3rd year lessons UNIT 04 PART 05

Before reading (p.65)
1.E.g. The right of the child for education ( See text on the Rights
of the Child in SE2 textbook.) The child is below the legal
minimum age to work.
2. Many possible answers. They are unethical/criminal because …
3. Many possible answers. Students don’t have to agree.
4. Many possible answers. Students don’t have to agree.
As you read (p.66)
Task 1:
A.b This task is not testing students’ comprehension. So make sure
they explain why the other choices are false.
B. Social Auditing and its importance in business
Task 2 (p.66)
A. They are commissioning social audits because they are increasingly
aware of the importance of social and environmental issues for their
reputation.
B. Giovani Preston travels to countries to check labour standards.
C. Labour standards: paying their workers fairly, good health
standards - safety record with low levels of illness and accidents - not
using child labour
D. We can no longer separate ethics from business. (Students can
provide many possible justifications.)
Task 3 (p.67)
A. commission B. prosper C. corporate D. designate
E. oversee F. suppliers G. scrutiny
After reading (p.68)
Let the students skim through the text in the coping box. Then
illustrate the difference between lexical and grammatical cohesion.
Synonymy, antonymy and hyponymy = lexical cohesion
Articles, possessive adjectives, demonstrative adjectives, pronouns=
grammatical cohesion
Make it clear to the students that lexical and grammatical cohesion is
important for comprehension.
Task 1 (p.68)
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 Their (businesses), them (businesses), these (social audits), that
(social audits), their (businesses), their (businesses) §1
 They (supporters of social audits), it (social reporting) it (social
auditing) company excutives (they), those (companies) §2
 This criticism (a social audit may just be a public relations
exercise),
them (executives), This ( the rest of the text between inverted
commas) §3
 There ( developing countries), Their: ( companies in the
clothing industries) §4
 Ours (our company) §5
Task 2 (p.68)
Make sure students realize that identification of reference words can
help them better understand the text. Reading is not a linear activity.
It is a coginitive activity which involves a backward and forward eye
movement in search of lexical and grammatical cohesion.
Task 3 (p.68)
(A)Algeria has recently adopted a new model of economic
development. (D) This model balances economic growth, social
justice and the sustainable use of natural resources.(B) It has also set
high standards of governance including social auditing and public
accounts reporting. (C) Such tasks are carried out by the National
Economic and Social Council and by the Accounts Court. F. In
addition to the setting of standards of governance, it has accorded
ethically responsible companies tax reductions so as to encourage
them to promote sustainable development and social well-being.
E. Odd one out.
Writing development (pp.69-70)
The people and organisations who put their money into our fund want
us to invest in ethical ways, and we work hard to make their desires a
reality. We consider that the conservation of the environment for
future generations a moral duty. Thus we avoid companies that
endanger the environment. …
Project outcome (p.71)
Assessment (72)
Follow the models included in the other units. Time for… (p.33)
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UNIT THREE: SCHOOLS:DIFFERENT AND ALIKE(pp.74-105)
Use the two pictures to introduce the theme of the unit. Then ask the
students what they expect in terms of project outcome. Finally, get
them to skim through p.109 to check their guesses and set them
thinking about the project.
LISTEN AND CONSIDER (pp.75-81)
Language outcomes (p.75)
Have the students skim through the preview before you move on to
the Getting-started rubric.
Getting started (p.75)
The questions in this rubric are personalized and seek to elicit
opinions. The varied answers could lead to a brief discussion about the
theme of the unit.
Let’s hear it (p.76)
Task 1 (p.76)
A. Mr Harris went to see with the headmaster about his son in
order to discuss about his son, William.
B. William has decided to become an artist.
C. He should/ought to choose something more secure.
D. The alternative job that could be taken up by William is that of
commercial artist.
E. If he wanted to become a commercial artist, he might do very
well to take an art course.
F. He shouldn’t stand in his way.
Task 2 (p.76)
The summary can be made on the basis of the answers to the
questions in task 1. Make sure you limit the time for the students to do
the task.
Around the text ( pp.76-80)
Grammar explorer 1 (p.76)
A. 1. Type two 2. Type Two 3. Type Three 4.Type On
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Refer the students to Grammar Reference in SE2 textbook, pp.201-2.
Task 1 (p.77)
A. If I were tall enough, I’d/would be a policeman or a firefighter.
B. If he had got the required marks, he would have gone on a
training course to be a doctor. He wouldn’t have taken a course in
computer science (instead).
C. If you work hard, you will succeed.
D. If you get your Baccalauréat, I’ll offer you a motorcycle.
E. If she had worked hard, she wouldn’t have failed her
Baccalauréat examination.
F. If Farida had taken into account the job market at the time of her
enrolment at university, she would have got a job. Or she wouldn’t
have been jobless.
G. If you don’t study harder, you won’t pass your Baccalauréat.
Or if you studied harder, you would pass your Baccalauréa with
distinction.
Note if can be either in initial or mid position.
Task 2 (p.77)
Make sure the students produce a short, coherent statement.
(Conditional type 2)
Grammar explorer II
A. present simple + future
B. b. ( If you don’t let him) /or except if.
C. c. (warning)
Task ( bottom of p.77)
A. Unless you study more, you won’t pass your Baccalauréat.
B. Unless you listen carefully, you won’t know what to do in your
exam.
C. Unless we hurry, we ‘ll miss the school bus.
D. Unless she gets more information, she won’t complete her
project.
N.B Unless can be in mid position.
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Grammar explorer III (p.78)
A. Wish about the past (sentence 3) past perfect
B. Wish about the present (sentences 1, 2, 4)
C. Wish about the future (sentence 5)
Task (p.78)
To be filled by students.
Grammar explorer IV (p.78)
1. A.advice B. advice C. advice D. obligation
2. must= have to . No they are not similar because mustn’t
expresses prohibition whereas don’t have to expresses lack of
obligation.
Task ( top of p.79)
1. must 2. don’t have to 3. mustn’t/must not 4.should/ought to
Vocabulary explorer (p.79)
Task 1 (p.79)
A. He is determined to become an artist (2)
B. He ought to engage in something more secure. (4)
C. I couldn’t have been a teacher myself if I was free to choose.
D. I don’t think you should prevent him doing what he wants.
Task 2 (pp.79-80)
A. Boarding school co-educational school
B. school mate - school report – school leaving age
C. attend school - drop out of school
D. comprehensive school - grammar school
E. public school - state school
F. compulsory education
G. further education, higher education
Task 3 (p.80)
A. Comprehensive schools are open for children over eleven of all
abilities.
B. I have lost touch with most of my former school mates, except
for Said.
C. The name public school is very illogical since it means a private
school for the rich and privileged in Britain.
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D. The Algerian educational system provides free and compulsory
education until the age of sixteen.
E. The school leaving age in Britain and Australia is the same:
sixteen.
F. As every school child knows, oil floats on water.
G. Compulsory education in Britain lasts from age five to age
sixteen.
Task 4 ( p.80)
Educational - effective – selective – functional - practical -
attractive - responsive – innovative – constructive
Pronunciation and spelling (p.81)
Use the weak forms of the modals.
Think, pair, share (p.81)
Poem no 1:
I wish words could come to me like whispers
And that I could compose better papers
English is the subject I like best
I wish it would help me pass the test.
Poem no 2:
I wish I could cope well enough
To work a miracle that day
Oh examiners don’t be tough
And let me just have my way.
Task 2 (bottom of p.81)
Make sure the students comply with the grammar rules and present a
coherent and logical list of tips.
READ AND CONSIDER (pp.82- 90)
Language outcomes (p.82)
Instruct the students to skim through the preview so as to be
acquainted with the objectives of this section.
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Getting started (p.82)
Activate background knowledge.
1. Many possible answers. (General question)
2. Comprehensive school/ Grammar school/High school.
3. GCSE, BA/B.Sc, M.A/M.Sc, M.Phil, Ph.D.
Draw attention to the picture. It is a snapshot taken during a
graduation ceremony. Focus on ceremonial dress: mortarboard and
gown.
Taking a closer look (p.83)
Task 1 (p.83)
A. … because education has a lot of importance for the British
people.
B. No, not all of them. Some of them receive their primary
education at an infant school and then a junior school whereas
others receive it at a primary school that combines the two.
C. c.selective
D. …in order to show how well individual schools have done in
tests and exams.
Ideally all these answers should be voiced in the students’ own
words.
Around the text (pp.84-88)
Grammar explorer 1 (p.84)
A. No subject has as much importance for the British people as
that of education.
 Most citizens
 A great deal of money, a little (money)
 A lot of talk
 A lot of people
 The privileged few
 Some of them
 Some students
 A few others
B. See Grammar reference pp.216-217.
Grammar explorer II (p.85)
Comparatives of superiority
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الموضوع الأصلي : 3rd year lessons UNIT 04 PART 05

المصدر : ملتقى الجزائريين والعرب

الموضوع الأصلي : 3rd year lessons UNIT 04 PART 05

المصدر : ملتقى الجزائريين والعرب