDP Framework ( Pre- During - Post)
Materials: Whiteboard- Worksheets-

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes the

To prepare learners for the reading phase/ To make

worksheets.
Learners consider the picture and choose the right
She directs learners’ attention to the picture answer.
T- SS

shown. She asks learners to consider the picture

Choosing the right answer.
Interpretive/ Interactive

and tick the right answer in the sentences given.

1→ an advice column in a newspaper
Pre-reading
predictions

2 → an agony aunt
10m
3 → advice to people who have problems

After that, the teacher interacts with learners

Learners interact with their teacher and
asking them whether they have ever been in a
classmates expressing their opinions.
dilemma and how they reacted to it.
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Learners consider the texts and interact with their

The teacher, then, directs learners’ attention to
teacher and classmates making guesses about
the two texts shown on the picture and asks them
Jenny’s problem.
to identify the features of the two letters: the
sender, the recipient and make guesses about the
problem the sender faces.
 The teacher sets learners to read the first letter Students read the letter and identify whether the
and say whether the sentences given are true or sentences given are true or false.
false. True/ False statements

T-SS

Interpretive/ Interactive
To read and respond to letters
25m  Scanning to get specific information. a. F b. F c. T
Learners read the second text and do the
activities then they interact with their teacher and
After that, the teacher directs learners’ attention

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Reading
classmates to check their answers.
to the second letter and sets learners to do the
Identifying the main idea of each paragraph
S-S two activities suggested.
1→ c 2→ a 3→ d 4→b
 Reading for gist
Answering questions
 Reading to get specific information
a. No, it’s not.

b. The pieces of advice Emma gave Jenny are:

positive thinking, organize time and set a plan for

revision, have meals on time and have some fun.

Once all done, the teacher interacts with
learners -based on the previous task- eliciting
from them the language structures used to give Learners interact with their teacher listing some
To write letters asking for and

Post- reading

expressions used to give advice and suggestions

T-SS

20m advice and suggestions.

Productive

As learners recognize the different language

giving advice

Learners write letters asking for advice then they

forms used for making suggestion and advice,
exchange their letters with their classmates to
she sets learners to write letters (Jenny and
write replies in which they give advice and
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Emma ‘s letters as models) to ask for and give

recommendations to the letter’s sender (a
advice.
classmate) to help him/her overcome his/her
problem.
Unit n° 03: Technology and Innovation School Year: 2021-2022
Sequence n° 02: Developing Skills Level & Stream: Second year scientific stream
Objective(s): Students will be able to: Allocated Time: 1hour
 read and respond to a text about the impact of technology on our lives.
 discuss issues related to discoveries and inventions.
 write a paragraph expressing one’s point of view about the importance of technology in human life .
Target Competencies: Interpretive- Interactive- Productive Procedure: PDP Framework ( Pre- During - Post)
Materials: Whiteboard- Worksheets-

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes the

To prepare learners for the reading phase/ To make

worksheets.
Learners consider the pictures and match them
She directs learners’ attention to the pictures
with their labels then they interact with their teacher
T- SS

shown. She asks learners to match each picture

predictions and check them

and classmates to check their answers.

Interpretive/ Interactive

with its label.

1→ microwave oven 2→ drone
Pre-reading

10m 3→ camera 4 → satellite 5→ mobile

Learners take few minutes to discuss in pairs the

questions given then they interact with their teacher

After that, the teacher sets learners to discuss in and classmates for further discussion.
S-S

pairs the questions given. Learners consider the article’s headline and make

Next, the teacher directs learners’ attention to the guesses then they skim the article to check their
article’s headline given and encourages them to answers.
make guesses about the topic of the article.
 The article is about: benefits and drawbacks
of technology
 The teacher sets learners to read the article and Students read the text and do the activities
do the activities suggested. suggested then they interact with their teacher
Tasks 01/ 02 and classmates to check their answers.

T-SS
To read and respond to an article

Interpretive/ Interactive
25m  Reading to get specific information True/ False statements
b. F b. F c. T

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Reading
Matching words with their definitions
1→ b 2→ d 3→ a 4→c
S-S Joining pairs of sentences

Task 03 a. If scientific research continues at present

rates, there will be revolutionary discoveries in
 Consolidating grammar structures
all fields in the future.
previously learnt in the unit.
b. We will become totally addicted to
technology if we don’t control our dependency
on it.

Once all done, the teacher sets learners to write

Learners write a short paragraph Learners write
a short paragraph in which they express their
To write a paragraph expressing

a short paragraph expressing their opinions about

Post- reading
T-SS

20m opinions about the impact of technology on our

Productive
one’s point of view

the impact of technology on our lives providing

lives supporting their points of view with some
some arguments to support their points of view
arguments.
then they read their paragraphs aloud.
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