Teaching Map-All in One

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Teaching Map
For Teachers of English
Secondary Education
Teaching Map
(Secondary Education, all levels, all streams)
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Content
Acknowledgement …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. 03
Designing Projects ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..…………. 04
Guidelines………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….... 05-10
First Year (P. 11)
Unit 1………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….....12
Unit 2………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….....14
Unit 3……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..………………………..16
Unit 4……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..………………..18
Unit 5…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..…………………………..20
Second Year (P. 22)
Unit 1…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..23
Unit 2………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….26
Unit 3……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………..……..31
Unit 4……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………….34
Unit 6…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………….36
Unit 7…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………..38
Unit 8………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………..40
Third Year (P. 43)
Unit 1……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………..44
Unit 2…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….….……….46
Unit 3…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………..49
Unit 4…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………..52
Unit 5………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………..54
Unit 6……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………..56
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Teaching Map Secondary Education
Acknowledgement
I am extremely thankful for the efforts made by the colleagues to achieve this tremendous work.
Nonetheless, every teacher is required to pay special attention

attention to:
The target project must be mentioned at the very beginning of each file.
The activities have to be judiciously selected so as to target the project (not sticking to the book content slavishly).
thiss work as a supplementary tool and in no way as the only source/

Therefore, every teacher is required to consider thi
reference to implement the scheduled programme.
programme.
PS/-
PS/- All teachers are invited to bring about their comments and remarks aiming at improving this first attempt.
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Teaching Map
Unit:
Unit: ……………………
Project: ………………….
Task Phase Act. P. N° Prod. Lge Aim Homework Portfolio Obs.
Task:
Task: The project aspects we expect the PP come out with.
Phase:
Phase: The step under study & competency tackled (cf. book)
N°: Mention the page and the act. You are to deal with.
Act. P. N°:
Pord. Lge./ Exp./ structure: List the prod. Lge. / expressions relevant to the project & the PP would need both to
learn & reinvest to produce.
Aim: State the aim you target in terms of reusability and measurability.
Homework: Mention the homework you give to foster PPS’ learning & correct manipulation.
Portfolio:
Portfolio Assignments you give as an application/ reflection /reinvestment of what you teach and foster in relation
to the target project.
Obs Mention all the observations you consider liable to readjust your investment.
Obs.:
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Things you take care of when designing a project
A Six A’s of Designing Projects
1. Authenticity:
a. The project emanates from a problem or question that has meaning to the learner.
b. This problem or question must be tackled by adults at work or in the community.
c. The learners create or produce something that has personal or social value, beyond the school setting.
2. Academic Rigor:
a. The project leads the learners to acquire and apply knowledge central to one or more discipline or content area.
b. It challenges the learner to use methods of inquiry central to one or more discipline(e.g. to think like a scientist)
c. The learners develop higher order thinking skills and habits of mind(searching for evidence, taking different perspectives and
the like)
3. Applied learning:
a. The learners solve a semi-structured problem (designing a product, improving a system, organizing an event) that is grounded
in the context of life and work beyond the school walls.
b. The project leads the learner to acquire and use competencies expected in high performance work organizations (such as team
work, appropriate use of technology, problem solving, communications)
c. The work requires the learners to develop organizational and self-management skills.
4. Active Exploration:
a. The learners spent significant amount of time doing field-based work.
b. The project requires the students to engage in real investigation, using a variety of methods, media and sources.
c. The learners are expected to communicate what they are learning through presentations.
5. Adult Connections:
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a. The learners have opportunities to meet and observe adults with relevant expertise and experience.
b. The work of the adults becomes more visible to the learners
c. Adults from outside the classroom help the learners develop a sense of the real world standards or this type of work.
6. Assessment Practices:
a. The learners have opportunities to review exemplars of similar work products.
b. There are clear milestones or products at the completion of each distinct phase of the work, culminating in an exhibition,
portfolio, or presentation.
c. The learners receive timely feedback on their work in progress and engage in periodic, structured, self-assessment using clear
project criteria that they have helped to set.
==== ====
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Planning
By Callum Robertson, BBC English
(With adaptation by Mr. Allouane)
---------------------------
Planning is one of those essential skills of the competent teacher. This document looks at some general lesson planning questions:
• What should go into an English language lesson?

• What is a lesson plan?
• Why is planning important?
• Do you need to plan if you have a course book?
• What are the principles of planning?
What should go into an English language lesson?

Every lesson and class is different. The content depends on what the teacher wants to achieve in the lesson. However it is possible to
make some generalisations. Students who are interested in, involved in and enjoy what they are studying tend to make better progress and
learn faster.
When thinking about an English lesson it is useful therefore to keep the following three elements in mind - Engage - Study - Activate
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Engage
this means getting the students interested in the class. Engaging students is important for the learning process.
Study
Every lesson usually needs to have some kind of language focus. The study element of a lesson could be a focus on any aspect of the
language, such as grammar or vocabulary and pronunciation. A study stage could also cover revision and extension of previously taught
material.
Activate
Telling students about the language is not really enough to help them learn it. For students to develop their use of English they need to
have a chance to produce it. In an activate stage the students are given tasks which require them to use not only the language they are
studying that day, but also other language that they have learnt.
What is a lesson plan?

A lesson plan is a framework for a lesson. If you imagine a lesson is like a journey, then the lesson plan is the map. It shows you where you
start, where you finish and the route to take to get there.
Essentially the lesson plan sets out what the teacher hopes to achieve over the course of the lesson and how he or she hopes to achieve
it. Usually they are in written form but they don't have to be. New or inexperienced teachers may want to or be required to produce very
detailed plans - showing clearly what is happening at any particular time in the lesson. However in a realistic teaching environment it is
perhaps impractical to consider this detail in planning on a daily basis. As teachers gain experience and confidence planning is just as
important but teachers develop the ability to plan more quickly and very experienced teachers may be able to go into class with just a
short list of notes or even with the plan in their heads.
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Whatever the level of experience, it is important that all teachers take time to think through their lessons before they enter the
classroom.
Why is planning important?

One of the most important reasons to plan is that the teacher needs to identify his or her aims for the lesson. Teachers need to know
what it is they want their students to be able to do at the end of the lesson that they couldn't do before. Here are some more reasons
planning is important:-
• gives the teacher the opportunity to predict possible problems and therefore consider solutions
• makes sure that lesson is balanced and appropriate for class
• gives teacher confidence
• planning is generally good practice and a sign of professionalism
Do you need to plan if you have a course book?

Many teachers will find themselves having to use a course book. There are advantages and disadvantages to having a course book - but
although they do provide a ready made structure for teaching material, it is very unlikely the material was written for the teachers'
particular students. Each class is different and teachers need to be able to adapt material from whatever source so that is suitable for
their students. A course book can certainly help planning, but it cannot replace the teacher's own ideas for what he or she wants to
achieve in a class.
What are the principles of planning?
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Aims - considering realistic goals for the lesson, not too easy but not too difficult. You may find the following checklist useful:
• What do the students know already?

• What do the students need to know?
• What did you do with the students in the previous class?
• How well do the class work together?
• How motivated are the students?
Variety - an important way of getting and keeping the students engaged and interested.
Flexibility - expect the unexpected! Things don't always go to plan in most lessons. Experienced teachers have the ability to cope
when things go wrong. It's useful when planning to build in some extra and alternative tasks and exercises. Also teachers need to be aware
of what is happening in the classroom. Students may raise an interesting point and discussions could provide unexpected opportunities for
language work and practice. In these cases it can be appropriate to branch away from the plan.
Effective lesson planning is the basis of effective teaching. A plan is a guide for the teacher as to where to go and how to get there.
However - don't let the plan dominate - be flexible in your planning so that when the opportunities arise you can go with the flow.
==== ====
Page 10
st
1 Year
Page 11
Level: 1As
Unit 1: Getting Through Teaching Map
Project: making a job application booklet
Task phase Act.p.&n Productive lge./Exp Aim Homework portfolio
1/inquiring for job Listening and Acts.1,2,3,4p04 Recognizing voc items You have finished your Choosing the
offers Speaking Your turn :Acts.p 07 Instructing: need related to the scope of studies and your ‘re adequate advert.
-selecting adverts. to/have to internet looking a job. From the
Purpose: in order to -To get the learners newspapers or the net
Acts.1,2p 08 /so as to familiar with the select “help-wanted” ads
2-Reading and 1,2,3 p 09 Describing :present adverts. involve them that will help you.
writing simple to look for job adverts When you apply for a job
Acts.1 p 24 Introducing oneself C1/c2 you have to enclose your
3-Consolidation and Expressing Focus on the formal CV.(resume) Replace inf
extension obligation: must/have layout and the content about Joy by inf about Writing an
Acts.1,2,3,4 p 11 to/ need to of the application yourself application letter
2/Writing an letter Act.06p 25 with a C.V.
application letter / 1-Developing skills Act.1 p 24 as a Reinvesting what have Now. You have the
And a C.V. reminder been learnt. suitable ad and your
2-Consolidation and Acts.2,3,4,5 p25 CV.Refer to Joy’s letter
extension -Polite requests: C1/c2/c3 and write your
Would you… application
Expressions for You are accepted for the
salutation Dealing with a phone job advertised. ,Imagine
3/Phone call Acts.1,2,3,4 p 12 Describing conversation a phone conversation to -Writing a phone
conversation and the Tactics summary p C1/c2/c3 get your appointment. conversation
interview 1-Devoloping skills 13 2-you get an -Writing the
Acts.1,2 p26 appointment with the interview
2-Consolidation and employer ,imagine the
extension interview that u'll have
Phone lge. and tactics
Page 12
Level : 1AS
Unit : 1 Getting Through
Glossary (lexis)
Words Word Definition Synonyms Antonyms
Class
(gr)
To apply for V To ask for To inquire
Opportunity N Chance Chance/occasion
Company N Corporation / business Group / firm
To seek V To try to find To look for
Vacancy N Being vacant Available job
Appointment N An arrangement to meet Rendez-vous
Curriculum vitae (CV) N Details of education and work experience
Available Adj Ready to be used / not occupied Vacant Unavailable
Check V To make sure Confirm / verify/ensure
To connect V To link To join disconnect
To deal V To hand out
Delighted Adj Very pleased Happy / overjoyed Informal
To enclose V To put an object inside sth
Enquiry N Question
Process N A course of actions or a procedure (series of Procedure
stages)
Formal Adj Used in accordance with rules
Fee n A payment made to a professional person or
a public body in exchange for device or Payment
service
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Level: 1 A.S
Unit: 02/ Once Upon a Time TEACHING MAP
Project: Writing a book Review
Task Phase Act.p.& N° Productive Lge./ Exp. Aim Homework Portfolio Obs
1 Listening Anticipate: act 1, 2, 3 - past time C1= Interaction: Say it in writing p39. Book summary
select & p36. - Adjectives Guessing responding Alice Collier has read a ( after
your book speaking -listen and check: act, 1, ( favourable un to a tale book and written its checking)
2,3,4,5 (focus on act 5). favourable) C2: production: review. Do the same
P 37. - Verbs expressing expressing literary with a short story or
- Your turn: p39. differences in terms of preferences. film of your choice.
books keen on, fond of. C3: interpretation
guessing
2 Reading Anticipate, act 182p 40 - Prepositions: with in. C1:Interaction ( After Act 2 p 41)
review & Read & check: act1 82 p - describing likes/ guessing & Now draw another table
writing 41. dislikes and physical Responding to the and fill it with info
-portrayal
consolidation Act182 p 54 appearance in the past blurb. about the hero of the
- & (where did he live/ look C2: productions PP will book or film you have
biography Extension like? be able to read & selected, then change it
Writing dates (years, day Write a shot into a § to get a
…) prepositions: biography. portrayal of your hero
In, on … C3: Interpretation 2/ Now you need to write the
biography of the author of
Interpreting the
your book look at the model
blurb.
on P 54 and write it.
task phase Act.p.& N° Productive lge./ exp. Aim homework Portfolio Obs
3- Get pps Refer to Acts 3 & 9
Description Developing Act1 82 p 489 (oral) Adjectives to describe Write a bout setting pp 48 /49 &
Act 3 p 48 (writhen) setting & of the selected book
of the Skills describe the
Act 9 p 49. Weather - book appreciation
Setting (book to p 39) setting (place and
time) of the story
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you have read.
Level: 1A.S
Unit: 02/ Once Upon a Time
GLOSSARY (Lexis)
word Word class Definition Synonyms Antonyms
(gr.)
Aggressive Adj Having angry feeling Harsh Sym pathetic
attractive adj Feature or quality that make she interesting Fascinating charming Boring
Author N Person who creates or writes sth wrier /
Biography N Talking about some ones life A person's life stony /
Blurb N Short description of the content of the book. Short summary /
boring adj Not important or interesting annoying Fascinating
Character N Person in a novel or a play Actor /
Depressing adj Make someone feel sad saddening Joyful
Dramatic adj She that does not seem sincere Exaggerating
Exciting adj Causing pleasant feeling fascinating saddening
Fairy tale N Story about magic, fairies Untrue story, lie Real story
Hero N The most important character in a story or a novel actor villain
Narrative adj Description of events Telling a story /
Narrator / N Person who tells story / /
Once upon a time Expression used to start a fairy tale / /
Play N Story written to be performed /
playwright N Person who writes plays
Page 15
Level: 1AS Teaching Map

Unit: 3 OUR FDINDINGS SHOW
Project: Conducting a Survey
Task Phase Act .P. & N° Productive Aim Home work Portfolio Obs.
Lge./ Exp.
1 Reading and Anticipate Reporting Guessing & To conduct a Making a
Designing the writing Act 1, 2 p 82 Questioning interpreting a survey you need graph
graph
questionnaire Read and check to prepare a
How to introduce
the notion of questionnaire.
reported speech Look at the
(reported model on P74/85
questions) & prepare yours.
2 Reading & Discover the Lg. Reporting questions How to conduct a Complete the Interview
Act 1,2,3 p 84 Survey following interview
Conducting an Writing Reporting
Act 1,2,3,4p88/89 (provided by
interview statements
Stop & Consider How to act a teacher)
Developing Reporting verbs
Act 1 p 95 dialogue through Act p 80/ 92 93
Imperative &
Skills Act 1,2 p90 negative form giving advice Reporting
Act 1,2 p91 (reported speech) statements
3 Developing Act 1,2,3,4p 86 Use adverbs of Use adverbs of p73/ 85 Survey
Stop & Consider manner when You need to transform
Collecting data skills manner your results into a
results
act p 84 act p98 necessary
& interpreting report (§) refer to the
Interpret figures
results report on p 71 /83 &
or graphs using
write a report on P
adv of manner 73/85
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Secondary School:
Level: 1AS
Unit: 3 our findings Show
Glossary (lexis)
Words Word Class Definition Synonyms Antonyms
(gr)
Interview N Formal meeting at which someone is asked Conversation
questions in order to get answers
Report V To tell people about sth that has happened Tell
Data N Information Information

Inform of facts or statistics
Collecting N Gathering a particular typr of things Gathering
Infoirmants N Someone who gives another person a piece of

information
Survey N General view or study Examination & measuring of a

condition
Questionaire N List of questions to be answered to get
information
Graph N Diagram showing the relationship of two Lines, bars

changing quantities
Statistics N Information shown as numbers
teenagers N Persons in their teens Persons aged from 13 to 19
Page 17
Level: 1AS
Unit: 4 EUREKA
Project: Making an invention profile
Lge./ Exp.
1 Listening & Anticipate act Past Simple Narrating Your device has An invention
Writing about Speaking 1,2 p. 98 Link words not always been profile
the evolution, Listen & check However , but as it is
of the Reading & Act2,3 p 99 nowadays. How
invention Writing Read & check Expressing did evolve
Act 1,2 p 103 Concession (table p 99/111)
Write it right
Act 1 , 2 p 105
2 Developing Act 1, 2,3 P 106 -What is the -Describing an Your device is Writing a
Making a Skills Act 1, 2 P 108 height? Width.. object # from your presentation of
presentation of - far superior -Making friends’. In the product
the # models Stop and Act 1, 2 p 110 More comparison what ways?
of the Consider practical... - Concession
invention -though,
although
3 Listening & Your turn : - have you got Questioning Who invented the Writing the
selected product? biography of the
Writing the speaking Act 1, 2 p 101 an idea who/ Expressing When and where was inventor of the
biographies of when/ where Opinion the inventor born? product
the # inventors - I think /guess Give as many inf as
you can about him
Page 18
Level: 1AS
Unit: 4 EUREKA
Glossary (lexis)
(gr)
Invention N Made or design sth that did exist before
Learn about sth for the first time
Discovery N
Object designed to do a particular job.
Device N A piece of equipment Machine
Physical work
Labour N
To state definitely and clearly
Formulate V
Related to communication by electric
Wireless Adj waves without connecting wires eg Having no wire
radio
Buyer , client
Customer N consumer Seller
Amount of space occupied,

Size N measurement of a thing
Page 19
Level: 1AS
Unit: 5 Back to Nature
Project: Making a consumer guide
Lge./ Exp.
1 Listening and Act 1,2,3 and 4 Conditional Making Select the notes Writing an
(from boxes A&B)
Analysing the speaking P.129 type one prediction that fit to task1 and
SOS message
product from Your turn p. 131 (predicting) target the project
the ecological Using if + (each group chooses
according to his
point of view present project) Formulate
.........future the instruction
within a context
2 Developing Act 1,2 p.138 Conditional Persuading & In our daily life we Selecting
use many products.
Selecting Skills Act 3 p.138 Type 0, 1 & 2 informing From the list below
products
products Imperative Describing &?? (listed provided by
teacher) and say
which ones are
harmful to the
environment
Gathering Developing Act 7 p.139 Adjectives with Using You are a member of To persuade the
a « Greenpeace » consumer tp select
information skills suffixes –al, --- Adjectives organization. Write the product the
about the ic, ---cal the advantages of product which can
various brands the product you not be harm to the
choose environment
of the products
Page 20
Unit: 5 Back to Nature

Glossary (lexis) Level: 1AS
(gr)
To pollute Verb To make something dirty To dirty To clean
Emission Noun The production or release of something The release The absorption
eg : light , heat, gas ..
To destroy Verb To damage something so badly that it To damage To build

no longer exists
Ill Adj Not in full physical or mental health sick Healthy
Urban Adj Relating to or living in a city or town Rural
Rural adj Suggesting the country-side urban
Page 21
nd
2 Year
Page 22
2nd Year Unit 1 Signs of the Time TEACHING MAP

Project: Making a Life Style Profile
Tasks Phases Act. Productive lge Aims Homework Portfolio. o
P&n°: b
s
Task 1 1/Think it over Page 15 Pronunciation of Introduce the You met a tourist in your
Introduction to the 2/words to say vowels and topic: life styles town. He/she asked you
project work diphthongs about people s habits that
are practiced nowadays…-
present-
Task 2 3/Discovering lge. Pages *Semimodals *To use the semi 2- You met a tourist in your 1-Life styles in the
Life style in the past *before you read 16,17,1 "used to" in the modal used to'. town. He / she asked you past.
and present in terms *as you read 8 negative& *Make PP about how people used to a- clothes.
of clothes, food and *after reading Interrogative Observe,analyse live in past.. b- Food.
entertainment. *Practice Forms as well And draw the Answer his/her questions C-entertainment.
*write it right As"going to" rules for using using the related voc items
The semi modal to: A descriptive
*Pronunciation of *PP edit the fashion.Food.Drinks.Customs paragraph about how
Act 1 final "s" wrong use of .traditions...etc.-past- people used to live in
Page19 tenses past.
*Re-invest the 2- Life style in
grammar forms present time.
in producing a Comparison and
policy system contrast
Guidelines.
Page 23
Part I of the project
Life styles in the past Life styles in the present:
Notes: a/What do they wear today?(modern, European, imported clothes)
a/What did they use to wear in the past?(traditional clothes) b/What do they eat these days?(ready made, fast food)
b/What did they use to eat in those days?(home made food, natural food) C/Where do they go to amuse themselves?(clubs, cybercafé….)
C/Where did they use to go to entertain themselves?(café, visit relatives…) d/How do they usually spend their nights?(watch cable TV, surfing on the web,
d/How did they use to spend their nights?(no TV, narrate stories) using computers)
e/How was life in the past?(hard, most people poor) E/What is life like?
Tasks Phases Act. P&n°: Productive lge Aims Homework Portfolio.

Task 3: *Say it loud Act. 1&2 -English/French phonetics Students re-invest 'going 3- Life keeps changing 3- Future life
Life styles in the and clear Pages 19/20 -Intonation related to to' at a fast pace.. style..
future (clothes, food listing -Students should be How do you imagine How do you
and entertainment *Working with Page 21 -Homophones/homonyms aware of the difference life styles in future? imagine
words -Use of modals between E/F phonetics -Prepare a checklist people's life
*Developing may/might -Students use a of predictions. style in
skills in expressing degrees of monolingual dictionary future?
-Listening and Activities certainty -Students will know the A paragraph
speaking 1,2,3 page -Expressing certainty and importance of pauses in describing
-Your turn 22 doubt speech. the possible
-introduce may be / -To interract with changes
Activity 1 Perhaps students reinforced
Page 23 -illustrate may/will/might About the possible with
*Write it up Act.1p23 -the use of techniques to advances in the field of arguments
*Reading and Activities avoid repetition such as Medicine. And
writing 1 1,2,3,4,5 synonyms / -writing definitiond using justifications.
Pages24/25 Opposites. relative pron. NB/ A
*Write it out Activities -the use of defining and -illustrate the use of collection of
6,7 page26 non-defining relative defining/non-defining pictures
clauses Claus. representing
-paragraph developing by -agree/disagree + Justify the past.
comparison and contrast -present continuous and present and
Page 24
-Talking about the near 'going to' to express the future life
future using 'going to' or future. styles..
present continuous.
Glossary (Lexis) Unit 1 Signs of the Time

Word Word Class Definition Synonyms Antonyms
(gr)
Fashion n Popular style of clothes / or hair style….. etc Fashionable. Med fashioned
tradition n Customs or beliefs ……………. Fashion /at the vogue
Passed down low one generation to the next traditional Modern
ago now
Modern adj Of recent times
Food n Things that people or animals eat
Ago Adv before
Today n
Entertainment n Particular way in which …..is done ..film music
Used to…people
Page 25
2nd Year Unit 2: Make Peace! TEACHING MAP

Project: Writing a statement of achievements about Nobel Peace Prize winners
Task Phase Aactivity Productive Language Aim HOMEWORK PORTFOLIO
Think it over Words to Use of verb 'represents' To match pictures with
1- You are a
say names of organizations
journalist.. you are
Before you read Page 38 - Use of Who-questions/answers To interact and try to
asked to conduct an
- Giving opinion elicit from PP the
interview with the
- Justifying interpretation of a
Nobel Peace Prize
picture
winner -2008.
1- As you read 2 Page 39 - What / which used as subject To start handling modals
Using WH words and
A short in questions / answers
answer them
biography about reading passage. A Checklist of the Nobel
about: - a After reading Page 39 - can (ability or permission) To learn how to express Prize winners over the
Peace prize -could possibility, ability and last 10 years
winner – an -managed to permission using modals. +
international -to be able to Pictures and
organization (present, past and future) To refer PP to grammar illustrations
study p197
2- Your
Practice 1 Page 40 - Modals (can –be able to- present- To practice the use of
correspondence copy-
past- future –affirmative- negative…) 'can' / 'could' and their
book contains a set of
irregular forms in a
regulations which are
completion act.
meant to keep peace
2 Page 40 -ability/-possibility/-permission To identify the different
in your school.
-suggesting/-requests functions given by 'can'
Translate the most
'could'
important ones that
3 Page 41 -Irregular form of 'can' To illustrate the idea of
express: ability-
-was/were able to achievement inherent to
possibility-prohibition
the use of 'was/were Two or Three short
able to' biographies about Nobel
in context. Prize winners and their
Write it right Page 41 -focus on interrogative form of To write a poem achievements
'can'. denouncing prejudices.
Page 26
Say it loud and 1 Page 42 - use of could/- may To make PP aware of

2- clear 2 Page 42 - would you mind intonation patterns in
A list of -I wonder if you could asking questions.
potential -polite requests and replies.
candidates / (position of 'please') 3- A new dictionary
orgs for Working with 1 Page 43 -Definitions using which/what -To recognize acronyms edition appeared in
Nobel Peace words -Loc. of headword in nominal group and abbreviations your town. You are
prize + -To match abbreviation asked to add a
statements with full form and checklist of National
of meaning. associations
achievements -To find more using /organizations and
illustrations, logos, their full definitions
pictures…
2 Page 43 -Use of postpositions with verbs To use a dictionary and
-Identif. of word meaning they need write entries related to
peace and war.
Listening and 1 Page 44 - I guess To guess situation from a

speaking - may be picture.
- perhaps
2 -wh-questions / answers in a dialogue To listen to a dialogue
A list of potential
and check predictions
candidates for the
made in 1.
Nobel Peace Prize
3- 3 - Reporting a speech in their own To allow the PP to
winners in Algeria and
words identify actors, situation,
abroad for the next
Make a topic of discussion and
year.
speech and provide a summary.
read in best Your turn 1 Page 45 - should To use language for
oratorical - shoudn't have criticizing or apologizing
style / To for wrong actions.
Page 27
select 2 Page 46 - have to To get PP acquainted
nominee to - must be with expressions of
represent - can't be deduction / obligation
class and write parallel
sentences.
Write it up 1 Page 46 - have to / to discuss and write a list 4- New pupils in your Two or three short
- should / shouldn't of school rules school need to know biographies and
- don't have to expressing obligation / about their Rights as statements about their
- must / mustn't prohibition / absence of well as duties. achievements
- don't need to obligation Write a
2 Page 46 - imperative (instructing verbs) To write an a chart/checklist of
following given model. rights and duties for
them
3 Page 47 The same as in 1 p46 To distinguish between
duties and rights to
establish a class charter.
-4- Reading and 1 Page 48 To get PP involved in a
Campaign writing discussion about a
for a picture given.
UNICEF 2 Page 48 - verbs : hoped, wished, expected his To scan for a more
high –ranking children to … detailed comprehension.
post - use of oratorical style A written justification
- Make and 3 Page 49 -To develop PP's for the nominees – in
deliver a dictionary skills. what way can their
5-You are a leader of
speech - To identify and select winning of the Nobel
a peace organization.
the right meaning of a Prize contribute to a
Prepare and write a
word in its context. further advancement in
speech to defend
Write it out Page 50 - informing peace in the world.
your organization
- convincing
- stimulating an audience To write and deliver a
- use of oratorical style speech in defense of the
- repetition of key words, phrases… rights of the child / pupil
/ student.
Page 28
Glossary 2nd Year Unit 2: Make Peace!

Word Word Class Definition Synonyms Antony
(gr) ms
n. Freedom from war.. a calm and quiet state, free War..Viol
Peace
from disturbances or noise ence..
Peaceful adj Non-violent…passive…diplomatic..serene calm Violent
.agressive
Soldiers somebody who serves in a military organization…..a
member of an army, of a rank below commissioned
officer
Horrors n. a very strong feeling of fear, shock, or disgust Intense dislike Like.
Warfare n. the act or fact of engaging in a war
W.W.I World War I or II…
Resolve v. Make decision.. transitive and intransitive verb to transitive verb to find a
come to a firm decision about something, or cause solution to a problem
somebody to do this
Vote v. the act of making a choice or of stating a preference
to determine the outcome of something
Security n. the state or feeling of being safe and protected
Military action
Blue helmets n. a member of a United Nations-controlled military
unit
Hot spots n. Military. an area where fighting or trouble is likely
to break out
Agencies/organizations
Cooperate v. to deal successfully with a difficult problem or
situation
Fight v. Clash..Struggle..Battle..Cont
est.. Combat.
Racism n. Discrimination…prejudice…intolerance.. Prejudice
or animosity against people who belong to other
Page 29
races…"I am a Muslim and ... my religion makes
me against all forms of racism." Malcolm X Speech,
Celebrate v. ……………………… Commemorate…rejoice….h
ave fun….make merry
To combat v. fighting between two people or groups, especially
between armies
Freedom n. a state in which somebody is able to act and live as
he or she chooses, without being subject to any
undue restraints or restrictions
Leader n. ………………………………………………… Head
.manager..Organizer..Princi
pal
.chief..Boss..Guide..director
Page 30
2nd Year Unit 3: Waste Not Want Not TEACHING MAP

Project: MAKING A CONSERVATION PLAN
Task Phase Activity Productive Lge/ Aim Homework Portfolio
Exp.
1. A fact sheet with 1°/Pre/While/Post Reading The Passive -How well 1- You are a member 1. Algeria has taken a lot of
the main conservation Text 1 Present/Past do the of an ecological measures:
measures that have The Amazon Forest Act.2 p.61 Simple& learners / association. Prepare a a. Soil :
already been taken by p.60 Present Perfect students list of measures and -A green dam was built to stop
the Algerian gov. more with modals master the recommendations to desertification.
specifically by your use of the preserve your - A lot of trees have been
village or town passive environment at the planted by volunteers in my
Practice Act.1 p.62 local level. village/town to provide oxygen
Act.2 p.62 and protect soil from deviation.
Act.4 p.62
b. Forest:
- Notices and slogans have been
put in forests to make people
aware of the importance of
trees such as :
2°/ Write it right Act.p.63 *"A tree is life".
The Exxon Valdez The Future -To re-use *"A tree means oxygen. So,
catastrophe Passive the preserve it".
Press Release structure *"Incineration is forbidden".
will be +
p.p of the
verb
3°/Your turn correctly
Listening & Speaking Act.1 P.67 The Passive with
modals
Page 31
Task Phase Activity Productive Lge/ Exp. Aim Homework Portfolio
2. Diagrams with 4°/ Write it up Act.1 p.68 The present passive - To talk and 2- Imagine you are a 2. –Many reservoirs and dams
presentation on how the write about member of a national have been built to keep rain
public amenities and the association that water.
waste disposal systems environment militates to preserve -Many salty water have been
work in your village or -To write a nature and made drinkable.
town guided § using environment.. -Water must not be polluted.
the passive Prepare a list of -people should be economic and
recommendations to thrifty while using water.
be sent to the -People should be made aware
Text 2 members of the of the importance of water:
An other kind of Act.1 p.69 Parliament in our *"Water is life".
pollution Act.2 p.69 country *"Water is vital"
p. 69 Act.3 p.70 *"Water must be managed
Act.4 p.70 carefully".
Act.5 p.70 *"Water is needed in everything
(cooking, bathing, irrigation,
transportation, manufacturing…)
-Factories should not throw
their rubbish or waste in rivers
and seas.
-Mineral resources must be
preserved and water should not
be overused.
Page 32
Task Phase Activity Productive Lge/ Exp. Aim Homework Portfolio
Page 33
3. A country code or a 5°/ Write it out Act.1 p.71 The passive - To re-use the 3. a. School:
town code Act.2 p.71 passive and practice -Don't throw papers on the
it ground.
-Don't write on the walls.
-Don't break windows, chairs
- To reorder ss and tables.
4. A map of an ideal into a coherent § -Keep your school clean
future village or town
with symbols and a b. Home/Building
small presentation / -Don't throw rubbish in front
Short description. of your building.
-Use dustbins to throw
rubbish.
c. Village / Town
. -Keep your town tidy.
-Don't build factories near
buildings.
-Don't throw litter in streets.
-Don't walk on the grass.
d. Forests
- Don't lit fire.
-Don't cut trees.
-Don't throw rubbish in
forests.
-Plant trees, flowers.
-Green is beautiful.
Page 34
nd
2 Year Unit 4 Budding Scientist TEACHING MAP
Project: Writing * Reports on scientific experiments
* An ABC of Dreams..
Exp.
1/A report on a 1/ Pre/While/post Act 2 page 81 If conditional To raise PPs 1- You have certainly A fact sheet including a
scientific experiment reading ; type zero/type awareness about carried out description of an experiment.
using Text page 80 one. the science of experiments in your
Geometry. Act 1.page 82 The Geometry. school laboratory-
If Conditionals comparative Physics-Biology-
Act 02page 82 adjectives Chemistry-..
Practice Your Teacher asked
Act 1page 80 you to report the
experiment to
Act page 83 another group of
learners.
2/ Write it right. • To link two 2- During the A fact sheet including a
-Water properties. sentences experiment you have presentation with a diagram
Act page 87 together. certainly met
• To make PP aware problems and
3/ Your Turn. Act page 89 Conjunctions. of the several difficulties..
A fact sheet list of
Listening and speaking If/when/as. properties Report them and
difficulties and problems
Act 1 page 89 • Making suggest a list of
Suggestions recommendations to
avoid them in future.
Text 2: Act 2.page 89
2/ Details o f the
Mobile electrons.
experiment using
Page 89 Act 3.page 89
charts and diagrams
If Conditionals 3- Because you have
Type I. met various
difficulties while
doing your
experiments….Collect
them and write a
Page 35
letter to your
teacher asking for
help and guidance
Act 4 page 89 Vocabulary • Raise PP A fact letter asking for

4/ Write it up. related to awareness advice
Act 1.page 88. electricity. about the
If Conditionals. movement of
Act 2. page 88 electrons
- writing a • Asking for advice.
letter/reply • Suggesting a
solution
Page 36
2nd Year Unit 6: No Man Is an Island TEACHING MAP

Project: Making a Survey
Exp.
Page 37
How to conduct a Discovering language. Act.1P.120. -reporting results -To skim and scan
survey. -Act.2P121 -Reported Speech through the text for 1- You are a member
-a short questionnaire. -Grammar (present perfect, information. of a security
Desk.p121 past simple, and -To have an idea about organization..Prep
future) the transformation are and
-reporting rules from direct to distribute a
statements, reported speech. questionnaire to
-a short interview. questions and check the
Practice: quotes. readiness of local
Act.1P122. -Use of reporting inhabitants to -Making an interview
-data collection -Act.2P123 verbs. face a disaster.
questions and results. -To practice the use 2- You have
Write It Right: of reporting verbs and obtained a rich - a short questionnaire
P. 123 -Silent letters transformation of data concerning and a graph
and Primary statements, questions the
stress. and quotes. situation..Analyze
-To collect data in a and present them
Say it Loud and Clear: - reporting chart and how to to your local
orders, requests… interpret it. authorities.
-a report with a graph. -Act 1/2 3- Last week
P.124 Ghardaia
Working with words. - You'd better… witnessed a
natural
disaster..What Reporting results.
Act.1P.125 could be the
Listening and Speaking: measures to avoid
such a disaster?
- To know how to
pronounce words with
silent letters and the
phonetic transcription
Page 38
-can I ask…/ do of some words.
- a set of safety Your Turn: you think… -To practice the use A list of precaution
instructions -if I were you…/ of reporting verbs and measures
you should…etc transformation of
-use of linking orders and requests.
words expressing
Act1/2P126 cause: because, -to know how to give
- a reminder of how for, as… advice.
people abroad deal with punctuation - To practise the use
such disasters. of expressions of
Write it up: Act.1 P127 giving and asking for
advice.
-reporting verbs
- To write a set of
instructions to
mitigate an
Act1/2 P128 earthquake.
Reading and Writing: -To know how to
punctuate reported
Write it out: and direct speech.
- To report quotes and
express opinions.
Act1/2P130
Act3/4P130
Act1/2
P130/131
2nd Year Unit 7 Science or Fiction TEACHING MAP

Project: Writing Miscellanies
Page 39
Exp.
Conditional type 3. -Raising 1-a- If computers had not been - A set of
1- 1-Pre-while-post Act 1-2 p139 Past tense awareness invented…………………….. statements with ‘if’
Underlining the reading text1 p139 P 140 Modals about the b- If car wheels had been patterns
importance of the Compound words. advantages of square…………………….
achievements using “if” the c- If vaccines had not been
conditional type 3 . 2-Practice -write it Expressions of achievement. discovered……………..
right Act1-2-3 p141 clarification/ d- If mobiles had not been
P 142 Act 1 p144 Exemplification -Expressing invented……….
2- Expressing regret advice/ Complete these conditional
about the misuse of an regret/ blame sentences using Type 3.showing
invention or discovery. 3-listeningand speaking Act 1-2 the importance of inventions for
p146 3-4 p146 human life.
-Asking for 2- Mobiles cars Internet Are -A dialogue about the
and giving useful inventions which have misuse of an
3- advice advantages as well as drawbacks invention
Writing a short text of Act 1-2-3-4 //clarification .Select two inventions and write a
commentary 4-Reading and Writing P 149-150. report about drawbacks..
text 2 -Criticising/ 3-You are certainly influenced by
P 149-150 Commentary agreeing/ someone s life inventor-scientist
verbs/ disagreeing/ discoverer- write a short A piece of
4- expressions expressing biographical account on his /her commentary about
Writing a biography Act p151 opinions. life. the invention or the
-Establishing discovery.
5-Write it out p 151 the
chronology /
sequence of - A biography.
- Past tense events
…sequencers happened in
someone’s
life.
UNIT / 07 Glossary
Word Word class (Gr.) Definition = synonyms ≠ Antonyms
Page 40
Fiction Noun Writing that describes unreal people, Imagination Reality

events …etc.
Make or design something that didn’t
INVENT exist before. Create
VERB Copy / imitate
Finding out or learning about for the

DISCOVERY first time. Finding out
NOUN ……………………….
LOOK FOR Be in search for

Search for / long for
Compound verb ………………………..
Curiosity Eagerness or interest to learn about
something . ………………………..
Noun
GENIUS ……………………….
A person with great intelligence or
NOUN OR abilities Very clever
PERSPIRATION ADJECTIVE
Stupid
Devoting huge efforts to achieve
MISUSE NOUN something. - sweat
IMPROVE Laziness/passivity
VERB Use something wrongly
to harm
WELL-KNOWN VERB Make something better To benefit
ameliorate
Make worse
adjective Known by almost all the people
famous unknown
Page 41
nd
2 Year Unit 8 Businesses Is Business TEACHING MAP
Project: Writing a business Portfolio
Task Phase Activity Productive Aim Homework Portfolio

lge/Exp
1. Letters&messages 1/Pre/While/Post Act 2 p161 1- You are a The portfolio should

On different Reading businessman/wo include the different
business situations Text 1 man ..write a types of letters given
Eg:an order form, Aset of business business letter as a homework
Aletter of enquiry, letters:A. B.C.D A- a letter of
A letter of PP:160-161 Inquiry.
complaint. Practice Act 1 p162 Link words: -To use link
Act 2 p To-in words to write B- a complaint.
162 order to business letters
2.Letters on social So that C- Congratulations.
situations related to 2/Write it right
business *A letter of To raise pps
eg:invitations, enquiry Act 1 p163 attention about
thank you notes, *A letter of Act 2 p163 following a
reply layout to write
3. Other business business letters
documents eg:An
anual report for the
achievement of a Answering
firm (include graphs) 3/Your turn Act 1 p Yes/no yes/no.wh
Listening & 167 questions questions giving
speaking Act 2 p Wh further
168 questions information
Page 42
Task Phase Act p& N Prod. Lge/Exp. Aim Homework Portfolio
-The present
4/ Write it up Act1p168 perfect& To use the Annual report for a
Writing annual report
Act2p168 present present perfect company + graphs
for the achievement
continuous simple&
of a firm (include
continuous in
graphs)
annual report
Writing a report
5/Write it out about an employees
Writing a
confidential
Act2p172 Link words: so report
Act3p173 that, in order
to+ modals
Page 43
GLOSSARY
Word Word Class (gr) Definition Synonyms Antonyms

- dispatch verb -To send sth/sb off to a destination or for special purpose. Transmit Business .trade
-List of goods sold or services provided with the price (s) investment
-invoice noun charged.
-Request to make or supply goods.
- order noun -Put sth in an envelope, letter, parcel... .
- enclose verb -A letter stating that sth has been received.
acknowledgment verb -Send (goods, etc) for delivery.
- consign verb -Amount of business done by a company within a certain Hand over sb/sth to
- turnover noun period of time. sb/sth
-To say that one is dissatisfied unhappy.
- complain verb -(note) send with consignment of goods giving details
- consignment noun about the goods.
-Person who manages the affairs of other people in
- business agent Compound business
noun -Using money to buy shares, property in order to earn
-investment noun interest or bring profit.
-Things done successfully especially with skill and effort.
-achievements noun -Person controlling a business.
-to come together gains
-manager noun
-merger verb -A process of being taken or transported from one place to
another combine
-transit verb
Page 44
rd
3 Year
Page 45
Level: 3rd AS
Teaching Map
UNIT 1: Exploring the Past
Reading & As you read: -Using reference 1. Making PP use the skills of The text on page137/138 has
Task (T.S.) Phase Act. P. & N° Productive Lge/ Exp Aim Assignment Obs.
writing Act 1,2,3 pp38/ words skimming & scanning acquired provided us with much information
Listen & -Let’s hear it: -Asking & answering 1. Making PP able to prepare a Modern civilization has kept
act 5 p39 - Using past tenses throughout the reading about ancient Egyptian Civilisation.
Consider Act1,2,3 p16/17 QQ using ago talk about the changes that changing at a fast pace. Jot down
activities Sum it up to 1/5 using your own
-Around the text: -Using had to, used to, occurred in modern ideas about what people used to
Summarizing 2. Section to summarize the words, avoiding repetition, using
Gram. Expl. I: act1 was able to+ s. past of civilizations /had to / were able to do in the
Preparing a text on pp 37/38 reference words (synonys, pron. ,
pp17/18 be 2. To raise PP’s awareness about following fields: transport, clothing
short talk about ..) . Focus on the key ideas and
Voc. Expl.: -using dependent changes that took place in and work
changes that leave out details. Be objective and
act1,2,3 pp18/19 prepositions: verb+ our modern civ
took part in our don’t express your opinion about it.
prep 3. To reinvest in speaking &
modern
writing the thematic lge
civilization
elements acquired throughout
the previous activities by
fore grading a particular
function, here comparing
Read & Gram. Expl II: -Expressing concession To make PP reinvest in writing There are many threats to our
consider Act 1,2,3 p25 -Expressing time thematic lge elements acquired modern civilization: nuclear
Writing an
relations with throughout the sequence warfare, pollution, natural
expository essay
conjunctions: before, Activities to write an expository catastrophes, disease and economic
about the
when, etc essay collapse, collision with heavenly
challenges faced
bodies. Select the three major
by our modern
Voc. Expl: - Forming words with: ones and jot down details about the
civilisation
Act 1,2,3,4 pp dis, de ic, ment ideas you have selected to
26/27 complete the network tree
Page 46
(Glossary)
Words Definition = Synonyms ≠ Antonyms translation
Ancient (adj) to belong to times that… Very old Recent, updated
B Bloom (v) Flourish , prosper

Collapse (v) Fall down
D Decay (v) To lose power, vigour, influence …

Decline (v) A gradual and continuous loss of strength, power,..
E Emerge (v) To develop , become noticeable and prominent Disappear , decline

Expand (v) To become greater in size, number or importance To restrict, limit
Flourish (v) To be successful, active or widespread

F
M Mature (adj) Fully grown or developed in mind or body.

V Vanish (v) To disappear completely and suddenly.
Page 47
Level: 3rd AS
Teaching Map
UNIT 2: Business Ethics
Listen & -Act.1P.46 (adapted) - the present simple - To enable If you were elected head of
Consider Select professions from the - The conditional with: providing each the PP to the state, you would need to
list then say which of the (ed) that, as long as, but only if.. choose a job. deliver a public statement to
practices below are ethical - It’s about time.. - To check PP’s announce your anti-corruption
To write a short
and ≠. - It’s high time.. understanding. programme. Use the following
public statement
-Act.2 P.46 - I wish… (ethics in notes:
about an anti-
- Had better/ should / - ought to business) -appoint honest civil servants
corruption
- Modals - Pass stringent laws.
programme
- Voc. Explorer P. 50 + act.1 2, &3 Take the example done in the
p. 50/51 classroom for a model
- Pronunciation: stress in words
ending in “ics”
Read & - Getting Started P.53 - So +adj+that/ such +N. phrase -To raise PPs’ You have listened to an
consider - Taking a closer look P.54 +that awareness interview with the rep. of “The
- Gr. Exp. P55 / act.1 p.55 - Expressing result about social, Right to Know” association;
To write an - Act.3 P.55 - The present continuous in the economic..on write a similar interview with a
opinion article - Gr. Exp. 2 P.56 passive clients and rep. of the profession you
- Memo P.56 Stress shift P.57 (verb /noun professions have chosen.
- Voc. Exp. : Act. 1,2, 3 & 4 /adj) To enrich PPs’
P.57 voc
Listening -Before listening (P.61) - Eliciting opinions People may have different
To write a and -As you listen (P. 62) - Giving one’s opinion opinions about business ethics.
speech in favour speaking - After listening (P.63) - Reporting what others Try to get acquainted to your
of ethics in think partner viewpoint. Make sure
business Say it in writing P.64 - Agreeing /disagreeing to use the appropriate lge.
Forms to ask him his opinion.
Page 48
Reading -Before reading P.65 Grammatical and lexical cohesion To raise PPS’ Aiming at writing a policy The
and - As you read P.66 (see Coping Box P.68) awareness statement of the fund you are assignmen
Writing - After reading P.66 about cohesion responsible for, have a look at t is given
Act. 3P.68 and coherence the notes on page 69. Select in
Writing a policy
- Writing development P. the most appropriate ones. preparatio
statement
69 n for the
“writing
developme
nt”
(Glossary) (unit 2)
Words definition = Synonyms ≠ Antonyms translation
Abuse To take advantage of one’s power, position, etc unfairly or excessively. The misuse
A
Auditor (n.) A person who officially examines the accounts of a company,
Bankruptcy ’ The state of People or organizations that do not have enough money to pay insolvency
their debts. (BUSINESS)
Backhander It is an amount of money that is illegally paid to someone in a position of Bribe, kickback,
authority in order to encourage them to do something. sweetener
Bottleneck (id) Anything that slows down production in a manufacturing process
B
Brand A type of product manufactured by a particular company; A trade mark
Bribe It is a sum of money or something valuable that one person offers or gives Kickback, backhander,
to another in order to persuade him or her to do something. sweetener
Bribery The giving or taking of the sum of money, services, etc in return for
dishonest help.
Capital flight The illegal sending of money out of a country
C Corruption Dishonest or wicked behaviour Sleaze
Counterfeit To copy coins, writing, etc in order to deceive. Fake genuine
Deception The act of making people believe something that is not true, usually in order Trickery, treachery Honesty , probity
D
to get some advantage for yourself.
Embezzle To take money and use it illegally for one’s own purpose.
Encryption Writing a document in a special code, so that only certain people can read it. Decryption
Eradicate To eradicate something means to get rid of it completely. Eliminate, obliterate
Page 49
Ethics These are moral beliefs and rules about right and wrong.
Fake That has been made to look valuable or genuine, generally to deceive. Phoney, false authentic
False accounting Incorrect detailed reports of money
Fault line An area of a system or a process that seems weak and likely to cause
problems or failure
F
Firewall A computer system or a program that automatically prevents unauthorized
person from gaining access to a computer while connected to a network
Forge To copy or make a banknote, a document, etc look genuine to deceive people Falsify, copy
Genuine Things that are exactly what they appear to be, and aren’t false or an real , authentic fake , False, bogus
G
imitation counterfeit
Hacker Someone who tries to break into computer systems, especially to get secret
H
information
I Integrity(n) To have integrity is to be honest and firm in one’s moral principles. Honesty, virtue
K Kick Back(n) A sum of money paid to someone illegally in return of a favour bribe
Lobbying(n) Trying to persuade someone such as a member of government or council to
L
change a particular law for one’s favour.
Militating (n) Preventing sb from doing sth; making sth less possible or likely
M Money The crime of processing stolen money through a legitimate business or
laundering(comp.n) sending it abroad to a foreign bank, to hide its illegal origin
Nepotism(n) Unfair use of power in order to get jobs or other benefits for a friend or a Favouritism,
N
relative preferential treatment
Piracy The illegal copying of things such as video tapes or computer programs
P
Probity A high standard of correct moral behaviour
Sentence The punishment that a person receives after being found guilty of a crime.
Shareholder A person who owns shares in a company.
Sleaze Describes the activities that you consider immoral, dishonest or respectable.
Smuggling
Stake To stake one’s money or reputation on the result of sth. is to risk them on it.
S
Stakeholder To take into or out a place things or persons illegally and secretly.
Stringent Stringent laws, rules, or conditions are very severe or are strictly controlled.
Sweetener It is something you give someone in order to persuade him to accept an offer bribe
or business deal.
Trick A trick is an action that is intended to deceive someone.
T
Tough Strict and firm policies or actions. Rough, severe Tender & sore
V Violate To break a law, agreement or a promise. Break, desecrate
W Whistle blowing is the act of telling the authorities or the public that the organization you
Page 50
are working for is doing something immoral or illegal.
Level: 3rd AS
Teaching Map
UNIT 3 : Education
Listen & -Act.1/2p76 - Conditional - To bridge the Each of you has
Consider Gr.Exp.1,2,3,4/Acts.p77,78, - Warnings(unless) gap between the wishes related to
Reciting a wish
79,80 - Expressing wish previous and the studying, express
poem
- Rhyming present unit some of them in
coherent sentences
Read & - Taking a closer look - Expressing quantity To re-invest the You have recently The target
consider p.83/84 - Comparatives of short, so far acquired lge moved out to a new situation has been
- Act. 1,2 P.84 long adj forms acquired in school. How do you adapted to suit the
Writing a letter - Act. 1, 2,3 P. 85 - Expressing similarity and this phase find it in contrast to learning situations.
describing, - Act. 1,2, P. 86 difference - To raise pps’ the school you used
comparing and - Act. 1 p87 - Describing a process, awareness about to go to? In your
contrasting two - Voc. Exp. : act. 1, 2 &3 p. using the simple present ed. Systems in the description, rely on
schools 88 - Pronunciation: stress world your senses. Jot down
- Pronunciation: Act. 1,2 shift in clusters what you
P.88 -final “s” can feel, see, hear
and smell. (act. 2P.89)
Listening - Before listening p93 - -To raise PPs’ Now it is your turn to
& - As you listen p94: awareness about take the act.1 p94
Speaking and
Speaking act.1,2,3,4 issues related to for a model to write a
writing about
- After listening: education, the commentary about a
one’s ideal
act.1,2p100/01 choice of careers, famous person of
school
dedication to your choice.
science
Page 51
Reading & -Before Readingp97/98 Link words -To reinvest the Everyone feels
Writing -As you read act.1,2,3 discourse stressed when exams
p98/99 connectors approach. On page 102,
Writing an -After reading: act.1,2 acquired in this there is spider map,
expository p100/01 phase. make a selection of
article - To enable pps to causes and effects.
write an
expository article
(glossary) (unit 3)
Words definition = Synonyms ≠ Antonyms
A
Ability(n.) -Mental or physical capacity, power or skill Capacity, skill, capability, Lose, forfeit
required to do sth competence, power
Acquire (v.) -To gain a skill, a habit, etc by one’s own ability. Obtain, procure, secure, get, gain,
appropriate
Advanced(adj) -Involving or capable of a more difficult level
of work
Aptitude(n.) -Natural ability or skill at doing sth Ability, gift, talent, knack, faculty
B
Bachelor(n) -A person who holds a first university degree
Page 52
Charge (n.) - A price asked for goods or services Price, cost
College (n.) - An institution for higher education or
professional training
Comprehensive - (Brit) A large secondary school at which
(school)(n) children of all abilities are taught
Compulsory -That must be done; required by the rules Necessary, required, obligatory Optional, voluntary, free
(education)(adj)
Curriculum(n) - (pl curricula) The subjects included in a Syllabus
course of study or taught at a particular
school, college, etc
E
Elementary(adj) Of or in the early stages of a course of study Basic, primary, fundamental
F
Fees(n) -An amount of money paid for professional Pay, payment, remuneration
advice, services or to join club, do examination
I A set of ideas or beliefs that form the basis of

Ideology(n) an economical or political theory or that held
by a group of people
On/upon sb necessary as a part of sb’s duty
Incumbent(adj) Illiterate, unread, unlettered,
ignorant
K A school for very young children
Kindergarten(n)
L A relative position, stage, standard or degree

Level(n) of authority
Able to read and write
Literate Educated, informed, intelligent
M -A holder of a second university degree

Master(n) -(Brit) the title of the heads of certain
colleges
Page 53
An award of money to sb to help pay for their
S education
Scholarship(n)
The ability to do sth well
Skill(n) Ability, talent, aptitude
Level: 3AS Teaching Map

Unit 4: Safety First
Productive Lge./
Task (T.S.) Phase Act .P. & N° Aim Assignment Obs.
Exp.
To write a short § Listen and consider Getting started P. Modals to express Raise PP’s awareness The local radio is making a
on the types of food 107 (Oral) certainty , about the # types survey about food and
and the change in Let’s hear it P.108 probability , of food + advertising safely. The journalist asks
life style : Act 1+2 P.108 possibility - Organic food you about the subject. Give
- Shopping Habits Grammar exp I -Conventional food your opinion using may, may
-eating habits Modals : May , GMFs not, might, can could
-leisure &Entertain.. might, will, can, (negatives)
Page 54
Grammar exp II could # uses of gerunds
p.109 Gerunds PP learn how to form
Act 1+2 P.110 Suffixes : er, tion, nouns by adding
Voc Exp P.110 ing, men suffixes to verbs
Act 1+2 P.110 t to form nouns
A short Expository Read & Consider Getting Started Use of the present To learn how to - The doctor has visited you
Article on food (Oral) simple write / expose in the classroom to make the
Safety -Taking a closer look facts, suppositions, PPs aware about what would
Act 1+2 P. 113 predictions happen if they ate decaying
Gram Exp 1+2 P.115 If Clauses : Distinguish between food. Reformulate what he
Supposition main clauses and had said using conditional
Hypothesis, result , subordinate clauses sentences.
prediction
Gram Exp II P.116 Quantifiers with Be able to express - You visited a patient at the
Act 1 P.116 counts and uncounts quantity with counts hospital. You saw a notice on
Gram Exp III & uncounts the wall about health
Act 1+2 P.117/118 Link words warnings. Retell your
Voc Exp P.118 expressing cause and Express cause classmates about them using
Act 1 + 2P.118 effect effect relationship quantifiers (little, much,
Adjs with « y » -To form adjs by many, etc.)
adding «y » to some
nouns
Productive Lge./
Task (T.S.) Phase Act .P. & N° Aim Assignment Obs.
Exp.
To write an Advert Reading & Writing Before reading (oral) Expressing Raise PP awareness You are a seller who
P. 118 Concession on the effects of promotes a new cook top. An
As you read Though, although, advertising on # impressed woman asked you
Act 1 P.129 admittedly cultures & societies about the product. Give her
-Be able to argue by details by answering her
making and questions.
expressing
concession
Page 55
To complete a letter Writing development Act P. 130 Verb + preposition
of complaint
(Glossary) (unit 4)
Word Definition = Synonyms ≠ Antonyms Translation
Safety Freed out from danger ......................................... Unsafe / danger
Consumer Person who buys or uses goods Buyer, user, client
Consumption Sth that causes damage or harm
Harmful
To advertise To make sth known to people by Harmless / safe
Advertising means of notices, newspapers,
Advertisement Tv etc..
Product Sth manufactured by a firm for

Production/ productivity/ sale/ consumption
producer goods
Protect Keep safe from harm or danger

Complain
Say that someone is dissatisfied
Commerce
Commercial Buying and selling of goods
commercialized
Level: 3rd AS
UNIT 5: Astronomy & Solar System Teaching Map
Listen & -Used for /used to 4. Describing the You are in the year 2050. You
Consider function of objects are on the moon; write a draft
-Using expressions of
Writing a 5. To ask and answer expository presentation of it
expository - Act.1 P. 136 measurements questions about using the notes in the fact file
article measurements. below.
- Act.2 P. 137
6. Oral production:
describing an object
Page 56
- Act.1&2 P. 138 7. To write an
expository
- Act.1 P. 141
presentation
Read & - Act 2 P.142 -comparatives: 1. using the comparatives - Think, pair & share (P. 149)
consider - Act.1 P. 145 long/short adj. and of superiority and Suppose a comet collided with
- Gr. Exp. I adv. equality the earth, what would happen?
Writing an (Act. 2P.145) - Comparing & 2. Expressing contrast - Choose one of the assignments
argumentati - Gr. Exp . II contrasting 3. Making PPs use P. 151
ve essay (Act .1, 2. &3 P. 146) -Making supposition suppositions and - Many celebrities contributed
- Gr. Exp. III: (act. P. 146) -Expressing condition hypotheses. in astronomy. Make a short ID
- Forming nouns from verbs: card about one from the list
e.g. Believe (v), belief (n), provided.
beliefs (pl)
Reading & -Act. 1,2,3p 156 -Predicting the -To be able to predict Some people think that the
writing -Act. 1,2, p 158 context of a text -PPs make inferences budget devoted to space
Writing a
-Act. 1,2, p 159 -Making inferences from a text exploration is waste. Use either
draft
-Writing development: -Distinguishing deduction or concession to write
newspaper
(act.p160) between different -Make pps able to write a draft article from the
article
types of reasoning in an argumentative essay information given.
argumentative texts
Pronunciation & Act.1,2,3 p148 Final “s” Making pps aware of the
Spelling pronunciation of the
final “s”
(Glossary) (unit 5)
astronomy(n) A science that concerns space, stars, etc
Page 57
Astronomer(n) A scientist specialized in astronomy
astronaut(n) A Specialist who travels to space
B Believe/belief(v)/(n) Think/thought
Comet(n) A kind of a speedy star
Constellation(n) A group of stars
C
Compare(v) To state similarities and differences
Contrast(v) Opposing
Distance(n) How far it is
D
Diameter(n) Measure from side to side
Emit(v) Release in the air
E
Equipment(n) Tools needed for a job or expedition uniform
Galaxy(n) A group of planets
G
Gravity(n) Force that attracts bodies to the centre of the earth
Martian(adj) From the planet Mars
M
Moon(n) Planet lit at night
O Orbit(v)/(n) To turn, to revolve; revolution
P Planet(n) A star belonging to a galaxy
R Rotate(v) Revolve, revolution
Size(n) How big or small sth is
Surface(n) Outside or outward appearance of sth
Signals(pl n) Signs or gestures
S Satellite(n) Artificial body revolving around a planet
Speed(n) How fast sth is
Space(n) Universe beyond earth’s atmosphere
Solar system(comp n) A group of planets orbiting the Sun
Telescope(n) A tool needed to observe what is far
T
Transmit(n) To send or pass on
U UFO’s (abbr) Unidentified Flying Objects
W Weight/weigh(n)/(v) Measure
Level: 3rd AS Teaching Map

UNIT 6: Feelings & Emotions
Page 58
Task (T. S.) Phase Act. P. & N° Productive Lge/ Exp Aim Assignment Obs.
Listen & -Getting started p166 - the present simple - To define comedy -A close friend of you is
Consider -Act. 1/2 p167 - Adjectives and humour lost during his last
-Gram. Expl 1:act p168 -Articles - Talking about exams. He wrote you a
-Gram. Expl2 p168 -Expressing obligation, virtues of humour letter of complaint. You
advice, necessity, absence -To write a letter send him a reply to give
Writing a letter
of obligation giving advice him advice.
to give advice
-Voc. Expl p 169: act 1,2,3 p -Deriving adj from nouns -act 4 p 170
169 -turning adj into verbs
Act 5 170p
Act. 1-4 p 171 -Pronunciation: Silent”h”/
- Think, pair, share p172 the cluster of “ngth”
Read & - Getting started p173 -Expressing likes & dislikes Raising awareness Algerian men and women
Writing a consider - Taking a closer look p174 -modals about American, react differently toward
newspaper - Act 1, 2 p174 -reciprocal pronouns British & Algerian grief and love. Write a
article - /Gr. Exp. 1 P. 175 -forming adj, adv,nouns attitudes and newspaper article
describing - Voc. Exp. P178 feelings towards exposing these
feelings and - Pronunciation: Act. P.179 different reactions.
emotions - Pronunciation: Final “ed” situations
expected from
Algerian men & - Think, pair & share p.180 To write a
women in newspaper article
different to reinvest the
situations structures learnt in
this phase
Reading& - Before reading p188 -Demonstrating You are impressed by a Reported speech
Writing - As you read p189 - Reported speech: critical thinking fantastic film. Write a is integrated in
Write a review - After reading p190 - punctuation &judgment review article about it. this phase.
article - Activities on reported - changes in pronouns & -to write a review
speech based on the reading adverbs of a film/ book
passage Changes in tenses
Page 59
(Glossary) Unit 6
Agony(n) Extreme physical or mental pain
Assertive(adj.) Expressing opinions or desires strongly and with confidence so that submissive
people take notice
Chauvinist(n) A person who has an aggressive and unreasonable belief that their own
A
country is the best
Comedy(n) A play or a movie intended to be funny, usually with happy end humour Tragedy
Cursing Saying rude things about sb or sth

D Denial(n) A statement that says sth is not true or doesn’t exist
Embarrassed(adj) Shy, awkward or ashamed, especially in a social situation

Enthusiast(n) A person who is very interested in sth and spends a lot of time doing it
E Esteem(n) Great respect and admiration; a good opinion of sb
Extrovert(n) A lively and confident person who enjoys being with other people introvert
F Fulfilling(adj) Causing sb to feel satisfied and useful

Grace(n) A quality of behavior that is polite and pleasant and deserves respect
G
Grief(n) A feeling of great sadness
O Optimism(n) A feeling that good things will happen and that sth will be successful Pessimism
P Phlegmatic(adj) Not easily made angry or upset calm
R Reliant Needing sb or sth to survive or be successful dependent independent
Solemn(adj) Performed in a sincere and serious way
S
Subduing Calming or controlling your feelings defeat
U Unicorn An animal like a white horse with a long straight horn on its forehead
W Wail(n) A long loud high cry, especially expressing pain or sadness
Page 60

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Nonetheless, every teacher is required to pay special attention

thiss work as a supplementary tool and in no way as the only source/

Task Phase Act. P. N° Prod. Lge Aim Homework Portfolio Obs.

Things you take care of when designing a project

A Six A’s of Designing Projects

• What should go into an English language lesson?

What should go into an English language lesson?

What is a lesson plan?

Why is planning important?

Do you need to plan if you have a course book?

What are the principles of planning?

• What do the students know already?

Phone lge. and tactics

Level: 1AS Teaching Map

Data N Information Information

Collecting N Gathering a particular typr of things Gathering

Infoirmants N Someone who gives another person a piece of

Survey N General view or study Examination & measuring of a

Graph N Diagram showing the relationship of two Lines, bars

Statistics N Information shown as numbers

teenagers N Persons in their teens Persons aged from 13 to 19

Amount of space occupied,

Unit: 5 Back to Nature

To destroy Verb To damage something so badly that it To damage To build

Ill Adj Not in full physical or mental health sick Healthy

Urban Adj Relating to or living in a city or town Rural

Rural adj Suggesting the country-side urban

2nd Year Unit 1 Signs of the Time TEACHING MAP

Tasks Phases Act. P&n°: Productive lge Aims Homework Portfolio.

Glossary (Lexis) Unit 1 Signs of the Time

2nd Year Unit 2: Make Peace! TEACHING MAP

Say it loud and 1 Page 42 - use of could/- may To make PP aware of

Listening and 1 Page 44 - I guess To guess situation from a

Glossary 2nd Year Unit 2: Make Peace!

2nd Year Unit 3: Waste Not Want Not TEACHING MAP

Task Phase Activity Productive Lge/ Exp. Aim Homework Portfolio

Task Phase Activity Productive Lge/ Exp. Aim Homework Portfolio

Act 4 page 89 Vocabulary • Raise PP A fact letter asking for

2nd Year Unit 6: No Man Is an Island TEACHING MAP

2nd Year Unit 7 Science or Fiction TEACHING MAP

Fiction Noun Writing that describes unreal people, Imagination Reality

Finding out or learning about for the

LOOK FOR Be in search for

Task Phase Activity Productive Aim Homework Portfolio

1. Letters&messages 1/Pre/While/Post Act 2 p161 1- You are a The portfolio should

Task Phase Act p& N Prod. Lge/Exp. Aim Homework Portfolio

Word Word Class (gr) Definition Synonyms Antonyms

B Bloom (v) Flourish , prosper

D Decay (v) To lose power, vigour, influence …

E Emerge (v) To develop , become noticeable and prominent Disappear , decline

Flourish (v) To be successful, active or widespread

M Mature (adj) Fully grown or developed in mind or body.

I A set of ideas or beliefs that form the basis of

L A relative position, stage, standard or degree

M -A holder of a second university degree

Level: 3AS Teaching Map

Product Sth manufactured by a firm for

Protect Keep safe from harm or danger

Level: 3rd AS Teaching Map

Cursing Saying rude things about sb or sth

Embarrassed(adj) Shy, awkward or ashamed, especially in a social situation

F Fulfilling(adj) Causing sb to feel satisfied and useful

W Wail(n) A long loud high cry, especially expressing pain or sadness