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Unit Fiveback To Nature Unit Plan Project Planning

This document outlines the objectives, language skills, and assessment for a unit on "Back to Nature" for first year students. The unit aims to have students design a consumer guide to selecting environmentally-friendly products. It will cover using conditionals and linking words to describe and argue opinions. Students will develop reading, writing, listening and speaking skills. They will complete projects like writing a memo to an association, creating a rubbish collection guideline, or designing a cleaning campaign poster. Teachers will assess students to determine their proficiency levels and weaknesses.

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Moussa Haroun
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18 views5 pages

Unit Fiveback To Nature Unit Plan Project Planning

This document outlines the objectives, language skills, and assessment for a unit on "Back to Nature" for first year students. The unit aims to have students design a consumer guide to selecting environmentally-friendly products. It will cover using conditionals and linking words to describe and argue opinions. Students will develop reading, writing, listening and speaking skills. They will complete projects like writing a memo to an association, creating a rubbish collection guideline, or designing a cleaning campaign poster. Teachers will assess students to determine their proficiency levels and weaknesses.

Uploaded by

Moussa Haroun
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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TEACHER: Mrs. M.

BENCHERIF
SCHOOL: Med LAID AL KHALIFA

LEVEL: FIRST YEAR

UNIT five
BACK TO NATURE

SCHOOL YEAR: 2011/2012

INSPECTOR : Mr. Djebbari.L


1
UNIT: BACK TO NATURE
THE GENERAL OBJECTIVE

By the end of this unit students should be able to


design a consumer guide (free choice for selecting
products/items).
As regards the language forms, students should use:
The conditional: types0, 1 and 2 to express condition
/feelings /to describe and argue.
Link words expressing cause and effect (as a result,
consequently…) to express opinions /cause and effect.
Sequencers: Firstly, secondly ….. to describe

Competencies: interacting orally in English, interpreting and producing oral and


written messages

A/Language Data:
1/Grammatical 2/Phonological 3/ Functional Notions:
At these Stages Students Will Discover:
1/
Sequence One
 If-Conditional(1)
Sequence Two
 Link Words :As A Result, Consequently
 Sequencers: Firstly, Secondly…
Sequence Three

2
 Expressing Opinions (I Think, I Agreed/I Disagree, In My
Opinion…..)
 Could/Can I….?
Stop And Consider
 Conditional: Types 0/1/And 2
 Suffixes:-Able/-Al/-…..
 Quantifiers: All, Some, A few, etc.
Sequence Four
 Prefixes: Il-, Ir-, Dis-, etc.
2/
Sequence One
 Intonation In Yes/No Questions and Complex Sentences
 Stress in Words Ending in ‘-Tion”
Sequence Four
 Stress in Words Starting with Prefixes.

3/

Sequence One
 Expressing Opinion
 Expressing Feelings
 Expressing Condition
Sequence Two
 Expressing Cause And Effect
 Describing
Sequence Three
 Expressing Suggestions
 Expressing Opinions
 Agreeing And Disagreeing
 Arguing For And Against
 Polite Requests/Interruptions
Sequence Four
 Describing
 Suggesting
 Arguing

3
B/Skills And Strategies:

Receptive Skills (Listening and Reading), Productive Skills (Speaking and


Writing).

At This Level Student Will Be Able To:


Sequence One
 Listen to a Radio interview About Pollution.
 Writing an SOS about Pollution
Sequence Two
 Reading and Responding to a Magazine Article
 Categorizing
Sequence Three
 Conducting a Meeting
 Writing Minutes of a Meeting
 Reading and Interpreting an Advert
 Writing an Advert
Sequence Four
 Reading Articles About Recycling and Renewable Energies
 Writing a Letter of Complaint
 Writing a Memo
C/Project ‘S Outcome
Topic: Designing a Consumer’s Guide
PPs Will:
 Write a Memo to a Consumer’s Association.
 Devise a Rubbish-Collection Guideline.
 Telecommunications,
 Or Realize a Cleaning Campaign Poster.
D/Assessment
An opportunity to the teacher to distinguish degrees of proficiency among her
students and also to diagnose and/or check their strengths at the different levels,
mentioned above, and their weaknesses to be supported. As it is an opportunity
to the students to practice self _assessment.

4
LEVEL :FIRST YEAR
UNIT five: (BACK TO NATURE )
PROJECT :MAKING A CONSUMER GUIDE
TASK ONE: selecting products
-Select products that people consume or use daily:
 toiletries (soap, shampoo …)
 detergents and cleaning products
 car or machine maintenance products
 plant and gardening products ….
TASK TWO gathering information about the various brands of the
product
Collect:
 adverts
 labels, leaflets on the products..

TASK THREE: analyzing the product from an ecological point of view


PAY ATTENTION TO:
 features (chemical composition of the brands)
 packaging
 MARKETING.
YOUR GUIDE WILL INCLUDE:
 letters of complaint (reminders) addressed to the companies which do not
produce ‘clean’ products.
 A rubbish-collection guide.
 Adverts, labels..
PPS are split into small groups to realize the project/PPS are free to choose how to
proceed.

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