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3AS | U2 | Ill-gotten needs never prosperUnit II: Ethics in Business

TEACHING WORKSHEETSUnit

2Ill-gotten needs never

prosperEthics in Business: Fighting Fraud and Corruption

p.45 – p.73

Level: 3AS

Stream(s): ScientificLiterary

Planning: Unit 1/4: SE | M | TM | GEUnit 2/4: Ph. L. | F. L.

By: REFFAS Mounir AbdelmadjidSecondary School Teacher of English

By REFFAS Mounir, Secondary Education Teacher of English

3AS | U1 | ProgressProgress (Literary)

ProgressUnit: Ethics in Business Pages: 45-73

Timing Volume:

20

Hours Stream: Literary

Lessons % Observations

Sequence ONE: Listen and consider (pp.47-52)1. Expressing condition (pp.46-48)

2. Expressing wish and regret (pp.48-49)

3. Expressing advice (pp.49-50)

4. Vocabulary related to ethics and business (pp.50-51)

5. Making a public statement (p.52)Sequence Two: Read and consider (pp.53-58)

6. Imitating property is theft (pp.53-55)

7. Expressing cause and result (so + adjective + that) (p.55)

8. Describing by using the present continuous passive (p.56)

9. Expressing obligation and necessity (p.56)

10. Forming nouns and opposites using prefixes and suffixes (p.57)

11. Writing an opinion article (p.58) Sequence THREE: Listening and speaking (pp.61-64)

12. Responding to an opinion (p.62)

13. Asking and defending an opinion / point of view (p.63)

14. Writing an argumentative speech (p.64)Sequence FOUR: Reading and writing (pp.65-70)

15. Skimming and scanning (p.66)

16. Identifying and using reference words (p.67-68)

17. Writing a policy statement (p.69)

Project: Writing a charter of Ethics (p.71)

Assessment (p.72)


3AS | U1 | ProgressProgress (Scientific)

ProgressUnit: Ethics in Business Pages: 45-73

Timing Volume:

20

Hours Stream: Scientific

Lessons % Observations

Sequence ONE: Listen and consider (pp.47-52)1. Expressing condition (pp.46-48)

2. Expressing wish and regret (pp.48-49)

3. Expressing advice (pp.49-50)

4. Vocabulary related to ethics and business (pp.50-51)

5. Making a public statement (p.52)Sequence Two: Read and consider (pp.53-58)

6. Imitating property is theft (pp.53-55)

7. Expressing cause and result (so + adjective + that) (p.55)

8. Describing by using the present continuous passive (p.56)

9. Expressing obligation and necessity (p.56)

10. Forming nouns and opposites using prefixes and suffixes (p.57)

11. Writing an opinion article (p.58) Sequence THREE: Listening and speaking (pp.61-64)

12. Responding to an opinion (p.62)

13. Asking and defending an opinion / point of view (p.63)

14. Writing an argumentative speech (p.64)Sequence FOUR: Reading and writing (pp.65-70)

15. Skimming and scanning (p.66)

16. Identifying and using reference words (p.67-68)

17. Writing a policy statement (p.69)

Project: Writing a charter of Ethics (p.71)

Assessment (p.72)


3AS | U2 | Unit Plan Unit Plan

Unit planUnit II: Ethics in Business

Scientific | LiteraryBy REFFAS Mounir

Pages 45 – 73

General aims: by the end of this unit, my learners will be able to:❑ Writing a charter of ethics

Target competencies Subsidiary Competencies Main skills Subsidiary skills

produce Interpret – Interact Speaking – Writing

Listening - Reading

Project Workshop:Writing a charter of ethics (p.71)

Step / Sequence / Rubric ONE: Listen and Consider (46 – 52)Intermediate objectives: by the end of this sequence, my learners will be able to:

❑ Write a public statement.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interact Interpret – Produce Listening – Speaking Reading – Writing

Functions Language forms Phonology

- Expressing condition

- Expressing wish and regret

- Advising- Making a short

public statement

- As long as, provided that, providing that- I wish, it’s high time + subject + past simple

and past perfect- Should, ought to, had better + bare infinitive- If-conditional (type 2)

- Pronunciation of words ending in –cs E.g. economics, politics

- Stress shift E.g. economy – economic

Step / Sequence / Rubric TWO: Read and Consider (53 – 58)Intermediate objectives: by the end of this sequence, my learners will be able to:

❑ Write an opinion article.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interact Interpret – Produce Reading – Writing

Listening – Speaking


- Expressing cause and effect

- Expressing obligation and necessity

- Writing an opinion article

- Due to, for, as, since, so + adjective + that, such + adjective + noun + that, so, as a result, consequently, thus

- Present simple and present continuous passive

- Suffix –ty: E.g. honesty, responsible, responsibility

- Must, mustn’t, have to,- Prefixes dis-, li- E.g. legal – illegal,

honest - dishonest, approve – disapprove

/


3AS | U2 | Unit Plan

Step / Sequence / Rubric THREE: Listening and speaking (61 – 64)Intermediate objectives: by the end of this sequence, my learners will be able to:

❑ Write an argumentative speechTarget competencies Subsidiary Competencies Main skills Subsidiary skills

Interpret Interact - Produce Listening – Speaking

Reading - Writing

Functions Language forms Phonology- Listening for gist- Listening for detail- Responding to

opinions- Defending opinions- Making an

argumentative speech- Expressing opinion

- Verbs for expressing opinion (think, believe …) /

Step / Sequence / Rubric FOUR: Reading and writing (65 – 70)Intermediate objectives: by the end of this sequence, my learners will be able to:

❑ Write a policy statement.


Produce Interpret – Interact

Reading – Writing

Listening - Speaking

Functions Language forms Phonology- Skimming- Scanning- Responding to a text- Identifying and using

reference words- Writing a policy

statement

/ /


3AS | U2 | S1 | Listen and consider | Sequence Plan

Sequence ONE: Listen and consider

Sequence PlanSequence ONE: Listen and consider

Scientific Stream | Literary StreamBy REFFAS Mounir

Unit II: Ethics in BusinessStep / Sequence / Rubric ONE: LISTEN AND CONSIDER (46 – 52)General aims: by the end of this sequence, my learners will be able to:

❑ Write a public statement.

SEQUENCE / RUBRIC / STEPS: LESSONSLesson 1. Expressing condition (pp.46-48)Lesson 2. Expressing wish and regret (pp.48-49)Lesson 3. Expressing advice (pp.49-50)Lesson 4. Vocabulary related to ethics and business (pp.50-51)Lesson 5. Making a public statement (p.52)

> DESCRIPTION:Lesson 1. Expressing condition (pp.46-48)

Intermediate objectives: by the end of this lesson, my learners will be able to:❑ Use providing / provided that and as long as with the right tenses.


Interact Interpret – Produce Listening – Speaking

Reading - Writing

Functions Language forms Phonology- Expressing

condition- If-conditional (type

2)- As long as, provided that, providing that -

Lesson 2. Expressing wish and regret (pp.48-49)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Write sentences with wish, it’s high / about timeTarget competencies Subsidiary Competencies Main skills Subsidiary skills



Functions Language forms Phonology- Expressing wish and

regret- I wish, it’s high time + subject + past

simple and past perfect /

Lesson 3. Expressing advice (pp.49-50)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Write sentences using had better / ‘d better or had better not / ‘d better not.


Interact Interpret – Produce Listening – Reading

Speaking - Writing


- Advising - Should, ought to, had better + bare infinitive /


3AS | U2 | S1 | Listen and consider | Sequence Plan

Lesson 4. Vocabulary related to ethics and business (pp.50-51)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Pronounce / Use vocabulary related to ethics and business.


Interpret – Produce Interact Reading -

Writing Listening – SpeakingFunctions Language forms Phonology

/ /- Pronunciation of words ending

in –cs E.g. economics, politics - Stress shift E.g. economy –

economic

Lesson 5. Making a public statement (p.52)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Write a public statement.


Interpret – Produce Interact Reading - Writing Listening – Speaking

Functions Language forms Phonology- Making a short public

statement / /


3AS | U2 | S1 | L1 Lesson 1. Expressing condition (pp.46-48)

Lesson PlanLesson 1. Expressing condition (pp.46-48)

By REFFAS MounirScientific | Literary

Unit TWO: Ethics in BusinessSequence ONE: Listen and considerLesson: Expressing condition (pp.46-48)

General aims: by the end of this lesson, my learners will be able to: ❑ Use providing / provided that and as long as with the right tenses.



Reading - Writing

Functions Language forms Phonology- Expressing

condition- If-conditional (type

2)- As long as, provided that, providing that -

LESSON STEPS:1. Warm-up2. Presentation3. Practice4. Producing

DESCRIPTION:1. WARM-UP: Intermediate objectives: by the end of this step, my learners will be able to:

❑ Relate vocabulary about business practices with ethics and morality.



Speaking – Writing

Instructions:Getting started, textbook p.46

Teacher assist learners in reading the question and understanding by themselves the assignment.ANSWERS/KEY: Bribing, spending money on lobbying, false accounting are unethicalWhistle blowing (depending on the view of the class), militating in an anti-corruption association is ethical.Vocabulary:Ethics (n) ethical (adj) unethical (adj) law (n) legal (adj) illegal (adj)

2. PRESENTATION :Intermediate objectives: by the end of this step, my learners will be able to:

❑ Listen and check their answers to comprehension questions related to the listening script (p.199)


Interpret Interact – Produce Listening – Reading


Instructions:Let’s hear it, textbook p.47

The teacher asks learners to read the assignment.Then, reads listening script (p.199)


3AS | U2 | S1 | L1

ANSWERS/KEY: A. The Right-to-Know Association is an anti-corruption body.B. Transparency International publishes an annual report about the level of corruption in most countries of

the world.C. So you think there are chances of winning the fight against corruption.D. Sorry to interrupt you, but should citizens be involved in this fight to stop corruption?

3. PRACTICE :Intermediate objectives: by the end of this step, my learners will be able to:

❑ Comprehend sentences expressing condition.




Instructions:Grammar Explorer I, textbook p.47:

The teacher reads sentences 1 and 2, and ask learners to consider their meaning.Then, asks learners if the sentences are complete without the words in bold

Then teacher goes through the “Around the text” rubric, and explains according to the needs and characteristics of the classroom he / she is teaching.

ANSWERS/KEY: A. but only if B. ConditionC.

Main clause Subordinate clauseWe will eradicate corruption providing that we act now

The chances of eradicating corruption will increase as long as all countries are committed to fighting itD. Future in the main clause and present in the subordinate one. The time they refer to is the future.

4. PRODUCING :Intermediate objectives: by the end of this step, my learners will be able to:

❑ Use providing / provided that and as long as with the right tenses.


Produce Interact - Interpret Reading – Writing


Instructions:The teacher asks learners to do task, p.48 with employment of what they have seen so far.

Ask each raw of learners to link the sentences with one of the options available: 1. Providing that 2. Provided that 3. As long as.

Task, textbook p.48:ANSWERS/KEY: A. Banks will lend you money to start a business providing that you promise in writing to pay them back.B. Your business will continue to prosper as long as you keep your probity and integrity.C. The Mayor will be elected for a second term provided that / as long as he manages to avoid corruption scandals.D. Algeria will attract more foreign investments providing/provided (that) it passes stricter anti-corruption laws.E. The government will regain the confidence of the citizens as long as they fight bribery, embezzlement and nepotism.


3AS | U2 | S1 | L2 Lesson 2. Expressing wish and regret (pp.48-49)

Lesson PlanLesson 2. Expressing wish and regret (pp.48-49)


Unit TWO: Ethics in BusinessSequence ONE: Listen and considerLesson: Expressing wish and regret (pp.48-49)

General aims: by the end of this lesson, my learners will be able to: ❑ Write sentences with wish, it’s high / about timeTarget competencies Subsidiary Competencies Main skills Subsidiary skills



Functions Language forms Phonology- Expressing wish and

regret- I wish, it’s high time + subject + past

simple and past perfect /


DESCRIPTION:1. WARM-UP:

Intermediate objectives: by the end of this step, my learners will be able to:❑ Consider the sentences at hand.




Instructions:Grammar Explorer II, textbook p.48:

The teacher reads the sentences, with focus on words in bold, for learners while they follow.Task 1, textbook p.48:

I wish Verb (tense) Expressing:

I wish Had heard (past perfect) Regret about past.Were (past simple) Regret about present.

Task 2, textbook p.48:Sentence C express a past desire

Task 3, textbook p.48:We should have organized ourselves into an anti-corruption association.We should have fought this pollution.


❑ Comprehend the notions of wish and regret and their relationship with the forms in bold.





3AS | U2 | S1 | L2

Instructions:Teacher refers learners to Grammar Reference pp.218-219 and ask learners to extract the rules of grammar1. We use wish + past simple to express a regret about a present situation.2. We use wish + would to express a desire for change in the near future.3. A wish about ourselves cannot be expressed with would. We must use could instead.4. We use wish + the past perfect to express a regret about something in the past.5. We can use if only instead of wish to express a stronger feeling of regret or a stronger wish.6. When you say It's time (for someone) to do something, you simply imply that this is the right time to

do it.7. When you want to make the complaint or criticism stronger, you say It's high time someone did

something.


❑ Comprehend sentences expressing condition.




Instructions:Task 1, textbook p.49:

The teacher asks learners to determine what to start with first.Then put the verb, and add the other components of the sentence.

ANSWERS/KEY: A. It’s about/ high time the government took measures to stop tax evasion.B. It’s about/high time the public authorities did something to eradicate the ‘underground’ economy in our country. C. It’s about/high time speculators of all sorts were arrested.D. It’s high/about time public authorities made anti-smuggling laws more stringent.


❑ Use providing / provided that and as long as with the right tenses.





Follow the same procedure as the previous task.ANSWERS/KEY:

A. I wish I hadn’t stolen the public funds.B. I wish I were at home and not in prison. C. I wish I were out of the affair.D. I wish you would give me a second chance. / I wish I could be Given a second chance.E. I wish I could eradicate nepotism.F. I wish I could live in a corruption-free society someday.


3AS | U2 | S1 | L3 Lesson 3. Expressing advice (pp.49-50)

Lesson PlanLesson 3. Expressing advice (pp.49-50)


Unit TWO: Ethics in BusinessSequence ONE: Listen and considerLesson: Expressing advice (pp.49-50)

General aims: by the end of this lesson, my learners will be able to: ❑ Write sentences using had better / ‘d better or had better not / ‘d better not.



Speaking - Writing


- Advising - Should, ought to, had better + bare infinitive /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Consider sentences expressing advice.




Instructions:Grammar Explorer III, textbook p.49:

Consider sentences with or without “had better”.A: What do the items in bold type express?They express strong advice / recommendation


❑ Differentiate between “had better” and other language forms.Target

competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:B. Which of the items in the box below could you use to express the same idea as in sentences 1 and 2 above? Use them to rewrite the sentences*

Teacher gives the uses of items mentioned in the green box, Grammar Explorer III: Revision, textbook p.49Item Expresses Item Expresses

Had better …Had better not …

Strong advice / recommendation

MayMight Give permission

Could Make request Ought toShould Offering advice


3AS | U2 | S1 | L3

Must Subjective obligation Have to Objective obligationIf I were you Giving advice

* You can rewrite the sentences using ought to, should, and If I were you.Had better / ‘d better / ‘d better / ‘d better not:

1. I use “had better” to say: “it would be a great idea if…” or “it would be better for me to …”2. “Had better” is always followed by a verb in bare infinitive (base form)3. “Had better” is used in the past, present, or future.


❑ Acquire the language structure regarding the employment of “had better”.Target




Instructions:B: Rewrite the sentences using the items in the box.

Teacher writes on the board the best of what learners provided.C: The short form:

‘d better / ‘d better notD: Using should in sentences of your own:

Teacher writes on the board the best of what learners provided.


❑ Write sentences using had better / ‘d better or had better not / ‘d better not.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Task, textbook p.50:ANSWERS/KEY:

1. I had better go now to meet our manager in 20 minutes or I will be late.2. You had better keep these files in a safety deposit box; they contain top-secret information about our

company.3. You had better not go to work today.4. You had better pay your electricity bill within a fortnight; otherwise, you will owe a late fee.5. We had better not go out tonight; we have a lot of work to do.


3AS | U2 | S1 | L4 Lesson 4. Vocabulary related to ethics and business (pp.50-51)

Lesson PlanLesson 4. Vocabulary related to ethics and business (pp.50-51)


Unit TWO: Ethics in BusinessSequence ONE: Listen and considerLesson: Vocabulary related to ethics and business (pp.50-51)

General aims: by the end of this lesson, my learners will be able to: ❑ Pronounce / Use vocabulary related to ethics and business.


Interpret – Produce Interact Reading -

Writing Listening – SpeakingFunctions Language forms Phonology

/ /- Pronunciation of words ending

in –cs E.g. economics, politics - Stress shift E.g. economy –

economic



Intermediate objectives: by the end of this step, my learners will be able to:❑ Sort out the odd item in a group of words.



Reading – Writing

Instructions:Vocabulary Explorer, textbook p.45:ANSWERS/KEY:

A. Business B. Auditing

C. To trade D. Customs officer

E. Abuse

Learners provide their answers. Teacher interact as a facilitator.


❑ Assign the appropriate part of speech to each word.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interpret Interact – Produce Listening – Speaking

Reading – Writing

Instructions:Learners use the dictionary to assign the correct part of speech to each word, and employ them in sentences

from their own.


3AS | U2 | S1 | L4


❑ Use the words in bold in sentences of their own.Target competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Instructions:Task 2:

Learners produce sentences from their own using the words in bold.


❑ Fill in the blanks using the proposed words to get complete paragraphs.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Task 3, textbook p.50:ANSWERS/KEY: §A 1(bribe) 2 (bribe) 3 (corrupt) 4 (a bribe /bribery) 5 (corrupt) 6 (corruption)§B 1(embezzlement) 2 (fraud) 3 (accountant) 4 (false invoices) 5 (bank accounts) 6. (embezzler)§C 1Money laundering 2 (money) 3 (criminal organisations) 4 (tax inspectors) 5 ( Money laundering )6 (deposit) §D 1ethical behaviour 2 (right) 3 (wrong) 4 ( ethical issues) 5 (a code of ethics) 6 (unethically)


3AS | U2 | S1 | L5 Lesson 5. Making a public statement (p.52)

Lesson PlanLesson 5. Making a public statement (p.52)


Unit TWO: Ethics in BusinessSequence ONE: Listen and considerLesson: Making a public statement (p.52)

General aims: by the end of this lesson, my learners will be able to: ❑ Write a public statement.


Interpret – Produce Interact Reading - Writing Listening – Speaking

Functions Language forms Phonology- Making a short public

statement / /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Jot down ideas about their own anti-corruption programme using a proposed spidermap.




Instructions:Think, pair, share; textbook p.52:Task 1:

Learners jot down individually ideas about their own view of an anti-corruption program.


❑ Represent their ideas in a spidermap.Target





Learners represent their ideas in a spidermap, then try to exchange with their peers with the purpose of acquiring new ideas / perspectives.


❑ Write a draft public statement.Target





3AS | U2 | S1 | L5


With the teacher acting as a facilitator, learners collaborate with peers to produce a draft public statement.


❑ Present their public statement.Target competencies Subsidiary Competencies Main skills Subsidiary skills




Learners present their final work to the classSUGGESTED PUBLIC STATEMENT: Dear fellow citizens,

Corruption is an evil that must be fought now! In order to win this fight I urge all people of good will to unite around me.

If I were elected Head of State, I would implement the following anti-corruption programme. To begin with, I would appoint dedicated civil servants who would work honestly for the country: stealing money or accepting a bribe in exchange for a service is unethical and illegal. Next, I would pass stringent laws to protect citizens and punish embezzling and bribe-taking. I cannot tolerate that honest citizens be the victims of corrupt civil servants.

I would also fight tax evasion and capital flight. Those who earn a lot of money must pay their taxes and contribute to the development of the country. Therefore any tax evader would be severely punished by specially appointed tribunals.

Finally, I would rehabilitate the value of work. Mutual trust is a moral value that we should teach our children from infancy. A little money earned honestly brings a lot of happiness and peace of mind.To conclude, I could tell you, fellow countrymen that your role as citizens is indispensable to fight corruption. No government can succeed without the help of civil society. Therefore, I urge you again to gather around me to win this decisive battle. Vote for honesty ! Vote for me!


3AS | U2 | S2 | Sequence Plan Sequence TWO: Read and consider

Sequence PlanSequence TWO: Read and consider


Unit II: Ethics in BusinessStep / Sequence / Rubric TWO: READ AND CONSIDER (53 – 58)General aims: by the end of this sequence, my learners will be able to:

❑ Write an opinion article.


Interact Interpret – Produce Reading – Writing Listening – Speaking



- Expressing obligation and necessity

- Writing an opinion article


- Present simple and present continuous passive- Suffix –ty: E.g. honesty, responsible,

responsibility- Must, mustn’t, have to,- Prefixes dis-, li- E.g. legal – illegal, honest -

dishonest, approve – disapprove

/

SEQUENCE / RUBRIC / STEPS: LESSONSLesson 1. Imitating property is theft (pp.53-55)Lesson 2. Expressing cause and result (so + adjective + that) (p.55)Lesson 3. Describing by using the present continuous passive (p.56)Lesson 4. Expressing obligation and necessity (p.56)Lesson 5. Forming nouns and opposites using prefixes and suffixes (p.57)Lesson 6. Writing an opinion article (p.58)

> DESCRIPTION:Lesson 1. Imitating property is theft (pp.53-55)

Intermediate objectives: by the end of this lesson, my learners will be able to:❑ Discuss issues related to counterfeiting and imitation of property.


Interact Interpret – Produce Listening – Speaking Reading - Writing

Functions Language forms Phonology/ / /

Lesson 2. Expressing cause and result (so + adjective + that) (p.55)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Express cause and result using the given related language forms.Target competencies Subsidiary Competencies Main skills Subsidiary skills





/


3AS | U2 | S2 | Sequence Plan

Lesson 3. Describing by using the present continuous passive (p.56)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Rewrite given sentences in the passive voice.Target





/ - Present simple and present continuous passive /

Lesson 4. Expressing obligation and necessity (p.56)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Use language forms related to obligation and necessity in sentences of their own.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interact Interpret – Produce Listening – Reading Speaking - Writing

Functions Language forms Phonology- Expressing obligation

and necessity - Must, mustn’t, have to, /

Lesson 5. Forming nouns and opposites using prefixes and suffixes (p.57)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Form nouns and opposites using prefixes and suffixes.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interpret – Produce Interact Reading - Writing Listening –

SpeakingFunctions Language forms Phonology

/- Suffix –ty: E.g. honesty, responsible,

responsibility- Prefixes dis-, li- E.g. legal – illegal, honest -

dishonest, approve – disapprove/

Lesson 6. Writing an opinion article (p.58)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Write an opinion article.Target competencies Subsidiary Competencies Main skills Subsidiary skills



- Writing an opinion article / /


3AS | U2 | S2 | L1 Lesson 6. Imitating property is theft (pp.53-55)

Lesson PlanLesson 6. Imitating property is theft (pp.53-55)


Unit TWO: Ethics in BusinessSequence TWO: Read and considerLesson: Imitating property is theft (pp.53-55)

General aims: by the end of this lesson, my learners will be able to: ❑ Discuss issues related to counterfeiting and imitation of property.



Functions Language forms Phonology/ / /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Discuss their own view to imitation and counterfeiting.



Reading - Writing

Instructions:Getting started, textbook p.53:

Learners discuss the mentioned questions.Write on the board learners’ best answers.

SUGGESTED ANSWERS / KEY: 1. It represents a customs officer holding the counterfeit of a famous European painting. (See caption at

the bottom of the picture.)2. Logically the answer is no. Expect learners’ justifications for their answers to be quite varied.3. In quality/price/safety (open answer)4. Many possible answers. 5. Many possible answers6. Normally, the answer is: It’s wrong to imitate products because imitations are of poor quality/not

safe/illegal and dishonest practices. …


❑ Comprehend the concept of “imitation is theft” and its consequences.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interpret Interact – Produce Reading – Listening

Speaking - Writing

Instructions:Discuss the text with learners.

Teacher act as a facilitator for comprehension, and assist learners in matters of vocabulary, and sentence structure.


3AS | U2 | S2 | L1


❑ Answer comprehension questions related to the text.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interpret Interact – Produce Reading – Writing


Instructions:Taking a closer look, textbook p.54:ANSWERS/KEY:

A. It is difficult to distinguish between imitations and genuine products because the counterfeiters are very skilful and make perfect copies of the original.

B. Counterfeit medicines are harmful because they have a lack of active ingredients.C. Counterfeiting has negative consequences on health, (public) safety, and the economy.D. Imitation is just like stealing someone else’s property. (inference question)E. Companies should reduce the prices of their products rather than spend huge amounts of money on

advertising against counterfeiting.F. Many possible answers. E.g. I agree with the author’s conclusion because consumers won’t buy

imitations if the brands are at affordable prices (cheap/not expensive).


❑ Give a brief summary of their comprehension of the concept: Imitating property is theft.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Produce Interact - Interpret Speaking – Writing

Listening - Reading

Instructions:Learners present their answers to the class.


3AS | U2 | S2 | L2 Lesson 7: Expressing cause and result (so + adjective + that) (p.55)

Lesson PlanLesson 7. Expressing cause and result (so + adjective + that) (p.55)


Unit TWO: Ethics in BusinessSequence TWO: Read and considerLesson: Expressing cause and result (so + adjective + that) (p.55)

General aims: by the end of this lesson, my learners will be able to: ❑ Express cause and result using the proposed related language forms.

Target competencies Subsidiary Competencies Main skills Subsidiary skillsInteract Interpret – Produce Reading - WritingFunctions Language forms Phonology



/



Intermediate objectives: by the end of this step, my learners will be able to:❑ Predict the outcome of the lesson.



Reading - Writing

Instructions:Grammar Explorer I, textbook p.55:The teacher asks learners to guess and identify the adjectives in each sentence, and the relationship between the

two sentences in their opinion.


❑ Comprehend how to link pairs of sentences using so + adjective + that or such + noun phrase + that.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Grammar Explorer I, textbook p.55:Task 1:

Teacher presents the relationship between the language forms.ANSWERS/KEY: A. There are so many marketed imitations of these brands that consumers have lost confidence in them. B. Copies of brands are so cheap that consumers don’t hesitate to buy them.C. Counterfeits are of such a bad quality that it is a waste of money to buy them.


3AS | U2 | S2 | L2


❑ Identify sentences with the structure so + adjective + that and such + noun phrase + that.Target




Instructions:Task 2, 1. These products are imitated to such perfection that it is difficult to distinguish between the genuine and the fake products. (§1)2. The loss in profitability is so big that most of them have launched advertisement campaigns against counterfeiting. (§3)


❑ Express cause and result using the proposed related language forms.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Task 3 (A, B):

1. These products are imitated to such perfection that it is difficult to distinguish between the genuine and the fake products. (§1)

2. The loss in profitability is so big that most of them have launched advertisement campaigns against counterfeiting. (§3)

Task 3, C:Express result.

Task 3, D:ANSWERS/KEY:

1. These products are imitated to perfection / are perfectly imitated.So, As a result, As a consequence, Consequently,it is difficult to distinguish between the genuine and the fake products. (§1)

2. The loss in profitability is bigSo, As a result, As a consequence, Consequently,most of companies have launched advertisement campaigns against counterfeiting. (§3)


3AS | U2 | S2 | L3 Lesson 8. Describing by using the present continuous passive (p.56)

Lesson PlanLesson 8. Describing by using the present continuous passive (p.56)


Unit TWO: Ethics in BusinessSequence TWO: Read and considerLesson: Describing by using the present continuous passive (p.56)

General aims: by the end of this lesson, my learners will be able to: ❑ Rewrite given sentences in the passive voice.





/ - Present simple and present continuous passive /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Distinguish between Active and Passive forms (voices)



Reading – Writing

Instructions:Consider the following two sentences:

A. Larbi is reading the book.B. The book is being read by Larbi.1. Which of these two sentences is in the Active form (voice)?2. Which of these tow sentences is in the passive form (voice)?3. How did you know?


❑ Comprehend key features related to Active and Passive forms (voices)Target competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Instructions:Active form Passive form

Subject Doer of the action Receiver of the actionVerb Tense (x)* To be (tense X) + past participle (verb) + by

Object Receiver of the action

Doer of the action

*Tense (x) in this case is the Present Continuous.


3AS | U2 | S2 | L3


❑ Rewrite given sentences in the active form.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Grammar Explorer II, textbook p.56:

1. A counterfeit is something that counterfeiters forge, imitate2. Counterfeiters are copying products of all sorts everyday.


❑ Rewrite given sentences in the passive form.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Task, textbook p.56:ANSWERS/KEY:

Our copyright is being infringed (by many Internet users). Our music hits are being uploaded and downloaded. These copyright thefts are being put in pirate sites in order to swap them with other Internet users. These pirates must be reminded that a great deal of financial loss is being caused to us by swapping music illegally.


3AS | U2 | S2 | L4 Lesson 9. Expressing obligation and necessity (p.56)

Lesson PlanLesson 9. Expressing obligation and necessity (p.56)


Unit TWO: Ethics in BusinessSequence TWO: Read and considerLesson: Expressing obligation and necessity (p.56)

General aims: by the end of this lesson, my learners will be able to: ❑ Use language forms related to obligation and necessity in sentences of their own.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interact Interpret – Produce Listening – Reading Speaking - Writing

Functions Language forms Phonology- Expressing obligation

and necessity - Must, mustn’t, have to, /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Recall their background knowledge about language forms related to obligation, necessity, and

prohibition.Target




Instructions:Grammar Explorer III, textbook p.56:Pick out sentences that express obligation and prohibition from text on pp.54-55:

Learners recall the language forms related to obligation, necessity, and prohibition that they have studied in SE2 and pick out the sentences containing them.

1. These consumers know well that they mustn’t buy imitations. (prohibition)2. They must refrain from buying them. (obligation)3. They have to purchase them. (necessity)


❑ Establish the relation between the language form and the notion it expresses.Target




Instructions:A:

Must Must not (mustn’t) Have to Don’t have toObligation Prohibition Obligation / necessity Absence of obligation


3AS | U2 | S2 | L4


❑ Employ the language forms studied in a given task.Target




Instructions:Fill in the gaps with must, must not (mustn’t), have to, don’t have to and tell what each sentence expresses:

1. Government officials must / have to abide by the law and regulations. (obligation)2. Consumers don’t have to / must not (mustn’t) buy imitated products. (not)

absence of obligation / prohibition.3. Companies have to spend money on advertising. (necessity)4. People don’t have to / must not (mustn’t) give under table money for corrupt officials. (not)

absence of obligation / prohibition.


❑ Provide sentences of their own with employment of language forms studied.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Learners provide sentences of their own with employment of must, must not (mustn’t), have to, don’t have to.


3AS | U2 | S2 | L5 Lesson 10. Forming nouns and opposites using prefixes and suffixes (p.57)

Lesson PlanLesson 10. Forming nouns and opposites using prefixes and suffixes (p.57)


Unit TWO: Ethics in BusinessSequence TWO: Read and considerLesson: Forming nouns and opposites using prefixes and suffixes (p.57)

General aims: by the end of this lesson, my learners will be able to: ❑ Form nouns and opposites using prefixes and suffixes.

Target competencies Subsidiary Competencies Main skills Subsidiary skillsInterpret – Produce Interact Reading - Writing Listening –


/- Suffix –ty: E.g. honesty, responsible,

responsibility- Prefixes dis-, li- E.g. legal – illegal, honest -

dishonest, approve – disapprove/



Intermediate objectives: by the end of this step, my learners will be able to:❑ Pick out words related to fraud.




Instructions:Vocabulary Explorer; textbook p.57:Task 1:ANSWERS/KEY: Verbs: defraud, forge, imitate, deceive, steal …Nouns: theft, fraud, forgery, imitation, counterfeiter …


❑ Form nouns by adding affixes.Target




Instructions:Task 2:ANSWERS/KEY:

Hospitality / hospitability – honesty – stupidity – responsibility – cruelty – morality –– legality

Task 3:ANSWERS/KEY:

Dishonest – disapprove – disagree – disapproval – illegal – immoral – unfair – irresponsible – disappear


3AS | U2 | S2 | L5


❑ Employ the words they have formed previously.Target





It is both dishonest (1) and illegal (2) to imitate products. Piracy is due mainly to a lack of honesty (3) and morality (4). I totally disagree (5) with those who say that counterfeiting is beneficial to consumers.


❑ Pronounce words ending in -icTarget competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Pronunciation and spelling, textbook p.57:

Verb Noun Adjective

Economize EconomyEconomist

EconomicEconomical

Uneconomical

/i(ː)ˈkɒnəmaɪz /

/i(ː)ˈkɒnəmi //i(ː)ˈkɒnəmɪst /

/ˌiːkəˈnɒmɪk //ˌiːkəˈnɒmɪkəl //ˌʌnˌiːkəˈnɒmɪkəl /


3AS | U2 | S2 | L6 Lesson 11. Writing an opinion article (p.58)

Lesson PlanLesson 11. Writing an opinion article (p.58)


Unit TWO: Ethics in BusinessSequence TWO: Read and considerLesson: Writing an opinion article (p.58)

General aims: by the end of this lesson, my learners will be able to: ❑ Write an opinion article.Target competencies Subsidiary Competencies Main skills Subsidiary skills



- Writing an opinion article / /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Discuss (recall and reconsider their background knowledge / experiences about…) the notion of an

opinion article.Target competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Instructions:Teacher discusses with learners the notion of opinion article, reason / argument, agreeing / disagreeing, etc.


❑ Comprehend the notion of an opinion article through a diagram.Target




Instructions:The teacher illustrates and explain the assignment on Think, pair, share, textbook p.58

The teacher works in collaboration with learners.Learners jot down their reasons / arguments.

Task can be done individually, in groups, or with the entire classroom.


❑ Present ideas in a diagram.Target




Instructions:Learners decide on the final structure / form of their opinion article and the reasons / arguments included.


3AS | U2 | S2 | L6


❑ Convert the diagram into a paragraph.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Learners convert the diagram into an article.

Learners proofread their work before submitting.SUGGESTED PUBLIC STATEMENT:

The best work is to be displayed on the white board.Some people argue that counterfeiting benefits consumers by giving them access to lower-price goods.

This is a totally mistaken claim. First, imitated goods are poor quality and do not last long. There is then no guarantee of value for money and more importantly, that fake goods are safe. Imagine how much damage low quality parts fitted in a car can do to the driver and passengers when they fail!

Secondly, if we think of fake foods or medicines, and the criminal procedures used by the people who make them, we can only remain firm on buying genuine products. There are several cases of substitute edibles which have caused dangerous diseases to people and which have resulted in long-lasting law suits. The outcomes could only be compensations paid for irreparable damage but the moral damage caused to the victims can never be repaired! Recent figures released by the European Union show that the customs are confiscating 100 million fake items every year.

Thirdly, it is highly immoral to reap where other people have sown. Pirating products is indeed imitating other people’s property, and refusing to engage in a creative act. It is much more rewarding to turn one’s abilities to creating new objects of value that could serve the community, or improve the performance of existing ones.

Fourthly, pirating objects is by essence theft, especially when the producer of a fake item affixes the label of a well-known trade mark on it. Some countries are notorious for their practice of counterfeit objects. One wouldn’t like Algerians to be known for practising this dubious trade, as much as one wouldn’t like to see them buy cheap, fake products and head into unsuspected troubles.


3AS | U2 | S3 | Sequence Plan Sequence THREE: Listening and speaking

Sequence PlanSequence THREE: Listening and speaking


Unit II: Ethics in BusinessStep / Sequence / Rubric THREE: LISTENING AND SPEAKING (61 – 64)General aims: by the end of this sequence, my learners will be able to:

❑ Write an argumentative speechTarget competencies Subsidiary Competencies Main skills Subsidiary skills

Interpret Interact - Produce Listening – Speaking

Reading - Writing


opinions- Defending opinions- Making an

argumentative speech- Expressing opinion

- Verbs for expressing opinion (think, believe …) /

SEQUENCE / RUBRIC / STEPS: LESSONSLesson 1. Responding to an opinion (p.62)Lesson 2. Asking and defending an opinion / point of view (p.63)Lesson 3. Writing an argumentative speech (p.64)

> DESCRIPTION:Lesson 1. Responding to an opinion (p.62)

Intermediate objectives: by the end of this lesson, my learners will be able to:❑ Identify and respond to an opinion.




opinions/ /

Lesson 2. Asking and defending an opinion / point of view (p.63)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Ask and give their opinion regarding a matter / issue.Target competencies Subsidiary Competencies Main skills Subsidiary skills

interpret Interact - Produce Listening – Speaking Reading - Writing

Functions Language forms Phonology- Defending

opinions- Expressing opinion

/ /



Lesson 3. Writing an argumentative speech (p.64)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Write an argumentative speech.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Produce Interact – Interpret Reading – Writing


Functions Language forms Phonology- Making an

argumentative speech

/ /


3AS | U2 | S3 | L1 Lesson 12. Responding to an opinion (p.62)

Lesson PlanLesson 12. Responding to an opinion (p.62)


Unit TWO: Ethics in BusinessSequence THREE: Listening and speakingLesson: Responding to an opinion (p.62)

General aims: by the end of this lesson, my learners will be able to: ❑ Identify and respond to an opinion.




opinions/ /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Formulate their opinion in regard of an issue(s)



Reading – Writing

Instructions:Before listening; textbook p.61:Task 1:

The teacher discusses the questions with learners.1. It’s ethically wrong because he is polluting the environment. All he is concerned with is profit.2. Students should feel free to give their own opinions. 3. Many possible answers. These answers depend on answers to question two above.4. There are many possible answers. Students don’t have to agree with each other.5. The students don’t have to agree. The most important thing is to encourage them to justisfy their answers.


❑ Identify opinion (s) from a listening context.Target competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Instructions:As you listen, textbook p.62:

Learners listen with the purpose of identifying the opinions in the Listening Script.Listening Script, textbook p.200


3AS | U2 | S3 | L1


❑ Assign opinions to their sources.Target competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Instructions:Task 1, p.62:

B G MA. Companies must make a lot of money so that people who

have invested in them get profits. ✓B. A company bears responsibility to all people whose welfare

and livelihood depends on it. ✓C. No company should spend more than is required to reduce

pollutions. ✓D. Companies should be managed for the benefit of

shareholders. ✓E. Companies should be managed for the benefit of

stakeholders. ✓


❑ Respond to opinion(s).Target competencies Subsidiary Competencies Main skills Subsidiary skills


Listening - Reading

Instructions:Task 2, p.62:

Learners discuss the opinions and ways to agree / disagree with them, and justify their own point of view towards the proposed opinions in the listening script.

SUGGESTED OPINIONS: Refer to task 1 above.

Learners justify their point of view.


3AS | U2 | S3 | L2 Lesson 13. Asking and defending an opinion / point of view (p.63)

Lesson PlanLesson 13. Asking and defending an opinion / point of view (p.63)


Unit TWO: Ethics in BusinessSequence THREE: Listening and speakingLesson: Asking and defending an opinion / point of view (p.63)

General aims: by the end of this lesson, my learners will be able to: ❑ Ask and give their opinion regarding a matter / issue.


interpret Interact - Produce Listening – Speaking Reading - Writing

Functions Language forms Phonology- Defending

opinions- Expressing opinion

/ /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Identify their needs concerning how to ask / give an opinion.



Reading – Writing

Instructions:Learners wonder among themselves on how to ask / give an opinion. The focus is on associated language

forms.


❑ Comprehend how to give and ask for an opinion.Target




Instructions:After listening; textbook p.63:

The teacher reads and illustrates the Coping box, textbook p.63.The teacher refers learners to Table 1 and 2.


❑ Identify associated language forms.Target competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Instructions:Learners refer back to the listening script, and pick out language forms related to asking for / giving an opinion.


3AS | U2 | S3 | L2

ANSWERS / KEY: 1. Bob: So what do you think about…..2. George: Well, in my opinion…. By this I mean …3. Bob: What do you mean by ….4. You see, as far as I’m concerned ….5. George: I think that ….6. Mark: I’m sorry, but I hold a completely different view about …. If you ask me, …..7. Bob: Sorry, I can’t quite grasp what you’re saying.8. Mark: Contrary to what George thinks, …


❑ Ask and give their opinion regarding a matter / issue.Target



Listening – Reading

Instructions:Task, textbook p.63:The teacher can propose the issue mentioned in the coursebook, or take the best issues provided by learners that

allows discussion and which learners have enough knowledge about it to carry on the discussion.SUGGESTED DIALOGUE:

Depends on what learners provide.


3AS | U2 | S3 | L3 Lesson 14. Writing an argumentative speech (p.64)

Lesson PlanLesson 14. Writing an argumentative speech (p.64)


Unit TWO: Ethics in BusinessSequence THREE: Listening and speakingLesson: Writing an argumentative speech (p.64)

General aims: by the end of this lesson, my learners will be able to: ❑ Write an argumentative speech.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Functions Language forms Phonology- Making an

argumentative speech

/ /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Recall / formulate their opinion regarding a proposed issue.



Reading - Writing

Instructions:Saying it in writing, textbook p.64:Task 1:

The teacher proposes the following issue:Some people argue / think / say that businessmen should apply their own personal ethical standards when doing

business.Learners jot down their ideas / views regarding the issue.


❑ Comprehend the language forms proposed and how to employ them.Target





Teacher acts as an assistant and refers learners to / illustrates / explains / discusses with learners the proposed “expanding notes” and “useful language” and how to employ them.


3AS | U2 | S3 | L3


❑ Produce a first draft of their argumentative speech.Target competencies Subsidiary Competencies Main skills Subsidiary skills




With the teacher acting as a facilitator, learners produce a draft of their argumentative speech.


❑ Write an argumentative speech.Target competencies Subsidiary Competencies Main skills Subsidiary skills




Learners do as described in the task. Once done, they submit their work for the teacher.Task 4, textbook p.64:

Learners present their final work to the classSUGGESTED ARGUMENTATIVE SPEECH: Ladies, gentlemen,

Some people say that businessmen should apply their own personal ethical standards when doing business. They tell us that you need money to make money; that the world of business is a jungle; and that if we respect ethics, we can undermine the values of hard work and freedom. Let me tell you that I don’t agree with these arguments at all. I believe that such arguments are only excuses to escape the responsibility of business companies towards the welfare of society as a whole. As far as I am concerned, I say that ethics has everything to do with business….

SUGGESTED POLICY STATEMENT (2): Some people argue that counterfeiting benefits consumers by giving them access to lower-prices goods.

This is a totally mistaken claim. First, imitated goods are poor quality. They do not last long. For example, counterfeited car parts break quickly. Thousands of car accidents each year are cause by fake car parts. Second, fake pharmaceutical products used in medicine kill people. The medicament prescribed either fails to cure or causes internal damage to vital organs, which ultimately result in death. Thirdly, piracy kills creativity and innovation. It reap and steal people’s efforts and private them from their products’ benefits. Piracy is theft and it will by so damage and cripple people’s future moves. Fourthly, counterfeited products loses customers’ confidence and trust, which will reflect a bad reputation on the country of origin. A bad reputation means decreasing in sells and therefore recession and economic crisis. Finally, counterfeiting is forbidden in the ultimate ethical code: Islamic Shareea. It is stealing people’s efforts and damaging both the society and the economy. Counterfeiting maybe easy money, but with very bad consequences.


3AS | U2 | S4 | Sequence Plan Sequence FOUR: Reading and writing

Sequence PlanSequence FOUR: Reading and writing


Unit II: Ethics in BusinessStep / Sequence / Rubric FOUR: Reading and writing (65 – 70)General aims: by the end of this sequence, my learners will be able to:

❑ Write a policy statement.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Produce Interpret – Interact Reading – Writing


Functions Language forms Phonology- Skimming- Scanning- Responding to a text- Identifying and using

reference words- Writing a policy

statement

/ /

SEQUENCE / RUBRIC / STEPS: LESSONSLesson 1. Skimming and scanning (p.66)Lesson 2. Identifying and using reference words (p.67-68)Lesson 3. Writing a policy statement (p.69)

> DESCRIPTION:Lesson 1. Skimming and scanning (p.66)

Intermediate objectives: by the end of this lesson, my learners will be able to:❑ Respond to a text.


Interact Interpret – Produce Listening – Reading Speaking – Writing

Functions Language forms Phonology- Skimming- Scanning- Responding to a

text/ /

Lesson 2. Identifying and using reference words (p.67-68)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Identify and employ reference words in text comprehension.Target competencies Subsidiary Competencies Main skills Subsidiary skills

Interpret Interact – Produce Reading – Speaking Listening – Writing

Functions Language forms Phonology- Identifying and

using reference words

/ /



Lesson 3. Writing a policy statement (p.69)Intermediate objectives: by the end of this lesson, my learners will be able to:

❑ Write a policy statement for an ethical investment fund.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Functions Language forms Phonology- Writing a policy

statement / /


3AS | U2 | S4 | L1 Lesson 15. Skimming and scanning (p.66)

Lesson PlanLesson 15. Skimming and scanning (p.66)


Unit TWO: Ethics in BusinessSequence FOUR: Reading and writingLesson: Skimming and scanning (p.66)

General aims: by the end of this lesson, my learners will be able to: ❑ Respond to a text.


Interact Interpret – Produce Listening – Reading Speaking – Writing

Functions Language forms Phonology- Skimming- Scanning- Responding to a

text/ /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Discuss the importance of ethics in business.



Reading – Writing

Instructions:Before reading, textbook p.65:

The teacher / learners discusses the ideas with learners / partners.ANSWERS/KEY:

1. The company employing the child is in violation of the child’s right for education. The child is below the legal minimum age to work.

2. They are doing unethical business /committing a crime because child labour is illegal.3. Yes, I would because …. / No, I wouldn’t because …..4. Yes, because ….


❑ Skim through a text.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:As you read, textbook p.66:Task 1:

Learners skim through the text and do the task.For “A”: draw learners focus to why the other answers are false.

ANSWERS/KEY: A. b. Social auditing is both a social obligation and a necessity in doing business today.


3AS | U2 | S4 | L1

B. Social Auditing and its importance in business.


❑ Scan a text.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Task 2, textbook p.66:ANSWERS/KEY:

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. (learners can provide many possible justifications.)


❑ Respond to a text. (interact with the meanings carried by the proposed text).Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Task 3, textbook p.67:ANSWERS/KEY:

A. commission B. prosper C. corporate D. designate E. oversee F. suppliers G. scrutinyLearners may use the dictionary.


3AS | U2 | S4 | L2 Lesson 16. Identifying and using reference words (p.67-68)

Lesson PlanLesson 16. Identifying and using reference words (p.67-68)


Unit TWO: Ethics in BusinessSequence FOUR: Reading and writingLesson: Identifying and using reference words (p.67-68)

General aims: by the end of this lesson, my learners will be able to: ❑ Identify and employ reference words in text comprehension.


Interpret Interact – Produce Reading – Speaking Listening – Writing

Functions Language forms Phonology- Identifying and

using reference words

/ /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Identify reference words in a text.



Reading – Writing

Instructions:Go back to text and identify reference words.


❑ Comprehend the notion of a reference word.Target competencies Subsidiary Competencies Main skills Subsidiary skills


Reading – Writing

Instructions:After reading, textbook p.68:

Teacher refers learners to / illustrates Coping box, textbook p.68.To refer to things already mentioned:Pronouns: I, we, you, he, she, it, theyPossessive adjectives: my, our, your, his, her, its, theirDemonstrative adjectives: this / these and that / thoseTo refer to things that will be mentioned:Articles: a, an, theDemonstrative adjectives: this / these and that / those


3AS | U2 | S4 | L2


❑ Identify the items that reference words refer to.Target competencies Subsidiary Competencies Main skills Subsidiary skills




Learners refer to reference words obtained from warm-up step, and define the items they refer to.ANSWERS/KEY:

§1 §2 §3 §4 §5their: businessesthem: businessestheir: businessesthese: social auditsthat: social auditstheir: businessestheir: businesses

they: supporters of social auditsit: social reportingit: social auditingthey: company executivesthose: companies

this criticism: a social audit may just be a public relations exercise …them: executivesthis: “a lot of our ….

there: developing countriestheir: our suppliers.

ours: our company

Task 2, textbook p.68:Do as described in the task.

KEY: Up to what learners provide.


❑ Employ reference words in text comprehension.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Instructions:Task 3, textbook p.68:ANSWERS/KEY: (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: is irrelevant.


3AS | U2 | S4 | L3 Lesson 17. Writing a policy statement (p.69)

Lesson PlanLesson 17. Writing a policy statement (p.69)


Unit TWO: Ethics in BusinessSequence FOUR: Reading and writingLesson: Writing a policy statement (p.69)

General aims: by the end of this lesson, my learners will be able to: ❑ Write a policy statement for an ethical investment fund.Target competencies Subsidiary Competencies Main skills Subsidiary skills



Functions Language forms Phonology- Writing a policy

statement / /



Intermediate objectives: by the end of this step, my learners will be able to:❑ Brainstorm ideas related to a policy statement for an investment fund.



Reading – Writing

Instructions:Writing development, textbook p.69:Teacher refers / discusses with learners the opening statement, task 1, and the expanding notes, textbook p.69.


❑ Comprehend the notion of a diagram as an organizational structure for their writing.Target





Teacher refers learners to the diagram.Teacher assists learners in selecting their ideas from the expanding notes / producing their own ideas.


❑ Employ their comprehension of a diagram to organize their writing.Target


Interpret Interact – Produce Listening – Writing

Reading – Speaking


Teacher assists learners in filling ideas into the diagram.By REFFAS Mounir, Secondary Education Teacher of English

3AS | U2 | S4 | L3


❑ Write a policy statement for an ethical investment fund.Target competencies Subsidiary Competencies Main skills Subsidiary skills




Learners write their first draft following the diagram they have filled previously.Allow learners to perform changes, but keep those changes minor.

Task 3, textbook p.70:Learners proofread their work and submit it to the teacher.

SUGGESTED POLICY STATEMENT: 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. … (to be finished by learners’ best provided work)

SUGGESTED POLICY STATEMENT (2): The people and organizations who put their money into our funds want us to invest in ethical ways, and

we work hard to make their desires a reality. We invest in companies that balance economic growth with social responsibility. We choose to invest in well-managed companies for examples, those that have transparent financial accounting. However, we avoid companies that endanger the environment. We choose not to place money in companies that lack ethical labour standards such as using child labour or bad working conditions. We also refrain from investing in certain sectors such as tobacco or arms manufacturing.


3AS | U1 | Project outcome Project outcome

PROJECT OUTCOMEWriting a charter of ethics (p.71)

GUIDELINES :Write a charter of ethics in relation to three of these professions: Accountancy, Law, Architecture,

Medicine, Banking, Plastic surgery, Business, Teaching, Journalism, Sports, Agriculture, Scientific research.

The charter of ethics should include:1. A reminder of the social, economic, moral prejudices that the neglect of ethics might cause to the

professions and their clients. Give data / statistics.2. A short interview about the importance of ethics in the professions with representatives of professional

associations.3. A short article that reports unethical behaviour in the professions and how the law deals with them. (see

Research and Report on page 60)4. A code of ethics, i.e. a set of moral rules, for each of the selected professions.

The project is the visible and assessable manifestation of the learners’ competencies. The project designing procedure runs in parallel with the unfolding of the unit. There are five flash-points throughout the unit:

1. BRAINSTORMING (p.46) List unethical practices, their consequences on the business and society, and the solutions they can be done to eradicate them.

2. FACT FINDING (p.53) Argue about the value of ethics in business activities / practices.3. ORGANISING (p.60) Research and Report

Information on the punishments meted out on offenders / felons.Information on the unethical practices related to each profession (selected).

4. WRITING UP (p.61) Argue about the importance of employing ethics in business activities / practices.

5. ASSESSING (p.65) A policy statement for building / creating a business that applies ethics in business activities / practices.


3AS | U1 | Assessment

AssessmentRefer to textbook p.43 for learners’ self-assessment.

Teacher’s Assessment:At the end of this unit, my learners should be able to manifest the followings skills, do the following

tasks, and be knowledgeable in the following themes and how to answer the mentioned types of activities.Rubric / Page / Task Skills Theme Types of Activities


3AS | U1 | Assessment

Vocabulary Building and ResourcesLearners must be provided the dictionary to view the following list of words. The list is based on their

actual as well as anticipated needs. The list is designed for a below-average level learner. Consulting these words via the dictionary and not through the teacher will increase learners’ autonomy and enrich their vocabulary as well as enhance their comprehension and skills regarding the employment of their acquirements.

List of words in the alphabetical order, with occurrences numbers throughout the unit / the book / secondary education.

Word

Number of occurrence inThis unit

This book

Secondary education


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