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Level: Secondary Education : Year Two (SE2)

Streams : Economy and Management
Time devoted: 3 Hours

GLOBAL COMPETENCE
At the end of SE2, the learner will be able toproduce written messages / texts of descriptive,
narrative, argumentative and prescriptive types of about 15 lines, using written or oral support.

1- Make Peace
2- Waste Not, Want Not
3- No Man is an island
4- Business is Business

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Unit Theme Learning objectives T. SARSed Activities RESOURCES Integration & Time
1 Topics C Assessment
Diagnostic assessment ( exit profile – entry profile)
Project outcomes: To write a statement of achievements about Nobel Peace Prize winners
SWBA To: - interact about conflicts, peace , -acronyms and abbreviations

Interactive
-Define the word conflict and list solutions , using pictures, video... - ability and possibility 1- Assessment
types of conflicts (family, classroom, - express ability and using “can” should occur at
community, world). possibility(using“can”) - verb idiom “be able to” in regular intervals
-Discuss and identify the sources of - Use idiom “be able to” as substitute different tenses during the
conflict. to “can” (future, present perfect, etc...)
- could/managed to” sequence and at
-figure on ways for conflicts -Use “managed to” to express the
Peace and Conflict Resolution

Interpretive
Interpretive

- Intonation in polite the end of the

resolutions notion of “achievement / fulfilment”
-discover and use lexis related to - identify the different functions of the requests andQQ sequence in
peace and conflict modal “can” and its substitutes (act 2 p -primary stress in connected addition to
-discover and discuss the role of is all right) speech designated exam
intern. Org. (UNO) in settling these - write a poem for a UNESCO - Criticize/ apologize periods.
Make Peace

issues competition to denounce prejudice. -Should (not) have + PP(v) 15 h

-Recognize bias and prejudice -write Productive
- oral interaction about daily conflicts - obligation: Must / have to /
a poem denouncing prejudice and their context (to bring about had to + stem 2-After 3/4 weeks
apologise for and criticize wrong conflicts at school, between - deduction: Must be / have of teaching,
actions classmates,..) (or their negatives. ) + adj / learners must be
- Express obligation, prohibition, The activities p 44 are quite all right, trained on how to
noun ...
absence of obligation and deduction so they can be kept
- prohibition, abs of mobilize their
-Express appreciation *Teacher may choose a video to
-set a list of school regulations clarify the theme (wrong actions.) obligation: mustn‟t, don‟t resources and
-Analyse what a charter is; focusing have to... reinvest them in a
on form and context/ analyse style -lexis related to peace, problem-solving
- distinguish between duties and rights/duties... situation, through
rights - lexis related to human pair work or group
-talk about abuse of human rights rights : slavery-injustice – work.
abuse- rights- blacks...
- Homonyms...
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(Refer to the program)

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Unit Theme
Learning objectives T. C SARSed Activities
2 /Topics
Project outcome: Writing a charter against poverty Making a poster with alternative energies
SWBA To: Demonstrate awareness
and understanding of the issue of
sustainable development
-Explain the concept of sustainable
development
and its relation with environmental
Poverty and World Resources
issues
- identify natural resources in your
country and in the world
Waste not, Want not
- explore ways natural resources are
shared in your country and in the
world
-Discuss and suggest a fair way of
sharing non-renewable sources of
energy
-Discuss the issue of equality and
sharing wealth (solidarity towards
deprived people).
- Enrich their lexical memory with
new words related to the topic of the
unit.
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RESOURCES
-Explain the concept of
Interacting
sustainable development.
-Recognize the greatest
conservation challenges
-Discuss the reasons of
poverty in the world and list
Interpreting
reasons and ways for the
preservation of natural
resources
-Write a press release
-Write the presentation of
Producing solar home
-Analyse the impact of
technological development
on people
-Write a paragraph using the
four types of sentences
studied in the reading
passage
- class debate
- use advert / commercial
-newspaper / magazine
article
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Integration &
Assessment
-Passive voice Modals: Make a poster with
could/must/should/ ought to/in order alternative energy
to/so as to/ so that.. sources, using slogans
-Sequencers: first, then…. in favour of sustainable
Why don‟t you? if I were you… development.
You‟d better… It would help if… - Make a survey on
Present perfect; Present and past how natural resources
simple are distributed in the
-Passive voice Modals world (water, fish,
could/must/should/ ought to/ in minerals, wood, plants,
order to/so as to/ so that... etc.)
-Suggesting: Could/ May/might - Make a map of
-Form nouns (poor/poverty) endangered species
hungry/scarce /homeless - Design a survival/
-„The‟ (before collective nouns (the life-kit (when all natural
poor) resources are used up)
-Final‟s „as /s/ (helps/meets) - Write a charter
-Final ‟ed‟ as /id/ (added), against poverty
/d/(studied/wanted), /t/ helped,
worked;
(Refer to the program)
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U
Theme/ Learning Targeted SARSed Activities Integration &
nit RESOURCES
Topics objectives Competency Assessment Time
3
Project outcomes: conducting a survey 1- Assessment should
SWBA To: Additional activities to: -Reporting statements occur at regular
D

Interactive
-Explain the importance of 1-Discovering language(mcq/ / questions / orders intervals during the
I sequence and at the
safety rules and conduct matching /cohesive markers/T-F) (past tenses)
S end of the sequence
(especially in disasters) 2-listning and speaking: (table filling). -Had better-ought to-
A -List types of disasters and 3-reading and writing: should-if I were you... in addition to
S where they occur. -choosing gist -Link words designated exam
periods.
No Man is an Island

Interpretive
- Ask for and give advice on -reordering ideas expressing cause
E information on the right -True/false -Topical lexis
R behaviour during a disaster -find synonyms -silent letters
- Write a report -close passage. -Final /ed/ 2-After 3/4 weeks of
S - Quote someone -listening to a radio interview. teaching, learners must
pronunciation 15 h
& - Express interest and -managing through a conversation. be trained on how to
surprise -taking turns in an interview. (Refer to the mobilize their resources
Productive

S - Disagree politely - reading a report program) and reinvest them in a

- conduct an interview and -interpreting a pie chart. problem-solving
A
report its results -writing a public announcement. situation, through pair
F work or group work.
-Write a report using a pie -writing an opinion article.
E chart.
T - Write a public
Y announcement on
earthquake safety measures.
-Write an opinion article

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Unit Theme Integration &

Learning objectives T. C SARSed Activities RESOURCES
4 /Topics Assessment Time
Project outcome: Write a business portfolio/ write the profile of a good manager
SWBA To: -Identify types of Present perfect 1- Assessment should

Interacting
-Define and explain the correspondence The best way to…is I don‟t occur at regular
concept of efficiency and -Write a facsimile and a think… I can‟t agree on this point; intervals during the
explain how it helps in reply You‟re right, but think… sequence and at the
company success. -Summarise a dialogue I‟m sorry to disagree with you end of the sequence
-List basic marketing -Act out dialogues but… Passive: the m will be in addition to

Interpreting - Producing
Management and Efficiency

principles. making comments held… point was disc Past and designated exam
Business is Business

-Describe what the positive -Write an annual future Imperatives: d this/do that/ periods.
spirit of management is. report for a company I this to be done want that to be
-List different forms of -Read a text to deduce today
management: web- the meaning. -Be capable of -Have confidence - 2-After 3/4 weeks of
management vs pyramidal -Write a business Deal WITH -Conscious OF - teaching, learners must 15 h
management. report. Interested IN be trained on how to
-Explore the concept of -Ready FOR mobilize their resources
innovation in management (refer back to the program: and reinvest them in a
-Enrich their lexical memory Persuading/ problem-solving
with new words related to the Convince/Suggesting/ situation, through pair
topic of the unit. Advising/Agreeing/ Disagreeing/ work or group work.
Reporting
Making decisions
Making previsions
Instructing/ Negotiating)
(Refer to the program)

-RESOURCE MATERIALS: Textbook (Getting Through) I.S.B.N. 9947/06 n° Depot legal 245 2006, extra text, pictures.
Note: If the teacher considers that some (or all) of the tasks suggested in the textbook do not suit a particular group of students, they should feel
free to resort to „Teacher-produced materials‟ to cater for different learning styles. The teaching Unit is to be covered within about 15 hours.
10hours for teaching/learning and 5 hours are to be exploited in Remedial activities and Project monitoring and presentation.

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